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businesscommunicationtoday1-courtlandv.bovee_.pdf
Business Communication Today
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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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Business Communication Today
Eleventh Edition
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Library of Congress Cataloging-in-Publication Data Bovée, Courtland L. Business communication today / Courtland L. Bovée, John V. Thill. — 11th ed. p. cm. Includes bibliographical references and index. ISBN 978-0-13-253955-5 (alk. paper) 1. Business communication—United States—Case studies. 2. Communication in organizations—United States—Case studies. I. Thill, John V. II. Title. HF5718.B66 2011 658.4’5—dc23 2011022339 10 9 8 7 6 5 4 3 2 1
ISBN 10: 0-13-253955-1 ISBN 13: 978-0-13-253955-5
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Preface xvii Prologue xxxi
PART 1 Understanding the Foundations of Business Communication 1 1 Achieving Success Through Effective Business Communication 2 2 Mastering Team Skills and Interpersonal Communication 33 3 Communicating in a World of Diversity 60
PART 2 Applying the Three-Step Writing Process 85 4 Planning Business Messages 86 5 Writing Business Messages 114 6 Completing Business Messages 144
PART 3 Crafting Brief Messages 173 7 Crafting Messages for Electronic Media 174 8 Writing Routine and Positive Messages 214 9 Writing Negative Messages 246 10 Writing Persuasive Messages 281
PART 4 Supporting Messages with Quality Information 313 11 Finding, Evaluating, and Processing Information 314 12 Designing Visual Communication 339
PART 5 Planning, Writing, and Completing Reports and Proposals 369 13 Planning Reports and Proposals 370 14 Writing Reports and Proposals 399 15 Completing Reports and Proposals 424
PART 6 Designing and Delivering Oral and Online Presentations 467 16 Developing Oral and Online Presentations 468 17 Enhancing Presentations with Slides and Other Visuals 493
PART 7 Writing Employment Messages and Interviewing for Jobs 519 18 Building Careers and Writing Résumés 520 19 Applying and Interviewing for Employment 548
APPENDIX A Format and Layout of Business Documents A-1 APPENDIX B Documentation of Report Sources A-19 APPENDIX C Correction Symbols A-25
Handbook of Grammar, Mechanics, and Usage H-1 References R-1 Acknowledgments ACK-1 Brand, Organization, Name, and Website Index I-1 Subject Index I-5
Contents in Brief
v
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vii
Preface xvii
Prologue xxxi
PART 1 Understanding the Foundations of Business Communication 1
CHAPTER 1
Achieving Success Through Effective Business Communication 2 COMMUNICATION CLOSE-UP AT TOYOTA 2
Understanding Why Communication Matters 3 Communication Is Important to Your Career 3 Communication Is Important to Your Company 4 What Makes Business Communication Effective? 4
Communicating in Today’s Global Business Environment 4 Understanding the Unique Challenges of Business
Communication 5 Understanding What Employers Expect from You 7 Communicating in an Organizational Context 8 Adopting an Audience-Centered Approach 9
Exploring the Communication Process 10 The Basic Communication Model 10 The Social Communication Model 14
Using Technology to Improve Business Communication 16 Keeping Technology in Perspective 16 Guarding Against Information Overload and Information
Addiction 17 Using Technological Tools Productively 22 Reconnecting with People 22
Committing to Ethical and Legal Communication 23 Distinguishing Ethical Dilemmas from Ethical Lapses 24 Ensuring Ethical Communication 24
Ensuring Legal Communication 27 QUICK LEARNING GUIDE 28
COMMUNICATION CHALLENGES AT TOYOTA 30
TEST YOUR KNOWLEDGE 30
APPLY YOUR KNOWLEDGE 30
PRACTICE YOUR SKILLS 30
EXPAND YOUR SKILLS 32
BUSINESS COMMUNICATION 2.0 How Will You Put Your Communication Skills to Work? 17
BUSINESS COMMUNICATION 2.0 Who’s Responsible Here? 26
CHAPTER 2
Mastering Team Skills and Interpersonal Communication 33 COMMUNICATION CLOSE-UP AT ROSEN LAW FIRM 33
Communicating Effectively in Teams 34 Advantages and Disadvantages of Teams 34 Characteristics of Effective Teams 35 Group Dynamics 35
Collaborating on Communication Efforts 38 Guidelines for Collaborative Writing 38 Technologies for Collaborative Writing 38 Social Networks and Virtual Communities 40 Giving—and Responding to—Constructive Feedback 41
Making Your Meetings More Productive 41 Preparing for Meetings 41 Conducting and Contributing to Efficient Meetings 43
Using Meeting Technologies 43 Improving Your Listening Skills 46
Recognizing Various Types of Listening 46 Understanding the Listening Process 46 Overcoming Barriers to Effective Listening 47
Improving Your Nonverbal Communication Skills 48 Recognizing Nonverbal Communication 48 Using Nonverbal Communication Effectively 49
Developing Your Business Etiquette 50 Business Etiquette in the Workplace 50 Business Etiquette in Social Settings 52 Business Etiquette Online 53
QUICK LEARNING GUIDE 54
COMMUNICATION CHALLENGES AT ROSEN LAW FIRM 56
TEST YOUR KNOWLEDGE 56
APPLY YOUR KNOWLEDGE 56
PRACTICE YOUR SKILLS 57
EXPAND YOUR SKILLS 59
ETHICS DETECTIVE Solving the Case of the Missing Team 34
COMMUNICATING ACROSS CULTURES Whose Skin Is This, Anyway? 50
Contents
CHAPTER 3
Communicating in a World of Diversity 60 COMMUNICATION CLOSE-UP AT IBM 60
Understanding the Opportunities and Challenges of Communication in a Diverse World 61 The Opportunities in a Global Marketplace 61 The Advantages of a Diverse Workforce 62 The Challenges of Intercultural Communication 63
Developing Cultural Competency 63 Understanding the Concept of Culture 64 Overcoming Ethnocentrism and Stereotyping 64
Recognizing Variations in a Diverse World 65 Contextual Differences 65 Legal and Ethical Differences 66 Social Differences 66 Nonverbal Differences 67 Age Differences 68 Gender Differences 68 Religious Differences 69 Ability Differences 70
Adapting to Other Business Cultures 70 Guidelines for Adapting to Any Business Culture 70 Guidelines for Adapting to U.S. Business Culture 71
Improving Intercultural Communication Skills 71 Studying Other Cultures 71 Studying Other Languages 73 Respecting Preferences for Communication Style 74 Writing Clearly 74 Speaking and Listening Carefully 77 Using Interpreters, Translators, and Translation Software 78 Helping Others Adapt to Your Culture 79
COMMUNICATION CHALLENGES AT IBM 79
QUICK LEARNING GUIDE 80
TEST YOUR KNOWLEDGE 82
APPLY YOUR KNOWLEDGE 82
PRACTICE YOUR SKILLS 82
EXPAND YOUR SKILLS 84
COMMUNICATING ACROSS CULTURES Us Versus Them: Generational Conflict in the Workplace 69
BUSINESS COMMUNICATION 2.0 The Web 2.0 Way to Learn a New Language 74
PART 2 Applying the Three-Step Writing Process 85
CHAPTER 4
Planning Business Messages 86 COMMUNICATION CLOSE-UP AT H&R BLOCK 86
Understanding the Three-Step Writing Process 87 Optimizing Your Writing Time 88 Planning Effectively 88
Analyzing the Situation 88 Defining Your Purpose 89 Developing an Audience Profile 89
viii Contents
Gathering Information 90 Uncovering Audience Needs 91 Finding Your Focus 91 Providing Required Information 91
Selecting the Right Medium 93 Oral Media 94 Written Media 94 Visual Media 94 Electronic Media 95 Factors to Consider When Choosing Media 96
Organizing Your Information 98 Recognizing the Importance of Good Organization 98 Defining Your Main Idea 100 Limiting Your Scope 101 Choosing Between Direct and Indirect Approaches 102 Outlining Your Content 103 Building Reader Interest with Storytelling Techniques 105
QUICK LEARNING GUIDE 108
COMMUNICATION CHALLENGES AT H&R BLOCK 110
TEST YOUR KNOWLEDGE 110
APPLY YOUR KNOWLEDGE 110
PRACTICE YOUR SKILLS 111
EXPAND YOUR SKILLS 113
ETHICS DETECTIVE Solving the Case of the Missing Safety Warning 92
CHAPTER 5
Writing Business Messages 114 COMMUNICATION CLOSE-UP AT CREATIVE COMMONS 114
Adapting to Your Audience: Being Sensitive to Audience Needs 115 Using the “You” Attitude 115 Maintaining Standards of Etiquette 116 Emphasizing the Positive 116 Using Bias-Free Language 118
Adapting to Your Audience: Building Strong Relationships 120 Establishing Your Credibility 120 Projecting Your Company’s Image 121
Adapting to Your Audience: Controlling Your Style and Tone 122 Using a Conversational Tone 122 Using Plain Language 124 Selecting the Active or Passive Voice 125
Composing Your Message: Choosing Powerful Words 126 Understanding Denotation and Connotation 127 Balancing Abstract and Concrete Words 128 Finding Words That Communicate Well 128
Composing Your Message: Creating Effective Sentences 130 Choosing from the Four Types of Sentences 130 Using Sentence Style to Emphasize Key Thoughts 131
Composing Your Message: Crafting Unified, Coherent Paragraphs 132 Creating the Elements of a Paragraph 132 Choosing the Best Way to Develop Each Paragraph 135
Using Technology to Compose and Shape Your Messages 136
Contents ix
COMMUNICATION CHALLENGES AT CREATIVE COMMONS 137
QUICK LEARNING GUIDE 138
TEST YOUR KNOWLEDGE 140
APPLY YOUR KNOWLEDGE 140
PRACTICE YOUR SKILLS 140
EXPAND YOUR SKILLS 143
COMMUNICATING ACROSS CULTURES Can You Connect with a Global Audience on the Web? 124
CHAPTER 6
Completing Business Messages 144 COMMUNICATION CLOSE-UP AT JEFFERSON RABB WEB DESIGN 144
Revising Your Message: Evaluating the First Draft 145 Evaluating Your Content, Organization, and Tone 145 Evaluating, Editing, and Revising the Work of Others 147
Revising to Improve Readability 148 Varying Your Sentence Length 149 Keeping Your Paragraphs Short 149 Using Lists to Clarify and Emphasize 149 Adding Headings and Subheadings 151
Editing for Clarity and Conciseness 151 Editing for Clarity 151 Editing for Conciseness 154 Using Technology to Revise Your Message 154
Producing Your Message 157 Designing for Readability 157 Designing Multimedia Documents 160 Using Technology to Produce Your Message 162 Formatting Formal Letters and Memos 162
Proofreading Your Message 164 Distributing Your Message 165
QUICK LEARNING GUIDE 166
COMMUNICATION CHALLENGES AT JEFFERSON RABB WEB DESIGN 168
TEST YOUR KNOWLEDGE 168
APPLY YOUR KNOWLEDGE 168
PRACTICE YOUR SKILLS 168
EXPAND YOUR SKILLS 172
COMMUNICATION MISCUES Missing the Message with Prescription Medications 153
PART 3 Crafting Brief Messages 173
CHAPTER 7
Crafting Messages for Electronic Media 174 COMMUNICATION CLOSE-UP AT SOUTHWEST AIRLINES 174
Electronic Media for Business Communication 175 Compositional Modes for Electronic Media 177 Creating Content for Social Media 179 Managing Communication in a Social Media Environment 180
Social Networking and Community Participation Websites 180 Social Networks 181
User-Generated Content Sites 186 Community Q&A Sites 186 Community Participation Websites 186
Email 187 Planning Email Messages 188 Writing Email Messages 188 Completing Email Messages 189
Instant Messaging and Text Messaging 191 Understanding the Benefits and Risks of IM 191 Adapting the Three-Step Process for Successful IM 192
Blogging and Microblogging 193 Understanding the Business Applications of Blogging 194 Adapting the Three-Step Process for Successful Blogging 197 Microblogging 199
Podcasting 200 Understanding the Business Applications of Podcasting 200 Adapting the Three-Step Process for Successful
Podcasting 201
COMMUNICATION CHALLENGES AT SOUTHWEST AIRLINES 203
QUICK LEARNING GUIDE 204
TEST YOUR KNOWLEDGE 206
APPLY YOUR KNOWLEDGE 206
PRACTICE YOUR SKILLS 206
EXPAND YOUR SKILLS 208
CASES 209
BUSINESS COMMUNICATION 2.0 Walking Around with the Entire Internet in Your Hands 177
BUSINESS COMMUNICATION 2.0 Help! I’m Drowning in Social Media! 196
CHAPTER 8
Writing Routine and Positive Messages 214 COMMUNICATION CLOSE-UP AT GET SATISFACTION 214
Strategy for Routine Requests 215 Stating Your Request Up Front 215 Explaining and Justifying Your Request 215 Requesting Specific Action in a Courteous Close 216
Common Examples of Routine Requests 216 Asking for Information and Action 216 Asking for Recommendations 217 Making Claims and Requesting Adjustments 219
Strategy for Routine and Positive Messages 219 Starting with the Main Idea 222 Providing Necessary Details and Explanation 222 Ending with a Courteous Close 223
Common Examples of Routine and Positive Messages 223 Answering Requests for Information and Action 223 Granting Claims and Requests for Adjustment 224 Providing Recommendations 227 Sharing Routine Information 227 Announcing Good News 229 Fostering Goodwill 231
QUICK LEARNING GUIDE 234
COMMUNICATION CHALLENGES AT GET SATISFACTION 236
CHAPTER 10
Writing Persuasive Messages 281 COMMUNICATION CLOSE-UP AT CAFEMOM 281
Using the Three-Step Writing Process for Persuasive Messages 282 Step 1: Planning a Persuasive Message 282 Step 2: Writing a Persuasive Message 285 Step 3: Completing a Persuasive Message 287
Developing Persuasive Business Messages 287 Strategies for Persuasive Business Messages 288 Common Examples of Persuasive Business Messages 292
Developing Marketing and Sales Messages 293 Assessing Audience Needs 294 Analyzing Your Competition 295 Determining Key Selling Points and Benefits 295 Anticipating Purchase Objections 295 Applying AIDA or a Similar Model 296
Writing Promotional Messages for Social Media 298 Maintaining High Standards of Ethics, Legal Compliance,
and Etiquette 300
QUICK LEARNING GUIDE 302
COMMUNICATION CHALLENGES AT CAFEMOM 304
TEST YOUR KNOWLEDGE 304
APPLY YOUR KNOWLEDGE 304
PRACTICE YOUR SKILLS 305
EXPAND YOUR SKILLS 306
CASES 306
BUSINESS COMMUNICATION 2.0 Please Find Us: Building an Audience Through Search Engine Optimization 286
ETHICS DETECTIVE Solving the Case of the Incredible Credibility 287
PART 4 Supporting Messages with Quality Information 313
CHAPTER 11
Finding, Evaluating, and Processing Information 314 COMMUNICATION CLOSE-UP AT TESCO 314
Planning Your Research 315 Maintaining Ethics and Etiquette in Your Research 315 Familiarizing Yourself with the Subject 316 Identifying Information Gaps 316 Prioritizing Research Needs 316
Conducting Secondary Research 317 Evaluating Sources 317 Locating Sources 318 Documenting Your Sources 324
Conducting Primary Research 325 Gathering Information with Surveys 325 Gathering Information with Interviews 328
Processing Data and Information 329 Quoting, Paraphrasing, and Summarizing 329 Analyzing Numeric Data 330
Applying Your Findings 332 Summarizing Your Research 332
TEST YOUR KNOWLEDGE 237
APPLY YOUR KNOWLEDGE 237
PRACTICE YOUR SKILLS 237
EXPAND YOUR SKILLS 239
COMMUNICATION MISCUES Can You Get Sued for Writing— or Not Writing—a Recommendation Letter? 229
CHAPTER 9
Writing Negative Messages 246 COMMUNICATION CLOSE-UP AT CHARGIFY 246
Using the Three-Step Writing Process for Negative Messages 247 Step 1: Planning a Negative Message 247 Step 2: Writing a Negative Message 248 Step 3: Completing a Negative Message 249
Using the Direct Approach for Negative Messages 249 Opening with a Clear Statement of the Bad News 250 Providing Reasons and Additional Information 250 Closing on a Respectful Note 251
Using the Indirect Approach for Negative Messages 251 Opening with a Buffer 251 Providing Reasons and Additional Information 252 Continuing with a Clear Statement of the Bad News 253 Closing on a Respectful Note 254
Maintaining High Standards of Ethics and Etiquette 254
Sending Negative Messages on Routine Business Matters 256 Making Negative Announcements on Routine
Business Matters 257 Rejecting Suggestions and Proposals 257 Refusing Routine Requests 257 Handling Bad News About Transactions 257 Refusing Claims and Requests for Adjustment 260
Sending Negative Organizational News 262 Communicating Under Normal Circumstances 262 Communicating in a Crisis 262
Sending Negative Employment Messages 264 Refusing Requests for Employee References
and Recommendation Letters 265 Refusing Social Networking Recommendation Requests 265 Rejecting Job Applications 266 Giving Negative Performance Reviews 267 Terminating Employment 268
COMMUNICATION CHALLENGES AT CHARGIFY 269
QUICK LEARNING GUIDE 270
TEST YOUR KNOWLEDGE 272
APPLY YOUR KNOWLEDGE 272
PRACTICE YOUR SKILLS 272
EXPAND YOUR SKILLS 273
CASES 274
ETHICS DETECTIVE Solving the Case of the Deceptive Soft Sell 255
BUSINESS COMMUNICATION 2.0 We’re Under Attack! Responding to Rumors and Criticism in a Social Media Environment 264
x Contents
Drawing Conclusions 333 Making Recommendations 333 Managing Information 333
QUICK LEARNING GUIDE 334
COMMUNICATION CHALLENGES AT TESCO 336
TEST YOUR KNOWLEDGE 336
APPLY YOUR KNOWLEDGE 336
PRACTICE YOUR SKILLS 336
EXPAND YOUR SKILLS 338
COMMUNICATION MISCUES The Art of the Question 326
ETHICS DETECTIVE Solving the Case of the Imaginary Good News 331
CHAPTER 12
Designing Visual Communication 339 COMMUNICATION CLOSE-UP AT XPLANE 339
Understanding Visual Communication 340 The Power of Images 340 The Visual Evolution in Business Communication 341 Visual Design Principles 341 The Ethics of Visual Communication 343
Identifying Points to Illustrate 346 Selecting Visuals for Presenting Data 347
Tables 347 Line and Surface Charts 350 Bar Charts, Pictograms, and Gantt Charts 350 Scatter and Bubble Diagrams 353 Pie Charts 353 Data Visualization 354
Selecting Visuals for Presenting Information, Concepts, and Ideas 356 Flowcharts and Organization Charts 356 Maps 357 Drawings, Diagrams, Infographics, and Photographs 357 Animation and Video 358
Producing and Integrating Visuals 358 Creating Visuals 358 Integrating Visuals with Text 359 Verifying the Quality of Your Visuals 361
QUICK LEARNING GUIDE 362
COMMUNICATION CHALLENGES AT XPLANE 364
TEST YOUR KNOWLEDGE 365
APPLY YOUR KNOWLEDGE 365
PRACTICE YOUR SKILLS 365
EXPAND YOUR SKILLS 368
ETHICS DETECTIVE Solving the Case of the Hidden Numbers 345
PART 5 Planning, Writing, and Completing Reports and Proposals 369
CHAPTER 13
Planning Reports and Proposals 370 COMMUNICATION CLOSE-UP AT MYCITYWAY 370
Applying the Three-Step Writing Process to Reports and Proposals 371 Analyzing the Situation 371 Gathering Information 374 Selecting the Right Medium 374 Organizing Your Information 375
Planning Informational Reports 378 Organizational Strategies for Informational Reports 379 Effective Informational Reports: An Example 382
Planning Analytical Reports 382 Organizational Strategies for Analytical Reports 385 Effective Analytical Reports: An Example 387
Planning Proposals 388 Organizational Strategies for Proposals 391
Effective Proposals: An Example 393
QUICK LEARNING GUIDE 394
COMMUNICATION CHALLENGES AT MYCITYWAY 396
TEST YOUR KNOWLEDGE 396
APPLY YOUR KNOWLEDGE 396
PRACTICE YOUR SKILLS 396
EXPAND YOUR SKILLS 398
ETHICS DETECTIVE Solving the Case of the Overblown Proposals 391
CHAPTER 14
Writing Reports and Proposals 399 COMMUNICATION CLOSE-UP AT TELLABS 399
Writing Reports and Proposals: Adapting to Your Audience 400 Being Sensitive to Your Audience’s Needs 400 Building Strong Relationships with Your
Audience 402 Controlling Your Style and Tone 402
Composing Reports and Proposals: Drafting Report Content 403 Report Introduction 406 Report Body 407 Report Close 408
Composing Reports and Proposals: Drafting Proposal Content 409 Proposal Introduction 410 Proposal Body 410 Proposal Close 411
Drafting Online Content 411 Collaborating on Wikis 413
Understanding the Wiki Philosophy 414 Adapting the Three-Step Process for Successful
Wiki Writing 415
QUICK LEARNING GUIDE 416
COMMUNICATION CHALLENGES AT TELLABS 418
TEST YOUR KNOWLEDGE 419
APPLY YOUR KNOWLEDGE 419
PRACTICE YOUR SKILLS 419
EXPAND YOUR SKILLS 421
CASES 422
BUSINESS COMMUNICATION 2.0 Hey, You! Hands Off My Content! 414
Contents xi
CHAPTER 15
Completing Reports and Proposals 424 COMMUNICATION CLOSE-UP AT GARAGE TECHNOLOGY VENTURES 424
Revising Reports and Proposals 425 Producing Formal Reports 425
Prefatory Parts of the Report 427 Text of the Report 445 Supplementary Parts of the Report 445
Producing Formal Proposals 446 Prefatory Parts of the Proposal 447 Text of the Proposal 448
Proofreading Reports and Proposals 448 Distributing Reports and Proposals 448 Writing Requests for Proposals 451
QUICK LEARNING GUIDE 454
COMMUNICATION CHALLENGES AT GARAGE TECHNOLOGY VENTURES 456
TEST YOUR KNOWLEDGE 456
APPLY YOUR KNOWLEDGE 456
PRACTICE YOUR SKILLS 457
EXPAND YOUR SKILLS 458
CASES 458
REPORT WRITER’S NOTEBOOK Analyzing a Formal Report 428
PART 6 Designing and Delivering Oral and Online Presentations 467
CHAPTER 16
Developing Oral and Online Presentations 468 COMMUNICATION CLOSE-UP AT PRINCIPATO-YOUNG ENTERTAINMENT 468
Planning a Presentation 469 Analyzing the Situation 470 Selecting the Right Medium 472 Organizing Your Presentation 473
Developing a Presentation 476 Adapting to Your Audience 477 Composing Your Presentation 478
Delivering a Presentation 481 Choosing Your Presentation Method 481 Practicing Your Delivery 482 Preparing to Speak 483 Overcoming Anxiety 483 Handling Questions Responsively 484
Incorporating Technology in Your Presentation 485 Embracing the Backchannel 485 Giving Presentations Online 486
QUICK LEARNING GUIDE 488
COMMUNICATION CHALLENGES AT PRINCIPATO-YOUNG ENTERTAINMENT 490
TEST YOUR KNOWLEDGE 490
APPLY YOUR KNOWLEDGE 490
PRACTICE YOUR SKILLS 490
EXPAND YOUR SKILLS 492
COMMUNICATING ACROSS CULTURES Making Sure Your Message Doesn’t Get Lost in Translation 472
COMMUNICATION MISCUES Disasters Will Happen—Are You Ready? 484
CHAPTER 17
Enhancing Presentations with Slides and Other Visuals 493 COMMUNICATION CLOSE-UP AT PRESENTATION ZEN 493
Planning Your Presentation Visuals 494 Selecting the Type of Visuals to Use 494 Verifying Your Design Plans 495
Choosing Structured or Free-Form Slides 496 Structured Slides 496 Free-Form Slides 498
Designing Effective Slides 498 Selecting Design Elements 499 Maintaining Design Consistency 502
Creating Effective Slide Content 502 Slide Text 503 Slide Tables and Graphics 503 Animation and Multimedia 504
Completing Slides and Support Materials 507 Creating Navigation and Support Slides 508 Creating Effective Handouts 510
QUICK LEARNING GUIDE 512
COMMUNICATION CHALLENGES AT PRESENTATION ZEN 514
TEST YOUR KNOWLEDGE 514
APPLY YOUR KNOWLEDGE 514
PRACTICE YOUR SKILLS 515
EXPAND YOUR SKILLS 516
CASES 516
BUSINESS COMMUNICATION 2.0
Presentations Get Social 506
PART 7 Writing Employment Messages and Interviewing for Jobs 519
CHAPTER 18
Building Careers and Writing Résumés 520 COMMUNICATION CLOSE-UP AT ATK 520
Finding the Ideal Opportunity in Today’s Job Market 521 Writing the Story of You 521 Learning to Think Like an Employer 521 Researching Industries and Companies of Interest 522 Translating Your General Potential into a Specific Solution for Each
Employer 523 Taking the Initiative to Find Opportunities 523 Building Your Network 524 Seeking Career Counseling 524 Avoiding Mistakes 525
Planning a Résumé 525 Analyzing Your Purpose and Audience 525 Gathering Pertinent Information 526 Selecting the Best Medium 527
xii Contents
Organizing Your Résumé Around Your Strengths 527 Addressing Areas of Concern 528
Writing a Résumé 530 Keeping Your Résumé Honest 531 Adapting Your Résumé to Your Audience 531 Composing Your Résumé 531
Completing a Résumé 535 Revising Your Résumé 536 Producing Your Résumé 537 Proofreading Your Résumé 540 Distributing Your Résumé 541
QUICK LEARNING GUIDE 542
COMMUNICATION CHALLENGES AT ATK 544
TEST YOUR KNOWLEDGE 544
APPLY YOUR KNOWLEDGE 545
PRACTICE YOUR SKILLS 545
EXPAND YOUR SKILLS 546
CASES 546
COMMUNICATION MISCUES Don’t. Just Don’t. 536
CHAPTER 19
Applying and Interviewing for Employment 548 COMMUNICATION CLOSE-UP AT ZAPPOS 548
Submitting Your Résumé 549 Writing Application Letters 549 Following Up After Submitting a Résumé 553
Understanding the Interviewing Process 554 The Typical Sequence of Interviews 555 Common Types of Interviews 555 Interview Media 556 What Employers Look for in an Interview 557 Preemployment Testing and Background Checks 558
Preparing for a Job Interview 558 Learning About the Organization and Your Interviewers 559 Thinking Ahead About Questions 559 Bolstering Your Confidence 561 Polishing Your Interview Style 561 Presenting a Professional Image 564 Being Ready When You Arrive 564
Interviewing for Success 565 The Warm-Up 565 The Question-and-Answer Stage 566 The Close 568 Interview Notes 569
Following Up After the Interview 569 Thank-You Message 569 Message of Inquiry 569 Request for a Time Extension 570 Letter of Acceptance 571 Letter Declining a Job Offer 572 Letter of Resignation 572
COMMUNICATION CHALLENGES AT ZAPPOS 573
QUICK LEARNING GUIDE 574
TEST YOUR KNOWLEDGE 576
APPLY YOUR KNOWLEDGE 576
PRACTICE YOUR SKILLS 576
EXPAND YOUR SKILLS 577
CASES 578
COMMUNICATING ACROSS CULTURES Successfully Interviewing Across Borders 563
COMMUNICATION MISCUES Make Sure You Don’t Talk Yourself out of a Job 566
APPENDIX A
Format and Layout of Business Documents A-1 First Impressions A-1
Paper A-1 Customization A-1 Appearance A-1
Letters A-2 Standard Letter Parts A-2 Additional Letter Parts A-7 Letter Formats A-9
Envelopes A-10 Addressing the Envelope A-11 Folding to Fit A-12 International Mail A-14
Memos A-14 Reports A-16
Margins A-16 Headings A-17 Page Numbers A-17
APPENDIX B
Documentation of Report Sources A-19 Chicago Humanities Style A-19
In-Text Citation—Chicago Humanities Style A-19 Bibliography—Chicago Humanities Style A-20
APA Style A-22 In-Text Citation—APA Style A-22 List of References—APA Style A-22
MLA Style A-22 In-Text Citation—MLA Style A-22 List of Works Cited—MLA Style A-23
APPENDIX C
Correction Symbols A-25 Content and Style A-25 Grammar, Mechanics, and Usage A-26 Proofreading Marks A-27
Handbook of Grammar, Mechanics, and Usage H-1 Diagnostic Test of English Skills H-1 Assessment of English Skills H-3 Essentials of Grammar, Mechanics, and Usage H-3
1.0 Grammar H-3 2.0 Punctuation H-15 3.0 Mechanics H-19 4.0 Vocabulary H-22
References R-1
Acknowledgments ACK-1
Brand, Organization, Name, and Website Index I-1
Subject Index I-5
Contents xiii
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xv
Real-Time Updates—Learn More
Real-Time Updates “Learn More” is a unique feature that you will see strategically located throughout the text, connecting them with dozens of carefully selected online media items. These elements—categorized by the icons shown below representing podcasts, PDF files, articles/websites, online videos, and PowerPoint presentations—complement the text’s coverage by providing contemporary examples and valuable insights from suc- cessful professionals.
Will your social media habits kill your career? 23 Learn how intellectual property protection promotes sustainable growth 27 Need some fresh creative inspiration? 91 Building credibility online 120 Grammar questions? Click here for help 128 Integrating social media in a global corporation 180 Tweets from the boss: CEOs on Twitter 199 Get expert tips on writing (or requesting) a letter of recommendation 227 Simple rules for writing effective thank-you notes 233 Make sure your logic can stand on solid ground 291 10 reasons you should not cite Wikipedia in your research 318 See your way into the hidden Internet 321 A practical guide to selecting the best online search tools 323 Quickly peruse dozens of data and information display techniques 347 Data visualization gateway: A comprehensive collection for business communicators 355 Understand why some visuals work and some don’t 361 Step-by-step advice for developing a successful business plan 381 Get a head start on writing great headlines 411 Get practical advice on developing research reports 426 Try these Facebook applications in your job search 523 100 Twitter tools for job searchers 524 Follow these people to a new career 525 Find the keywords that will light up your résumé 533 Watch a résumé pro rework an introductory statement 534 How much are you worth? 553
Violating ethical expectations in social media 179
Are you damaging yourself with noise? 12 Use negotiation skills to resolve conflicts 38 Are you a good listener? 47 Video guide puts culture in context 67 Overcoming culture shock 71 Step-by-step advice for recording your first podcast 202 Take some of the sting out of delivering bad news 263 Persuasion skills for every business professional 282 Is it necessary—or even smart—to spend months writing a business plan? 380 Dealing with the difficult four 469 Maximize the rewards of the backchannel and minimize the risks 486 Get a quick video tour of Garr Reynolds’s Presentation Zen 494 Way beyond bullet points: A stunning example of free-form slide design 498 Five easy tips to add a professional finish to your slides 503 Tweet your way to a sweet job 524 Learn to use LinkedIn’s résumé builder 531 Video interviewing on Skype 557 Study the classics to ace your next interview 560
Steps you can take to help reduce information overload 17 Social networks for professionals 40 International etiquette tips 66 Dig deep into audience needs with this planning tool 89 Get detailed advice on using bias-free language 120 Proofread with advice from Stanford Business School 164 The right way to ask for recommendations on LinkedIn 217 See why visual design is a lot more than just eye candy 341 Jumpstart your visual creativity 360
REAL-TIME UPDATES Learn More by Reading This Article
REAL-TIME UPDATES Learn More by Listening to This Podcast
REAL-TIME UPDATES Learn More by Watching This Video
REAL-TIME UPDATES Learn More by Reading This PDF
Wrap your mind around mind mapping 101 Get helpful tips on creating an outline for any project 103 Practical advice for thorough proofreading 164 Take a crash course in email etiquette 188 Choose the most effective emotional appeal 290 Need clarification about plagiarism? 409 Should you accept? Evaluating a job offer 568
Take a fast course in listening skills 46 Don’t let etiquette blunders derail your career 53 Essential guidelines for adapting to other business cultures 71 Smart advice for brainstorming sessions 100
REAL-TIME UPDATES Learn More by Watching This PowerPoint Presentation
xvi Real-Time Updates—Learn More
xvii
Major Changes and Improvements in This Edition
Bovée and Thill texts have long set the benchmark in this field for rigorous, high-value revisions that make sure instructors and students have the most comprehensive, realistic, and contemporary materials available. The following table identifies the major changes and improvements in the eleventh edition of Business Communication Today .
Preface
Significant Content Additions and Upgrades
In addition to numerous updates and streamlining rewrites throughout, the following sections are all new or substantially revised with new material:
• Understanding Why Communication Matters (in Chapter 1 )
• The Social Communication Model (in Chapter 1 )
• Committing to Ethical and Legal Communication (in Chapter 1 ; new coverage of transparency)
• Distinguishing Ethical Dilemmas from Ethical Lapses (in Chapter 1 ; revised and streamlined)
• Business Communication 2.0: Who’s Responsible Here? (in Chapter 1 ; updated)
• Communicating Effectively in Teams (in Chapter 2 ; new coverage of collaboration)
• Using Meeting Technologies (in Chapter 2 ; updated)
• Communicating Across Cultures: Whose Skin Is This, Anyway? (in Chapter 2 )
• Business Etiquette Online (in Chapter 2 ; updated)
• Developing Cultural Competency (in Chapter 3 )
• Communicating Across Cultures: Us Versus Them: Generational Conflict in the Workplace (in Chapter 3 )
• Speaking and Listening Carefully (in Chapter 3 ; updated with accommodation strategies)
• Analyzing the Situation (in Chapter 4 )
• Building Reader Interest with Storytelling Techniques (in Chapter 4 )
• Emphasizing the Positive (in Chapter 5 ; new coverage of euphemisms)
• Business Communication 2.0: Walking Around with the Entire Internet in Your Hands (in Chapter 7 )
• Compositional Modes for Electronic Media (in Chapter 7 )
• Managing Communication in a Social Media Environment (in Chapter 7 )
(continued)
xviii Preface
Significant Content Additions and Upgrades (Continued)
• Social Networking and Community Participation Websites (in Chapter 7 )
Social Networks
Business Communication Uses of Social Networks
Strategies for Business Communication on Social Networks
User-Generated Content Sites
Community Q&A Sites
Community Participation Websites
• Microblogging (in Chapter 7 )
• New two-page highlight feature: Business Communicators Innovating with Social Media (in Chapter 7 )
• Closing on a Respectful Note (in Chapter 9 )
• Making Negative Announcements on Routine Business Matters (in Chapter 9 )
• Rejecting Suggestions and Proposals (in Chapter 9 )
• Refusing Social Networking Recommendation Requests (in Chapter 9 )
• Rejecting Job Applications (in Chapter 9 )
• Giving Negative Performance Reviews (in Chapter 9 ; substantially revised)
• Business Communication 2.0: We’re Under Attack! Responding to Rumors and Criticism in a Social Media Environment (in Chapter 9 ; substantially revised)
• Writing Promotional Messages for Social Media (in Chapter 10 ; revised)
• Online Monitoring Tools (in Chapter 11 )
• Creating Successful Business Plans (in Chapter 13 ; revised)
• Business Communication 2.0: Hey You! Hands Off My Content! (in Chapter 14 )
• Presentation Close (in Chapter 16 )
• Ending with Clarity and Confidence (in Chapter 16 )
• Embracing the Backchannel (in Chapter 16 )
• Designing Effective Slides (in Chapter 17 )
• Creating Effective Slide Content (in Chapter 17 )
• Creating Effective Handouts (in Chapter 17 )
• Finding the Ideal Opportunity in Today’s Job Market (in Chapter 18 )
Writing the Story of You
Learning to Think Like an Employer
Translating Your General Potential into a Specific Solution for Each Employer
Taking the Initiative to Find Opportunities
Building Your Network
Avoiding Mistakes
• Composing Your Résumé (in Chapter 18 ; revised with the latest advice on keywords)
• Printing a Scannable Résumé (in Chapter 18 ; updated to reflect the decline of this format)
Significant Content Additions and Upgrades (Continued)
• Creating an Online Résumé (in Chapter 18 )
• Following Up After Submitting a Résumé (in Chapter 19 )
• Learning About the Organization and Your Interviewers (in Chapter 19 )
The Social Media Revolution This edition includes up-to-date coverage of the social communication model that is redefining business communication and reshaping the relationships between companies and their stakeholders. Social media concepts and techniques are integrated throughout the book, from career planning to presentations. Here are some examples:
• Social media questions, activities, and cases appear throughout the book, using Twitter, Facebook, LinkedIn, and other media that have taken the business world by storm in the past couple of years.
• Three dozen examples of business applications of social media show students how a variety of companies use these tools.
• The social communication model is now covered in Chapter 1 .
• A new two-page, magazine-style feature in Chapter 7 highlights the innovative uses of social media by a variety of companies.
• Social networking sites are now covered as a brief-message medium in Chapter 7 .
• The Twitter-enabled backchannel , which is revolutionizing electronic presentations, is covered in Chapter 16 .
• Social media tools are covered extensively in the career- planning Prologue and the two employment communication Chapters (18 and 19).
Compositional Modes for Electronic Media
For all the benefits they offer, social media and other innovations place new demands on business communicators. This edition introduces you to nine important modes of writing for electronic media.
Personal Branding As the workforce continues to evolve and with employment likely to remain unstable for some time to come, it is more important than ever for you to take control of your career. An important first step is to clarify and communicate your personal brand , a topic that is now addressed in the Prologue and carried through to the employment- message chapters.
Storytelling Techniques Some of the most effective business messages, from advertising to proposals to personal branding, rely on storytelling techniques. This edition offers hands-on advice and multiple activities to help you develop “business-class” narrative techniques.
Full Implementation of Objective-Driven Learning
Every aspect of this new edition is organized by learning objectives, from the chapter content to the student activities in the textbook and online at mybcommlab.com . This structure makes it easier for you to study, practice, check your progress, and focus on those areas where you need a little extra work.
Deeper Integration with MyBcommLab
This essential online resource now offers even more ways to test your understanding of the concepts presented in every chapter, practice vital skills, and create customized study plans.
Multimedia Resources Extend your learning experience with unique Real-Time Updates “Learn More” media elements that connect you with dozens of handpicked videos, podcasts, and other items that complement chapter content.
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(continued)
xx Preface
New Communication Close-ups (Chapter-Opening Vignette and Chapter-Ending Projects)
Chapter 1 : Toyota’s Auto-Biography user-generated content program Chapter 6 : Noted web designer Jefferson Rabb’s user-focused design principles Chapter 9 : Chargify’s communication errors regarding a price increase Chapter 13 : MyCityWay’s winning business plan Chapter 15 : Garage Technology Ventures’s advice for writing executive summaries Chapter 16 : Comedy super-agent Peter Principato’s techniques for effective presentations Chapter 17 : Garr Reynolds’s revolutionary Zen-inspired slide designs Chapter 18 : Alliant Techsystems and cutting-edge workforce analytics Chapter 19 : Zappos’s free-spirited approach to recruiting free- spirited employees
New Review and Analysis Questions and Skills- Development Projects
More than 110 new questions and activities are offered in Test Your Knowledge, Apply Your Knowledge, and Practice Your Skills categories.
New Communication Cases Communication cases give you the opportunity to solve real-world communication challenges using the media skills you’ll be expected to have in tomorrow’s workplace; one-third of the 145 cases are new in this edition.
New Figures and More Annotated Model Documents
The eleventh edition offers an unmatched portfolio of business communication exhibits. Here are the highlights:
• More than 60 new figures provide examples of the latest trends in business communication.
• More than 90 annotated model documents, ranging from printed letters and reports to websites, blogs, and social networking sites, show you in detail how successful business messages work.
• Nearly 80 exhibits feature communication examples from real companies, including Bigelow Tea, Delicious, Google, IBM, Microsoft Bing, Patagonia, Red Bull, Segway, Southwest Airlines, and Zappos.
• More than 110 illustrated examples of communication technologies help you grasp the wide range of tools and media formats you will encounter on the job.
Critique the Professionals This new activity invites you to analyze an example of professional communication using the principles learned in each chapter.
Quick Learning Guide This convenient review tool at the end of every chapter summarizes the learning objectives, lists essential terminology from the chapter, and collects the checklists in one handy place. Start here when it’s time to study for a test.
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1 Read messages from the authors and access special assignment materials and “Learn More” media items.
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.
4 Subscribe via RSS to individual chapters to get updates automatically for the chapter you’re currently studying.
5 Media items are categorized by type so you can quickly find podcasts, videos, PowerPoints, and more.
2 Click on any chapter to see the updates and media items for that chapter.
Extend the Value of Your Textbook with Free Multimedia Content Business Communication Today ’s unique Real-Time Updates system automatically provides weekly content updates, including podcasts, PowerPoint presentations, online videos, PDF files, and articles. You can subscribe to updates chapter by chapter, so you get only the material that applies to the chapter you are studying. You can access Real-Time Updates through MyBcommLab or by visiting http://real-timeupdates.com/bct11 .
What Is the Single Most Important Step You Can Take to Enhance Your Career Prospects? 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 busi- ness communication differs from personal and social communication, and you’ll see how today’s companies are using blogs, social networks, podcasts, virtual worlds, wikis, and other technologies. You’ll learn a simple three-step writing process that works for all types of writing and speaking projects, both in college and on the job. Along the way, you’ll gain valuable insights into ethics, etiquette, listening, teamwork, and nonverbal communication. Plus, you’ll learn effective strategies for the many types of communication challenges you’ll face on the job, from routine messages about transactions to complex reports and websites.
Colleges and universities vary in the prerequisites established for the business communi- cation course, but we advise taking at least one course in English composition before enroll- ing in this class. Some coursework in business studies will also give you a better perspective on communication challenges in the workplace. However, we have taken special care not to assume any in-depth business experience, so you can use Business Communication Today successfully even if you have limited on-the-job experience or business coursework.
HOW THIS COURSE WILL HELP YOU
Few courses can offer the three-for-the-price-of-one value you get from a business com- munication 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 will take in college. From simple homework assignments to complicated team projects to class presentations, you’ll be able to communicate more effectively with less time and effort.
● During your job search. You can reduce the stress of searching for a job and stand out from the competition. As you’ll see in Chapters 18 and 19, every activity in the job search process relies on communication. The better you can communicate, the more successful you’ll be in 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, custom- ers, 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 circum- stances. They’ll be watching when you encounter tough situations that require careful attention to ethics and etiquette. The good news: Every insight you gain and every skill you develop in this course will help you shine in your career.
HOW TO SUCCEED IN THIS COURSE
Although this course explores a wide range of message types and appears to cover quite a lot of territory, the underlying structure of the course is actually rather simple. You’ll learn a few basic concepts, identify some key skills to use and procedures to follow—and then practice, practice, practice. Whether you’re writing a blog posting in response to one of the real-company cases or drafting your own résumé, you’ll be practicing the same skills again and again. With feedback and reinforcement from your instructor and your classmates, your confidence will grow and the work will become easier and more enjoyable.
The following sections offer advice on approaching each assignment, using your text- book, and taking advantage of some other helpful resources.
xxii Preface
Approaching Each Assignment
In the spirit of practice and improvement, you will have a number of writing (and possibly speaking) assignments throughout this course. These suggestions will help you produce better results with less effort:
● First, don’t panic! If the thought of writing a report or giving a speech sends a chill up your spine, you’re not alone. Everybody feels that way when first learning business communication skills, and even experienced professionals can feel nervous about major projects. Keeping three points in mind will help. First, every project can be bro- ken 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 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 particular 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 es- sential that you adapt your approach to each new challenge. Resist the urge to dive in and start writing without a plan. Ponder the assignment for a while, consider the vari- ous approaches you might take, and think carefully about your objectives before you start writing. Nothing is more frustrating than getting stuck halfway through because you’re not sure what you’re trying to say or you’ve wandered off track. Spend a little time planning, and you’ll spend a lot less time writing.
● Use the three-step writing process. Those essential planning tasks are the first step in the three-step writing process, which you’ll learn about in Chapter 4 and use through- out the course. This process has been developed and refined by professional writers with decades of experience and thousands of projects ranging from short blog posts to 500-page textbooks. It works, so take advantage of it.
● Learn from the examples and model documents. This textbook offers dozens of realistic examples of business messages, many with notes along the sides that explain strong and weak points (see the FreshBooks example on the next page). Study these and any other examples that your instructor provides. Learn what works and what doesn’t work, then apply these lessons to your own writing.
● Learn from experience. Finally, learn from the feedback you get from your instructor 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
Preface xxiii
important concepts in the chapter and give you a feel for what you’ll be learning. Following the learning objectives, the Communication Close-up vignette features a successful profes- sional role model who uses the same skills you will be learning in the chapter.
As you work your way through the chapter, compare the advice given with the various examples, both the brief in-text examples and the standalone model documents. Also, keep an eye out for the Real-Time Updates elements in each chapter. The authors have selected these videos, podcasts, presentations, and other online media to provide informative and entertaining enhancements to the text material.
At the end of each chapter, the Quick Learning Guide gives you the chance to quickly verify your grasp of important concepts. Following that, you’ll see two sets of questions that help you test and apply your knowledge, and two sets of projects that help you practice and expand your skills. Many chapters also feature communication cases, which are more involved projects that require you to plan and complete a variety of mes- sages 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 or the use of the Bovée-Thill wiki simulator. If your instructor assigns these ac- tivities, follow the instructions in the text to locate the correct files. And if you’d like some help getting started with Facebook, Twitter, or LinkedIn, we have created screencasts with helpful advice on these topics.
xxiv Preface
Fast access to reader comments and a retweet button that makes it easy for readers to share this post via Twitter help FreshBooks build a sense of community.
One minor improvement would be to label (with words placed directly on the graph) the two best combinations, indicated with the green arrows, and the worst combination, indicated with the red circle, to save readers the time required to interpret the meaning of the colors and shapes.
This bold header quickly summarizes the nature of the analysis.
Bold terms in the paragraph correspond to the variables in the graph above.
Notice that even though the writer uses the word “we” (the company) in several places, this message is fundamentally about “you” (the customer).
The headline doesn’t try to be clever or cute; instead, it instantly conveys important information to readers.
The graph shows which terms generated the fastest payments (shortest blue bars) and highest percentage paid (orange dots).
The opening paragraph explains the analysis was undertaken in order to help customers make more money in less time—a vital concern for every business.
These clearly written paragraphs explain the two aspects of the analysis, and they speak the same language as business accounting professionals.
The article continues beyond here, but notice again the concise, straightforward wording of this subheading (the section explains that polite wording on invoices improves customer responsiveness).
Here is one of more than 90 annotated model documents that point out what works (and sometimes, what doesn’t work) in a variety of professional messages and documents. Used with permission of FreshBooks.
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 (im- mediately following this Preface) helps you understand today’s dynamic workplace, the steps you can take to adapt to the job market, and the importance of creating an employment portfolio and building your personal brand.
● Handbook. The Handbook of Grammar, Mechanics, and Usage (see page H-1) serves as a convenient reference of essential business English.
● MyBcommLab. If your course includes MyBcommLab, you can take advantage of this unique resource to test your understanding of the concepts presented in every chapter. Each MyBcommLab chapter offers assessment resources that include study plans, videos, interactive lectures, flashcards, mini-simulations, PowerPoints, Docu- ment Makeovers, and critical thinking questions to reinforce chapter concepts.
● 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 http://real-timeupdates.com/bct11 . You can also access Real-Time Updates through MyBcommLab.
● Business Communication Web Search. With our unique web search approach, you can quickly access more than 325 search engines. The tool uses a simple and intuitive interface engineered to help you find precisely what you want, whether it’s Power- Point files, Adobe Acrobat PDF files, Microsoft Word documents, Excel files, videos, or podcasts. Check it out at http://businesscommunicationblog.com/websearch .
● CourseSmart eTextbooks Online. CourseSmart is an exciting new choice for students looking to save money. As an alternative to purchasing the print textbook, you can purchase an electronic version of the same content and receive a significant discount off the suggested list price of the print text. With a CourseSmart eTextbook, you can search the text, make notes online, print out reading assignments that incorporate lec- ture notes and bookmark important passages for later review. For more information or to purchase access to the CourseSmart eTextbook, visit www.coursesmart.com .
FEEDBACK
We would appreciate hearing from you! Let us know what you think about this textbook by writing to [email protected] . Please include “Feedback About Bovee/Thill BCT 11e” in the subject line. We review every comment we receive from students and use this feedback to make sure that future editions meet student needs in every way possible.
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 com- munication. 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 im- provement, particularly in terms of modeling the latest practices in business and the use of technology.
Professor Bovée has 22 years of teaching experience at Grossmont College in San 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 entrepreneurial start-ups. He formerly held positions with Pacific Bell and Texaco.
Courtland Bovée and John Thill were recently awarded proclamations from the Gover- nor of Massachusetts for their lifelong contributions to education and for their commitment to the summer youth baseball program that is sponsored by the Boston Red Sox.
Preface xxv
Acknowledgments The eleventh edition of Business Communication Today reflects the professional experi- ence of a large team of contributors and advisors. We express our thanks to the many individuals whose valuable suggestions and constructive comments influenced the success of this book.
Michelle Boucher, Southwestern College Nicole A. Buzzetto-More, University of Maryland–Eastern Shore Lana W. Carnes, Eastern Kentucky University Rebecca Cline, Middle Georgia College Steven Deeley, Santiago Canyon College Cynthia Evans, University of Northern Colorado Duane Franceschi, Canyon College Jeffrey Goddin, Indiana University Roxanne B. Hamilton, Landmark College Hal P. Kingsley, Trocaire College Lisa B. Martin, Piedmont Technical College Mabry M. O’Donnell, Marietta College Brenda Rhodes, Northeastern Junior College Sarah K. Rodgers, Owens Community College Karen J. Roush, Independence Community College Jessica Stoudenmire, El Camino College Tracy K. Tunwall, Mount Mercy College Joyce W. Twing, Vermont Technical College Kathi Vosevich, Shorter College Mark C. Zorn, Butler County Community College
REVIEWERS OF PREVIOUS EDITIONS
We especially want to thank these reviewers, whose detailed and perceptive comments resulted in excellent refinements:
Timothy Alder, Pennsylvania State University–University Park Heather Allman, University of West Florida Patricia Boyd, Arizona State University Janice Cooke, University of New Orleans Terry Engebretsen, Idaho State University Fernando Ganivet, Florida International University Bonnie Garrity, D’Youville College Susanne Hartl, Nyack College Joyce Hicks, Valparaiso University Lynda Hodge, Guilford Technical Community College Mary Humphrys, University of Toledo Iris Johnson, Virginia Commonwealth University Sharon Kobritz, Husson University Marsha Kruger, University of Nebraska–Omaha Marianna Larsen, Utah State University Anita Leffel, University of Texas–San Antonio Paul Lewellan, Augustana College Richard Malamud, California State University–Dominguez Hills Thomas Marshall, Robert Morris University Leanne Maunu, Palomar College Michael McLane, University of Texas–San Antonio Bronna McNeely, Midwestern State University Margaret O’Connor, Bloomsburg University of Pennsylvania
xxvi Preface
Holly Payne, University of Southern Indiana Kathy Peacock, Utah State University Folke Person, Idaho State University Betty Robbins, University of Oklahoma Drew Sabol, SUNY Institute of Technology Diza Sauers, University of Arizona Nicola Scott, George Mason University Lucinda Sinclair, Longwood University Rodney Smith, University of Dubuque Natalie Stillman-Webb, The University of Utah Bruce Strom, University of Indianapolis Dana Swensen, Utah State University Timothy Thorpe, Sterling College Dennielle True, Florida Gulf Coast University Robyn Walker, University of Arizona Rosemary Walker, University of Illinois at Chicago Judy Walton, Howard University Thomas Watkins, Solano Community College Patricia Wyatt, Bossier Parrish Community College
REVIEWERS OF DOCUMENT MAKEOVERS
We sincerely thank the following reviewers for their assistance with the Document Makeovers:
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 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 Dawn Wallace, Southeastern Louisiana University
REVIEWERS OF MODEL DOCUMENTS
The many model documents in the text and their accompanying annotations received invaluable review from
Diane Todd Bucci, Robert Morris University Dacia Charlesworth, Indiana University–Purdue University, Fort Wayne Avon Crismore, Indiana University Nancy Goehring, Monterey Peninsula College James Hatfield, Florida Community College at Jacksonville Estelle Kochis, Suffolk County Community College Sherry Robertson, Arizona State University
Preface xxvii
PERSONAL ACKNOWLEDGMENTS
We wish to 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. Jill Gardner’s professionalism and keen eye for quality were invaluable.
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.
Additionally, we would like to thank the supplement authors who prepared material for this new edition. They include Gina Genova, University of California, Santa Barbara; Lori Cerreto; Myles Hassell, University of New Orleans; and Jay Stubblefield, North Caro- lina Wesleyan College.
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T his book is dedicated to you and the millions of other students who have helped make Business Communication Today a market leader. We appreciate the opportunity to play a role in your education, and we wish you success and satisfaction in your
studies and in your career.
Courtland L. Bovée
John V. Thill
Dedication
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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 workplace, the steps you can take to adapt to the job market, and the importance of creating an em- ployment portfolio and building your personal brand. Take a few minutes to read it while you think about the career you hope to create for yourself.
Understanding Today’s Dynamic Workplace Social, political, and financial events continue to change workplace conditions from year to year, so the job market you read about this year might not be the same market you try to enter a year or two from now. However, you can count on a few forces that are likely to affect your entry into the job market and your career success in years to come: 1
● Unpredictability. Your career probably won’t be as stable as careers were in your parents’ generation. In today’s business world, your career will likely be affected by globalization, mergers and acquisitions, short-term mentality driven by the demands of stockholders, ethical upheavals, and the relentless quest for lower costs. On the plus side, new opportunities, new companies, and even entire industries can appear almost overnight. So while your career might not be as predictable as careers used to be, it could well be more of an adventure.
● Flexibility. As companies try to become more agile in a globalized economy, many employees—sometimes of their choice and sometimes not—are going solo and set- ting up shop as independent contractors. Innovations in electronic communication and social media will continue to spur the growth of virtual organizations and virtual teams , in which independent contractors and companies of various sizes join forces for long- or short-term projects, often without formal employment arrangements.
● Economic globalization. Commerce across borders has been going on for thousands of years, but the volume of international business has roughly tripled in the past 30 years. One significant result is economic globalization , the increasing integration and interdependence of national economies around the world. Just as companies now compete across borders, as an employee or independent contractor you also compete globally. This situation can be disruptive and traumatic in some instances, but it also creates opportunities.
● Growth of small business. Small businesses employ about half of the private-sector workforce in this country and create somewhere between two-thirds and three- quarters of new jobs, so chances are good that you’ll work for a small firm at some point.
What do all these forces mean to you? First, take charge of your career—and stay in charge of it. Understand your options, have a plan, and don’t count on others to watch
Prologue
out for your future. Second, as you will learn throughout this course, understanding your audience is key to successful communication, so it is essential for you to understand how employers view today’s job market.
HOW EMPLOYERS VIEW TODAY’S JOB MARKET
From an employer’s perspective, the employment process is always a question of balance. Maintaining a stable workforce can improve practically every aspect of business perfor- mance, yet many employers want the flexibility to shrink and expand payrolls as business conditions change. Employers obviously want to attract the best talent, but the best talent is more expensive and more vulnerable to offers from competitors, so there are always financial trade-offs to consider.
Employers also struggle with the ups and downs of the economy. When unemploy- ment is low, the balance of power shifts to employees, and employers have to compete in order to attract and keep top talent. When unemployment is high, the power shifts back to employers, who can afford to be more selective and less accommodating. In other words, pay attention to the economy; at times you can be more aggressive in your demands, but, at other times, you need to be more accommodating.
Many employers now fill some labor needs by hiring temporary workers or engaging contractors on a project-by-project basis. Many U.S. employers are now also more will- ing to move jobs to cheaper labor markets outside the country and to recruit globally to fill positions in the United States. Both trends have stirred controversy, especially in the technology sector, as U.S. firms recruit top engineers and scientists from other countries while shifting mid- and low-range jobs to India, China, Russia, the Philippines, and other countries with lower wage structures. 2
In summary, 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 are 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: 3
● Communication skills. The reason this item is listed first isn’t that you’re reading a business communication textbook. Communication is listed first because it is far and away the most commonly mentioned skill set when employers are asked about what they look for in employees. Improving your communication skills will help in every aspect of your professional life.
● Interpersonal and team skills. You will have many individual responsibilities on the job, but chances are you won’t work all 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.
● Computer and electronic media skills. Today’s workers need to know how to use common office software and to communicate using a wide range of electronic media.
● Time and resource management. If you’ve had to juggle multiple priorities dur- ing college, consider that great training for the business world. Your ability to plan
xxxii Prologue
Prologue xxxiii
projects and manage the time and resources available to you will make a big differ- ence 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 further (and be happier) than employees who resist change.
● Professionalism. Professionalism is the quality of performing at the highest possible level and conducting oneself with confidence, purpose, and pride. True professionals strive to excel, continue to hone their skills and build their knowledge, are dependable and accountable, demonstrate a sense of business etiquette, make ethical decisions, show loyalty and commitment, don’t give up when things get tough, and maintain a positive outlook.
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 know what you want to do, what you have to offer, and how to make yourself more attractive to employers.
WHAT DO YOU WANT TO DO?
Economic necessities and the vagaries of the marketplace will influence much of what hap- pens in your career, of course; nevertheless, it’s wise to start your employment search by examining your values and interests. Identify what you want to do first, then see whether you can find a position that satisfies you at a personal level while also meeting your finan- cial needs. 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 professions 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 frequent travel or relocation. If location, lifestyle, intriguing work, or other factors are more important to you, you may well have to sacrifice some level of pay to achieve them.
● Have you established some general career goals? For example, do you want to pursue a career specialty such as finance or manufacturing, or do you want to gain experience 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?
Filling out the assessment in Table 1 might help you get a clearer picture of the nature of work you would like to pursue in your career.
WHAT DO YOU HAVE TO OFFER?
Knowing what you want to do is one thing. Knowing what a company is willing to pay you to do is another thing entirely. You may already have a good idea of what you can of- fer employers. If not, some brainstorming can help you identify your skills, interests, and characteristics. Start by jotting down 10 achievements you’re proud of, 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
TABLE 1 Career Self-Assessment
Activity or Situation No Preference Strongly Agree Agree Disagree
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.
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 ac- tivities. 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 prefer working alone? Make a list of what you believe are your four or five most important quali- ties. Ask a relative or friend to rate your traits as well.
If you’re having difficulty figuring out your interests, characteristics, or capabilities, consult your college career center. Many campuses administer a variety of tests that can help you identify interests, aptitudes, and personality traits. These tests won’t reveal your “perfect” job, but they’ll help you focus on the types of work best suited to your personality.
HOW CAN YOU MAKE YOURSELF MORE VALUABLE?
While you’re figuring out what you want from a job and what you can offer an employer, you can take positive steps now toward building your career. First, look for volunteer projects, temporary jobs, freelance work, or internships that will help expand your experi- ence base and skill set. 4 You can look for freelance projects on Craigslist ( www.craigslist .org ) and numerous other websites; some of these jobs have only nominal pay, but they do provide an opportunity for you to display your skills.
xxxiv Prologue
Also consider applying your talents to crowdsourcing projects, in which companies and nonprofit organizations invite the public to contribute solutions to various challenges. For example, Fellowforce ( www.fellowforce.com ) posts projects involving advertising, business writing, photography, graphic design, programming, strategy development, and other skills. 5 Even if your contributions aren’t chosen, you still have developed solutions to real business problems that you can show to potential employers as examples of your work.
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 student chapters or offer students discounted memberships. Take courses and pursue other edu- cational or life experiences that would be difficult while working full time.
For more ideas and advice on planning your career, check out the resources listed in Table 2 .
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 proj- ects 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 something tangible to bring to interviews, and it lets you collect project results that might not be easy to show online, such as a handsomely bound report.
An e-portfolio is a multimedia presentation of your skills and experiences. 6 Think of it as a website that contains your résumé, work samples, letters of recommendation, relevant videos or podcasts you have recorded, blog posts and articles you may have written, and other information about you and your skills. If you have set up a lifestream (a real-time aggregation of your content creation, online interests, and social media interactions) that is professionally focused, consider adding that to your e-portfolio. Be creative. For exam- ple, a student who was pursuing a degree in meteorology added a video clip of himself delivering a weather forecast. 7 The portfolio can be burned on a CD or DVD for physical distribution or, more commonly, it can be posted online—whether it’s a personal web- site, your college’s site (if student pages are available), a specialized portfolio hosting site such as Behance ( www.behance.com ), or a résumé hosting site such as VisualCV ( www .visualcv.com ) that offers multimedia résumés. To see a selection of student e-portfolios from colleges around the United States, go to http://real-timeupdates.com/bct11 , click on “Student Assignments,” and then click on “Prologue” to locate the link to student e-portfolios.
TABLE 2 Career Planning Resources
Resource URL
Career Rocketeer www.careerrocketeer.com
The Creative Career http://thecreativecareer.com
Brazen Careerist www.brazencareerist.com
Daily Career Connection http://dailycareerconnection.com
The Career Key http://careerkey.blogspot.com
Rise Smart www.risesmart.com/risesmart/blog
Women’s Leadership Blog http://blog.futurewomenleaders.net/blog
The Career Doctor www.careerdoctor.org/career-doctor-blog
Prologue xxxv
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 by the time you’re ready to start interviewing. Your port- folio is also a great resource for writing your résumé because it reminds you of all the great work you’ve done over the years. Moreover, you can continue to refine and expand your portfolio throughout your career; many professionals use e-portfolios to advertise their services. For example, Evan Eckard, a specialist in web design, marketing, and branding, promotes his capabilities by showing a range of successful projects in his online portfolio, which you can view at www.evaneckard.com .
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 peo- ple understand the meaning and significance of the project. Include such items as these:
● Background. Why did you undertake this project? Was it a school project, a work as- signment, or something you did on your own initiative?
● Project objectives. Explain the project’s goals, if relevant. ● Collaborators. If you worked with others, be sure to mention that and discuss team
dynamics if appropriate. For instance, if you led the team or worked with others long distance as a virtual team, point that out.
● Constraints. Sometimes the most impressive thing about a project is the time or budget 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 too, so be sure to ap- ply everything you’ll learn in this course about effective communication and good design. Assume that every potential employer 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, MySpace, or any other social networking site, remove it immediately.
To get started, first check with the career center at your college; many schools now 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.” Finally, consider a book such as Portfolios for Technical and Professional Communicators , by Herb J. Smith and Kim Haimes-Korn. This book is intended for communication specialists, but it offers great advice for anyone wanting to create a compelling employment portfolio.
BUILDING YOUR PERSONAL BRAND
Products and companies have brands that represent collections of certain attributes, such as the safety emphasis of Volvo cars, the performance emphasis of BMW, or the luxury emphasis of Cadillac. Similarly, when people who know you think about you, they have a particular set of qualities in mind based on your professionalism, your priorities, and the
xxxvi Prologue
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 (see Figure 1 ).
As you plan the next stage of your career, start managing your personal brand deliber- ately. Branding specialist Mohammed Al-Taee defines personal branding succinctly as “a way of clarifying and communicating what makes you different and special.” 8
You can learn more about personal branding from the sources listed in Table 3 , and you will have multiple opportunities to plan and refine your personal brand during this course. For example, Chapter 7 offers tips on business applications of social media, which are key to personal branding, and Chapters 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?
Figure 1 Personal Branding on LinkedIn
Prologue xxxvii
● 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 for free or close to it. The secret is networking, which you’ll learn more about in Chapter 18 . You will build your brand by connecting with like-minded people, sharing information, demonstrating skills and knowledge, and helping others succeed.
● Deliver on your brand’s promise—every time, all the time. When you promote a brand, you make a promise—a promise that whoever buys that brand will get the benefits you are promoting. All of this planning and communication is of no value if you fail to deliver on the promises that your branding efforts make. Conversely, when you deliver quality results time after time, your talents and your professionalism will speak for you.
We wish you great success in this course and in your career!
TABLE 3 Personal Branding Resources
Resource URL
Personal Branding Blog www.personalbrandingblog.com
Mohammed Al-Taee http://altaeeblog.com
Brand Yourself http://blog.brand-yourself.com
Krishna De www.krishnade.com/blog
Cube Rules http://cuberules.com
Jibber Jobber www.jibberjobber.com/blog
The Engaging Brand http://theengagingbrand.typepad.com
Brand-Yourself http://blog.brand-yourself.com
xxxviii Prologue
CHAPTER 1 Achieving Success Through Effective Business Communication
CHAPTER 2 Mastering Team Skills and Interpersonal Communication
CHAPTER 3 Communicating in a World of Diversity
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, 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
multicultural business environment.
Understanding the Foundations of Business Communication
PART 1
1
2
Explain the importance of effective communication to
your career and to the companies where you will work
List four general guidelines for using communication
technology effectively
LEARNING OBJECTIVES After studying this chapter, you will be able to
Achieving Success Through Effective Business Communication
www.facebook.com/toyota
Imagine that you’re in the market for a new car and need to learn about the various models, options, dealers, and other factors involved in this important purchase. Fortunately, a friend has just gone through this process and can provide valuable information from a consumer’s perspective.
Now imagine that you have a hundred or a thousand or ten thousand friends who have recently purchased cars. Imagine how much information you could get from all these people—and all you need to do is jump on Facebook, Epinions, or another social media website.
Consumers have been sharing information online for as long as computers have been connected, but the rapid growth of social media has merged these isolated conversations into a global phenomenon that has permanently changed the nature of business communication. The Japanese automaker Toyota is one of the millions of companies around the world using social media to supplement or even replace traditional forms of customer communication.
Toyota was looking for some positive communication in 2010, after concerns about sticking gas pedals led to the recall of millions of vehicles and prompted the company to halt sales of eight models while it investigated the problem. The situation was potentially serious, to be sure, but Toyota executive Bob Zeinstra said loyal Toyota owners responded with an “outpouring of support and care.”
COMMUNICATION CLOSE-UP AT TOYOTA
1
1 4
2
3
5 Describe the communication skills employers will expect you to have and the nature of communicating in an organization by using an audience-centered approach
Describe the communication process model and the
ways that social media are changing the nature of
business communication
Defi ne ethics , explain the difference between an ethical
dilemma and an ethical lapse, and list six guidelines for
making ethical communication choices
Test your mastery of this chapter and its
Learning Objectives. Visit mybcommlab.com to apply
what you’ve learned in Document Makeovers and
interactive simulation scenarios.
Toyota’s user-generated content campaign, Auto-Biography, invited owners to submit stories, photos, and videos that describe their favorite moments and memories with their Toyota vehicles.
MyBcommLab
CHAPTER 1 Achieving Success Through Effective Business Communication 3
To capitalize on this goodwill, built up through years of delivering safe, dependable vehicles, Toyota invited owners to tell their stories through a Facebook campaign it called “Auto-Biography.” The program featured a customized Facebook application that encouraged owners to “Showcase your most memorable moments [with your Toyota] and get inspired by the stories of other loyal Toyota owners.”
Thousands of Toyota owners contributed, sharing everything from the pet names they gave their cars to how they use their cars for work or play to the way their families passed down a Toyota from one generation to the next. Many listed the number of miles they had on their cars, some up to 300,000 or more, making strong statements to support the Toyota message
of reliability. Many owners also personalized their stories with photos or videos of themselves and their cars. Toyota highlighted a small number of the stories through professionally produced animated or live videos, which it then featured prominently on the Auto-Biography page and used in print and television advertising.
By inviting satisfi ed customers to the tell their own stories through user-generated content (which you’ll read more about in Chapter 7 ), the campaign helped Toyota repair its reputation among potential car buyers and respond to negative stories in the news media. Moreover, Zeinstra says the Facebook initiative also reminded current Toyota owners “why they love their cars so much.” 1
Understanding Why Communication Matters Whether it’s as simple as a smile or as ambitious as a Facebook campaign, communication is the process of transferring information and meaning between senders and receivers , using one or more written, oral, visual, or electronic media. Th e essence of communication is sharing— providing data, information, insights, and inspiration in an exchange that benefi ts both you and the people with whom you are communicating. 2
You will invest a lot of time and energy in this course to develop your communi- cation skills, so it’s fair to ask whether it will be worthwhile. Th is 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 fi elds such as engi- neering or fi nance, you oft en need to share complex ideas with executives, customers, and colleagues, and your ability to connect with people outside your fi eld can be as important as your technical expertise. If you have the entrepreneurial urge, you will need to commu- nicate with a wide range of audiences, from investors, bankers, and government regulators to employees, customers, and business partners.
As you take on leadership and management roles, communication becomes even more important. Th e higher you rise in an organization, the less time you will spend using the technical skills of your particular profession and the more time you will spend communi- cating. Top executives spend most of their time communicating, and businesspeople who can’t communicate well don’t stand much chance of reaching the top.
Many employers 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 environment. If you learn to write well, speak well, listen well, and recognize the appropriate way to communicate in any situ- ation, you’ll gain a major advantage that will serve you throughout your career. 3
Th is course teaches you how to send and receive information more eff ectively and helps you improve your communication skills through practice in an environment that provides honest, constructive criticism. You will discover how to collaborate in teams, listen eff ec- tively, master nonverbal communication, and participate in productive meetings. You’ll learn about communicating across cultural boundaries. You’ll learn a three-step process that helps you write eff ective business messages, and you’ll get specifi c tips for craft ing a
Explain the importance of effective communication to your career and to the companies where you will work.
1 LEARNING OBJECTIVE
Communication is the process of transferring information and meaning between senders and receivers.
Ambition and great ideas aren’t enough; you need to be able to communicate with people in order to succeed in business.
Strong communication skills give you an advantage in the job market.
• Access this chapter’s simulation entitled Successful Business Communication, located at mybcommlab.com.
MyBcommLab
4 PART 1 Understanding the Foundations of Business Communication
variety of business messages using a wide range of media, from social networks to blogs to online presentations. Develop these skills, and you’ll start your business career with a clear competitive advantage.
COMMUNICATION IS IMPORTANT TO YOUR COMPANY
Aside from the personal benefi ts, communication should be important to you because it is important to your company. Eff ective communication helps businesses in numerous ways. It provides 4
● Closer ties with important communities in the marketplace ● Opportunities to infl uence conversations, perceptions, and trends ● Increased productivity and faster problem solving ● Better fi nancial results and higher return for investors ● Earlier warning of potential problems, from rising business costs to critical safety issues ● Stronger decision making based on timely, reliable information ● Clearer and more persuasive marketing messages ● Greater employee engagement with their work, leading to higher employee satisfaction
and lower employee turnover
WHAT MAKES BUSINESS COMMUNICATION EFFECTIVE?
Eff ective communication strengthens the connections between a company and all of its stakeholders , those groups aff ected in some way by the company’s actions: customers, employees, shareholders, suppliers, neighbors, the community, the nation, and the world as a whole. 5 Conversely, when communication breaks down, the results can range from time wasting to tragic.
To make your communication eff orts as eff ective 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, specifi c 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, effi cient manner. Concise messages show respect for people’s time, and they increase the chances of a positive response.
● Clarify expectations and responsibilities. Craft messages to generate a specifi c re- sponse from a specifi c audience. When appropriate, clearly state what you expect from audience members or what you can do for them.
● Off er compelling, persuasive arguments and recommendations. Show your readers precisely how they will benefi t from responding to your message the way you want them to.
Keep these fi ve important characteristics in mind as you review Figure 1.1 on page 5 and Figure 1.2 on page 6. At fi rst glance, both emails appear to be well constructed, but Figure 1.2 is far more eff ective, as the comments in blue explain.
Communicating in Today’s Global Business Environment 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. Th is section off ers a brief look at the unique challenges of business communica- tion, the skills that employers will expect you to have, the nature of communication in an or- ganizational environment, and the importance of adopting an audience-centered approach.
Eff ective communication yields numerous business benefi ts.
Eff ective messages are practical , factual , concise , clear , and persuasive .
Describe the communication skills employers will expect you to have and the nature of communicating in an organization by using an audience-centered approach.
2 LEARNING OBJECTIVE
CHAPTER 1 Achieving Success Through Effective Business Communication 5
UNDERSTANDING THE UNIQUE CHALLENGES OF BUSINESS COMMUNICATION
Although you have been communicating with some success your entire life, business com- munication is oft en more complicated and demanding than the social communication you typically engage in with family, friends, and school associates. Th is section highlights fi ve issues that illustrate why business communication requires a high level of skill and attention.
The Globalization of Business and the Increase in Workforce Diversity
Today’s businesses increasingly reach across international borders to market their products, partner with other businesses, and employ workers and executives—an eff ort known as globalization . Many U.S. companies rely on exports for a signifi cant portion of their sales, sometimes up to 50 percent or more, and managers and employees in these fi rms need to communicate with many other cultures. Moreover, thousands of companies from all around the world vie for a share of the massive U.S. market, so chances are you’ll do business with or even work for a company based in another country at some point in your career.
Businesses are paying more attention to workforce diversity —all the diff erences among people who work together, including diff erences in age, gender, sexual ori- entation, education, cultural background, religion, ability, and life experience. As Chapter 3 discusses, successful companies realize that a diverse workforce can yield a signifi cant competitive advantage, but it also requires a more conscientious approach to communication.
Doesn’t provide necessary background information for anyone who missed the meeting
Fails to clarify who needs to do what by when
Fails to provide alternative contact information or invite questions about the meeting, making it difficult for team members to clarify their assignments or raise concerns
Specifies the day but not the date, which could lead to confusion
By using a vague subject line, fails to alert people to the upcoming meeting
Opens with a cold, somewhat off-putting greeting
Assumes that people who won’t attend don’t want to, which might not be true
Puts reader on the defense with a negative, accusatory tone
Lacks a close (such as “thank you”), which contributes to the harsh, abrupt tone
You will need to adjust your communication habits to the more formal demands of business and the unique environment of your company.
Smart employers recognize the benefi ts of a more diverse workforce—and the additional challenges of ensuring smooth communication between people from diverse backgrounds.
Apply Figure 1.1’s key concepts by revising a new document. Go to Chapter 1 in mybcommlab.com and select Document Makeovers.
MyBcommLab Figure 1.1 Ineffective Business Communication At fi rst glance, this email message looks like a reasonable attempt at communicating with the members of a project team. However, review the blue annotations to see just how many problems the message really has.
6 PART 1 Understanding the Foundations of Business Communication
Fills in missing information so that everyone can grasp the importance of the message
Makes a specific request
Invites questions ahead of time so that they don’t derail the meeting
Helps people grasp key content immediately by using an informative subject line
Uses a friendly greeting without being too casual
Offers everyone a chance to participate, without making anyone feel guilty about not being able to attend in person (WebEx is an online meeting system)
Emphasizes the importance of the meeting
Closes with a warm, personal tone
Provides additional information and alternative contact options by including an email signature
Information has become one of the most important resources in business today.
Business communication today is heavily dependent on a growing array of technologies.
The Increasing Value of Business Information
As global competition for talent, customers, and resources continues to grow, the impor- tance of information continues to escalate as well. Companies in virtually every industry rely heavily on knowledge workers , employees at all levels of an organization who special- ize in acquiring, processing, and communicating information. Th ree examples help to illustrate the value of information in today’s economy:
● Competitive insights. Th e more a company knows about its competitors and their plans, the better able it will be to adjust its own business plans.
● Customer needs. Information about customer needs is analyzed and summarized in order to develop goods and services that better satisfy customer demands.
● Regulations and guidelines. Today’s businesses must understand and follow a wide range of government regulations and guidelines covering such areas as employment, environment, taxes, and accounting.
No matter what the specifi c type of information, the better you are able to understand it, use it, and communicate it to others, the more competitive you and your company will be.
The Pervasiveness of Technology
Technology infl uences virtually every aspect of business communication today. To ben- efi t from these tools, however, you need to have at least a basic level of skills. If your level of technical expertise doesn’t keep up with that of your colleagues and coworkers, the
Figure 1.2 Effective Business Communication This improved version of the email message from Figure 1.1 does a much better job of communicating the essential information these team members need in order to effectively prepare for the meeting.
CHAPTER 1 Achieving Success Through Effective Business Communication 7
imbalance can put you at a disadvantage and complicate the communication process. Th roughout this course, you’ll gain insights into using numerous tools and systems more eff ectively.
The Evolution of Organizational Structures and Leadership Styles
Every fi rm has a particular structure that defi nes the relationships among units in the company, and these relationships infl uence the nature and quality of communication throughout the organization. Tall structures have many layers of management between the lowest and highest positions, and they can suff er communication breakdowns and delays as messages are passed up and down through multiple layers. 6
To overcome such problems, many businesses have adopted fl at structures that re- duce the number of layers and promote more open and direct communication. However, with fewer formal lines of control and communication in these organizations, individual employees are expected to assume more responsibility for communication.
Specifi c types of organization structures present unique communication challenges. In a matrix structure , for example, employees report to two managers at the same time, such as a project manager and a department manager. Th e need to coordinate workloads, sched- ules, and other matters increases the communication burden on everyone involved. In a network structure , sometimes known as a virtual organization , a company supplements the talents of its employees with services from one or more external partners, such as a design lab, a manufacturing fi rm, or a sales and distribution company.
Regardless of the particular structure a company uses, your communication eff orts will also be infl uenced by the organization’s corporate culture : the mixture of values, traditions, and habits that gives a company its atmosphere and personality. Many success- ful companies encourage employee contributions by fostering open climates that promote candor and honesty, helping employees feel free enough to admit their mistakes, disagree with the boss, and share negative or unwelcome information.
A Heavy Reliance on Teamwork
Both traditional and innovative company structures can rely heavily on teamwork, and you will probably fi nd yourself on dozens of teams throughout your career. Teams are commonly used in business today, but they’re not always successful—and a key reason that teams fail to meet their objectives is poor communication. Chapter 2 off ers insights into the complex dynamics of team communication and identifi es skills you need in order to be an eff ective communicator in group settings.
UNDERSTANDING WHAT EMPLOYERS EXPECT FROM YOU
Today’s employers expect you to be competent at a wide range of communication tasks. Fortunately, the skills that employers expect from you are the same skills that will help you advance in your career: 7
● Organizing ideas and information logically and completely
● Expressing ideas and information coherently and persuasively
● Actively listening to others ● Communicating eff ectively with people from
diverse backgrounds and experiences ● Using communication technologies eff ectively
and effi ciently ● Following accepted standards of grammar, spell-
ing, and other aspects of high-quality writing and speaking
Organizations with tall structures may unintentionally restrict the fl ow of information; fl atter structures can make it easier to communicate eff ectively.
Newer types of organization structures such as matrices and networks present new communication challenges.
Open corporate cultures benefi t from free-fl owing information and employee input.
Working in a team makes you even more responsible for communicating eff ectively.
The ability to work effectively in teams will help you at every stage of your career.
8 PART 1 Understanding the Foundations of Business Communication
● Communicating in a civilized manner that refl ects contemporary expectations of busi- ness etiquette, even when dealing with indiff erent or hostile audiences
● Communicating ethically, even when choices aren’t crystal clear ● Managing your time wisely and using resources effi ciently
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 diff erent from the social and scholastic environ- ments you are accustomed to. Every organization has a formal communication network , in which ideas and information fl ow along the lines of command (the hierarchical levels) in the company’s organization structure (see Figure 1.3 ). Th roughout the formal network, information fl ows in three directions. Downward communication fl ows from executives to employees, conveying executive decisions and providing information that helps employ- ees do their jobs. Upward communication fl ows from employees to executives, providing insight into problems, trends, opportunities, grievances, and performance—thus allowing executives to solve problems and make intelligent decisions. Horizontal communication fl ows between departments to help employees share information, coordinate tasks, and solve complex problems. 8
Every organization also has an informal communication network , oft en referred to as the grapevine or the rumor mill , that encompasses all communication that occurs outside the formal network. Some of this informal communication takes place naturally as a result of employee interaction both 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.
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
promotion
Th e formal communication network mirrors the company’s organizational structure.
Social media play an increasingly important role in the informal communication network.
Figure 1.3 Formal Communication Network The formal communication network is defi ned by the relationships between the various job positions in the organization. Messages can fl ow upward (from a lower-level employee to a higher-level employee), downward (from a higher-level employee to a lower-level employee), and horizontally (across the organization, between employees at the same or similar levels).
CHAPTER 1 Achieving Success Through Effective Business Communication 9
ADOPTING AN AUDIENCE-CENTERED APPROACH
An audience-centered approach involves understanding and respecting the members of your audience and making every eff ort to get your message across in a way that is meaning- ful to them (see Figure 1.4 ). Th is approach is also known as adopting the “you” attitude , in contrast to messages that are about “me.” Learn as much as possible about the biases, education, age, status, style, and personal and professional concerns of your receivers. If you’re addressing people you don’t know and you’re unable to fi nd out more about them, try to project yourself into their position by using common sense and imagination. Th is ability to relate to the needs of others is a key part of emotional intelligence , which is widely considered to be a vital characteristic of successful managers and leaders. 9 Th e more you know about the people you’re communicating with, the easier it will be to concentrate on
An audience-centered approach involves understanding, respecting, and meeting the needs of your audience members.
Fast access to reader comments and a retweet button that makes it easy for readers to share this post via Twitter help FreshBooks build a sense of community.
One minor improvement would be to label (with words placed directly on the graph) the two best combinations, indicated with the green arrows, and the worst combination, indicated with the red circle, to save readers the time required to interpret the meaning of the colors and shapes.
This bold header quickly summarizes the nature of the analysis.
Bold terms in the paragraph correspond to the variables in the graph above.
Notice that even though the writer uses the word “we” (the company) in several places, this message is fundamentally about “you” (the customer).
The headline doesn’t try to be clever or cute; instead, it instantly conveys important information to readers.
The graph shows which terms generated the fastest payments (shortest blue bars) and highest percentage paid (orange dots).
The opening paragraph explains the analysis was undertaken in order to help customers make more money in less time—a vital concern for every business.
These clearly written paragraphs explain the two aspects of the analysis, and they speak the same language as business accounting professionals.
The article continues beyond here, but notice again the concise, straightforward wording of this subheading (the section explains that polite wording on invoices improves customer responsiveness).
Apply Figure 1.4’s key concepts by revising a new document. Go to Chapter 1 in mybcommlab.com and select Document Makeovers.
MyBcommLab Figure 1.4 Audience-Centered Communication This blog post from the developers of the FreshBooks online business accounting system demonstrates audience focus in multiple ways, starting with the effort behind the message. Every company worries about how quickly customers will pay their bills, so FreshBooks analyzed the customer data it had on hand to see which payment terms and invoice messages generated the quickest responses. This alone is remarkable customer service; the audience- focused presentation of the information makes it that much better.
10 PART 1 Understanding the Foundations of Business Communication
their needs—which, in turn, will make it easier for them to hear your message, understand it, and respond positively.
A vital element of audience-centered communication is etiquette , the expected norms of behavior in any particular situation. In today’s hectic, competitive world, etiquette might seem a quaint and outdated notion. However, the way you conduct yourself and interact with others can have a profound infl uence on your company’s success and your career. When executives hire and promote you, they expect your behavior to protect the company’s reputation. Th e more you understand such expectations, the better chance you have of avoiding career-damaging mistakes. Th e 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 As you no doubt know from your personal interactions over the years, even well- intentioned communication eff orts can fail. Messages can get lost or simply ignored. Th e receiver of a message can interpret it in ways the sender never imagined. In fact, two people receiving the same information can reach diff erent 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 eff ects. Th is section explores the communication process in two stages: fi rst by follow- ing a message from one sender to one receiver in the basic communication model, and then ex- panding on that 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:
1. Th e sender has an idea. Whether a communication eff ort will ultimately be eff ective starts right here. For example, if you have a clear idea about a procedure change that will save your company time and money, the communication process is off to a strong start. On the other hand, if all you want to do is complain about how the company is wasting time and money but don’t have any solutions, you probably won’t communi- cate anything of value to your audience.
2. Th e sender encodes the idea as a message. When someone puts an idea into a message —which you can think of as the “container” for an idea—he or she is encoding it, or expressing it in words or images. Much of the focus of this course is on developing the skills needed to successfully encode your ideas into eff ective messages.
Etiquette, the expected norms of behavior in any particular situation, can have a profound infl uence on your company’s success and your career.
Describe the communication process model and the ways that social media are changing the nature of business communication.
3 LEARNING OBJECTIVE
1. Sender has an idea
2. Sender encodes the
idea in a message
3. Sender produces the message in a medium
4. Sender transmits message through
a channel
8. Audience provides
feedback to the sender
5. Audience receives the
message
6. Audience decodes the
message
7. Audience responds to the message
Viewing communication as a process helps you identify steps you can take to improve your success as a communicator.
Figure 1.5 A Model of the Communication Process These eight steps illustrate how an idea travels from a sender to a receiver. After you explore the process in more detail in the following pages, refer to Figure 1.7 on page 15 for advice on improving your skills at each step. This diagram offers a simplifi ed view of a process that is both complex and subtle, but it provides a good foundation on which to build your understanding of communication.
CHAPTER 1 Achieving Success Through Effective Business Communication 11
3. Th e sender produces the message in a transmittable medium. With the appropri- ate message to express an idea, the sender now needs a communication medium to present that message to the intended audience. As you’ll read in Chapter 4 , media for transmitting messages can be divided into oral, written, visual, and electronic forms.
4. Th e 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. Th e distinction between medium and channel can get a bit murky, but think of the medium as the form a message takes and the channel as the system used to deliver the message. Th e chan- nel can be a face-to-face conversation, the Internet, another company—any method or system capable of delivering messages.
5. Th e audience receives the message. If the channel functions properly, the message reaches its intended audience. However, mere arrival at the destination is no guar- antee that the message will be noticed or understood correctly. As “How Audiences Receive Messages” (page 12) explains, many messages are either ignored or misinter- preted as noise.
6. Th e audience decodes the message. Aft er a message is received, the receiver needs to extract the idea from the message, a step known as decoding . “How Audiences Decode Messages” (page 13) takes a closer look at this complex and subtle step in the process.
7. Th e audience responds to the message. By craft ing messages in ways that show the benefi ts of responding, senders can increase the chances that recipients will respond in positive ways. However, as “How Audiences Respond to Messages” (page 14) points out, whether a receiver responds as the sender hopes depends on the receiver (a) remembering the message long enough to act on it, (b) being able to act on it, and (c) being motivated to respond.
8. Th e audience provides feedback to sender. In addition to responding (or not re- sponding) to the message, audience members may give feedback that helps the sender evaluate the eff ectiveness of the communication eff ort. Feedback can be verbal (using written or spoken words), nonverbal (using gestures, facial expressions, or other signals), or both. Just like the original message, however, this feedback from the receiver also needs to be decoded carefully. A smile, for example, can have many meanings.
Considering the complexity of this process—and the barriers and distractions that oft en stand between sender and receiver—it should come as no surprise that communica- tion eff orts oft en fail to achieve the sender’s objective. Fortunately, the better you under- stand the process, the more successful you’ll be.
Th e 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 . Th ese include noise and distractions, competing messages, fi lters, and channel breakdowns:
● Noise and distractions. External distractions range from uncomfortable meeting rooms to crowded computer screens 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. Th e common habit of multitasking , attempting more than one task at a time, is practically guaranteed to create commu- nication distractions. Moreover, research suggests that “chronic multitasking” can reduce productivity and increase errors. 10
● 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, which is why it is so essential to craft messages that your audience will care about.
Th e medium is the form a message takes and 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.
12 PART 1 Understanding the Foundations of Business Communication
● Filters. Messages can be blocked or distorted by fi lters , any human or technological interventions between the sender and the receiver. Filtering can be both intentional (such as automatically fi ling incoming messages based on sender or content) or unintentional (such as an overly aggressive spam fi lter that deletes legitimate emails). As you read earlier, the structure and culture of an organi- zation can also inhibit the fl ow of vital messages. And, in some cases, the people or companies you rely on to deliver your message can distort it or fi lter it to meet their own needs.
Are you damaging yourself with noise?
Sound expert Julian Treasure highlights the serious problems associated with noisy environments and offers insights into improving your work and personal lives through careful attention to sound. Go to http://real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Watching This Video
● Channel breakdowns. Sometimes the channel simply breaks down and fails to deliver your message at all. A colleague you were counting on to deliver a message to your boss might have forgotten to do so, or a computer server might have crashed and prevented your blog from updating.
Everyone in an organization can help minimize barriers and distractions. As a commu- nicator, try to be aware of any barriers that could prevent your messages from reaching their intended audiences. As a manager, keep an eye out for any organizational barriers that could be inhibiting the fl ow of information. In any situation, a small dose of common sense and courtesy goes a long way. Turn off that mobile phone before you step into a meeting. Don’t talk across the tops of other people’s cubicles. Be sensitive to personal diff erences, too; for in- stance, some people enjoy working with music on, but music is a huge distraction for others. 11
Take steps to insulate yourself from distractions, too. Don’t let messages interrupt you every minute of the day. Set aside time to attend to messages all at once so that you can focus the rest of the time.
Inside the Mind of Your Audience
Aft er 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 eff ective messages.
How Audiences Receive Messages For an audience member to receive a message, three events need to occur: Th e 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). 12 You can appreciate the magnitude of this challenge by driving down any busy street in a commercial section of town. You’ll encounter literally hundreds of messages— billboards, posters, store window displays, car stereos, pedestrians waving or talking on mobile phones, car horns, street signs, traffi c lights, and so on. However, you sense, select, and perceive only a small fraction of these messages.
Today’s business audiences are much like drivers on busy streets. Th ey are inundated with so many messages and so much noise that they can miss or ignore many of the messages intended for them. Th rough this course, you will learn a variety of techniques to craft messages that get noticed. In general, follow these fi ve principles to increase your chances of success:
Minimizing barriers and distractions in the communication environment is everyone’s responsibility.
To actually receive a message, audience members need to sense it, select it, then perceive it as a message.
Message overload is a constant challenge in contemporary life; your messages must compete with many others clamoring for the audience’s attention.
● 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
CHAPTER 1 Achieving Success Through Effective Business Communication 13
notices via blog postings without telling anyone. Of course, sometimes going against expectations can stimulate audience attention, which is why advertisers sometimes do wacky and creative things to get your attention. However, for most business communi- cation eff orts, following the expectations of your audience is the most effi cient 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 the messages if you make them hard to fi nd, hard to access, or hard to read. Poorly designed websites with confusing navigation are common culprits in this respect.
● 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. 13
● 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 soft ware installed.
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 that the receiver will assign the same meaning that the sender intended. Even well-craft ed, well-intentioned communication eff orts can fail at this stage because assigning meaning through decoding is a highly personal process that is infl uenced 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. 14 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.
As you’ll discover in Chapter 3 , culture shapes people’s views of the world in profound ways, from determinations of right and wrong to details such as the symbolic meanings attached to specifi c colors. For instance, because U.S. culture celebrates youth and indi- vidual accomplishment, it is “natural” for many people raised in this country to admire young, independent-minded leaders who rebel against older, established ways of doing business. A culture such as Japan’s, however, generally places a higher value on respect for older colleagues, consensus decision making, and group accomplishment. Given these dif- ferences, a younger colleague’s bold proposal to radically reshape business strategy could be interpreted more positively in one culture than in the other—quite independent of the proposal’s merits alone.
At an individual level, beliefs and biases infl uence the meaning that audiences extract from messages. For instance, the human brain organizes incoming sensations into a men- tal “map” that represents each person’s individual perception of reality. If a detail doesn’t fi t for any reason, people are oft en inclined to distort the information to make it fi t rather than rearrange their mental map—a phenomenon known as selective perception . 15 For example, an executive who has staked her reputation on a particular business strategy might distort or ignore evidence that suggests the strategy is failing.
Diff erences in language and usage also infl uence received meaning. If you ask an em- ployee to send you a report on sales fi gures “as soon as possible,” does that mean within 10 seconds, 10 minutes, or 10 days? By clarifying expectations and resolving potential 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 perception and thus share meaning (see Figure 1.6 on the next page).
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 diff erently than someone who values emotion or intuition (reaching conclusions without using rational processes).
To improve the odds that your messages will be successfully perceived by your audience, pay close attention to expectations, ease of use, familiarity, empathy, and technical compatibility.
Decoding is a complex process; receivers oft en extract diff erent meanings from messages than the senders intended.
Selective perception occurs when people ignore or distort incoming information to fi t their preconceived notions of reality.
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 will quickly disappear if it isn’t transferred to long-term memory , which can be done either actively (such as when a person memorizes a list of items) or passively (such as when a new piece of information connects with something else the recipient already has stored in long-term memory). Finally, the information needs to be retrieved when the recipient wants to act on it. 16 In general, people fi nd it easier to remember and retrieve information that is important to them personally or professionally. Consequently, by communicating in ways that are sensitive to your audi- ence’s wants and needs, you greatly increase the chance that your messages will be remem- bered 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.
Th ird, 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 off er your band a contract, or your boss may or may not respond to your request for a raise. Th roughout this course, you’ll learn techniques for craft ing messages that can help motivate readers to respond.
Now that you have some additional insights into what makes communication succeed, take another look at the communication process model. Figure 1.7 identifi es the key chal- lenges in the process and summarizes the steps you can take along the way to become a more eff ective communicator.
THE SOCIAL COMMUNICATION MODEL
Th e basic model presented in Figure 1.5 shows how a single idea moves from one sender to one receiver. In a larger sense, it also helps represent the traditional nature of much busi- ness communication, which was primarily defi ned by a publishing or broadcasting mindset. Externally, a company issued carefully scripted messages to a mass audience that oft en had few options for responding to those messages or initiating messages of their own. Custom- ers and other interested parties had few ways to connect with one another to ask questions, share information, or off er support. Internally, communication tended to follow the same “we talk, you listen” model, with upper managers issuing directives to lower-level supervisors and employees.
Little shared experience
Misunderstanding
Meanings dissimilar
Average amount of shared experience
Average degree of understanding
Meanings similar
Large amount of shared experience
High degree of understanding
Meanings very similar
Figure 1.6 How Shared Experience Affects Understanding The more that 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 that senders encode into the 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 respond.
By explaining how audiences will benefi t by responding to your messages, you’ll increase their motivation to respond.
CHAPTER 1 Achieving Success Through Effective Business Communication 15
However, a variety of technologies have enabled and inspired a new approach to business communication. In contrast to the publishing mindset, this new social commu- nication model is interactive and conversational . Customers and other groups are now empowered through social media , electronic media that transform passive audiences into active participants in the communication process by allowing them to share content, revise content, respond to content, or contribute new content. Just as Web 2.0 signifi es this sec- ond generation of World Wide Web technologies (social networks, blogs, and other tools that you’ll read about in Chapter 7 ), Business Communication 2.0 is a convenient label for this new approach to business communication.
On the surface, this approach might look like it’s just added some new media tools. However, as Figure 1.8 on the next page shows, the changes are much deeper and more profound. In a typical 1.0 approach, messages are scripted by designated communicators, approved by someone in authority, distributed through selected channels, and delivered without modifi cation to a passive audience that is not invited or even expected to respond. In the 2.0 approach, the rules change dramatically. Customers and other stakeholders par- ticipate in, infl uence, and oft en take control of conversations in the marketplace. Th ey rely on each other for information about products, off er technical support, and even participate in group buying using social tools. 17
1. Sender has an idea
2. Sender encodes the
idea in a message
3. Sender produces the message in a medium
4. Sender transmits message through
a channel
8. Audience provides
feedback to the sender
5. Audience receives the
message
6. Audience decodes the
message
7. Audience responds to the message
• Unclear ideas • Uncertain goals
• Unclear writing • Inefficient writing • Unfocused writing
• Inappropriate medium • Distracting design
• Noise and distractions • Competing messages • Filters • Channel breakdowns
• Message missed • Message ignored
• Meaning misinterpreted
• No response • Wrong response • Message forgotten
• Clarify purpose before beginning.
Potential Problems
Process
Solutions • Outline carefully. • Improve writing skills.
• Choose medium carefully.
• Reduce noise and distractions. • Eliminate filters. • Change restrictive policies and corporate cultures. • Monitor for breakdowns.
• Focus on audience needs. • Meet audience expectations. • Make messages easy to find.
• Understand audience beliefs and biases. • Use compatible language and images. • Maintain good etiquette.
• Emphasize benefits of responding. • Clarify desired response, making it easy to respond.
Potential Problems • No means of providing feedback • Feedback ignored • Misinterpretation of nonverbal signals
Solutions • Enable and encourage feedback. • Listen to and learn from feedback. • Learn to interpret nonverbal signals.
Th e social communication model is interactive, conversational, and usually open to all who wish to participate.
Figure 1.7 Becoming an Effective Business Communicator The communication process presents many opportunities for messages to get lost, distorted, or misinterpreted as they travel from sender to receiver. Fortunately, you can take action at every step in the process to increase your chances of success.
16 PART 1 Understanding the Foundations of Business Communication
Publication Lecture
Intrusion Unidirectional One to many
Control Low message frequency
Few channels Information hoarding
Static Hierarchical Structured Isolation Planned Isolated
Conversation Discussion Permission
Bidirectional, multidirectional One to one, many to many
Influence High message frequency
Many channels Information sharing
Dynamic Egalitarian Amorphous
Collaboration Reactive
Responsive
Business Communication 1.0 Tendencies
Business Communication 2.0 Tendencies
Figure 1.8 Business Communication: 1.0 Versus 2.0 Business Communication 2.0 differs from conventional communication strategies and practices in a number of signifi cant ways.
Th e “Business Communication 2.0” approach can increase the speed of communication, lower cost, improve access to expertise, and boost employee satisfaction.
List four general guidelines for using communication technology effectively.
4 LEARNING OBJECTIVE
For both internal and external communication, Web 2.0 tools can increase the speed of communication, lower communication costs, improve access to pockets of expertise, and boost employee satisfaction. 18 Of course, no company, no matter how enthusiastically it embraces the 2.0 mindset, is going to be run as a social club in which everyone has a say and a vote. Instead, a hybrid approach is emerging in which some communications follow the traditional approach and others follow the 2.0 approach. 19
If you’re an active user of Web 2.0 technologies, you’ll fi t right in with this new com- munication environment—and possibly even have a head start on more experienced professionals who are still adapting to the new tools and techniques (see “Business Com- munication 2.0: How Will You Put Your Communication Skills to Work?”). For the latest information on communicating in a Web 2.0 environment, visit http://real-timeupdates .com/bct11 and select Chapter 1 .
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 to virtual worlds, are also used in business. You will fi nd technology discussed extensively throughout this book, with specifi c advice on using both common and emerging tools. Th e four-page photo essay “Powerful Tools for Communicating Effi ciently” (see pages 18–21) provides an overview of the technologies that connect people in offi ces, factories, and other business settings.
Anyone who has used a computer, a smartphone, or other advanced gadget knows that the benefi ts of technology are not automatic. Poorly designed or inappropriately used technology can hinder communication more than it helps. To communicate eff ectively, learn to keep technology in perspective, guard against information overload and informa- tion addiction, use technological tools productively, and disengage from the computer frequently to communicate in person.
KEEPING TECHNOLOGY IN PERSPECTIVE
Perhaps the single most important point to remember about technology is that it is sim- ply a tool, a means by which you can accomplish certain tasks. Technology is an aid to
Don’t rely too much on technology or let it overwhelm the communication process.
CHAPTER 1 Achieving Success Through Effective Business Communication 17
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 fi ll in the gaps.
While this advice might sound obvious, it is easy to get caught up in the “gee whiz” factor, particularly with new technologies. No matter how exotic or entertaining it may be, technology has business value only if it helps deliver the right information to the right people at the right time.
GUARDING AGAINST INFORMATION OVERLOAD AND INFORMATION ADDICTION
Th e overuse or misuse of communication technology can lead to information overload , in which people receive more information than they can eff ectively process. Information overload makes it diffi cult to discriminate between useful and useless information, lowers productivity, and amplifi es employee stress both on the job and at home—even to the point of causing health and relationship problems. 20
As a recipient, you oft en have some level of control over the number and types of messages you choose to receive. Use the fi ltering features of your communication systems to isolate high-priority messages that deserve your attention.
BUSINESS COMMUNICATION
2.0
Th e authors have recently met a number of young professionals who use the latest media tools to improve communication in their work. Here are a few of their stories: ● Meg Stivison (University of Massachusetts–Amherst)
writes a blog and maintains a Flickr photo-sharing collec- tion for the Stickley Museum at Craft sman Farms in Cary, North Carolina.
● Aga Westfall (Northern Arizona University) of the Santy Agency, an advertising fi rm in Phoenix, Arizona, uses the Twitter microblogging tool for research and networking.
● Melissa Popp (Millersville University), who is employed by Best Buy in Dover, Delaware, uses YouTube to educate her customers about electronic products.
● Matthew Nederlanden (Palm Beach Atlantic University) of Pompano Beach, Florida, just launched a new crowd- sourcing advertising agency that allows anyone to create a concept for a commercial, post it on YouTube, and get paid based on how many people view it.
● Jerrold Th ompson (Evergreen State College) of Clinton, Washington, launched In My Life Video, a service that produces personal autobiographies. Th e skills he honed in class helped him write content for his website and a script for a promotional video he posted on YouTube.
● Philip Beech (Brooks Institute of Photography) of Portland, Oregon, uses Facebook to communicate with other Home Video Studio franchise owners and to promote his business to prospective clients.
● Chris Millichap (University of Wisconsin–Madison) of Chicago, Illinois, uses Facebook to promote Boosh Maga- zine, an online college entertainment publication.
● Matthew Meyer (Indiana University) of Oakland, California, is an e-learning developer for the employee services fi rm Adecco who has written and produced a series of training podcasts for a major pharmaceutical client.
● Liz Wise (Art Institute of Colorado) and her colleagues at Drillspot.com, a tools and hardware website based in Boulder, Colorado, use a wiki to minimize the number of meetings held and to store and share instructions for tasks and procedures.
● Ted Rubin (SUNY Purchase) of Atlanta, Georgia, is a remote server support analyst for Career Connection who uses Really Simple Syndication (RSS) newsfeeds to receive updates from vendors and to track the continuous results from his searches on Google News.
CAREER APPLICATIONS 1. If you are currently working, how could you use electronic
media to improve the way you communicate with custom- ers or colleagues? (If you’re not currently working, think about a job you had in the past or think about a friend’s or classmate’s job for this exercise.)
2. In what ways have you used electronic media in your college classes? Can you identify any disadvantages of using these media to communicate with instructors and classmates?
How Will You Put Your Communication Skills to Work?
Information overload results when people receive more information than they can eff ectively process.
Steps you can take to help reduce
information overload
Everyone needs to play a part in reducing the burden of too much data and information in the work environment; this document has plenty of helpful tips. Go to http://real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Reading This PDF
(continued on page 21)
Powerful Tools for Communicating Effectively
Wireless Networks
Unified Communications
REDEFINING THE OFFICE
Technology makes it easier for business professionals to stay connected with customers and colleagues, wherever their work takes them. Electronic presentations, shared workspaces, and virtual meeting spaces can bring professionals together at the same time or give them access to vital resources on their own schedules. Wireless networks and mobile-phone data services let workers “cut the wire” from the home office and move around as they need to.
The tools of business communication evolve with every new generation of digital technol- ogy. Selecting the right tool for each situation can enhance your business communication in many ways. In today’s flexible office settings, communication technology helps people keep in touch and stay productive. When coworkers in different cities or countries need to collaborate, they can meet and share ideas without costly travel. Companies use commu- nication technology to keep track of parts, orders, and shipments—and to keep custom- ers well-informed. Those same customers can also communicate with companies in many ways at any time of day or night. For a closer look at the latest business uses of social media tools in particular, see pages 180–187 in Chapter 7.
Shared Workspaces
Electronic Presentations
Electronic presentations, both on-site and online, are a mainstay of business communication.
Virtual Meeting Spaces
A number of companies (such as Cranial Tap, whose virtual headquarters is shown here) now hold meetings, host conferences, and demonstrate products and services in virtual worlds such as Second Life.
Many workers can now access their voice and electronic communication (including email and instant messaging) through a single portal. Follow-me phone service automatically forwards incoming calls. Text-to-speech features using voice synthesis can convert email and IM to voice messages.
Online workspaces such as Documentum eRoom and Share Point Workspace make it easy for far-flung team members to access shared files anywhere at any time.The workspace can control which team members can read, edit, and save specific files.
Many business professionals today have only part-time offices or no offices at all, relying on wireless networks to stay connected with colleagues and customers.
18
-
-
work
COLLABORATING
Working in teams is essential in almost every business. Teamwork can become complicated, however, when team members work in different parts of the company, in different time zones, or even for different companies. Technology helps bridge the distance by making it possible to brainstorm, attend virtual meet- ings, share files, meet new business partners, and collaborate with experts outside the company from widely separated locations.
Wikis Web-Based Meetings
Videoconferencing and Telepresence
Crowdsourcing and Collaboration Platforms
Social Networking
Wikis promote collaboration by simplifying the process of creating and editing online content. Anyone with access (some wikis are private; some are public) can add and modify pages as new information becomes available. Reprint Courtesy of International Business Machines Corporation, © 2011 International Business Machines Corporation.
Businesses use a variety of social networks as specialized networks to engage customers, find new employees, attract investors, and share ideas and challenges with peers.
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.
Web-based meetings allow team members from all over the world to collaborate online. Various systems support instant messaging, video, real-time editing tools, and more.
Video conferencing provides many of the benefits of in-person meetings at a fraction of the cost. Advanced systems feature telepresence, in which the video images are life-sized and extremely realistic.
19
Supply Chain Management Software
SHARING INFORMATION
Companies use a variety of communication technologies to create products and services, deliver them to customers, and support users with vital informa- tion. The ability to easily access and share the latest information improves the flow and timing of supplies, lowers operating costs, improves customer satisfaction, and boosts financial performance. Easy information access also helps companies respond to customer needs by providing them accurate information and timely product deliveries.
Social Tagging and Bookmarking
Audiences become part of the communication channel when they find and recommend online content through tagging and bookmarking sites such as Delicious and Digg.
Interactive Data Visualization
A stunning array of new tools helps business professionals analyze, display, and share vast quantities of data and nonnumeric information.
Manufacturers, distributors, and retailers now automatically share information that used to require labor-intensive manual reporting. Improved information flow increases report accuracy and helps each company in the supply chain manage inventory.
Many companies now rely heavily on communities of customers to help each other with product questions and other routine matters.
Community Q&A
RSS Newsfeeds and Aggregators
Aggregators, sometimes called newsreaders, automatically collect information about new blogposts, podcasts, and other content via Really Simple Syndication (RSS) newsfeeds, giving audiences more control over the content they receive.
20
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INTERACTING WITH CUSTOMERS
Maintaining an open dialog is essential to finding, engaging, and supporting customers. Today’s communication technologies, particularly the ever-evolving field of social media, make it easier for customers to interact with a company whenever, wherever, and however they wish. Companies that take the lead in fostering a conversation with their markets have a big advantage over companies that don’t.
Online Customer Support User-Generated Content
Blogs
Microblogs
Podcast
For online shoppers who need instant help, many retail websites make it easy to connect with a live sales rep via phone or instant messaging. Alternatively, software tools known as virtual agents or bots can answer simple questions and respond to requests for electronic documents.
With the portability and convenience of downloadable audio and video recordings, podcasts have quickly become a popular means of delivering everything from college lectures to marketing messages. Podcasts are also used for internal communication, replacing conference calls, newsletters, and other media.
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.
User-generated content sites let businesses host photos, videos, software programs, technical solutions, and other valuable content for their customer communities.
Blogs let companies connect with customers and other audiences in a fast and informal way. Commenting features let readers participate in the conversation, too.
21
22 PART 1 Understanding the Foundations of Business Communication
Also, be wary of subscribing to too many blog feeds, Twitter follows, Facebook updates, and other sources of recurring messages. Focus on the information you truly need 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. Overusing it leads to annoyance and anxiety, not action.
Beyond simple overload, some workers are beginning to show signs of information technology addiction —to the point of craving the stimulation of being connected practi- cally around the clock, even while on vacation. Although employees who refuse to dis- connect from their work might sound like a manager’s dream, being constantly “plugged in” oft en does more harm than good. As Rutgers University professor Gayle Porter puts it, “Employers rightfully provide programs to help workers with chemical or substance addictions. Addiction to technology can be equally damaging to the mental health of the worker.” 21
USING TECHNOLOGICAL TOOLS PRODUCTIVELY
Facebook, Twitter, YouTube, IM, and other technologies are key parts of what has been called the “information technology paradox,” in which information tools can waste as much time as they save. Concerns over inappropriate use of social networking sites, for example, have led many companies to ban employees from accessing them during work hours. 22
Inappropriate web use not only distracts employees from work responsibilities but can leave employers open to lawsuits for sexual harassment if inappropriate images are displayed in or transmitted around the company. 23 Social media have created another set of managerial challenges, given the risk that employee blogs or social networking pages can expose confi dential information or damage a fi rm’s reputation in the marketplace. With all these technologies, the best solution lies in developing clear policies that are enforced evenly for all employees. 24
Managers need to guide their employees in productive use of information tools because the speed and simplicity of these tools is also one of their greatest weaknesses. Th e fl ood of messages from an expanding array of electronic sources can signifi cantly aff ect employees’ ability to focus on their work. In one study, workers exposed to a constant barrage of email, IM, and phone calls experienced an average 10-point drop in their functioning intelligence quotient (IQ). 25
In addition to using your tools appropriately, knowing how to use them effi ciently can make a big diff erence in your productivity. You don’t have to become an expert in most cases, but you 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 suffi cient training to productively use the tools you expect them to use.
RECONNECTING WITH PEOPLE
Let’s say you IM a colleague asking how she did with her sales presentation to an impor- tant client, and her answer comes back simply as “Fine.” What does fi ne mean? Is an order expected soon? Or did she lose the sale and doesn’t want to talk about it? If you visit with her in person, or at least talk over the phone, she might provide additional information, or you might be able to off er advice or support during a diffi cult time.
Moreover, even the best technologies cannot truly match the rich experience of person-to-person contact. For example, telepresence videoconferencing systems (dis- cussed in Chapter 2 ) can create a convincing illusion of people thousands of miles apart being in the same room. However, even enthusiastic users know that this tech- nology has limits. Jill Smart, an executive with the consulting firm Accenture, often takes advantage of the company’s advanced telepresence facilities but still travels
An important step in reducing information overload is to avoid sending unnecessary messages.
As businesses increasingly rely on technology for communication, personal interaction becomes even more important because even the best technologies can’t replace the human element.
CHAPTER 1 Achieving Success Through Effective Business Communication 23
frequently to meet with clients—particularly clients in other countries and cultures. “You get things from being there, over breakfast and dinner, building relationships face to face.” 26
Committing to Ethical and Legal Communication Ethics are the accepted principles of conduct that govern behavior within a society. Ethical behavior is a company- wide concern, but because communication eff orts are the public face of a company, they are subjected to particularly rigorous scrutiny from regulators, legislators, investors, consumer groups, environmental groups, labor organizations, and anyone else aff ected 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: 27
● Plagiarism. 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. 28
● Omitting essential information. Information is essential if your audience needs it to make an intelligent, objective decision.
● Selective misquoting. Distorting or hiding the true intent of someone else’s words is unethical.
● Misrepresenting numbers. Statistics and other data can be unethically manipulated by increasing or decreasing numbers, exaggerating, altering statistics, or omitting numeric data.
● Distorting visuals. Images can be manipulated in unethical ways, such as making a product seem bigger than it really is or changing the scale of graphs and charts to exaggerate or conceal diff erences.
● 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).
Th e 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. A key aspect of transparency is knowing who is behind the messages one receives. Consider the promotional event that Netfl ix staged in Toronto to announce the launch of its streaming video service in Canada. Th e outdoor news conference seemed to attract dozens of curious people who were excited about the availability of Netfl ix. How- ever, many of these people who “spontaneously” showed up were actually paid actors with instructions to “look really excited, particularly if asked by media to do any interviews about the prospect of Netfl ix in Canada.” Th e company apologized when the stunt was exposed. 29
A major issue in business communication transparency is stealth marketing , which involves attempting to promote products and services to customers who don’t know they’re being marketed to. A common stealth marketing technique is rewarding someone to promote products to his or her friends without telling them it’s a form of advertising. Critics—including the U.S. Federal Trade Commission (FTC) and the Word of Mouth Marketing Association—assert that such techniques are deceptive because they don’t give their targets the opportunity to raise their instinctive defenses against the persuasive pow- ers of marketing messages. 30
Aside from ethical concerns, trying to fool the public is simply bad for business. As LaSalle University communication professor Michael Smith puts it, “Th e public backlash can be long, deep, and damaging to a company’s reputation.” 31
Will your social media habits kill your career?
Follow these tips to make sure your social media habits don’t keep you from getting a job or derail your career after it has begun. Go to http://real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Reading This Article
Defi ne ethics , explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical communication choices.
5 LEARNING OBJECTIVE
Any time you try to mislead your audience, the result is unethical communication.
Transparency gives audience members access to all the information they need in order to process messages accurately.
Th e controversial practice of stealth marketing involves marketing to people without their knowledge.
24 PART 1 Understanding the Foundations of Business Communication
DISTINGUISHING ETHICAL DILEMMAS FROM ETHICAL LAPSES
Some ethical questions are easy to recognize and resolve, but others are not. Deciding what is ethical can be a considerable challenge in complex business situations. An ethical dilemma involves choosing among alternatives that aren’t clear-cut. Perhaps two confl ict- ing alternatives are both ethical and valid, or perhaps the alternatives lie somewhere in the gray area between clearly right and clearly wrong. Every company has responsibilities to multiple groups of people inside and outside the fi rm, and those various groups oft en have competing interests. For instance, employees generally want higher wages and more benefi ts, but investors who have risked their money in the company want management to keep costs low so that profi ts 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. For example, homebuyers in an Orlando, Florida, housing development were sold houses without being told that the area was once a U.S. Army fi ring range and that live bombs and ammunition were still buried in multiple locations around the neighborhood. 32 With both internal and external communication eff orts, the pressure to produce results or justify decisions can make un- ethical communication a tempting choice. (Compare the messages in Figures 1.9 and 1.10 .)
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’ eff orts to make ethical choices. 33 Moreover, these three elements need to work in harmony. If employees see company executives making unethical decisions and fl outing company guidelines, they might conclude that the guidelines are meaningless and emulate their bosses’ unethical behavior.
An ethical dilemma is a choice between alternatives that may all be ethical and valid.
An ethical lapse is making a choice that you know to be unethical.
Suggests O’Leary and Caruthers had their minds made up before the research even started, which means that their analysis may be biased
Uses a biased subject line to slant readers’ perceptions before they have a chance to read the research results
Mixes McMahon’s opinions and conclusions with O’Leary and Caruthers' own opinions
Misrepresents the research results; two- thirds of the market did not express interest in the product concept
Pulls selectively from McMahon’s summary, leaving out information that doesn’t support the writers’ own conclusion
Biases the conversation again by implying that the executive committee would be making a mistake if it disagreed with them
Assumes the writers have the committee’s support, which may not be true
TO: Executive Committee
FROM: Darcy O’Leary & Bob Caruthers, Product Management
DATE: October 24, 2011
SUBJECT: Pegasus market confirmation
We’re pleased to announce that the numbers are in, and as we predicted before the research began, consumers show strong support for the Pegasus product concept. The results validate the several months we’ve invested in product design and should give a green light to fund the completion of the project.
We’re particularly pleased with the results in this case, since the research was directed by Sadie McMahon at Bowerman Research. She has conducted hundreds of research projects and is known for her keen insights into the consumer market. Only a third of the consumers surveyed expressed little or no interest in Pegasus, and Ms. McMahon said that doesn’t worry her at all since few products ever appeal to the entire market. With a two-thirds majority in our favor, this looks to be a winner before we even bring it to market.
Given the momentum we’ve already built up, coupled with this powerful endorsement of the concept, we’re confident the executive committee will reach the same strategic conclusion that we have and continue funding the project.
Thank you for your support.
SunStar Sports Confidential Memorandum
Figure 1.9 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 1.10 , you can see how the writers twisted the truth and omitted evidence in order to put a positive “spin” on the research.
CHAPTER 1 Achieving Success Through Effective Business Communication 25
Employers have a responsibility to establish clear guidelines for ethical behavior, including ethical business communication. Many companies establish an explicit ethics policy by using a written code of ethics to help employees determine what is acceptable. For example, Gap Inc. (the owner of the Gap, Banana Republic, and Old Navy retail chains), publishes a detailed Code of Business Conduct for its employees, addressing such areas as confl icts of interest, product integrity, health and safety, protection of company assets and information, and political activities by employees. 34 A code is oft en part of a larger program of employee training and communication 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.
Emphasizes the skills of the researcher without biasing the readers regarding her conclusions
Offers full disclosure of all the background information
Provides the complete text of the researcher’s summary
Explains that more in-depth information will be available soon but emphasizes the importance of reviewing this summary right now
Tries not to “sell” the conclusion ahead of time, using an even-handed subject line
Separates the researcher’s observations and opinions from the writers’ own
Invites further discussion of the situation
Illustrates clearly that the market expert is concerned about the project
States clearly and honestly that the project will not live up to original hopes
TO: Executive Committee
FROM: Darcy O’Leary & Bob Caruthers, Product Management
DATE: October 24, 2011
SUBJECT: Market research summary for Pegasus project
The market research for the Pegasus Project concluded last week with phone interviews of 236 sporting goods buyers in 18 states. As in the past, we used Bowerman Research to conduct the interviews, under the guidance of Bowerman’s survey supervisor, Sadie McMahon. Ms. McMahon has directed surveys on more than 200 consumer products, and we’ve learned to place a great deal of confidence in her market insights.
A complete report, including all raw data and verbatim quotes, will be avail- able for downloading on the Engineering Department intranet by the end of next week. However, in light of the project-funding discussions going on this week, we believe the conclusions from the research warrant your immediate attention.
Sadie McMahon’s research summary
Consumer interest in the new product code-named Pegasus is decidedly mixed, with 34% expressing little or no interest in the product but 37% expressing moderate to strong interest. The remaining 29% expressed confusion about the basic product concept and were therefore unable to specify their level of interest. The segment expressing little or no interest is not a cause for concern in most cases; few products appeal to the entire consumer market.
However, the portion of the market expressing confusion about the fundamental design of the product is definitely cause for concern. We rarely see more than 10 or 15% confusion at this stage of the design process. A 29% confusion figure suggests that the product design does not fit many consumers’ expectations and that it might be difficult to sell if SunStar goes ahead with production.
Our recommendations
At $7.6 million, the development costs for Pegasus are too high to proceed with this much uncertainty. The business case we prepared at the beginning of the project indicated that at least 50% consumer acceptance would be needed in order to generate enough sales to produce an acceptable return on the engineering investment. We would need to convince nearly half of the "confused" segment in order to reach that threshold. We recommend that further development be put on hold until the design can be clarified and validated with another round of consumer testing.
Please contact Darcy at ext. 2354 or Bob at ext. 2360 if you have any questions or concerns.
SunStar Sports Confidential Memorandum
Figure 1.10 Ethical Communication This version of the memo shown in Figure 1.9 presents the evidence in a more honest and ethical manner.
Responsible employers establish clear ethical guidelines for their employees to follow.
26 PART 1 Understanding the Foundations of Business Communication
However, whether or not formal guidelines are in place, every employee has a responsi- bility to communicate in an ethical manner. In the absence of clear guidelines, ask yourself the following questions about your business communications: 35
● Have you defi ned 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
aff ected 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? Th at is, will a decision that seems
ethical now seem unethical in the future? ● Are you comfortable with your decision? Would you be embarrassed if it were printed
in tomorrow’s newspaper or spread across the Internet? Th ink about a person whom you admire and ask yourself what he or she would think of your decision.
BUSINESS COMMUNICATION
2.0
When companies engage in comparative advertising , mak- ing explicit comparisons between their products and those of competitors, complaints of false statements and defa- mation are fairly common. In that sense, a lawsuit that Subway recently filed against Quiznos is not in itself unu- sual. Subway claimed that Quiznos made unfair and untrue comparisons about the size and meat content of one of its sandwiches and failed to disclose the fact that the larger Quiznos sandwich cost nearly twice as much as the Subway sandwich.
What made this case unusual—and gave it potentially far-reaching impact for business communication—is the Web 2.0 angle of user-generated content (UGC). As part of its eff orts to promote this particular sandwich, Quiznos spon- sored a contest in which members of the public were invited to create their own commercials. Th e contest encouraged people to highlight the “meat, no meat” theme, suggesting that the Quiznos sandwich had copious amounts of beef, while the Subway sandwich had far less. More than 100 peo- ple submitted videos, which were posted to a Quiznos website and to iFilm, a now-defunct video clip website owned by the media giant Viacom.
Subway’s lawsuit claimed that some of the videos con- tained false and disparaging content for which Quiznos and iFilm should be held liable. Subway asserted that Quiznos specifically encouraged contestants to promote one prod- uct at the expense of the other, so it should not be immune from responsibility. Quiznos’s lawyers responded by point- ing out that the company did not create these videos and is therefore not liable. “We’re just facilitating consumers who go out and create their own expression in the form of a commercial.”
Quiznos fi rst tried to have the UGC part of the lawsuit dismissed by claiming the same immunity that YouTube and similar services have regarding the content that members of the public post on their websites. However, a judge refused, saying the law protecting YouTube (the Communications Decency Act, or CDA) doesn’t necessarily protect Quiznos in this case. Quinzos subsequently asked for a summary judgment to avoid going to trial. When that request was also denied, the two com- panies settled out of court.
Th at private settlement closed the dispute between the two sandwich chains, but it left the matter of legal responsi- bility for UGC campaigns wide open. Th e central question is how much involvement a company sponsoring a UGC con- test has in the content of the submissions. Th e court indicated that by sponsoring the contest and presenting the contest guidelines in a particular way, Quiznos played some role in the creation of the videos. However, because the case didn’t go to trial, the question of whether that role was signifi cant enough to strip the company of legal immunity under the CDA is still unresolved. Until clear legal guidelines are estab- lished, companies running UGC programs, such as Toyota’s Auto-Biography campaign, will need to tread carefully to avoid legal problems.
CAREER APPLICATIONS 1. Legal issues aside, in your opinion, is Quiznos ethically re-
sponsible for any false or misleading information that may be found in the user-generated videos? Why or why not?
2. Most consumers lack the skills and equipment needed to produce professional-quality video commercials. Why would companies such as Quiznos invite them to create commercials?
Who’s Responsible Here?
If you can’t decide whether a choice is ethical, picture yourself explaining your decision to someone whose opinion you value.
CHAPTER 1 Achieving Success Through Effective Business Communication 27
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. Th ese 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. 36 Chapter 10 explores this area in more detail.
● Contracts. A contract is a legally binding promise between two parties, in which one party makes a specifi ed off er 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. 37
● Employment communication. A variety of local, state, and federal laws govern com- munication between employers and both potential and current employees. For example, job descriptions must be written in a way that doesn’t intentionally or unintentionally discriminate against women, minorities, or people with disabilities. 38
● Intellectual property. In an age when instant global connectivity makes copying and retransmitting electronic fi les eff ortless, the protection of intellectual property (IP) has become a widespread concern. Intellectual property includes patents, copyrighted materials, trade secrets, and even Internet domain names. 39 Bloggers in particular need to be careful about IP protection, given the carefree way that some post the work of others without off ering proper credit. For guidelines on this hot topic, get the free Legal Guide for Bloggers at www.eff .org/bloggers/legal .
● Financial reporting. Finance and accounting professionals who work for publicly traded companies (those that sell stock to the public) must adhere to stringent reporting laws. For instance, a number of corporations have recently been targets of both govern- ment investigations and shareholder lawsuits for off ering misleading descriptions of fi nancial results and revenue forecasts.
● Defamation. Negative comments about another party raise the possibility of defamation , the intentional communication of false statements that damage char- acter or reputation. 40 (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 from online sources. Th e European Union, for instance, outlaws a number of online marketing tactics, including “fl ogs,” 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. 41 In the United States, the FTC recently adopted a requirement that product-review bloggers disclose any relationship—such as receiving payments or free goods—they have with the companies whose products they discuss in their blogs. 42
If you have any doubts about the legality of a message you intend to distribute, ask for advice from your company’s legal department. A small dose of caution can prevent huge legal headaches and protect your company’s reputation in the marketplace.
For the latest information on ethical and legal issues in business communication, visit http://real-timeupdates .com/bct11 and click on Chapter 1 .
Business communication is governed by a wide variety of laws designed to ensure accurate, complete messages.
Learn how intellectual property protection
promotes sustainable growth
The mission of the International Intellectual Property Institute is promoting sustainable growth through economic and regulatory environments that encourage innovation and creativity. Go to http://real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
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If your course uses MyBcommLab, log on to www.mybcommlab.com to access the following study and assessment aids associated with this chapter:
• Video applications • Personalized study plan • Real-Time Updates • Model documents • Peer review activity • Sample presentations • Pre/post test
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Quick Learning Guide
SUMMARY OF LEARNING OBJECTIVES
1 Explain the importance of eff ective communication to your career and to the companies where you will work. Eff ective 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 you if you can’t express them clearly and persuasively. In addition to benefi ting you personally, your communication skills will help your company in multiple ways, off ering (1) closer ties with important communities in the marketplace; (2) opportunities to infl uence conversations, perceptions, and trends; (3) increased productivity and faster problem solving; (4) better fi nancial 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 Describe the communication skills employers will expect you to have and the nature of communicating in an organization using an audience-centered approach. Employers expect you to have a wide range of communication skills, including (1) organizing ideas and information logically and completely; (2) expressing yourself coherently and persuasively; (3) actively listening to others; (4) communicating eff ectively with people from diverse backgrounds; (5) using communication technologies eff ectively and effi ciently; (6) following accepted standards of grammar, spelling, and style; (7) communicating in a civilized manner; (8) communicating ethically; and (9) using time and resources wisely.
Applying these skills eff ectively in a business environment involves learning how to use both the formal and informal communication networks in your organization. Th e formal network mirrors the offi cial 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 eff ort to get your message across in a way that is meaningful to them. Th is approach is also known as adopting the “you” attitude (where “you” is the recipient of the message you are sending).
3 Describe the communication process model and the ways that social media are changing the nature of business communication. Communication is a complex and subtle process, and any attempt to model it will involve some simplifi cation, 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) Th e audience responds to the message; and (8) the audience provides feedback to sender.
Social media are transforming the practice of business communication and changing 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 “Business Communication 2.0” approach uses Web 2.0 social media tools to create an interactive and participative environment in which all parties have a chance to join the conversation. Many of the old rules and expectations, including tight control of the content and distribution of the message, no longer apply in this new environment.
4 List four general guidelines for using communication technology eff ectively. First, keep technology in perspective. Make sure that it supports the communication eff ort rather than overwhelming or disrupting it. Second, guard against information overload and information technology addiction. Th ird, 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.
5 Defi ne ethics , explain the diff erence 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
CHAPTER OUTLINE
Understanding Why Communication Matters
Communication Is Important to Your Career
Communication Is Important to Your Company
What Makes Business Communication Effective?
Communicating in Today’s Global Business Environment
Understanding the Unique Challenges of Business Communication
Understanding What Employers Expect from You
Communicating in an Organizational Context
Adopting an Audience-Centered Approach
Exploring the Communication Process The Basic Communication Model
The Social Communication Model
Using Technology to Improve Business Communication
Keeping Technology in Perspective
Guarding Against Information Overload and Information Addiction
Using Technological Tools Productively
Reconnecting with People
Committing to Ethical and Legal Communication
Distinguishing Ethical Dilemmas from Ethical Lapses
Ensuring Ethical Communication
Ensuring Legal Communication
28
MyBcommLab
communication is particularly important in business because communication is the public face of a company, which is why communication eff orts are intensely scrutinized by company stakeholders. Th e diff erence 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 defi ned 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 aff ected 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? Th at is, will a decision that seems ethical now seem unethical in the future? (6) Am I truly comfortable with my decision?
KEY TERMS
audience-centered approach Understanding and respecting the members of your audience and making every eff ort to get your message across in a way that is meaningful to them
Business Communication 2.0 A new approach to business communication based on social communication
code of ethics A written set of ethical guidelines that companies expect their employees to follow
communication Th e process of transferring information and meaning using one or more written, oral, visual, or electronic media
communication barriers Forces or events that can disrupt communication, including noise and distractions, competing messages, fi lters, and channel breakdowns
communication channels Systems used to deliver messages
communication medium Th e form in which a message is presented; the four categories of media are oral, written, visual, and electronic
contract A legally binding promise between two parties, in which one party makes a specifi ed off er and the other party accepts
copyright A form of legal protection for the expression of creative ideas
corporate culture Th e mixture of values, traditions, and habits that give a company its atmosphere and personality
decoding Extracting the idea from a message
defamation Th e intentional communication of false statements that damage character or reputation
encoding Putting an idea into a message (words, images, or a combination of both)
ethical communication Communication that includes all relevant information, is
true in every sense, and is not deceptive in any way
ethical dilemma Situation that involves making a choice when the alternatives aren’t completely wrong or completely right
ethical lapse A clearly unethical choice ethics Th e accepted principles of conduct
that govern behavior within a society ethics audits Ongoing eff orts to monitor
ethical progress and to point out any weaknesses that need to be addressed
etiquette Th e expected norms of behavior in any particular situation
feedback Information from receivers regarding the quality and eff ectiveness of a message
formal communication network Communication channels that fl ow along the lines of command
globalization Eff orts by businesses to reach across international borders to market their products, partner with other businesses, and employ workers and executives
informal communication network All communication that takes place outside the formal network; oft en referred to as the grapevine or the rumor mill
information overload Condition in which people receive more information than they can eff ectively process
intellectual property Assets including patents, copyrighted materials, trade secrets, and even Internet domain names
knowledge workers Employees at all levels of an organization who specialize in acquiring, processing, and communicating information
message Th e “container” for an idea to be transmitted from a sender to a receiver
perception A person’s awareness or view of reality; also, the process of detecting incoming messages
selective perception Th e inclination to distort or ignore incoming information rather than change one’s beliefs
social communication model An interactive, conversational approach to communication in which formerly passive audience members are empowered to participate fully
social media Electronic media such as social networks and blogs that transform passive audiences into active participants in the communication process by allowing them to share content, revise content, respond to content, or contribute new content
stakeholders Groups aff ected by a company’s actions: customers, employees, shareholders, suppliers, neighbors, the community, and the world at large
stealth marketing Attempts to promote products and services to customers who don’t know they’re being marketed to
transparency Giving all participants in a conversation access to the information they need to accurately process the messages they are receiving
Web 2.0 Th e second generation of World Wide Web technologies, which emphasize social media and interactivity
workforce diversity All the diff erences among the people who work together, including diff erences in age, gender, sexual orientation, education, cultural background, religion, ability, and life experience
“you” attitude Communicating with an audience-centered approach; creating messages that are about “you,” the receiver, rather than “me,” the sender
29
30 PART 1 Understanding the Foundations of Business Communication
You’ve recently joined the staff of Bob Zeinstra, the executive in charge of product management, advertising, and communication strategy at Toyota Motor Sales, USA. In your role as a social media specialist, you look for opportunities to help Toyota build positive relationships with all its stakeholders. Use
what you’ve learned in this chapter to address the following challenges.
INDIVIDUAL CHALLENGE: Review the customer stories submitted to the Auto-Biography campaign at www.facebook .com/toyota . Select two stories that present Toyota in a
positive light, with one story that emphasizes product reliability and other practical matters and one story that conveys the emotional bond that an owner has developed with his or her vehicle. In an email message to your instructor or a post on your class blog, summarize the two stories you chose and explain your reasons for choosing them.
TEAM CHALLENGE: As the Quiznos–Subway confl ict described on page 26 emphasizes, user-generated content can expose a company to a variety of legal and public relations risks. With a team assigned by your instructor, brainstorm general guidelines that Toyota could use to protect itself while still taking advantage of the potential of user-generated content. For example, should the company accept user-submitted videos that show images of risky driving behavior or stories that include critical comments about Toyota products or dealers? Summarize your recommendations in a class presentation or other format as your instructor directs.
COMMUNICATION CHALLENGES AT TOYOTA
TEST YOUR KNOWLEDGE
To review chapter content related to each question, refer to the indicated Learning Objective. 1. What benefi ts does eff ective communication give you and
your organization? [LO-1] 2. What are the fi ve attributes of eff ective business communi-
cation? [LO-1] 3. How does formal communication diff er from informal com-
munication? [LO-2] 4. Why should communicators take an audience-centered
approach to communication? [LO-2] 5. What steps have to occur before an audience member per-
ceives the presence of an incoming message? [LO-3] 6. What are the most common barriers in any communication
environment? [LO-3] 7. How does the social communication model diff er from tra-
ditional business communication practices? [LO-3] 8. How is communication aff ected by information overload?
[LO-4] 9. What is an ethical dilemma? [LO-5] 10. What is an ethical lapse? [LO-5]
APPLY YOUR KNOWLEDGE
To review chapter content related to each question, refer to the indicated Learning Objective. 1. If you are an acknowledged expert in your fi eld, do you
really need to care about communication skills? Why or why not? [LO-1]
2. How does the presence of a reader comments feature on a corporate blog refl ect audience-centered communication? [LO-2]
3. How are social networks, wikis, and other Web 2.0 tech- nologies changing the practice of business communication? [LO-3]
4. Is it possible for companies to be too dependent on com- munication technology? Explain briefl y. [LO-4]
5. Because of your excellent communication skills, your boss always asks you to write his reports for him. When you overhear the CEO complimenting him on his logical organi- zation and clear writing style, your boss responds as if he’d written all those reports himself. What kind of ethical choice does your boss’s response represent? What can you do in this situation? Briefl y explain your solution and your reasoning. [LO-5]
PRACTICE YOUR SKILLS
Message for Analysis: Analyzing Communication Effectiveness [LO-1] Read the following blog posting and then (1) analyze whether the message is eff ective or ineff ective (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 cheating. I simply have no choice but to institute an employee monitoring system. Beginning next Monday, video cameras will be installed at all entrances to the building, and your entry and exit times will be logged each time you use electronic key cards to enter or leave.
Anyone who is late for work or late coming back from lunch more than three times will have to answer to me. I don’t care
CHAPTER 1 Achieving Success Through Effective Business Communication 31
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 Active links for all websites in this chapter can be found on MyBcommLab; see your User Guide for instructions on accessing the content for this chapter. 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 Objec- tive. In some instances, supporting information will be found in another chapter, as indicated.
1. Writing: Compositional Modes: Summaries [LO-1] , Chapter 4 Write a paragraph introducing yourself to your instructor and your class. Address such areas as your back- ground, interests, achievements, and goals. Submit your paragraph using email, blog, or social network, as indicated by your instructor.
2. Media Skills: Microblogging [LO-1] , Chapter 6 Write four eff ective messages of no more than 140 characters each (short enough to work as Twitter tweets, in other words) to persuade other college students to take the business communication course. Th ink of the fi rst message as the “headline” of an advertisement that makes a bold prom- ise regarding the value this course off ers every aspiring business professional. Th e next three messages should be support points that provide evidence to back up the prom- ise made in the fi rst message. 43
3. Fundamentals: Analyzing Communication Eff ectiveness [LO-1] Bring to class a sales message that you received in the mail or via email. Comment on how well the communication a. provides practical information b. gives facts rather than impressions c. clarifi es and condenses information d. states precise responsibilities e. persuades others and off ers recommendations
4. Planning: Assessing Audience Needs [LO-2] , Chapter 3 Choose a business career that sounds interesting to you and imagine that you are getting ready to apply for jobs in that fi eld. Naturally, you want to create a compelling, audience- focused résumé that answers the key questions a hiring manager is most likely to have. Identify three personal or professional qualities you have that would be important for someone in this career fi eld. Write a brief statement (one or two sentences) regarding each quality, describing in audience-focused terms how you can contribute to a company in this respect. Submit your statements via email or class blog.
5. Communication Etiquette: Communicating with Sen- sitivity and Tact [LO-2] Potential customers frequently visit your production facility before making purchase de- cisions. You and the people who report to you in the sales department have received extensive training in etiquette issues because you deal with high-profi le clients so oft en. However, the rest of the workforce has not received such
training, and you worry that someone might inadvertently say or do something that would off end one of these poten- tial customers. In a two-paragraph email, explain to the general manager why you think anyone who might come in contact with customers should receive basic etiquette training.
6. Collaboration: Team Project; 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 fi ve other things you’ll want to know about the situation and about your audience before starting your research. Briefl y explain why each of the items on your list is important.
7. Planning: Constructing a Persuasive Argument [LO-3] , Chapter 10 You are the customer service manager for a company that sells a soft ware package used by not-for-profi t organizations to plan and manage fundraising campaigns. Th e powerful soft ware is complicated enough to require a fairly extensive user’s manual, and the company has always provided a printed manual to customers. Customers fre- quently email your department with questions about using the soft ware and suggestions for using the soft ware to maxi- mize fundraising eff orts. You know that many customers could benefi t from the answers to those questions and the suggestions from fellow customers, but with a printed man- ual issued once every couple years, you don’t have any way to collect and distribute this information in a timely fashion.
You’ve been researching wikis and believe this would be a great way to let customers participate in an ongoing con- versation about using the soft ware. In fact, you’d like to con- vert the printed manual to a wiki on which any registered customer could add or edit pages. Rather than spend thou- sands of dollars printing a manual that is diffi cult to expand or update, the wiki would be a “living” document that con- tinually evolves as people ask and answer questions and off er suggestions. Th e rest of the management team is extremely nervous, however. “We’re the experts—not the customer,” one says. Another asks, “How can we ensure the quality of the information if any customer can change it?” Th ey don’t deny that customers have valuable information to add; they just don’t want customers to have control of an important company document. Making up any information you need, write a brief email to your colleagues, explaining the benefi ts of letting customers contribute to a wiki-based user manual. (You can refer to pages 413–415 to learn more about wikis.)
8. Planning: Constructing a Persuasive Argument [LO-3] , Chapter 10 Blogging has become a popular way for em- ployees to communicate with customers and other parties outside the company. In some cases, employee blogs have been quite benefi cial for both companies and their custom- ers by providing helpful information and “putting a human face” on other formal and imposing corporations. However, in some other cases, employees have been fi red for posting information that their employers said was inappropriate. One particular area of concern is criticism of the company or individual managers. Should employees be allowed to criticize their employers in a public forum such as a blog?
32 PART 1 Understanding the Foundations of Business Communication
In a brief email message, argue for or against company poli- cies that prohibit critical information in employee blogs.
9. Fundamentals: Analyzing Communication Eff ectiveness [LO-3] Use the eight phases of the communication proc- ess to analyze a miscommunication you’ve recently had with a co-worker, supervisor, classmate, teacher, friend, or family member. What idea were you trying to share? How did you encode and transmit it? Did the receiver get the message? Did the receiver correctly decode the message? How do you know? Based on your analysis, identify and explain the bar- riers that prevented your successful communication in this instance.
10. Technology: Using Communication Tools [LO-4] Find a free online communication service that you have no experience using as a content creator or contributor. Services to consider include blogging (such as Blogger), microb- logging (such as Twitter), community Q&A sites (such as Yahoo! Answers), 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 fi nd 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.
11. Communication Ethics: Distinguishing Ethical Dilem- mas and Ethical Lapses [LO-5] Knowing that you have numerous friends throughout the company, your boss relies on you for feedback concerning employee morale and other issues aff ecting the staff . She recently asked you to start reporting any behavior that might violate com- pany policies, from taking home offi ce supplies to making personal long-distance calls. List the issues you’d like to dis- cuss with her before you respond to her request.
12. Communication Ethics: Distinguishing Ethical Dilem- mas and Ethical Lapses [LO-5] In less than a page, explain why you think each of the following is or is not ethical. a. Keeping quiet about a possible environmental hazard
you’ve just discovered in your company’s processing plant
b. Overselling the benefi ts of instant messaging to your company’s managers; they never seem to understand the benefi ts 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 man- agement will fi re her
d. Recommending the purchase of equipment your depart- ment doesn’t really need in order to use up your allo- cated funds before the end of the fi scal year so that your budget won’t be cut next year—when you might have a real need for the money
13. Communication Ethics: Providing Ethical Leadership [LO-5] 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 fi nd its c ode of conduct . In a brief paragraph, describe three specifi c ex- amples 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 refl ect any aspect of business commu- nication, from an advertisement or a press release to a company blog or website. Evaluate this communication eff ort in light of any aspect of this chapter that is relevant to the sample and interesting to you. For example, is the piece eff ective? Audience-centered? Ethical? Using whatever medium your instructor requests, write a brief analysis of the piece (no more than one page), citing specifi c elements from the piece and support from the chapter.
Sharpening Your Career Skills Online Bovée and Th ill’s Business Communication Web Search, at http://businesscommunicationblog.com/websearch , is a unique research tool designed specifi cally for business communication research. Use the Web Search function to fi nd an online video, a podcast, or a PowerPoint presentation that explains at least one essential business communication skill. Write a brief email mes- sage to your instructor or a post for your class blog, describing the item that you found and summarizing the career skills infor- mation you learned from it.
List the advantages and disadvantages of working in
teams, describe the characteristics of effective teams,
and highlight four key issues of group dynamics
LEARNING OBJECTIVES After studying this chapter, you will be able to
Mastering Team Skills and Interpersonal Communication 2
1
6 2
3 7
4
5
MyBcommLab
Offer guidelines for collaborative communication, identify
major collaboration technologies, and explain how to give
constructive feedback
List the key steps needed to ensure productive team
meetings
Identify the major technologies used to enhance or
replace in-person meetings
Explain the importance of nonverbal communication and
identify six major categories of nonverbal expression
Explain the importance of business etiquette and identify
three key areas in which good etiquette is essential
Test your mastery of this chapter and its
Learning Objectives. Visit mybcommlab.com to apply
what you’ve learned in Document Makeovers and
interactive simulation scenarios.
Identify three major modes of listening, describe the
listening process, and explain the problem of selective
listening
33
www.rosen.com
When communication tools function at their best, they can go beyond mere facilitation to transformation. Such was the case at Rosen Law Firm, based in Raleigh, North Carolina. Lee Rosen, the fi rm’s owner and chief executive, wanted to replace an expensive, complicated, and infl exible computer system that employees relied on for everything from contact lists to appointment calendars to document storage. The solution he chose was a wiki, the same technology that enables nearly 100,000 people around the world to contribute to Wikipedia.
The wiki certainly helped cut costs, and it did much more. Besides handling much of the fi rm’s document storage and formal communication, the wiki introduced an informal social element that is helping employees bond as a community. Many have added personal pages with information about themselves, helping employees get to know their colleagues on a more intimate level.
In implementing the wiki, Rosen faced a common challenge with new communication tools: getting people to give up familiar ways of doing things and embrace change. Knowing that the value of a company wiki depends on the level of employee contribution—and that having some of the staff switch while others cling to old ways would seriously disrupt communication—he encouraged use of the new wiki with a friendly competition. For each page an employee created during
COMMUNICATION CLOSE-UP AT ROSEN LAW FIRM
Lee Rosen’s law fi rm uses a wiki to manage thousands of documents while boosting teamwork and collaboration.
34 PART 1 Understanding the Foundations of Business Communication
Communicating Effectively in Teams Th e teamwork interactions among the employees at Rosen Law Firm (profi led in the chapter-opening Communication Close-up) represent one of the most essential elements of interpersonal communication. Collaboration —working together to meet complex challenges—has become a core job responsibility for roughly half the U.S. workforce. 2 No matter what career path you pursue, it’s a virtual guarantee that you will be expected 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 ef- forts 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. 3 Problem-solving teams and task forces assemble to resolve specifi c issues and then disband when their goals have been accomplished. Such teams are oft en cross-functional , pulling together people from a variety of departments who have diff erent areas of expertise and responsibility. Th e diversity of opinions and experiences can lead to better decisions, but competing interests can lead to tensions that highlight the need for eff ective communication. Committees are formal teams that usu- ally 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. 4 Teams are oft en at the core of participative management ,
the three-month competition, he or she was given one possible combination to the company safe, which contained a $1,000 cash prize. From time to time, Rosen also forced use of the wiki by publishing important information only on the wiki.
As often happens when companies face signifi cant changes, the move to the wiki did cause some turmoil. Two camps of
employees argued over the best way to organize information and got caught up in an “edit war,” repeatedly undoing each other’s decisions. They eventually reached a compromise that resolved the disagreement and had lasting benefi ts for teamwork and interpersonal communication across the fi rm. According to Rosen, “It forced everybody to learn about each other’s job.” 1
List the advantages and disadvantages of working in teams, describe the characteristics of effective teams, and highlight four key issues of group dynamics.
1 LEARNING OBJECTIVE
Collaboration, working together to solve complex problems, is an essential skill for knowledge workers in every profession.
ETHICS DETECTIVE
Your entire team has been looking forward to this meeting for weeks. When the company president assembled this team to fi nd creative solutions to the company’s cash fl ow problems, few people thought it would succeed. However, through plenty of hard work, you and your colleagues have found new sources of investment capital. Now it’s time to present your accom- plishments to the board of directors. Because exposure in front of the board can be a major career boost, the team planned to present the results together, giving each person a few minutes in the limelight.
However, Jackson Mueller, the chief fi nancial offi cer and the leader of your team, had a surprise for you this morning. He said he’d received word at the last minute that the board wants a short, concise presentation, and he said the only way to do so was with a single presenter. No one was happy about the change, but Mueller is the highest-ranking employee on the team and the only one with experience presenting to the board.
Disappointment turned to dismay as you and your teammates watched from the back of the conference room. Mueller deft ly compressed your 60-minute presentation down to 20 minutes, and the board showered him with praise. However, he never introduced any of the other team members, so your potential moment in the sun passed with- out recognition.
ANALYSIS Did Mueller behave unethically by not introducing you and your colleagues to the board? Explain your answer.
Later on, you complain to a colleague that by stressing “my team” so oft en, Mueller actually made the presentation all about him, not the team. But one of your colleagues argues that the team’s assignment was to solve the problem, not to score career points with the board, so that goal shouldn’t have been such a top priority. Explain why you agree or disagree.
Solving the Case of the Missing Team
• Access this chapter’s simulation entitled Interpersonal Communication and Teamwork, located at mybcommlab.com.
MyBcommLab
CHAPTER 2 Mastering Team Skills and Interpersonal Communication 35
the eff ort to involve employees in the company’s decision making. A successful team can provide a number of advantages: 5
● Increased information and knowledge. By pooling the experience of several individu- als, a team has access to more information in the decision-making process.
● 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. 6
● Increased acceptance of a solution. Th ose 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. Eff ective teams can be better than top-performing individuals at solving complex problems. 7
Although teamwork has many advantages, it also has a number of potential disadvan- tages. At the worst, working in teams can be a frustrating waste of time. Teams need to be aware of and work to counter the following potential disadvantages:
● Groupthink. Like other social structures, business teams can generate tremendous pressures to conform with accepted norms of behavior. Groupthink occurs when peer pressures cause individual team members to withhold contrary or unpopular opinions. Th e result can be decisions that are worse than the choices the team members might have made individually.
● Hidden agendas. Some team members may have a hidden agenda —private, counter- productive motives, such as a desire to take control of the group, to undermine someone else on the team, or to pursue a business goal that runs counter to the team’s mission.
● Cost. Aligning schedules, arranging meetings, and coordinating individual parts of a project can eat up a lot of time and money.
CHARACTERISTICS OF EFFECTIVE TEAMS
Th e most eff ective teams have a clear objective and shared sense of purpose, have a strong sense of trust, communicate openly and honestly, reach decisions by consensus, think creatively, and know how to resolve confl ict. 8 Teams that have these attributes can focus their time and energy on their work, without being disrupted by destructive confl ict (see page 37).
In contrast, teams that lack one or more of these attributes can get bogged down in confl ict or waste time and resources pursuing unclear goals. Two of the most common reasons cited for unsuccessful teamwork are a lack of trust and poor communication. A lack of trust can result from team members being suspicious of one another’s motives or ability to contribute. 9 Communication breakdowns are most likely to occur when teams operate across cultures, countries, or time zones. 10
GROUP DYNAMICS
Th e interactions and processes that take place among the members of a team are called group dynamics . Productive teams tend to develop clear norms , informal standards of conduct that members share and that guide member behavior. Group dynamics are infl uenced by several factors: the roles that team members assume, the current phase of team development, the team’s success in resolving confl ict, 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 on the following page ). Members who assume self-oriented roles are motivated mainly to ful- fi ll personal needs, so they tend to be less productive than other members. “Dream teams” composed of multiple superstars oft en don’t perform as well as one might expect because high-performing individuals can have trouble putting the team’s needs ahead of their own. 11 In addition, highly skilled and experienced people with diffi cult personalities might not con- tribute for the simple reason that other team members may avoid interacting with them. 12
Eff ective teams can pool knowledge, take advantage of diverse viewpoints, and increase acceptance of solutions the team proposes.
Teams need to avoid the negative impact of groupthink, hidden agendas, and excessive costs.
Eff ective teams have a clear sense of purpose, open and honest communication, consensus-based decision making, creativity, and eff ective confl ict resolution.
Group dynamics are the interactions and processes that take place in a team.
Each member of a group plays a role that aff ects the outcome of the group’s activities.
36 PART 1 Understanding the Foundations of Business Communication
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 (see Figure 2.1 ). A variety of models have been proposed to describe the evolution toward becoming a productive team. Here is how one commonly used model identifi es the phases a problem-solving team goes through as it evolves: 14
1. Orientation. Team members socialize, establish their roles, and begin to defi ne 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 virtual teams, creating a “team operating agreement” that sets expectations for online meetings, communication processes, and decision making can help overcome the disadvantages of distance. 16
2. Confl ict. Team members begin to discuss their positions and become more assertive in establishing their roles. Disagreements and uncertainties are natural in this phase.
3. Brainstorming. Team members air all the options and fully discuss the pros and cons. At the end of this phase, members begin to settle on a single solution to the problem. Note that while 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 fi nds a solution that all members are willing to support (even if they have reservations).
5. Reinforcement. Th e team clarifi es and summarizes the agreed-upon solution. Mem- bers receive their assignments for carrying out the group’s decision, and they make arrangements for following up on those assignments.
TABLE 2.1 Team Roles—Functional and Dysfunctional
Dysfunctional: Self-Oriented Roles Functional: Team-Maintenance Roles Functional: Task-Facilitating Roles
Controlling: Dominating others by exhibiting superiority or authority
Withdrawing: Retiring from the team either by becoming silent or by refusing to deal with a particular aspect of the team’s work
Attention seeking: Calling attention to oneself and demanding recognition from others
Diverting: Focusing the team’s discussion on topics of interest to the individual rather than on those relevant to the task
Encouraging: Drawing out other members by showing verbal and nonverbal support, praise, or agreement
Harmonizing: Reconciling differences among team members through mediation or by using humor to relieve tension
Compromising: Offering to yield on a point in the interest of reaching a mutually acceptable decision
Initiating: Getting the team started on a line of inquiry
Information giving or seeking: Offering (or seeking) information relevant to questions facing the team
Coordinating: Showing relationships among ideas, clarifying issues, summarizing what the team has done
Procedure setting: Suggesting decision-making procedures that will move the team toward a goal
Teams typically evolve through a variety of phases, such as orientation, confl ict, brainstorming, emergence, and reinforcement.
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.
Figure 2.1 Phases of Group Development Groups generally progress through several stages on their way to becoming productive and reaching their objectives.
CHAPTER 2 Mastering Team Skills and Interpersonal Communication 37
You may also hear the process defi ned as forming , storming , norming , performing , and adjourning , the phases identifi ed 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 backward through several stages before they become productive, and other teams may be productive right away, even while some or all members are in a state of confl ict. 19
Resolving Confl ict
Confl ict in team activities can arise for a number of reasons: competition for resources, disagreement over goals or responsibilities, poor communication, power struggles, or fun- damental diff erences in values, attitudes, and personalities. 20 Although the term confl ict sounds negative, confl ict isn’t necessarily bad. Confl ict can be constructive if it forces important issues into the open, increases the involvement of team members, and gener- ates creative ideas for solving a problem. Teamwork isn’t necessarily about happiness and harmony; even teams that have some interpersonal friction can excel with eff ective leader- ship and team players committed to strong results. As teamwork experts Andy Boynton and Bill Fischer put it, “Virtuoso teams are not about getting polite results.” 21
In contrast, confl ict 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 confl ict 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 confl ict 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 fi nd 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.
Th e following seven measures can help team members successfully resolve confl ict:
● Proactive behavior. Deal with minor confl ict before it becomes major confl ict. ● Communication. Get those directly involved in a confl ict to participate in resolving it. ● Openness. Get feelings out in the open before dealing with the main issues. ● Research. Seek factual reasons for a problem before seeking solutions. ● Flexibility. Don’t let anyone lock into a position before considering other solutions. ● Fair play. Insist on fair outcomes and don’t let anyone avoid a fair solution by hiding
behind the rules. ● Alliance. Get opponents to fi ght together against an “outside force” instead of against
each other.
Overcoming Resistance
One particular type of confl ict that can aff ect team progress is resistance to change. Sometimes this resistance is clearly irrational, such as when people resist any kind of change, whether it makes sense or not. Sometimes, however, resistance is perfectly logi- cal. A change may require someone to relinquish authority or give up comfortable ways of doing things. If someone is resisting change, you can be persuasive with calm, reason- able communication:
● Express understanding. You might say, “I understand that this change might be diffi cult, and if I were in your position, I might be reluctant myself.” Help the other person relax and talk about his or her anxiety so that you have a chance to off er reassurance. 23
● Bring resistance out into the open. When people are noncommittal and silent, they may be tuning you out without even knowing why. Continuing with your argument is futile. Deal directly with the resistance, without accusing. You might say, “You seem to have reservations about this idea. Have I made some faulty assumptions?” Such questions force people to face and defi ne their resistance. 24
● Evaluate others’ objections fairly. Use active listening to focus on what the other person is expressing, both the words and the feelings. Get the person to open up so that you can understand the basis for the resistance. Others’ objections may raise legitimate
Confl ict in teams can be either constructive or destructive .
Destructive confl ict can lead to win-lose or lose-lose outcomes.
When you encounter resistance or hostility, try to maintain your composure and address the other person’s emotional needs.
38 PART 1 Understanding the Foundations of Business Communication
points that you’ll need to discuss, or they may reveal problems that you’ll need to minimize. 25
Hold your arguments until the other person is ready for them. Getting your point across depends as much on the other person’s frame of mind as it does on your arguments. You can’t assume that a strong argument will speak for it- self. By becoming more audience centered, you will learn to address the other person’s emotional needs fi rst.
Use negotiation skills to resolve confl icts
Learn how to resolve confl icts through the win-win strategies of empathetic negotiation. Go to http://real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Watching This Video
Collaborating on Communication Efforts You should expect to collaborate on a wide variety of research, writing, design, and presen- tation projects in your career. When teams collaborate, the collective energy and expertise of the various members can lead to results that transcend what each individual could do otherwise. 26 However, collaborating on team messages requires special eff ort; the following section off ers a number of helpful guidelines.
GUIDELINES FOR COLLABORATIVE WRITING
In any collaborative eff ort, team members coming from diff erent backgrounds may have diff erent work habits or priorities: A technical expert may focus on accuracy and scientifi c standards, an editor may be more concerned about organization and coherence, and a manager may focus on schedules, cost, and corporate goals. In addition, team members diff er in writing styles, work habits, and personality traits.
To collaborate eff ectively, everyone involved must be fl exible and open to other opin- ions, focusing on team objectives rather than on individual priorities. 27 Successful writers know that most ideas can be expressed in many ways, so they avoid the “my way is best” attitude. Th e following guidelines will help you collaborate more successfully: 28
● 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 fi nish.
● Avoid composing as a group. Th e actual composition is the only part of developing team messages that usually does not benefi t from group participation. Brainstorming the word- ing of short pieces of text, particularly headlines, slogans, and other high-visibility elements, can be an eff ective way to stimulate creative word choices. However, for longer projects, you will usually fi nd it more effi cient 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 fi nal revision pass to ensure a consistent style.
● Make sure tools and techniques are ready and compatible across the team. Even minor details such as diff erent versions of soft ware 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 collaboration tools exist to help teams write together. Among the simpler tools are group review and editing features in word processing soft ware and the Adobe Acrobat electronic document system (PDF fi les) and web-based document systems such as Google
Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback.
2 LEARNING OBJECTIVE
Successful collaboration on writing projects requires a number of steps, from selecting the right partners and agreeing on project goals to establishing clear processes and avoiding writing as a group.
A wide variety of collaboration tools now exist to help professionals work on reports, presentations, and other communication eff orts.
CHAPTER 2 Mastering Team Skills and Interpersonal Communication 39
Docs. More complex solutions include content management systems that organize and control the content for many websites (particularly larger corporate sites). A wiki , from the Hawaiian word for quick , is a website that allows anyone with access to add new material and edit existing material (see Figure 2.2 ). Chapter 14 off ers guidelines for eff ective wiki collaboration.
Th e key benefi ts of wikis include simple operation—writers don’t need to know any of the techniques normally required to create web content—and the freedom to post new or revised material without prior approval. Th is approach is quite diff erent from a content management system, in which both the organization of the website and the work fl ow (the rules for creating, editing, reviewing, and approving content) are tightly controlled. 29 A content management system is a great tool for maintaining consistent presentation on a company’s primary public website, whereas a wiki allows a team to collaborate with speed and fl exibility.
Enterprise wiki systems extend the wiki concept with additional features for business use that ensure information quality and confi dentiality and also provide the speed and fl exibility of a wiki. For instance, access control lets a team leader identify who is allowed to read and modify a wiki. Change monitoring alerts team members when signifi cant changes or additions are made. And rollback allows a team to “travel back in time” to see all previ- ous versions of pages. 30
Groupware is a general term for computer-based systems that let people communi- cate, share fi les, review previous message threads, work on documents simultaneously, and connect using social networking tools. Th ese systems help companies capture and share knowledge from multiple experts, bringing greater insights to bear on tough challenges. 31 Shared workspaces are online “virtual offi ces” that give everyone on a team access to the same set of resources and information: databases, calendars, project plans, pertinent mes- saging and exchanges, reference materials, and team-created documents (see Figure 2.3 on the following page). You may see some of these workspaces referred to as intranets (restricted-access websites that are open to employees only) or extranets (restricted sites that are available to employees and to outside parties by invitation only).
In the coming years, keep an eye out for emerging technologies that can help teams collaborate in new ways. For example, cloud computing , a somewhat vague term for
Teams can use a variety of analysis, planning, and decision-making tools, including agenda, cost-benefit tables, and quick polls.
Participants can add to this diagram as the team brainstorms (a SWOT diagram is a planning tool that identifies strengths, weaknesses, opportunities, and threats).
The system tracks action items so that everyone knows who is responsible for which tasks and can see the status of all open tasks.
Each participant can see how many action items he or she has on the current project.
Figure 2.2 Collaboration Technologies Collaboration technologies such as SAP’s StreamWork system help team members work together in real time, with documents, decisions, messages, and other vital project elements accessible to everyone.
Wiki benefi ts include simple operation and the ability to post new or revised material instantly without a formal review process.
Give wiki writing a try using the unique Bovée-Thill wiki simulator. Visit http://
real-timeupdates.com/bct11 , click on “Student Assignments,” and then click on any of the wiki exercises.
40 PART 1 Understanding the Foundations of Business Communication
“on-demand” soft ware capabilities delivered over the Internet, promises to expand the ways in which geographically dispersed teams can collaborate quickly and inexpensively. 32
SOCIAL NETWORKS AND VIRTUAL COMMUNITIES
Chapter 1 explains how social media and the Web 2.0 approach are redefi ning business com- munication. Within that context, social networking technologies are redefi ning teamwork and team communication by helping erase the constraints of geographic and organization boundaries. In addition to enabling and enhancing teamwork, social networks have numer- ous other business applications and benefi ts; see Table 7.1 on page 184 for more information.
Th e two fundamental elements of any social networking technology are profi les (the information stored about each member of the network) and connections (mechanisms for fi nding and communicating with other members). 33 If you’re familiar with Facebook, you have a basic idea of how social networks function. Th ousands of companies now use Face- book, but you may also encounter networks created specifi cally for business use, the most signifi cant being LinkedIn ( www.linkedin.com ). Others include Ryze ( www.ryze.com ), Spoke ( www.spoke.com ), and Xing ( www.xing.com ).
Some companies use social networking technologies 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. Th e huge advantage that social networking brings to these team eff orts is in identifying the best people to collaborate
on each problem or project, no matter where they are around the world or what their offi cial roles are in the organization. Such communities are similar to teams in many respects, but one major diff erence is in the responsibility for accu- mulating organizational knowledge over the long term. For example, the pharmaceutical company Pfi zer has a number of permanent product safety communities that provide spe- cialized advice on drug safety issues to researchers all across the company. 34
Social networking can also help a company maintain a sense of community even as it grows beyond the size that nor- mally permits a lot of 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. 35
Each project and program gets its own workspace, which can be shared with designated users inside or outside the company.
Within each workspace, the system organizes tasks, links, messages, project assignments, message archives, and all the other resources a team needs.
The system tracks all recent activity on a project, creating a searchable record of messages, task assignments, and other important details.
Social networking technologies are becoming vital communication links in many companies.
Social networks for professionals
See several intriguing new examples of social networks designed exclusively for members of certain professions or industries. Go to http://real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Reading This PDF
A community of practice links professionals with similar job interests; a key benefi t is accumulating long-term organizational knowledge.
Figure 2.3 Shared Workspaces Zig Marketing uses the WizeHive platform to create shared online workspaces for its employees, business partners, and clients.
CHAPTER 2 Mastering Team Skills and Interpersonal Communication 41
GIVING—AND RESPONDING TO—CONSTRUCTIVE FEEDBACK
Aside from processes and tools, collaborative communication oft en involves giving and receiving feedback about writing eff orts. Constructive feedback , sometimes called construc- tive 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 guid- ance to stimulate improvement. 36 For example, “Th is proposal is a confusing mess, and you failed to convince me of anything” is destructive feedback. Your goal is to be more construc- tive: “Your proposal could be more eff ective with a clearer description of the manufacturing process and a well-organized explanation of why the positives outweigh 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 poured your heart and soul into a project, but good feedback provides a valuable opportunity to learn and to improve the quality of your work.
Making Your Meetings More Productive Much of your workplace communication will occur during in-person or online meetings, so to a large degree, your ability to contribute to the company—and to be recognized for your contributions—will depend on your meeting skills. Well-run meetings can help com- panies solve problems, develop ideas, and identify opportunities. Meetings can also be a great way to promote team building through the experience of social interaction. 37 As useful as meetings can be, though, they can be a waste of time if they aren’t planned and managed well. You can help ensure productive meetings by preparing carefully, conducting meetings effi ciently, and using meeting technologies wisely.
PREPARING FOR MEETINGS
Th e fi rst 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 communication
When you give writing feedback, make it constructive by focusing on how the material can be improved.
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 superfi cial edits can do more harm than good.
Discuss improvements rather than fl aws.
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 specifi c. 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 confi rmation from the recipient to make sure that the person understood your feedback.
Time your feedback carefully. Respond in a timely fashion so that the writer will have suffi cient 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.
When you receive constructive feedback on your writing, keep your emotions in check and view it as an opportunity to improve.
List the key steps needed to ensure productive team meetings.
3 LEARNING OBJECTIVE
Much of the communication you’ll participate in will take place in meetings.
To ensure a successful meeting, decide on your purpose ahead of time, select the right participants, choose the venue and time, and set a clear agenda.
42 PART 1 Understanding the Foundations of Business Communication
(such as a blog post) can serve the purpose as eff ectively. 38 If a meeting is truly necessary, proceed with these four planning tasks:
● Identify your purpose. Meetings can focus on exchanging information, reaching decisions, or collaborating to solve problems or identify opportunities. Whatever your purpose, identify what the best possible result of the meeting would be (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. 39
● Select participants for the meeting. Th e rule here is simple: Invite everyone who really needs to be involved, and don’t invite anyone who doesn’t. For decision-making meetings, for example, invite only those people who are in a direct position to help the meeting reach its objective. Th e 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 43) are oft en the best way and sometimes the only way to connect people in multiple locations or to reach large audiences. For onsite meetings, review the facility and the seating arrangements. Are rows of chairs suitable, or do you need a conference table or some other arrangement? 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 oft en more productive because people are generally more alert and not yet engaged with the work of the day.
● Set the agenda. Th e 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 ). A productive agenda answers three key questions: (1) What do we need to do in this meeting to accomplish our goals? (2) What issues will be of greatest importance to all participants? (3) What information must be available in order to discuss these issues? 40
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. For an online meeting, for instance, a good approach is to fi rst send a detailed planning agenda in advance of the meeting so that presenters know what they need to prepare, then create a simpler display agenda such as this to guide the progress of the meeting.
Apply Figure 2.4’s key concepts by revising a new document. Go to Chapter 2 in mybcommlab.com and select Document Makeovers.
MyBcommLab
CHAPTER 2 Mastering Team Skills and Interpersonal Communication 43
CONDUCTING AND CONTRIBUTING TO EFFICIENT MEETINGS
Everyone in a meeting shares the responsibility for making the meeting productive. If you’re the designated leader of a meeting, however, you have an extra degree of responsibility and accountability. Th e following guidelines will help leaders and participants contribute to more eff ective meetings: ● Keep the discussion on track. A good meeting leader draws out the best ideas the
group has to off er and resolves diff erences of opinion while maintaining progress toward achieving the meeting’s purpose and staying on schedule.
● Follow agreed-upon rules. Th e 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 eff ective meetings. Th e best-known guide to this procedure is Robert’s Rules of Order ( www.robertsrules.com ).
● Encourage participation. On occasion, some participants will be too quiet and others too talkative. Th e quiet participants may be shy, they may be expressing disagreement or resistance, or they may be working on unrelated tasks. Draw them out by asking for their input on issues that pertain to them.
● Participate actively. If you’re a meeting participant, look for opportunities to contrib- ute to both the subject of the meeting and the smooth interaction of the group. Speak up if you have something useful to say but don’t monopolize the discussion or talk simply to bring attention to yourself.
● Close eff ectively. At the conclusion of the meeting, verify that the objectives have been met or arrange for follow-up work, if needed. Either summarize the general conclusion of the discussion or the actions to be taken. Make sure all participants have a chance to clear up any misunderstandings.
To review the tasks that contribute to productive meetings, refer to “Checklist: Improving Meeting Productivity.”
For formal meetings, it’s good practice to appoint one person to record the minutes , a summary of the important information presented and the decisions made during a meeting. In smaller or informal meetings, attendees oft en make their own notes on their copies of the agenda. In either case, a clear record of the decisions made and the people responsible for follow-up action is essential. If your company doesn’t have a specifi c format for minutes, follow the generic format shown in Figure 2.5 on the following page .
Using Meeting Technologies A growing array of technologies enables professionals to enhance or even replace tradi- tional meetings. Replacing in-person meetings with long-distance, virtual interaction can dramatically reduce costs and resource usage, reduce wear and tear on employees, and give teams access to a wider pool of expertise. For example, by meeting customers and business partners online instead of in person, during a recent 18-month period Cisco Systems cut its travel-related costs by $100 million, reduced its carbon footprint by millions of tons, and improved employee productivity and satisfaction. 41
Meeting-replacement technologies have helped spur the emergence of virtual teams , whose members work in diff erent locations and interact electronically through virtual meet- ings . Instant messaging (IM) and teleconferencing are the simplest forms of virtual meetings.
Everyone shares the responsibility for successful meetings.
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 eff ectively and participate fully. ● Keep the meeting on track. ● Follow agreed-upon rules. ● Encourage participation. ● Participate actively. ● Close eff ectively.
✓Checklist Improving Meeting Productivity
Identify the major technologies used to enhance or replace in-person meetings.
4 LEARNING OBJECTIVE
44 PART 1 Understanding the Foundations of Business Communication
Videoconferencing lets participants see and hear each other, demonstrate products, and transmit other visual information. Telepresence technologies (see Figure 2.6 ) enable realistic conferences in which participants thousands of miles apart almost seem to be in the same room. 42 Th e 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
Th e most sophisticated web-based meeting systems combine the best of real-time com- munication, 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 cus- tomer training seminars or press conferences. 44
Clearly indicates which meeting these minutes represent
Lists who did and did not attend the meeting
Summarizes outcomes, not entire discussions:
Reminds everyone of what took place Shows who is responsible for which follow-up tasks Summarizes all decisions and suggestions made
Figure 2.5 Typical Minutes of a Meeting Intranet and blog postings are a common way to distribute meeting minutes. The specifi c format of the minutes is less important than making sure you record all the key information, particularly regarding responsibilities that were assigned during the meeting. Key elements include a list of those present and a list of those who were invited but didn’t attend, followed by the times the meeting started and ended, all major decisions reached at the meeting, all assignments of tasks to meeting participants, and all subjects that were deferred to a later meeting. In addition, the minutes objectively summarize important discussions, noting the names of those who contributed major points. Outlines, subheadings, and lists help organize the minutes; additional documentation (such as tables or charts submitted by meeting participants) is noted in the minutes and attached. Many companies now post meeting minutes on internal websites for easy reference.
Apply Figure 2.5’s key concepts by revising a new document. Go to Chapter 2 in mybcommlab.com and select Document Makeovers.
MyBcommLab
Virtual meeting technologies connect people spread around the country or around the world.
CHAPTER 2 Mastering Team Skills and Interpersonal Communication 45
Technology continues to create intriguing opportuni- ties for online interaction. For instance, 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. Th ese range from small team meetings to huge events such as IBM’s giant Innova- tionJam, in which 100,000 IBM employees, family mem- bers, and customers from 160 countries were invited to brainstorm online for three days. 45
Companies are also beginning to experiment with virtual meetings and other communication activities in virtual worlds that range from realistic-looking environ- ments that represent offi ces and conference rooms (see Figure 2.7 ) to the otherworldly environment of Second Life ( www.secondlife.com ). In Second Life, profession- als can create online avatars to represent themselves in meetings, training sessions, sales presentations, and even casual conversations with customers they happen to bump into (see page 18 for an example of business com- munication in Second Life).
Conducting successful meetings over the phone or online requires extra planning before the meeting and more diligence during the meeting. Because virtual meet- ings off er less visual contact and nonverbal communication than in-person meetings, leaders need to make sure every- one stays engaged and has the opportunity to contribute. Paying attention during online meetings takes greater eff ort as well. Participants need to stay committed to the meeting and resist the temptation to work on unrelated tasks. 46
For the latest information on meeting technologies, visit http://real-timeupdates .com/bct11 and click on Chapter 2 .
Figure 2.6 Telepresence How many people are in this conference room in Chicago? Only the two people in the foreground are in the conference room; the other six are in Atlanta and London. Virtual meeting technologies such as this telepresence system connect people spread across the country or around the world.
The virtual environment is made up of offices, conference rooms, and other spaces where people can interact through IM chat, voice conferencing, and document sharing.
Informal meeting spaces can also be created, such as the “courtyard” shown here.
Here is the transcript of an IM conversation taking place in the courtyard.
Colleagues are available at the click of a mouse.
Figure 2.7 Virtual Meetings Virtual meeting technologies offer a variety of ways to interact online. The Team Space system from Sococo mimics the layout of an offi ce building, allowing users to click into offi ces, conference rooms, and other spaces to initiate virtual meetings and presentations.
46 PART 1 Understanding the Foundations of Business Communication
Improving Your Listening Skills Your long-term career prospects are closely tied to your ability and willingness to listen. Eff ec- tive listening strengthens organizational relationships, alerts an organization to opportunities for innovation, and allows an organization to manage diversity both in the workforce and in the customers it serves. 47 Companies whose employees and managers listen eff ectively stay in touch, up to date, and out of trouble. Some 80 percent of top executives say that listening is the most important skill needed to get things done in the workplace. 48 Plus, today’s younger employees place a high premium on being heard, so listening is becoming even more vital for managers. 49 In fact, many of the leading business schools in the United States have begun re- tooling their curricula in recent years to put more emphasis on “soft skills” such as listening. 50
RECOGNIZING VARIOUS TYPES OF LISTENING
Eff ective listeners adapt their listening approaches to diff erent situations. Th e primary goal of content listening is to understand and retain the information in the speaker’s message. Because you’re not evaluating the information at this point, it doesn’t matter whether you agree or disagree, approve or disapprove—only that you understand. Try to overlook the speaker’s style and any limitations in the presentation; just focus on the information. 51
Th e 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
Th e goal of empathic listening is to understand the speaker’s feelings, needs, and wants so that you can appreciate his or her point of view, regardless of whether you share that perspective. By listening with empathy, you help the individual vent the emotions that prevent a calm, clear-headed approach to the subject. Avoid the temptation to jump in with advice unless the person specifi cally asks for it. Also, don’t judge the speaker’s feelings 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. Aft er 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, eff ective listeners try to engage in active listening , making a conscious eff ort to turn off their own fi lters and biases to truly hear and understand what the other party is saying. Th ey 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 effi ciency rate, remember 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
Listening follows the same sequence as the general commu- nication process model described in Chapter 1 (page 10), with the added challenge that it happens in real time. To listen ef- fectively, you need to successfully complete fi ve separate steps: 57
To be a good listener, adapt the way you listen to suit the situation.
Listening actively means making the eff ort to turn off your internal fi lters and biases to truly hear and understand what the other person is saying.
Listening involves fi ve steps: receiving, decoding, remembering, evaluating, and responding.
Take a fast course in listening skills
This brief online course will help make you a better listener on the job and in every other aspect of life. Go to http://real-timeupdates .com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Watching This PowerPoint Presentation
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 be- cause these factors infl uence the listening process as well.
2. Decoding. Your next step is to assign meaning to sounds, which you do according to your own values, beliefs, ideas, expectations, roles, needs, and personal history.
Identify three major modes of listening, describe the listening process, and explain the problem of selective listening.
5 LEARNING OBJECTIVE
CHAPTER 2 Mastering Team Skills and Interpersonal Communication 47
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 fi rst be captured in short-term memory before being transferred to long- term memory for more permanent storage.
4. Evaluating. Your 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. Aft er you’ve evaluated the speaker’s message, you react. If you’re communicating one-on-one or in a small group, the initial response generally takes the form of verbal feedback. If you’re one of many in an audience, your initial response may take the form of applause, laughter, or silence. Later on, you may act on what you have heard.
If any one of these steps breaks down, the listening process becomes less eff ective or even fails 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 eff ective listening.
OVERCOMING BARRIERS TO EFFECTIVE LISTENING
Good listeners look for ways to overcome potential barriers throughout the listening pro cess (see Table 2.3 ). Some factors you may not be able to control, such as conference room acous- tics or poor phone reception. However, you can control other factors, such as not interrupting speakers and not creating distractions that make it diffi cult for others to pay attention. And don’t think that you’re not interrupting just because you’re not talking. Such actions as texting or checking your watch can interrupt a speaker and lead to communication breakdowns.
Selective listening is one of the most common barriers to eff ective 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 informa- tion 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 fi nd a thousand other things to think
Good listeners actively try to overcome the barriers to successful listening.
TABLE 2.3 What Makes an Effective Listener?
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 infl uenced by stylistic differences; are judgmental.
• Make distinctions between main points and supporting details. • Unable to distinguish main points from details.
• Look for opportunities to learn. • Assume they already know everything that’s important to know.
Are you a good listener?
Most of us believe we are good listeners, but the constant communication breakdowns in business and personal settings is evidence that we could all improve. Go to http://real-timeupdates .com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Watching This Video
Your mind can process information much faster than most speakers talk, so you need to focus to listen eff ectively.
48 PART 1 Understanding the Foundations of Business Communication
about. Make the eff ort 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 diffi cult because you may not even be aware of them. As Chapter 1 notes, selective perception leads listeners to mold messages to fi t 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 confi rm 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 na- tive language or life experience is diff erent from yours, try to paraphrase that person’s ideas. Give the speaker a chance to confi rm what you think you heard or to correct any misinterpretation.
If the information you hear will be important to use later, write it down or otherwise record it. Don’t rely on your memory. If you do need to memorize, you can hold informa- tion in short-term memory by repeating it silently or organizing a long list of items into several shorter lists. To store information in long-term memory, four techniques can help: (1) Associate new information with something closely related (such as the restaurant in 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 Eff ective Listening.”
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 ner- vous glances will send an entirely diff erent message.
RECOGNIZING NONVERBAL COMMUNICATION
Paying special attention to nonverbal signals in the workplace will enhance your ability to communicate successfully. Th e range and variety of nonverbal signals are almost endless, but you can grasp the basics by studying six general categories:
● 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 eff ective for indicating attention and interest, infl uencing others, regulating interac- tion, and establishing dominance. 61
● Gesture and posture. Th e way you position and move your body expresses both specifi c and general messages, some voluntary and some involuntary. Many gestures—a wave of the hand, for example—have specifi c and intentional meanings. Other types of body move- ment are unintentional and express more general messages. Slouching, leaning forward,
When information is crucial, don’t count on your memory—record the information mechanically or electronically.
● Lower barriers to physical reception whenever you can (such as avoiding interrupting speakers by asking questions or by exhibiting disruptive nonverbal behaviors).
● Avoid selective listening by focusing on the speaker and carefully analyzing what you hear.
● Keep an open mind by avoiding any prejudgment and by not listening defensively.
● Don’t count on your memory; write down or record important information.
● Improve your short-term memory by repeating information or breaking it into shorter lists.
● Improve your long-term memory by using association, categorization, visualization, and mnemonics.
✓Checklist Overcoming Barriers to Effective Listening
Explain the importance of nonverbal communication, and identify six major categories of nonverbal expression.
6 LEARNING OBJECTIVE
Nonverbal communication can supplement or even replace verbal messages (those that use words).
Nonverbal signals include facial expression, gesture and posture, vocal characteristics, personal appearance, touch, and time and space.
CHAPTER 2 Mastering Team Skills and Interpersonal Communication 49
fi dgeting, and walking briskly are all unconscious signals that can reveal whether you feel confi dent 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 specifi c 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 oft en increases the pitch and the pace of your speaking voice).
● Personal appearance. Although an individual’s body type and facial features impose limitations, 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.
● Touch. Touch is governed by cultural customs that establish who can touch whom and how in various circumstances. In the United States and Great Britain, for instance, people usually touch less frequently than people in France or Costa Rica do. Even within each cul- ture’s norms, however, individual attitudes toward touch vary widely. A manager might be comfortable using hugs to express support or congratulations, but his or her subordinates could interpret those hugs as a show of dominance or sexual interest. 62 Touch is a complex subject. Th e 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 demon- strate 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 will make you both a better speaker and a better listener. When you’re talking, be more conscious of the nonverbal cues you could be sending. Are they eff ective without being manipulative? Consider a situation in which an employee has come to you to talk about a raise. Th is 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 justifi cation. 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. Are you talking like a serious business professional but dressing like you belong in a dance club or a frat house? (Appropriate clothing for work situations is discussed in the next section, on business etiquette.)
When you listen, be sure to pay attention to the speaker’s nonverbal cues. Do they amplify the spoken words or contradict them? Is the speaker intentionally using nonverbal signals to send you a message that he or she can’t put into words? Be observant but don’t assume that you can “read someone like a book.” Nonverbal signals are powerful, but they aren’t infallible, particularly if you don’t know a person’s normal behavioral patterns. 63 For example, contrary to popular belief, avoiding eye contact and covering one’s face while
Work to make sure your nonverbal signals match the tone and content of your spoken communication.
What signals does your personal appearance send?
● Understand the roles that nonverbal signals play in communication, complementing verbal language by strengthening, weakening, or replacing words.
● Note that facial expressions (especially eye contact) reveal the type and intensity of a speaker’s feelings.
● Watch for cues from gestures and posture. ● Listen for vocal characteristics that can signal the emotions
underlying the speaker’s words.
● Recognize that listeners are infl uenced by physical appearance.
● Be careful with physical contact; touch can convey positive attributes but can also be interpreted as dominance or sexual interest.
● Pay attention to the use of time and space.
✓Checklist Improving Nonverbal Communication Skills
50 PART 1 Understanding the Foundations of Business Communication
talking are not reliable clues that someone is lying. Even when telling the truth, most peo- ple 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. 64 Moreover, these and other behaviors may be infl uenced 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. 65
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, eff ective listening, and nonverbal communication: All these activities depend on mutual respect and consideration among all participants. As Chapter 1 notes, etiquette is now considered an essential business skill. Nobody wants to work with someone who is rude to colleagues or an embarrassment to the company. Moreover, shabby treatment of others in the workplace can be a huge drain on morale and productivity. 66 Poor etiquette can drive away customers, investors, and other critical audiences—and it can limit your career potential.
Th is section addresses some key etiquette points to remember when you’re in the work- place, out in public, and online. Long lists of etiquette rules can be diffi cult to remember, but you can get by in most every situation by being aware of your eff ect on others, treating every- one with respect, and keeping in mind that the impressions you leave behind can have a lasting eff ect on you and your company—so make sure to leave positive impressions wherever you go.
BUSINESS ETIQUETTE IN THE WORKPLACE
Workplace etiquette includes a variety of behaviors, habits, and aspects of nonverbal communi- cation. 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. Pay attention
Personal appearance can have considerable impact on your success in business.
COMMUNICATING ACROSS
CULTURES
Generational diff erences abound in the workplace, but few are quite as visible as body art : tattoos, piercings (other than ear lobes), and hair dyes in unconventional colors. According to survey data from the Pew Research Center, people younger than 40 are much more inclined than those over 40 to display some form of body art. For example, people 26 to 40 years old are four times more likely to have tattoos than people who are 41 to 64 years old.
With such profound diff erences, it’s no surprise that body art has become a contentious issue in many workplaces, between employees wanting to express themselves and employers want- ing to maintain particular standards of professional appear- ance. As employment law attorney Danielle S. Urban notes, the issue gets even more complicated when religious symbolism is involved.
Who is likely to win this battle? Will the body art afi ciona- dos who continue to join the workforce and who are now rising up the managerial ranks force a change in what is considered acceptable appearance in the workplace? Or will they be forced to cover up in order to meet traditional standards?
So far, most companies appear to be relying on the judg- ment of their employees and managers, rather than enforcing strict guidelines. Many seem to accept that tastes and norms are changing and that body art has become a widespread form of self-expression rather than a mode of rebellion. Job seekers are still advised to be discrete, however, particularly with facial piercings and large, visible tattoos. Th e nonverbal signals you think you are sending might not be the signals a hiring manager receives.
CAREER APPLICATIONS 1. Should companies have stricter standards of appearance
for “customer-facing” employees than for employees who do not interact with customers? Why or why not?
2. Should companies allow their employees the same free- dom of expression and appearance latitude as their cus- tomers exhibit? For example, if a fi rm’s clientele tends to be heavily tattooed, should employees be allowed the same freedom? Why or why not?
Whose Skin Is This, Anyway?
Etiquette is an essential element of every aspect of business communication.
Explain the importance of business etiquette, and identify three key areas in which good etiquette is essential.
7 LEARNING OBJECTIVE
CHAPTER 2 Mastering Team Skills and Interpersonal Communication 51
Mobile phones are a frequent source of etiquette blunders.
TABLE 2.4 Assembling a Business Wardrobe
1 Smooth and Finished (Start with This)
2 Elegant and Refi ned (To Column 1, Add This)
3 Crisp and Starchy (To Column 2, Add This)
4 Up-to-the-Minute Trendy (To Column 3, Add This)
1. Choose well-tailored clothing that fi ts well; it doesn’t have to be expensive, but it does have to fi t and be appropriate for business.
2. Keep buttons, zippers, and hemlines in good repair.
3. Select shoes that are comfortable enough for long days but neither too casual nor too dressy for the offi ce; keep shoes clean and in good condition.
4. Make sure the fabrics you wear are clean, are carefully pressed, and do not wrinkle easily.
5. Choose colors that fl atter your height, weight, skin tone, and style; sales advisors in good clothing stores can help you choose.
1. Choose form-fi tting (but not skin-tight) clothing—not swinging or fl owing fabrics, frills, or fussy trimmings.
2. Choose muted tones and soft colors or classics, such as a dark blue suit or a basic black dress.
3. If possible, select a few classic pieces of jewelry (such as a string of pearls or diamond cuff links) for formal occasions.
4. Wear jackets that complement an outfi t and lend an air of formality to your appearance. Avoid jackets with more than two tones; one color should dominate.
1. Wear blouses or shirts that are or appear starched.
2. Choose closed top-button shirts or button-down shirt collars, higher-neckline blouses, or long sleeves with French cuffs and cuff links.
3. Wear creased trousers or a longer skirt hemline.
1. Supplement your foundation with pieces that refl ect the latest styles.
2. Add a few pieces in bold colors but wear them sparingly to avoid a garish appearance.
3. Embellish your look with the latest jewelry and hairstyles but keep the overall effect looking professional.
to the style of dress where you work and adjust your style to match. Expectations for specifi c jobs, companies, and industries can vary widely. Th e fi nancial industries tend to be more formal than high technology, 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, not for what you can wear. Table 2.4 off ers some general guidelines on assembling a business wardrobe that’s cost-eff ective and fl exible.
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 aft er-shave lotions (many people are bothered by these products, and some are allergic to them). Shampoo your hair frequently, keep your hands and nails neatly manicured, use mouthwash and deodorant, and make regular trips to a barber or hair stylist. 67
If you work in an offi ce setting, you’ll spend as much time with your offi cemates as you do with family and friends. Personal demeanor is therefore a vital element of workplace harmony. No one expects (or wants) you to be artifi cially upbeat and bubbly every second of the day, but a single negative personality can make an entire offi ce miserable. Rude behavior is more than an etiquette issue, too; it can have serious fi nancial costs through lower productivity and lost business opportunities. 68 Every person in the company has a responsibility to contribute to a positive, energetic work environment.
Given the telephone’s central role in business communication, phone skills are essential in most professions. Because phone calls lack the visual richness of face-to-face conversa- tions, you have to rely on your attitude and tone of voice to convey confi dence and professionalism. Table 2.5 on the next page summarizes helpful tips for placing and receiv- ing phone calls in a confi dent, professional manner.
Mobile phones are a contentious point of etiquette in today’s workplace. Th ey can boost productivity if used mindfully, but they can be a productivity- and morale-draining disruption when used carelessly. Be aware that attitudes about mobile phones vary widely, and don’t be surprised if you encounter policies restricting their use in offi ces or meeting rooms. Nearly half of U.S. companies already have such policies. 69
52 PART 1 Understanding the Foundations of Business Communication
TABLE 2.5 Quick Tips for Improving Your Phone Skills
General Tips Placing Calls Receiving Calls Using Voice Mail
Use frequent verbal responses that show you’re listening (“Oh yes,” “I see,” “That’s right”).
Increase your volume just slightly to convey your confi dence.
Don’t speak in a monotone; vary your pitch and infl ections so people know you’re interested.
Slow down when conversing with people whose native language isn’t the same as yours.
Stay focused on the call throughout; others can easily tell when you’re not paying attention.
Be ready before you call so that you don’t waste the other person’s time.
Minimize the noise level in your environment as much as possible to avoid distracting the other party.
Identify yourself and your organization, briefl y describe why you’re calling, and verify that you’ve called at a good time.
Don’t take up too much time. Speak quickly and clearly, and get right to the point of the call.
Close in a friendly, positive manner and double-check all vital information such as meeting times and dates.
Answer promptly and with a smile so that you sound friendly and positive.
Identify yourself and your company (some companies have specifi c instructions for what to say when you answer).
Establish the needs of your caller by asking, “How may I help you?” If you know the caller’s name, use it.
If you can, answer questions promptly and effi ciently; if you can’t help, tell them what you can do for them.
If you must forward a call or put someone one hold, explain what you are doing fi rst.
If you forward a call to someone else, try to speak with that person fi rst to verify that he or she is available and to introduce the caller.
If you take a message for someone else, be complete and accurate, including the caller’s name, number, and organization.
When recording your own outgoing message, make it brief and professional.
If you can, record temporary greetings on days when you are unavailable all day so that callers will know you’re gone for the day.
Check your voice-mail messages regularly and return all necessary calls within 24 hours.
Leave simple, clear messages with your name, number (don’t assume the recipient has caller ID), purpose for calling, and times when you can be reached.
State your name and telephone number slowly so that the other person can easily write them down; repeat both if the other person doesn’t know you.
Be careful what you say; most voice-mail systems allow users to forward messages to anyone else in the system.
Replay your message before leaving the system to make sure it is clear and complete.
Like every other aspect of communication, your phone habits say a lot about how much respect you have for the people around you. Selecting obnoxious ring tones, talking loudly in open offi ces or public places, using your phone right next to someone else, making excessive or unnecessary personal calls during work hours, invading someone’s privacy by using your camera phone without permission, taking or making calls in restrooms and other inappro- priate places, texting while someone is talking to you, allowing incoming calls to interrupt meetings or discussions—all are disrespectful choices that will refl ect negatively on you. 70
BUSINESS ETIQUETTE IN SOCIAL SETTINGS
From business lunches to industry conferences, you may represent your company when you’re out in public. Make sure your appearance and actions are appropriate to the situation. Get to know the customs of the culture when you meet new people. For example, in North America, a fi rm 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 pas- sive “dead fi sh” handshake creates an extremely negative impression. If you are physically able, always stand when shaking someone’s hand.
When introducing yourself, include a brief description of your role in the company. When introducing two other people, speak their fi rst and last names clearly and then try to off er some information (perhaps a shared profes- sional interest) to help the two people ease into a conver- sation. 71 Generally speaking, the lower-ranking person is Inappropriate use of mobile phones and other devices is a sign of disrespect.
CHAPTER 2 Mastering Team Skills and Interpersonal Communication 53
introduced to the senior-ranking person, without regard to gender. 72
Business is oft en conducted over meals, and knowing the basics of dining etiquette will make you more eff ective in these situations. 73 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.
Just as in the offi ce, when you use your mobile phone around other people in public, you send the message that people around you aren’t as important as your call and that you don’t respect your caller’s privacy. 74 If it’s not a matter of life and death, or at least an urgent request from your boss or a customer, wait until you’re back in the offi ce.
Finally, always remember that business meals are a forum for business, period. Don’t get on your soapbox about politics, religion, or any other topic that’s likely to stir up emotions. Don’t complain about work, don’t ask deeply personal questions, avoid profanity, and be care- ful with humor—a joke that entertains some people could easily off end others.
BUSINESS ETIQUETTE ONLINE
Electronic media seem to be a breeding ground for poor etiquette. Learn the basics of pro- fessional online behavior to avoid mistakes that could hurt your company or your career. Here are some guidelines to follow whenever you are representing your company while using electronic media: 75
● Avoid personal attacks. Th e 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. Th is guideline ap- plies to all communication, of course, but online venues in particular seem to tempt people into presenting their beliefs and opinions as unassailable truths.
● Follow basic expectations of spelling, punctuation, and capitalization. Sending care- less, acronym-fi lled 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 fi le that contains a computer virus is rude.
● Ask if this is a good time for an IM chat. Don’t assume that just because a person is show- ing as “available” on your IM system that he or she wants to chat with you right this instant.
● Watch your language and keep your emotions under control. A moment of indiscre- tion 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 benefi t 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 em- ployee’s personal Facebook page for business messages unless you’ve discussed it before- hand, and don’t assume people are available to discuss work matters around the clock, even if you do fi nd them online in the middle of the night.
When you represent your company online, you must adhere to a high standard of etiquette and respect for others.
Don’t let etiquette blunders derail your career
Get great advice on developing professional telephone skills, making a positive impression while dining, and dressing for success in any career environment (including great tips on buying business suits). Go to http://real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Watching This PowerPoint Presentation
Respect personal and professional boundaries when using Facebook and other social networking tools.
If your course uses MyBcommLab, log on to www.mybcommlab.com to access the following study and assessment aids associated with this chapter:
• Video applications • Real-Time Updates • Peer review activity • Pre/post test • Personalized study plan • Model documents • Sample presentations
If you are not using MyBcommLab, you can access Real-Time Updates through http:// real-timeupdates.com/bct11 .
Quick Learning Guide
SUMMARY OF LEARNING OBJECTIVES
CHAPTER OUTLINE
Communicating Effectively in Teams Advantages and Disadvantages of Teams
Characteristics of Effective Teams
Group Dynamics
Collaborating on Communication Efforts
Guidelines for Collaborative Writing
Technologies for Collaborative Writing
Social Networks and Virtual Communities
Giving—and Responding to—Constructive Feedback
Making Your Meetings More Productive Preparing for Meetings
Conducting and Contributing to Effi cient Meetings
Using Meeting Technologies
Improving Your Listening Skills Recognizing Various Types of Listening
Understanding the Listening Process
Overcoming Barriers to Effective Listening
Improving Your Nonverbal Communication Skills
Recognizing Nonverbal Communication
Using Nonverbal Communication Effectively
Developing Your Business Etiquette Business Etiquette in the Workplace
Business Etiquette in Social Settings
Business Etiquette Online
MyBcommLab 1 List the advantages and disadvantages of working in teams, describe the characteristics
of eff ective 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 fl ourish 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 pressured 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 confl ict, and overcoming resistance.
3 List the key steps needed to ensure productive team meetings. Th e 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 underway, work to keep the discussion on track, follow agreed- upon rules, encourage participation, participate actively yourself, and close the meeting eff ectively to make sure all decisions and action items are clearly understood.
4 Identify the major technologies used to enhance or replace in-person meetings. Meeting enhance ment and replacement technologies range from simple audio teleconferencing and IM chat sessions to videoconferences, telepresence systems, web-based meetings, and virtual worlds that range from realistic-looking conference rooms to the otherworldly environment of Second Life.
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 speaker’s evidence. Empathic listening is listening to understand the speaker’s feelings, needs, and wants. Regardless of the mode used, eff ective listeners try to engage in active listening , making a conscious eff ort to turn off their own fi lters and biases to truly hear and understand what the other party is saying.
Th e listening process involves fi ve activities: (1) receiving (physically hearing the message), (2) decoding (assigning meaning to what you hear), (3) remembering (storing the message for future reference), (4) evaluating (thinking about the message), and (5) responding (reacting to the message, taking action, or giving feedback).
Th e listening process can be hampered by a variety of barriers, one of the most common of which is selective listening. When people listen selectively, they hear only parts of the speaker’s message, either because they allow their minds to wander or engage in defensive listening by tuning out information that threatens their beliefs or egos.
2 Off er guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Key guidelines for collaborative writing include (1) selecting collaborators carefully, (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) making 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.
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. Th e major categories of 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 three key areas in which good etiquette is essential. Attention to etiquette is essential to success in every form of
54
KEY TERMS
✓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 eff ectively and participate fully. ● Keep the meeting on track. ● Follow agreed-upon rules. ● Encourage participation. ● Participate actively. ● Close eff ectively.
✓Checklist Overcoming Barriers to Effective Listening
● Lower barriers to physical reception whenever you can (such as avoiding interrupting speakers by asking questions or by exhibiting disruptive nonverbal behaviors).
● Avoid selective listening by focusing on the speaker and carefully analyzing what you hear.
● Keep an open mind by avoiding any prejudg - ment and by not listening defensively.
● Don’t count on your memory; write down or record important information.
● Improve your short-term memory by repeating information or breaking it into shorter lists.
● Improve your long-term memory by using association, categorization, visualization, and mnemonics.
✓Checklist Improving Nonverbal Communication Skills
● Understand the roles that nonverbal signals play in communication, complementing verbal language by strengthening, weakening, or replacing words.
● Note that facial expressions (especially eye contact) reveal the type and intensity of a speaker’s feelings.
● Watch for cues from gestures and posture. ● Listen for vocal characteristics that
can signal the emotions underlying the speaker’s words.
● Recognize that listeners are infl uenced by physical appearance.
● Be careful with physical contact; touch can convey positive attributes but can also be interpreted as dominance or sexual interest.
● Pay attention to the use of time and space.
business communication—so much so that etiquette is considered an important business skill. Poor etiquette can hinder team eff orts, drain morale and productivity, drive away customers and investors, and limit your career potential. Th ree key areas in which good etiquette is essential are the workplace, social settings in which you represent your employer, and online interactions in which you represent your employer.
55
active listening Making a conscious eff ort to turn off fi lters 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 permanent part of the organizational structure
constructive feedback Focuses on the process and outcomes of communication, not on the people involved
content listening Listening to understand and retain the speaker’s message
content management systems Computer systems that organize and control the content for websites
critical listening Listening to understand and evaluate the meaning of the speaker’s message
destructive feedback Delivers criticism with no guidance to stimulate improvement
empathic listening Listening to understand the speaker’s feelings, needs, and wants so that you can appreciate his or her point of view
group dynamics Th e interactions and processes that take place among the members of a team
groupthink Situation in which peer pressure causes individual team members to withhold contrary or unpopular opinions
groupware Computer-based systems that let people communicate, share fi les, present materials, and work on documents simultaneously
hidden agenda Private, counterproductive motives, such as a desire to take control of the group
minutes Written summary of the important information presented and the decisions made during a meeting
nonverbal communication Sending and receiving information, both intentionally and unintentionally, without using written or spoken language
norms Informal standards of conduct that members share and that guide member behavior
parliamentary procedure A time-tested method for planning and running eff ective meetings; the best-known guide to this procedure is Robert’s Rules of Order
participative management Th e eff ort to involve employees in the company’s decision making
problem-solving teams Teams that assemble to resolve specifi c 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 fi nd interesting
self-oriented roles Unproductive team roles in which people are motivated mainly to fulfi ll personal needs
shared workspaces Online “virtual offi ces” that give everyone on a team access to the same set of resources and information
social networking technologies Online technologies such as LinkedIn and Facebook that help erase the constraints of geographic and organization boundaries
task forces Another form of problem- solving teams, oft en with members from more than one organization
task-oriented roles Productive team roles directed toward helping the team reach its goals
team A unit of two or more people who share a mission and the responsibility for working to achieve a common goal
team-maintenance roles Productive team roles directed toward helping everyone work well together
virtual meetings Meetings that take place online rather than in person
virtual teams Teams whose members work in diff erent locations and interact electronically
wiki Special type of website that allows anyone with access to add new material and edit existing material
56 PART 1 Understanding the Foundations of Business Communication
You recently joined Rosen Law Firm and quickly became an enthusiastic user of the company’s internal wiki. 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: One particular employee
keeps editing your pages on the wiki, often making changes that appear to add no value, as far as you can see. She doesn’t seem to be editing other employees’ pages nearly so often, so you are beginning to wonder if she has a personal grudge against you. You want to address this uncomfortable situation without dragging your boss into it. First, decide how to approach your contentious colleague. Should you drop by her offi ce unannounced, call her on the phone, send her an email message, or perhaps insert a sarcastic comment about excessive 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 collaborative writing is deciding how soon to share early drafts with your colleagues in order 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 readability—knowing that the team might delete entire sections that you’ve worked hard to polish? On the Rosen wiki, 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 defi nitely 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; and (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 147 in Chapter 6 and page 413 in Chapter 14 .)
COMMUNICATION CHALLENGES AT ROSEN LAW FIRM
TEST YOUR KNOWLEDGE
To review chapter content related to each question, refer to the indicated Learning Objective. 1. How can organizations and employees benefi t from success-
ful teamwork? [LO-1] 2. What is groupthink, and how can it aff ect an organization?
[LO-1] 3. How can employees and companies take advantage of social
networking technologies to promote teamwork? [LO-2] 4. Why would a company use a wiki to support team collabora-
tion rather than a content management system? [LO-2] 5. As a team or department leader, what steps can you take to
ensure that your meetings are successful and effi cient? [LO-3] 6. What are the advantages of virtual meetings? [LO-4] 7. What are the main activities that make up the listening
process? [LO-5] 8. How does content listening diff er from critical listening and
empathic listening? [LO-5] 9. What are the six major categories of nonverbal communi-
cation? [LO-6] 10. Why is etiquette an important business skill? [LO-7]
APPLY YOUR KNOWLEDGE
To review chapter content related to each question, refer to the indicated Learning Objective. 1. You head up the interdepartmental design review team for a
manufacturer of high-performance motorcycles, and things are not going well at the moment. Th e design engineers and marketing strategists keep arguing about which should be a higher priority, performance or aesthetics, and the accountants say both groups are driving the cost of the new model through the roof by adding too many new features. Everyone has valid points to make, but the team is bogging down in confl ict. Explain how you could go about resolving the stalemate. [LO-1]
2. You and another manager in your company disagree about whether employees should be encouraged to create online profi les on LinkedIn and other business-oriented social net- working websites. You say these connections can be valuable to employees by helping them meet their peers throughout the industry and valuable to the company by identifying potential sales leads and business partners. Th e other manag- er says that encouraging employees to become better known
CHAPTER 2 Mastering Team Skills and Interpersonal Communication 57
in the industry will only make it easier for competitors to lure them away with enticing job off ers. Write a brief email mes- sage that outlines your argument. (Make up any information you need about the company and its industry.) [LO-2]
3. How can nonverbal communication help you run a meet- ing? How can it help you call a meeting to order, emphasize important topics, show approval, express reservations, regu- late the fl ow of conversation, and invite a colleague to con- tinue with a comment? [LO-3], [LO-6]
4. Considering what you’ve learned about nonverbal communi- cation, 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 present- ing at any given time—and then only his or her head? [LO-6]
5. Why do you think people are more likely to engage in rude behaviors during online communication than during in-person communication? [LO-7]
PRACTICE YOUR SKILLS
Message for Analysis: Planning Meetings [LO-3] A project leader has made notes about covering the following items at the quarterly budget meeting. Prepare a formal agenda by putting these items into a logical order and rewriting, where necessary, to give phrases a more consistent sound.
● Budget Committee Meeting to be held on December 12, 2011, at 9:30 a.m., and we have allotted one hour for the meeting
● I will call the meeting to order. ● Real estate director’s report: A closer look at cost overruns on
Greentree site. (10 minutes) ● Th e group will review and approve the minutes from last
quarter’s meeting. (5 minutes) ● I will ask the fi nance director to report on actual versus
projected quarterly revenues and expenses. (15 minutes) ● I will distribute copies of the overall divisional budget and
announce the date of the next budget meeting. ● Discussion: How can we do a better job of anticipating and
preventing cost overruns? (20 minutes) ● Meeting will take place in Conference Room 3, with WebEx
active for remote employees. ● What additional budget issues must be considered during this
quarter?
Exercises Active links for all websites in this chapter can be found on MyBcommLab; see your User Guide for instructions on access- ing the content for this chapter. Each activity is labeled accord- ing to the primary skill or skills you will need to use. To review relevant chapter content, you can refer to the indicated Learn- ing Objective. In some instances, supporting information will be found in another chapter, as indicated.
1. Collaboration: Working in Teams [LO-1] , [LO-2] In teams assigned by your instructor, prepare a 10-minute
presentation on the potential disadvantages of using social media for business communication. When the presenta- tion is ready, discuss how eff ective the team was using the criteria of (1) having a clear objective and a shared sense of purpose, (2) communicating openly and honestly, (3) reach ing decisions by consensus, (4) thinking creatively, and (5) know ing how to resolve confl ict. Be prepared to discuss your fi ndings with the rest of the class.
2. Collaboration: Working in Teams [LO-1] In teams of four or fi ve classmates, role play a scenario in which the team is to decide which department at your college will receive a $1 million gift from an anonymous donor. Th e catch: Each member of the team will advocate for a diff erent depart- ment (decide among yourselves who represents which depart- ments), which means that all but one member will “lose” in the fi nal decision. Working as a team, decide which department will receive the donation and discuss the results to help every- one on the team support the decision. Be prepared to present your choice and your justifi cation for it to the rest of the class.
3. Negotiation and Confl ict Resolution: Resolving Con- fl icts; Communication Ethics: Providing Ethical Leader- ship [LO-1] , Chapter 1 During team meetings, one member constantly calls for votes or decisions before all the members have voiced their views. As the leader, you asked this member privately about his behavior. He replied that he was 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?
4. Collaboration: Collaborating on Writing Projects; Media Skills: Blogging [LO-2] In this project, you will conduct re- search on your own and then merge your results with those of the rest of your team. Search Twitter for messages on the subject of workplace safety. (You can use Twitter’s advanced search page at http://search.twitter.com/advanced or use the “site: twitter.com” qualifi er on a regular search engine.) Compile at least fi ve general safety tips that apply to any of- fi ce setting, and then meet with your team to select the fi ve best tips from all those the team has collected. Collaborate on a blog post that lists the team’s top fi ve tips.
Learn how to use Twitter search. Visit http://real-timeupdates .com/bct11 , click on “Students Assignments,” and then click on “Twitter Screencast.”
5. Communication Etiquette: Etiquette in the Workplace, Participating in Meetings [LO-3], [LO-7] In group meet- ings, some of your colleagues have a habit of interrupting and arguing with the speaker, taking credit for ideas that aren’t theirs, and shooting down ideas they don’t agree with. You’re the newest person in the group and not sure if this is accepted behavior in this company, but it concerns you both personally and professionally. Should you go with the fl ow and adopt their behavior or stick with your own communication style, even though you might get lost in the noise? In a two-paragraph email message or post for your class blog, explain the pros and cons of both approaches.
58 PART 1 Understanding the Foundations of Business Communication
6. 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. During the meeting, take notes individually and, aft erward, work together to answer the following questions. a. What is your evaluation of this meeting? In your an-
swer, consider (1) the leader’s ability to articulate the meeting’s goals clearly, (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 consensus? 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 barriers discussed in Chapter 1 ? Identify them.
f. Compare the notes you took during the meeting with those of your classmate. What diff erences do you notice? How do you account for these diff erences?
7. 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 has to say. As department manager, how will you resolve this dilemma? Please explain.
8. Collaboration: Using Collaboration Technologies [LO-4] In a team assigned by your instructor, use Zoho ( www.zoho .com ; free for personal use), Google Docs ( http://docs .google.com ), or a comparable system to collaborate on a set of directions that out-of-town visitors could use to reach a specifi c point on your campus, such as a stadium or dorm. Th e team should choose the location and the mode(s) of transportation involved. Be creative—brainstorm the best ways to guide fi rst-time visitors to the selected location using all the media at your disposal.
9. Interpersonal Communication: Listening Actively [LO-5] For the next several days, take notes on your listening per- formance during at least a half-dozen situations in class, during social activities, and at work, if applicable. Referring to the traits of eff ective listeners in Table 2.3 (page 47), rate yourself using always, frequently, occasionally, or never on these positive listening habits. In a report no longer than one page, summarize your analysis and identify specifi c ar- eas in which you can improve your listening skills.
10. Interpersonal Communication: Listening to Empathize [LO-5] Th ink back over conversations you have had with friends, family members, coworkers, or classmates in the past week. Select a conversation in which the other per- son wanted to talk about something that was troubling him or her—a bad situation at work, a scary exam on the
horizon, diffi culties with a professor, a health problem, fi - nancial concerns, or the like. As you replay this conversa- tion in your mind, think about how well you did in terms of empathic listening (see page 46). For example, did you fi nd yourself being critical when the person really just needed someone to listen? Did you let the person know, by your words or actions, that you cared about his or her dilemma, even if you were not able to help in any other way? Analyze your listening performance in a brief email message to your instructor. Note: Do not disclose any private information in your message; you can change the names of the people in- volved or the circumstances as needed to maintain privacy.
11. Nonverbal Communication: Analyzing Nonverbal Sig- nals [LO-6] Select a business letter and envelope that you have received at work or home. Analyze their appearance. What nonverbal messages do they send? Are these messages consistent with the content of the letter? If not, what could the sender have done to make the nonverbal communica- tion consistent with the verbal communication? Summa- rize your fi ndings in a post on your class blog or in an email message to your instructor.
12. Nonverbal Communication: Analyzing Nonverbal Signals [LO-6] Describe what the following body movements sug- gest when someone exhibits them during a conversation. How do such movements infl uence your interpretation of spoken words? Summarize your fi ndings in a post on your class blog or in an email message to your instructor. a. Shift ing one’s body continuously while seated b. Twirling and playing with one’s hair c. Sitting in a sprawled position d. Rolling one’s eyes e. Extending a weak handshake
13. Communication Etiquette: Telephone Skills [LO-7] Late on a Friday aft ernoon, you learn that the facilities depart- ment is going to move you—and your computer, your desk, and all your fi les—to another offi ce fi rst thing Monday morning. However, you have an important client meeting scheduled in your offi ce for Monday aft ernoon, and you need to fi nalize some contract details on Monday morning. You simply can’t lose access to your offi ce at this point, and you’re more than a little annoyed that your boss didn’t ask you be- fore approving the move. He has already left for the day, but you know he usually checks his voice mail over the weekend, so you decide to leave a message, asking him to cancel the move or at least call you at home as soon as possible. Using the voice-mail guidelines listed in Table 2.5 (page 52) , plan your message (use an imaginary phone number as your con- tact number and make up any other details you need for the call). As directed by your instructor, submit either a written script of the message or a podcast recording of the actual message.
14. Communication Etiquette: Etiquette in the Workplace [LO-7] As the local manager of an international accounting fi rm, you place high priority on professional etiquette. Not only does it communicate respect to your clients, it also instills confi dence in your fi rm by showing that you and your staff are aware of and able to meet the expectations of
CHAPTER 2 Mastering Team Skills and Interpersonal Communication 59
almost any audience. Earlier today, you took four recently hired college graduates to lunch with an important client. You’ve done this for years, and it’s usually an upbeat expe- rience for everyone, but today’s lunch was a disaster. One of the new employees made not one, not two, but three calls on his mobile phone during lunch. Another interrupted the client several times and even got into a mild argument. Th e third employee kept making sarcastic jokes about pol- itics, making everyone at the table uncomfortable. And the fourth showed up dressed like she was expecting to bale hay or work in a coal mine, not have a business lunch in a posh restaurant. You’ve already called the client to apologize, but now you need to coach these employees on proper business etiquette. Draft a brief memo to these employees, explaining why etiquette is so important to the company’s success—and to their individual careers.
EXPAND YOUR SKILLS
Critique the Professionals Celebrities can learn from successful businesses when it comes to managing their careers, but businesses can learn from suc- cessful celebrities, too—particularly when it comes to building
communities online using social media. For instance, social media guru Dan Schawbel cites Vin Diesel, Ashton Kutcher, Lady Gaga, Lenny Kravitz, and Michael Phelps as celebri- ties who have used Facebook to build their personal brands. 76 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 instruc- tor requests, write a brief analysis (no more than one page) of the lessons, positive or negative, that a business could learn from these celebrities. Be sure to cite specifi c elements from the Facebook pages you’ve chosen, and if you think any of the ce- lebrities have made mistakes in their use of Facebook, describe those as well.
Sharpening Your Career Skills Online Bovée and Th ill’s Business Communication Web Search, at http://businesscommunicationblog.com/websearch , is a unique research tool designed specifi cally for business communication research. Use the Web Search function to fi nd an online video, a podcast, or a PowerPoint presentation that off ers advice on im- proving your active listening skills in business situations. Write a brief email message to your instructor, describing the item that you found and summarizing the career skills information you learned from it.
60
LEARNING OBJECTIVES After studying this chapter, you will be able to
Communicating in a World of Diversity 3
Discuss the opportunities and challenges of intercultural
communication 1 List four general guidelines for adapting to any business
culture 4
2 Defi ne culture , explain how culture is learned, and defi ne ethnocentrism and stereotyping
3 Explain the importance of recognizing cultural variations, and list eight categories of cultural differences
5 Identify seven steps you can take to improve your intercultural communication skills Test your mastery of this chapter and its
Learning Objectives. Visit mybcommlab.com to apply
what you’ve learned in Document Makeovers and
interactive simulation scenarios.
Ron Glover oversees IBM’s efforts to build a competitive advantage by capitalizing on the benefi ts of a diverse workforce.
www.ibm.com
The I in IBM stands for International , but it could just as easily stand for Intercultural , as a testament to the computer giant’s long-standing commitment to embracing diversity. Ron Glover, IBM’s vice president of global workforce diversity, knows from years of experience that communicating successfully across cultures is no simple task, however—particularly in a company that employs more than 350,000 people and sells to customers in roughly 175 countries around the world.
Language presents a formidable barrier to communication when you consider that IBM’s employees speak more than 165 languages. But language is just one of many elements that play a role in communication between cultures. Differences in age, ethnic background, gender, sexual orientation, physical ability, and economic status can all affect the communication process. Glover emphasizes that “to operate successfully, we must be especially mindful of how we respect and value differences among people in countries and regions.” He recognizes that these differences represent both a challenge and an opportunity, and a key part of his job is helping IBM executives and employees work together in a way that transforms their cultural differences into a critical business strength. Diversity, he explains, is “an essential aspect of IBM’s broader business strategy.” To emphasize this fact, managers cannot receive a top performance ranking unless they can demonstrate that they are practicing IBM’s diversity values.
Throughout its long history of employing and working with people from a variety of cultures, IBM has learned some powerful lessons. Perhaps the most signifi cant is its conclusion that successfully managing a diverse workforce and
COMMUNICATION CLOSE-UP AT IBM
MyBcommLab
Understanding the Opportunities and Challenges of Communication in a Diverse World IBM’s experience (profi led in the chapter-opening Communication Close-up) illus- trates the opportunities and the challenges for business professionals who know how to communicate with diverse audiences. Although the concept is oft en framed in terms of ethnic background, a broader and more useful defi nition of diversity includes “all the characteristics and experiences that defi ne each of us as individuals.” 2 As one example, the pharmaceutical company Merck identifi es 19 separate dimensions of diversity in its discussions of workforce diversity, including race, age, military experience, parental status, marital status, and thinking style. 3 As you’ll learn in this chapter, these characteristics and experiences can have a profound eff ect on the way businesspeople communicate.
Intercultural communication is the process of sending and receiving messages between people whose cultural backgrounds could lead them to interpret verbal and non- verbal signs diff erently. Every attempt to send and receive messages is infl uenced by culture, so to communicate successfully, you need a basic grasp of the cultural diff erences you may encounter and how you should handle them. Your eff orts to recognize and bridge cultural diff erences will open up business opportunities throughout the world and maximize the contributions of all the employees in a diverse workforce.
THE OPPORTUNITIES IN A GLOBAL MARKETPLACE
Th anks 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 opportunities outside their own countries. Th ousands of U.S. businesses depend on exports for signifi cant portions of their revenues. Every year, these companies export hundreds of billions of dollars worth of
You will communicate with people from other cultures throughout your career.
• Access this chapter’s simulation entitled Communicating in a World of Diversity, located at mybcommlab.com.
MyBcommLab
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China Japan
Germany France
United Kingdom
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Canada Russia
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Mexico
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Switzerland
Belgium
Figure 3.1 World’s Biggest Economies This snapshot of the world’s twenty largest economies gives you an idea of the global nature of business today. Figures shown are estimates of gross domestic product (GDP) in billions of U.S. dollars. (2010 data from the International Monetary Fund)
Discuss the opportunities and challenges of intercultural communication.
1 LEARNING OBJECTIVE
Diversity includes all the characteristics that defi ne people as individuals.
CHAPTER 3 Communicating in a World of Diversity 61
competing in a diverse marketplace starts with embracing those differences, not trying to ignore them or pretending they don’t affect interpersonal communication. Take Ron Glover’s advice
when he says that even if your company never does business internationally, “you will need to effectively engage differences to remain viable in the economy of the future.”1
62 PART 1 Understanding the Foundations of Business Communication
Merck’s top-line message about diversity acknowledges the strategic advantages available to companies that embrace diversity in their hiring and management practices.
This diagram lists the 19 dimensions of diversity that Merck takes into account in its management philosophy.
Significant awards and recognitions let potential employers and business partners know that Merck is serious about inclusivity.
Specific supporting points back up the high-level message about the company’s commitment to embracing diversity in all facets of its business.
In addition to developing and supporting a diverse workforce, Merck also works closely with a diverse base of suppliers to its various business units.
Figure 3.2 Diversity at Merck Like IBM (see page 60), the pharmaceutical company Merck approaches employee and supplier diversity as an opportunity and a strategy imperative.
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 diff erent from what you’re used to (see Figure 3.1 on the previous page). Of the top 10 export markets for U.S. products, only two, Canada and Great Britain, have English as an of- fi cial language—and Canada also has French as an offi cial language. 4
THE ADVANTAGES OF A DIVERSE WORKFORCE
Even if you never visit another country or transact business on a global scale, you will interact with colleagues from a variety of cultures, with a wide range of characteristics and life experiences. Over the past few decades, many innovative companies have changed the way they approach diversity, from seeing it as a legal requirement (providing equal oppor- tunities for all) to seeing it as a strategic opportunity to connect with customers and take advantage of the broadest possible pool of talent. 5 Smart business leaders recognize the competitive advantages of a diverse workforce that off ers a broader spectrum of viewpoints and ideas, helps companies understand and identify with diverse markets, and enables companies to benefi t from a wider range of employee talents (see Figure 3.2 ). “It just makes good business sense,” says Gord Nixon, CEO of Royal Bank of Canada. 6 According to IBM’s Ron Glover, more diverse teams tend to be more innovative over the long term than more homogeneous teams (those on which team members tend to have similar backgrounds). 7
Th e diversity of today’s workforce brings distinct advantages to businesses: • A broader range of views and
ideas • A better understanding of
diverse, fragmented markets • A broader pool of talent from
which to recruit
CHAPTER 3 Communicating in a World of Diversity 63
Diversity is simply a fact of life for all companies. Th e United States has been a nation of immigrants from the beginning, and that trend continues today. Th e 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. Even the term minority , as it applies to nonwhite residents, makes less and less sense every year: In two states (California and New Mexico), in several dozen large cities, and about 10 percent of the counties across the United States, Caucasian Americans make up less than half the population. 8 Th is pattern of immigration isn’t unique to the United States. For example, workers from Africa, Asia, and the Middle East are moving to Europe in search of new opportunities, while workers from India, the Philippines, and Southeast Asia con- tribute to the employment base of the Middle East. 9
However, you and your colleagues don’t need to be recent immigrants to constitute a diverse workforce. Dif- ferences in everything from age and gender to religion and ethnic heritage to geography and military experience enrich the workplace. Both 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, backgrounds, experiences, outlooks, and attitudes toward work—all of which can aff ect communication in the workplace. Supervisors face the challenge of connecting with these diverse employees, motivating them, and fostering cooperation and harmony among them. Teams face the challenge of working together closely, and companies are challenged to coexist peacefully with business partners and with the community as a whole.
Th e interaction of culture and communication is so pervasive that separating the two is virtually impossible. Th e way you communicate is deeply infl uenced by the culture in which you were raised. Th e meaning of words, the signifi cance of gestures, the importance of time and space, the rules of human relationships—these and many other aspects of com- munication are defi ned by culture. To a large degree, your culture infl uences the way you think, which naturally aff ects the way you communicate as both a sender and a receiver. 10 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 aff ect communication at every stage of the commu- nication process (see page 10), from the ideas a person deems important enough to share to the habits and expectations of giving feedback. In particular, your instinct is to encode your message using the assumptions of your culture. However, members of your audience decode your message according to the assumptions of their culture. Th e greater the diff er- ence between cultures, the greater the chance for misunderstanding. 11
Th roughout this chapter, you’ll see examples of how communication styles and habits vary from one culture to another. Th ese examples are intended to illustrate the major themes of intercultural communication, not to give an exhaustive list of styles and habits of any particular culture. With an understanding of these major themes, you’ll be prepared to explore the specifi cs of any culture.
Developing Cultural Competency Cultural competency includes an appreciation for cultural diff erences that aff ect commu- nication and the ability to adjust one’s communication style to ensure that eff orts to send
A company’s cultural diversity aff ects how its business messages are conceived, composed, delivered, received, and interpreted.
Culture infl uences everything about communication, including • Language • Nonverbal signals • Word meaning • Time and space issues • Rules of human relationships
Communication among people of diverse cultural backgrounds and life experiences is not always easy, but doing it successfully can create tremendous strategic advantages.
Defi ne culture , explain how culture is learned, and defi ne ethnocentrism and stereotyping.
2 LEARNING OBJECTIVE
Cultural competency requires a combination of attitude, knowledge, and skills.
64 PART 1 Understanding the Foundations of Business Communication
and receive messages across cultural boundaries are successful. In other words, it requires a combination of attitude, knowledge, and skills. 12
Th e good news is that you’re already an expert in culture, at least in the culture in which you grew up. You understand how your society works, how people are expected to com- municate, what common gestures and facial expressions mean, and so on. Th e bad news is that because you’re such an expert in your own culture, your communication is largely automatic; that is, you rarely stop to think about the communication rules you’re following. An important step toward successful intercultural communication is becoming more aware of these rules and of the way they infl uence 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 infl uences the way you prioritize what is important in life, helps defi ne your attitude toward what is appropriate in a situation, and establishes rules of behavior. 13
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. As one indication of this diversity, the inhabitants of this country now speak more than 170 languages. 14 In contrast, Japan is much more homogeneous, having only a few distinct cultural groups. 15
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 diff er widely and vary in their rate of change, degree of complexity, and tolerance toward outsiders. Th ese diff erences aff ect the level of trust and openness that 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. 16
In addition to being automatic, culture tends to be coherent ; that is, a culture appears to be fairly logical and consistent when viewed from the inside. Certain norms within a culture 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 most of their members with most of the answers to life’s big questions. Th is idea of completeness dulls or even suppresses curiosity about life in other cultures. Not surprisingly, such completeness can complicate communication with other cultures. 17
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 infl uence of one’s own culture, when people compare their culture to others, they oft en conclude that their own group is superior. 18 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 par- ticular 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 are examples of stereotyping age groups.
Th ose who want to show respect for other people and to communicate eff ectively 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
Culture is a shared system of symbols, beliefs, attitudes, values, expectations, and behavior norms.
You belong to several cultures, each of which aff ects the way you communicate.
You learn culture both directly (by being instructed) and indirectly (by observing others).
Cultures tend to off er views of life that are both coherent (internally logical) and complete (able to answer all of life’s big questions).
Ethnocentrism is the tendency to judge all other groups according to the standards, behaviors, and customs of one’s own group.
Stereotyping is assigning generalized attributes to an individual on the basis of membership in a particular group.
Cultural pluralism is the acceptance of multiple cultures on their own terms.
CHAPTER 3 Communicating in a World of Diversity 65
boundaries, you’ll be even more eff ective if you move beyond simple acceptance and adapt your communication style to that of the new cultures you encounter—even integrating aspects of those cultures into your own. 19 A few simple habits can help:
● Avoid assumptions. Don’t assume that others will act the same way you do, use language and symbols the same way you do, or even operate from the same values and beliefs. For instance, in a comparison of the 10 most important values in three cultures, people from the United States had no values in common with people from Japanese or Arab cultures. 20
● Avoid judgments. When people act diff erently, don’t conclude that they are in error or that their way is invalid or inferior.
● Acknowledge distinctions. Don’t ignore the diff erences 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 oft en have beliefs and biases that they’re not even aware of—and that may even confl ict with the beliefs they think they have. (To see if you have some of these implicit beliefs , visit the Project Implicit website, at https://implicit.harvard.edu/implicit , and take some of the simple online tests.) 21
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 diff erences: contextual, legal and ethical, social, nonverbal, age, gender, religious, and ability.
CONTEXTUAL DIFFERENCES
Every attempt at communication occurs within a cultural context , 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 actions and environmental setting to convey meaning. For instance, a Chinese speaker expects the receiver to discover the essence of a message and uses indirectness and metaphor to provide a web of meaning. 22 Th e indirect style can be a source of confusion during discussions with people from low-context cultures, who are more accustomed to receiv- ing direct answers. Also, in high-context cultures, the rules of everyday life are rarely explicit; instead, as individuals grow up, they learn how to recognize situational cues (such as ges- tures and tone of voice) and how to respond as expected. 23 Th e primary role of communication in high-context cultures is building relationships, not exchanging information. 24
In a low-context culture such as the United States, people rely more on verbal communication and less on circumstances and cues to convey meaning. In such cul- tures, rules and expectations are usually spelled out through explicit statements such as “Please wait until I’m fi nished” or “You’re welcome to browse.” 25 Th e primary task of commu- nication in low-context cultures is exchanging information. 26
Contextual diff erences are apparent in the way busi- nesspeople approach situations such as decision making, problem solving, negotiating, interaction among levels in the organizational hierarchy, and socializing outside the workplace. 27 For instance, in low-context cultures, businesspeople tend to focus on the results of the deci- sions they face, a refl ection of the cultural emphasis on logic and progress (for example, “Will this be good for our
You can avoid ethnocentrism and stereotyping by avoiding assumptions and judgments and by accepting diff erences.
Explain the importance of recognizing cultural variations, and list eight categories of cultural differences.
3 LEARNING OBJECTIVE
Cultural context is the pattern of physical cues, environmental stimuli, and implicit understanding that conveys meaning between members of the same culture. High-context cultures rely heavily on nonverbal actions and environmental setting to convey meaning; low-context cultures rely more on explicit verbal communication.
Negotiations between businesspeople in low-context and high-context cultures can be hampered by the different communication styles of the two cultures.
66 PART 1 Understanding the Foundations of Business Communication
company? For my career?”). In comparison, higher-context cultures emphasize the means or the method by which a decision will be made. Building or protecting relationships can be as important as the facts and information used in making the decisions. 28 Consequently, negotiators working on business deals in such cultures may spend most of their time together building relationships rather than hammering out contractual details.
Th e distinctions between high and low context are gener- alizations, of course, but they are important to keep in mind
as guidelines. Communication tactics that work well in a high-context culture may backfi re in a low-context culture and vice versa.
LEGAL AND ETHICAL DIFFERENCES
Cultural context infl uences legal and ethical behavior, which in turn can aff ect communi- cation. For example, the meaning of business contracts can vary from culture to culture. While 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 hammered out, his or her counterpart in many Asian cultures might view the signed contract as an agreement to do business—and only then begin to negotiate the details of the deal. 29
As you conduct business around the world, you’ll fi nd that both legal systems and ethical standards diff er from culture to culture. Making ethical choices across cultures can seem complicated, but you can keep your messages ethical by applying four basic principles: 30
● Actively seek mutual ground. To allow the clearest possible exchange of information, both parties must be fl exible 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 fl ow 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 diff erences. To protect the basic human rights of both parties, each must understand and acknowledge the other’s needs and preserve each other’s dignity by communicating without deception.
SOCIAL DIFFERENCES
Th e nature of social behavior varies among cultures, sometimes dramatically. Some behav- ioral rules are formal and specifi cally articulated (table manners are a good example), and others are informal and learned over time (such as the comfortable distance to stand from a colleague during a discussion). Th e combination of formal and informal rules infl uences 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 material comfort earned by individual eff ort is a sign of superiority and that people who work hard are better than those who don’t.
● Roles and status. Culture infl uences the roles that people play, including who commu- nicates with whom, what they communicate, and in what way. For example, in some countries women still don’t play a prominent role in business, so women executives who visit these countries may fi nd that they’re not taken seriously as businesspeople. 31 Culture also dictates how people show respect and signify rank. For example, people in the United States show respect by addressing top managers as “Mr. Roberts” or “Ms. Gutierrez.” However, people in China are addressed according to their offi cial titles, such as “President” or “Manager.” 32
International etiquette tips
These quick etiquette tips will smooth the way for working in major business centers around the world. Go to http:// real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Reading This PDF
Honesty and respect are cornerstones of ethical communication, regardless of culture.
Formal rules of etiquette are explicit and well defi ned, but informal rules are learned through observation and imitation.
Respect and rank are refl ected diff erently from culture to culture in the way people are addressed and in their working environment.
CHAPTER 3 Communicating in a World of Diversity 67
● Use of manners. What is polite in one culture may be considered rude in another. For instance, asking a col- league “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. Research a country’s expectations before you visit, and watch care- fully and learn aft er you arrive.
● Concepts of time. People in low-context cultures see time as a way to plan the business day effi ciently, of- ten focusing on only one task during each scheduled period and viewing time as a limited resource. However, executives from high- context cultures oft en see time as more fl exible. Meeting a deadline is less important than building a business relationship. 33 Commenting on the culture shock that many U.S. professionals experience when going to work in China, one veteran observer explained that “in the West, there is such a premium on getting things done quickly, but when you come to work in China, you need to work on listening and being more patient and understanding of local ways of doing business.” 34
● 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 sacrifi ces 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. 35
● Openness and inclusiveness. At both the national level and within smaller groups, cultures vary on how open they are to accepting people from other cultures and peo- ple who don’t necessarily fi t the prevailing norms within the culture. An unwilling- ness to accommodate others can range from outright exclusion to subtle pressures to conform to majority expectations. IBM has long been a leader in the eff ort to create an inclusive environment that ensures fair opportunities for both employees and external business partners. Executive-led task forces at the company represent women; Asian American, African American, Hispanic American, and Native American people; peo- ple with disabilities; and gay, lesbian, bisexual, and transgender employees. Diversity is embraced at the employee level through more than 100 networking groups that unite people who have a variety of talents and interests. 36
NONVERBAL DIFFERENCES
As discussed in Chapter 2 , nonverbal communication can be a reliable guide to determin- ing the meaning of a message—but this situation holds true only if the sender and receiver assign the same meaning to nonverbal signals. For instance, the simplest hand gestures have diff erent meanings in diff erent cultures. A gesture that communicates good luck in Brazil is the equivalent of giving someone “the fi nger” in Colombia. 37 Don’t assume that the gestures you grew up with will translate to another culture; doing so could lead to embar- rassing 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 fi rst introduced and every time they say hello or good-bye?
● Personal space. When people are conversing, do they stand closer together or farther away than you are accustomed to?
● Touching. Do people touch each other on the arm to emphasize a point or slap each other on the back to show congratulations? Or do they refrain from touching altogether?
Th e rules of polite behavior vary from country to country.
Attitudes toward time, such as strict adherence to meeting schedules, can vary throughout the world.
Cultures around the world exhibit varying degrees of openness toward both outsiders and people whose personal identities don’t align with prevailing social norms.
Video guide puts culture in context
Enjoy a pictorial tour of cultures around the world as you learn more about communication across the spectrum of cultural context. Go to http://real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real- Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Watching This Video
Th e meaning of nonverbal signals can vary widely from culture to culture, so you can’t rely on assumptions.
68 PART 1 Understanding the Foundations of Business Communication
● Facial expressions. Do people shake their heads to indicate “no” and nod them to indicate “yes”? Th is is what people are accustomed to in the United States, but it is not universal.
● Eye contact. Do people make frequent eye contact or avoid it? Frequent eye contact is oft en 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 offi ce 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 oft en associated with strength, energy, possibilities, and freedom, and age is sometimes associated with declining powers and the inability to keep pace. However, older workers can off er broader experience, the benefi ts of important business relationships nurtured over many years, and high degrees of “practical intelligence”—the ability to solve complex, poorly defi ned problems. 38
In contrast, in cultures that value age and seniority, longevity earns respect and increas- ing power and freedom. For instance, in many Asian societies, the oldest employees hold the most powerful jobs, the most impressive titles, and the greatest degrees of freedom and decision-making authority. If a younger employee disagrees with one of these senior execu- tives, the discussion is never conducted in public. Th e notion of “saving face,” of avoiding public embarrassment, is too strong. Instead, if a senior person seems to be in error about something, other employees will fi nd a quiet, private way to communicate whatever infor- mation they feel is necessary. 39
In addition to cultural values associated with various life stages, the multiple genera- tions within a culture present another dimension of diversity. Today’s workplaces can have three or even four generations working side by side. Each of these generations has been shaped by dramatically diff erent world events, social trends, and technological advances, so it is not surprising that they oft en have diff erent values, expectations, and communication habits. For instance, Generation Y workers (see “Us Versus Th em: Generational Confl ict in the Workplace”) have a strong preference for communicating via short electronic messages, but Baby Boomers and Generation Xers sometimes fi nd these brief messages abrupt and impersonal. 40
GENDER DIFFERENCES
Th e perception of men and women in business varies from culture to culture, and these diff erences can aff ect communication eff orts. In some cultures, men hold most or all positions of authority, and women are expected to play a more subservient role. Female executives who visit these cultures may not be taken seriously until they successfully handle challenges to their knowledge, capabilities, and patience. 41
As more women take on positions of greater responsibility, enlightened company lead- ers are making a point to examine past assumptions and practices. 42 For instance, company cultures that have been dominated by men for years may have adopted communication habits that some women have diffi culty relating to—such as the frequent use of certain sports metaphors or the acceptance of coarse language.
Whatever the culture, evidence suggests that men and women tend to have slightly diff erent communication styles. Broadly speaking, men tend to emphasize content in their communication eff orts, whereas women place a higher premium on relationship mainte- nance. 43 Th is diff erence can create friction when two parties in a conversation have diff erent needs and expectations from the interchange. Again, these are broad generalizations that do not apply to every person in every situation, but keeping them in mind can help men and women overcome communication hurdles in the workplace.
Communication styles and expectations can vary widely among age groups, putting extra demands on teams that include workers of varying ages.
A culture’s views on youth and aging aff ect how people communicate with one another.
Broadly speaking, men tend to emphasize content in their messages, while women tend to emphasize relationship maintenance.
CHAPTER 3 Communicating in a World of Diversity 69
RELIGIOUS DIFFERENCES
Religion is a dominant force in many cultures and the source of many diff erences between cultures. 44 Th e eff ort to accommodate employees’ life interests on a broader scale has led a number of companies to address the issue of religion in the workplace. As one of the most personal and infl uential aspects of life, religion brings potential for controversy in a work setting. On the one hand, some employees feel they should be able to express their beliefs in the workplace and not be forced to “check their faith at the door” when they come to work. On the other hand, companies want to avoid situations in which openly expressed religious diff erences cause friction between employees or distract employees from their responsibilities. To help address such concerns, fi rms such as Ford, Intel, Texas Instru- ments, and American Airlines allow employees to form faith-based employee support groups as part of their diversity strategies. In contrast, Procter & Gamble is among the companies that don’t allow organized religious activities at their facilities. 45
Religion in the workplace is a complex and contentious issue—and it’s getting more so every year, at least as measured by a signifi cant rise in the number of religious discrimination
COMMUNICATING ACROSS
CULTURES
Th e way people view the world as adults is profoundly shaped by the social and technological trends they experienced while growing up, so it’s no surprise that each generation entering the workforce has a diff erent perspective than the generations already at work. Th row in the human tendencies to resist change and to assume that whatever way one is doing something must be the best way to do it, and you have a recipe for confl ict. More- over, generations in a workplace sometimes feel themselves competing for jobs, resources, infl uence, and control. Th e 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. Th ese labels are not offi cial, and there is no general agreement on when some generations start and end, but you will see and hear references to the following groups (approximate years of birth shown in parentheses): ● Th e Radio Generation (1925 to 1945). People in this
group are beyond what was once considered the traditional retirement age of 65, but many want or need to continue working.
● Baby Boomers (1946 to 1964). Th is 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. Th e older mem- bers of this generation are just now reaching 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 to 1980). Th is 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. When Generation X does fi nally get the
chance to take over starting in 2015 or 2020, it will be managing in a vastly diff erent business landscape, one in which virtual organizations and networks of independent contractors replace much of the hierarchy inherited from the Baby Boomers.
● Generation Y (1981 to 1995). Also known as millenni- als , this youngest generation currently in the workforce is noted for its entrepreneurial instincts and technological savvy. Th is generation’s comfort level with social networks and other Web 2.0 tools is helping to change business com- munication practices—but is also a source of concern for managers worried about information leaks and employee productivity.
● Generation Z (aft er 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. Th e fi rst full genera- tion to be born aft er the World Wide Web was invented will be entering the workforce soon. Th ese brief summaries can hardly do justice to entire gen-
erations of workers, but they give you some idea of the diff erent generational perspectives and the potential for communica- tion problems. As with all cultural confl icts, successful com- munication starts with recognizing and understanding these diff erences.
CAREER APPLICATIONS 1. How would you resolve a confl ict 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 pos- sible infl uence of technology on business communication habits?
Us Versus Them: Generational Confl ict in the Workplace
70 PART 1 Understanding the Foundations of Business Communication
lawsuits. 46 Beyond accommodating individual beliefs to a reasonable degree, as required by U.S. law, companies occasionally need to resolve situations that pit one group of employees against another or against the company’s policies. 47 As more companies work to establish inclusive workplaces, and as more employees seek to integrate religious convictions into their daily work, you can expect this issue to be increasingly discussed at many companies in the coming years.
ABILITY DIFFERENCES
Colleagues and customers with disabilities that aff ect communication represent an important aspect of the diversity picture. People whose hearing, vision, cognitive ability, or physical ability to operate electronic devices is impaired can be at a signifi cant disadvantage in today’s workplace. As with other elements of diversity, success starts with respect for individuals and sensitivity to diff erences.
Employers can also invest in a variety of assistive technologies that help people with disabilities perform activities that might otherwise be diffi cult or impossible. Th ese tech- nologies include devices and systems that help workers communicate orally and visually, interact with computers and other equipment, and enjoy greater mobility in the 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. With the United States possibly heading for a serious shortage of workers in a few years, the economy will need all the workers who can make a contribution, and assistive technologies will be an important part of the solution. 48
Adapting to Other Business Cultures Whether you’re trying to work productively with members of another generation in your own offi ce or with a business partner on the other side of the world, adapting your approach is essential to successful communication. Th is section off ers general advice on adapting to any business culture and specifi c advice for professionals from other cultures on adapting to U.S. business culture.
GUIDELINES FOR ADAPTING TO ANY BUSINESS CULTURE
You’ll fi nd a variety of specifi c tips in “Improving Intercultural Communication Skills,” starting on the next page, 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. 49 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.
● Ignore the “Golden Rule.” You probably heard this growing up: “Treat people the way you want to be treated.” Th e 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. Th e best approach: Treat people the way they want to be treated.
● Exercise tolerance, fl exibility, and respect. As IBM’s Ron Glover puts it, “To the greatest extent possible, we try to manage our people and our practices in ways that are respectful of the core principles of any given country or organization or culture.” 50
● 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
U.S. law requires employers to accommodate employees’ religious beliefs to a reasonable degree.
Assistive technologies help employers create more inclusive workplaces and benefi t from the contribution of people with physical or cognitive impairments.
List four general guidelines for adapting to any business culture.
4 LEARNING OBJECTIVE
An important step in understanding and adapting to other cultures is to recognize the infl uences that your own culture has on your communication habits.
CHAPTER 3 Communicating in a World of Diversity 71
with outsiders more patiently and overlook occasional cultural blunders. 51 A sense of humor is a helpful asset as well, allowing people to move past awkward and em- barrassing 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: 52
● Individualism. In contrast to cultures that value group harmony and group suc- cess, U.S. culture generally expects individuals to succeed by their own eff orts, and it rewards individual success. Even though teamwork is emphasized in many companies, competition between individuals is expected and even encouraged in many cases.
● Equality. Although the country’s historical record on equality has not always been positive and some inequalities still exist, equality is considered a core American value. Th is principle applies to race, gender, social background, and even age. To a greater degree than people in many other cultures, Americans believe that every person should be given the opportunity to pursue whatever dreams and goals he or she has in life.
● Privacy and personal space. Although this appears to be changing somewhat with the popularity of social networking and other personal media, people in the United States are accustomed to a fair amount of privacy. Th at also applies to their “personal space” at work. For example, they expect you to knock before entering a closed offi ce and to avoid asking questions about personal beliefs or activities until they get to know you well.
● Time and schedules. U.S. businesses value punctuality and the effi cient use of time. For instance, meetings are expected to start and end at designated times.
● Religion. Th e United States does not have an offi cial state religion. Many religions are practiced throughout the country, and people are expected to respect each other’s beliefs.
● Communication style. Communication tends to be direct and focused more on con- tent and transactions than on relationships or group harmony.
As with all observations about culture, these are generalizations, of course. Any nation of more than 300 million people will exhibit a wide variety of behaviors. However, follow- ing these guidelines will help you succeed in most business communication situations.
Improving Intercultural Communication Skills Communicating successfully between cultures requires a variety of skills (see Figure 3.3 on the next page). You can improve your intercultural skills throughout your career by study- ing other cultures and languages, respecting preferences for communication styles, learning to write and speak clearly, lis- tening carefully, knowing when to use interpreters and trans- lators, and helping others adapt to your culture.
STUDYING OTHER CULTURES
Eff ectively adapting your communication eff orts to another culture requires not only knowledge about the culture but also the ability and motivation to change your personal habits as needed. 53 Fortunately, you don’t need to learn about the whole world all at once. Many companies appoint specialists for specifi c countries or regions, giving employees a chance
Th e values espoused by American culture include individualism, equality, and privacy.
Overcoming culture shock
This entertaining fi ve-part video series shares the experience of an Israeli journalist undergoing culture shock when coming to graduate school in New York City, and it offers help and encouragement to anyone living in a new culture for the fi rst time. Go to http:// real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Watching This Video
Identify seven steps you can take to improve your intercultural communication skills.
5 LEARNING OBJECTIVE
Essential guidelines for adapting to other
business cultures
Learn great etiquette tips for doing business in France, Germany, Japan, Mexico, and Russia. Go to http://real-timeupdates.com/ bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Watching This PowerPoint Presentation
72 PART 1 Understanding the Foundations of Business Communication
to focus on just one culture at a time. Some fi rms also provide resources to help employees prepare for interaction with other cultures. On IBM’s Global Workforce Diversity intranet site, for instance, employees can click on the “GoingGlobal” link to learn about customs in specifi c cultures. 54
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 eff ort 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, either. People will respect your concern and curiosity. You will gradually accumulate considerable knowl- edge, which will help you feel comfortable and be eff ective in a wide range of business situations.
Numerous websites (such as www.kwintessential.co.uk ) and books off er advice on traveling to and working in specifi c 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 products. If people in other countries based their opinions of U.S. culture only on the silly teen fl icks 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 .
Recognize cultural variations.
Overcome ethnocentrism.
Effective Communication Across Cultures
Enhance sensitivity to culture and diversity.
Improve intercultural communication skills.
Use interpreters, translators, and
translation software.
Help others adapt to your
culture.
Respect style preferences. Listen carefully.
Study other cultures and languages.
Write and speak clearly.
Figure 3.3 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.
Successful intercultural communication can require the modifi cation of personal communication habits.
Making an eff ort to learn about another person’s culture is a sign of respect.
CHAPTER 3 Communicating in a World of Diversity 73
STUDYING OTHER LANGUAGES
Consider what it must be like to work at IBM, where the global workforce speaks more than 165 languages. Without the ability to communicate in more than one language, how could this diverse group of people ever conduct business? As commerce continues to become more globalized and many countries become more linguistically diverse, the demand for multilingual communicators continues to grow as well. Th e 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 (see “Th e Web 2.0 Way to Learn a New Language”).
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. Learning the basics not only helps you get through everyday business and social situations but also demonstrates your commitment to the business relationship. Aft er all, the other person probably spent years learning your language.
Finally, don’t assume that people from two countries who speak the same language speak it the same way. Th e French spoken in Quebec and other parts of Canada is oft en noticeably diff erent from the French spoken in France. Similarly, it’s oft en said that the United States and the United Kingdom are two countries divided by a common language.
TABLE 3.1 Doing Business in Other Cultures
Action Details to Consider
Understand social customs • How do people react to strangers? Are they friendly? Hostile? Reserved? • How do people greet each other? Should you bow? Nod? Shake hands? • How do you express appreciation for an invitation to lunch, dinner, or someone’s home? Should you
bring a gift? Send fl owers? 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 specifi c foods? At specifi c 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?
English is the most prevalent language in international business, but don’t assume that everyone understands it or speaks it the same way.
74 PART 1 Understanding the Foundations of Business Communication
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 preferences, and other factors—varies widely from culture to culture. 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 fi nd other styles frustrating or sus- pect. Directness is also valued in Sweden as a sign of effi ciency; but, unlike with discussions in the United States, heated debates and confrontations are unusual. Italian, German, and French executives don’t put colleagues at ease with praise before they criticize—doing so seems manipulative to them. However, professionals from high-context cultures, such as Japan or China, tend to be less direct. 55 Finally, in general, business correspondence in other countries is oft en more formal than the style used by U.S. businesspeople (see Figure 3.4 ).
WRITING CLEARLY
Writing clearly is always important, of course, but it is essential when you are writing to people whose fi rst language is not English. Follow these recommendations to make sure your message can be understood: 56
● 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 diff erent meanings and usages, so look for a synonym that conveys the specifi c meaning you intend, such as correct , appropriate , desirable , moral , authentic , or privilege . 57
BUSINESS COMMUNICATION
2.0
Taking classes with a skilled teacher and getting real-life prac- tice while living in another country are proven ways to learn a new language, but what if neither of these options is available to you? Th anks to the growth of social networking technol- ogy and other Web 2.0 communication tools, independent language learners now have a multitude of online learning options.
Palabea ( www.palabea.net ) is a great example of the possibilities of the Web 2.0 approach to learning. By adapt- ing social networking concepts for the unique demands of language learning, this service off ers numerous helpful features: ● Online chat with other language learners. No mat-
ter what language you’re trying to learn, someone some- where in the world speaks it—and is trying to learn your language. Palabea lets you connect and help each other with text, audio, or video chat.
● Connections to native speakers in your local area. Palabea can connect you with nearby native speakers of the language you’re trying to learn.
● User-generated content. Palabea off ers a growing col- lection of podcasts, video lectures, documents, and other learning tools, all contributed by members.
● Virtual classrooms. Just as online meeting systems let business colleagues collaborate in real time on reports and other documents, Palabea’s virtual classrooms let members meet online to review and correct translations and other projects. Palabea is just one of many online resources that can
help language learners. For example, the Free Language web- site ( http://freelanguage.org ) off ers links to free resources for several dozen languages.
CAREER APPLICATIONS 1. How could a multinational company such as IBM ben-
efi t from the capabilities off ered by Palabea and similar websites?
2. As a manager, would you be comfortable having employees use a free service such as Palabea before sending them on important overseas assignments? Why or why not?
The Web 2.0 Way to Learn a New Language
Clarity and simplicity are essential when writing to or speaking with people who don’t share your native language.
CHAPTER 3 Communicating in a World of Diversity 75
● 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 (see page 133). For example, tie related points together with expressions such as in addition and fi rst , second , and third .
● Address international correspondence properly. Refer to Tables A.1 through A.5 for an explanation of diff erent address elements and salutations commonly used in various countries.
● Cite numbers and dates carefully. In the United States, 12-05-11 means December 5, 2011, but in many other countries, it means May 12, 2011. Dates in Japan and China are usually expressed with the year fi rst, followed by the month and then the day; therefore, to write December 5, 2011, in Japan, write it as 2011-12-05. Similarly, in the United
Shows concern for the audience
Literal translation of Geschäftsführer (Common English translation would be "managing director")
Refers to the ongoing business relationship
Uses language a bit more formally than U.S. letters do, such as "We give you a guarantee . . ."
Ends with a compliment to the receiver
Does not include a title with the typed name
Uses a complimentary close typical of German business letters (note the lack of punctuation)
Places the date to the right and below the address block (some German writers use the format 15 May 2011)
Mister Karl Wieland Business Leader Black Forest Gifts Friedrichstrasse 98 70174 Stuttgart GERMANY 15.5.2011
Very honorable Mister Wieland,
Because the tourist season will begin soon, we would like to take the opportu- nity to introduce our new line of hand-carved cuckoo clocks to you. Last year you were so friendly as to buy two dozen of our clocks. In recognition of our good business relationship, we now offer you the opportunity to select the new models before we offer this line to other businesses for purchase.
As you know, our artisans use only the best wood. According to time-honored patterns that are passed on from generation to generation, they carefully carve every detail by hand. Our clockworks are of superior quality, and we test every clock before it is painted and shipped. We give you a guarantee of five years on all Furtwangen Handcrafts clocks.
Enclosed you will find a copy of our newest brochure and an order form. To express our appreciation, we will take over the shipping costs if you order before 15 May 2011.
We continue to wish you a lot of success in your new Stuttgart location. We are convinced that you will continue to satisfy your regular clientele with your larger exhibition area and expanded stock and that you will also gain many new visitors.
With friendly greetings
Frederick Semper
Figure 3.4 Effective German Business Letter (Translated) In Germany, business letters usually open with a reference to the business relationship and close with a compliment to the recipient. In this letter written by a supplier to a nearby retailer, you can see that the tone is more formal than would typically be used in the United States.
Apply Figure 3.4’s key concepts by revising a new document. Go to Chapter 3 in mybcommlab.com and select Document Makeovers.
MyBcommLab
76 PART 1 Understanding the Foundations of Business Communication
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 “Off the top of my head” 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 other references to popular culture. Jokes and references to popular entertainment usually rely on culture-specifi c information that might be completely unknown to your audience.
Although some of these diff erences may seem trivial, meeting the expectations of an international audience illustrates both knowledge of and respect for the other cultures (see Figure 3.5 and Figure 3.6 ).
Uses the U.S. format for the date, rather than the international format typically used by French writers
Fails to follow French preferences for title and address format
Uses reader’s first name, which is much too informal for most French business correspondence
Uses slang and idioms throughout the message, creating the potential for confusion (e.g., hammered, bottlenecks, shut-eye, crunch, struck out, jam)
Wastes reader’s time with unnecessarily dramatic and long description of weather problems
Buries specific information in awkward phrasing
Closes with a self- centered tone rather than trying to help the reader
Fails to provide a total of the extra expenses
Fails to alert the reader that other documents are enclosed
U.S. Sales Representative 163 Pico Boulevard Los Angeles, CA 90032 Voice: (213) 975-8924 Fax: (213) 860-3489 [email protected]
Troy Halford,
Mr. Pierre Coll Director of Accounting La Cristallerie 22 Marne Blvd. Beaune, France 21200
Dear Pierre:
I know you’ve had gorgeous spring weather, with sunny skies and balmy days. But here in the States, it’s been a spring of another color. We’ve been hammered with storms, flooding, and even late snow. Travel over here has been a night- mare, which is why you’ll find my expenses a bit elevated this month.
I realize that you’ve asked all the reps to reduce rather than increase our expenses, but there were extenuating circumstances this last month. All the bad weather we’ve been having has caused major bottlenecks, with flights canceled and people forced to sleep in the terminals wherever they could find a spot.
After being stuck in the Chicago airport for 18 hours straight, I was desperate for a hot shower and some shut-eye, so I decided to wait out the crunch in a hotel. I know that hotels near airports are expensive, but I struck out trying to book a cheaper room in town. The bottom line is I had to spend extra funds for a hotel at $877; meals, which came to some $175; $72 just in transportation from the terminal to the hotel, and extra phone calls totaling $38.
I appreciate your understanding these unique circumstances. I was really in a jam.
Sincerely,
Troy Halford U.S. Sales Rep
April 7, 2012
Figure 3.5 Ineffective Intercultural Letter This letter from a U.S. sales representative to a manager in France exhibits several intercultural mistakes, including the informal tone and use of U.S. slang. Compare this with the improved version in Figure 3.6.
Humor does not “travel well” because it usually relies on intimate knowledge of a particular culture.
CHAPTER 3 Communicating in a World of Diversity 77
M. Pierre Coll Commissaire aux Comptes La Cristallerie 22, Boulevard de la Marne 21200 Beaune FRANCE
Dear Monsieur Coll:
Enclosed are my expense statement and receipts for March 2012. My expenses are higher than usual this month because an unexpected snowstorm that closed the airport in Chicago left me stranded for nearly five days. I was able to get a hotel for the duration of the storm, although the only room available was far more expensive than my usual accommodations.
In addition to the regular expenses identified in the enclosed report, here are the additional expenditures caused by the weather delay:
If you have any questions or need any more information about these expenses, please contact me.
Sincerely,
Troy Halford U.S. Sales Rep
Enclosures: Expense statement and receipts
7 April 2012
Three nights at the Carlton-O’Hare Hotel $ 877 Meals over four days 175 Transportation between hotel and terminal 72 Phone calls to reschedule meetings 38
Total extra expenses $1,162
Follows French preferences for title and address format
Addresses the reader more formally in the salutation, as is expected in most French correspondence
Uses clear and conventional language that is easier for non- native English speakers
States the main idea directly and clearly in the opening, leaving no room for confusion about the letter’s purpose
Clearly identifies the extra expenses in a list that is easy to read
Closes with an offer to help the reader with any further needs
Provides a total of the extra expenses
Indicates that additional materials are enclosed with the letter
Uses the international date format, which is preferred in French correspondence
U.S. Sales Representative 163 Pico Boulevard Los Angeles, CA 90032 Voice: (213) 975-8924 Fax: (213) 860-3489 [email protected]
Troy Halford,
Figure 3.6 Effective Intercultural Letter This version of the letter in Figure 3.5 follows French standards for correspondence and is also easier to read and to scan.
Apply Figure 3.6’s key concepts by revising a new document. Go to Chapter 3 in mybcommlab.com and select Document Makeovers.
MyBcommLab
SPEAKING AND LISTENING CAREFULLY
Languages vary considerably in the signifi cance of tone, pitch, speed, and volume, which can create challenges for people trying to interpret the explicit meaning of words them- selves as well as the overall nuance of a message. Th e English word progress can be a noun or a verb, depending on which syllable you accent. 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. 58
To ensure successful conversations between parties who speak diff erent native lan- guages or even regional variations of the same language, speakers and listeners alike need to make accommodations. 59 Speakers should adjust the content of their messages
78 PART 1 Understanding the Foundations of Business Communication
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 electronic connection that includes a video component, you can use hand gestures and other nonverbal signals to clarify your spoken message. However, when you don’t have a visual connection, you must take extra care to convey your meaning through words and vocal characteristics alone. Conversely, listeners need to be tolerant of accents, 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 diff erent from yours, remember that the processing of even everyday conversations can be diffi cult. For instance, speakers from the United States are notorious for stringing together multiple words into a single, mystifying pseudoword, such as turning “Did you eat yet?” into “Jeetyet?” Th e French language uses a concept known as liaison , in which one word is intentionally joined with the next. Without a lot of practice, new French speakers have a hard time telling when one word ends and the next one begins.
To be more eff ective in intercultural conversations, remember these tips: (1) Speak slowly and clearly; (2) don’t rephrase until it’s obviously necessary (immediately rephras- ing something you’ve just said doubles the translation workload for the listener); (3) look for and ask for feedback to make sure your message is getting through; (4) don’t talk down to the other person by overenunciating words or oversimplifying sentences; and (5) at the end of the conversation, double-check to make sure you and the listener agree on what has been said and decided.
As a listener, you’ll need some practice to get a sense of vocal patterns. Th e key is simply to accept what you hear fi rst, without jumping to conclusions about meaning or motivation. Let other people fi nish what they have to say. If you interrupt, you may miss something important. You’ll also show a lack of respect. If you do not understand a com- ment, ask the person to repeat it. Any momentary awkwardness you might feel in asking for extra help is less important than the risk of unsuccessful communication.
USING INTERPRETERS, TRANSLATORS, AND TRANSLATION SOFTWARE
You may encounter business situations that require using an interpreter (for spoken communication) or a translator (for written communica- tion). Interpreters and translators can be expensive, but skilled profes- sionals provide invaluable assistance for communicating in other cultural contexts. 60 Keeping up with current language usage in a given country or culture is also critical in order to avoid embarrassing blunders. For example, the marketing agency Landor Associates usually engages three native-language speakers to review translated materials to make sure the sense of the message is compatible with current usage and slang in a given country. 61 Some companies use back-translation to ensure accuracy. Once a translator encodes a message into another language, a diff erent translator retranslates the same message into the original language. Th is back-translation is then compared with the original message to discover any errors or discrepancies.
Th e time and cost required for professional translation has encour- aged the development of machine translation , any form of computerized intelligence used to translate one language to another. Dedicated soft ware tools and online services such as WorldLingo ( www.worldlingo.com ) off er various forms of automated translation. Major search engines let you request translated versions of the websites you fi nd. Although none of these tools can translate as well as human translators, they can be quite useful with individual words and short phrases, and they can oft en give you the overall gist of a message. 62
Experienced international speakers, such as Microsoft chairman Bill Gates, are careful to incorporate culture and language variations into their communication efforts.
Speaking clearly and getting plenty of feedback are two of the keys to successful intercultural conversations. To listen more eff ectively in intercultural situations, accept what you hear without judgment and let people fi nish what they have to say. For important business communication, use a professional interpreter (for oral communication) or translator (for written communication).
CHAPTER 3 Communicating in a World of Diversity 79
HELPING OTHERS ADAPT TO YOUR CULTURE
Everyone can contribute to successful intercultural communication. Whether a younger person is unaccustomed to the formalities of a large corporation or a colleague from an- other country is working on a team with you, look for opportunities to help people fi t in and adapt their communication style. For example, if a nonnative English speaker is mak- ing mistakes that could hurt his or her credibility, you can off er advice on the appropriate words and phrases to use. Most language learners truly appreciate this sort of assistance, as long as it is off ered in a respectful manner. Moreover, chances are that while you’re help- ing, 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 diffi cult 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 workplace, see “Checklist: Improving Intercultural Communication Skills.” For additional informa- tion on communicating in a world of diversity, visit http://real-timeupdates.com/bct11 and click on Chapter 3 .
Help others adapt to your culture; it will create a more productive workplace and teach you about their cultures as well.
Ron Glover is responsible for overall diversity planning and strategy at IBM, but every manager throughout the company is expected to foster a climate of inclusion and support for employees of every cultural background. As a team leader in one of IBM’s software development labs, you’re learning to exercise sound business judgment and use good listening skills
to help resolve situations that arise within your diverse group of employees. How would you address these challenges?
INDIVIDUAL CHALLENGE: Vasily Pevsner, a Russian immigrant, has worked in the department for fi ve years. He works well
alone, 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 one.
TEAM CHALLENGE: Your employees are breaking into ethnically based cliques. Members of ethnic groups eat together, socialize together, and often chat in their native languages while they work. You appreciate how these groups give their members a sense of community, but you worry that these informal communication channels are alienating nonmembers and fragmenting the fl ow 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 cross-cultural communication in your group.
COMMUNICATION CHALLENGES AT IBM
● Understand your own culture so that you can recognize its infl uences on your communication habits.
● Study other cultures so that you can appreciate cultural variations.
● Study the languages of people with whom you communicate, even if you can learn only a few basic words and phrases.
● Help nonnative speakers learn your language. ● Respect cultural preferences for communication style. ● Write clearly, using brief messages, simple language,
generous transitions, and appropriate international conventions.
● Avoid slang, humor, and references to popular culture. ● Speak clearly and slowly, giving listeners time to translate
your words. ● Ask for feedback to verify that communication was
successful. ● Listen carefully and ask speakers to repeat anything you
don’t understand. ● Use interpreters and translators for important messages.
✓Checklist Improving Intercultural Communication Skills
If your course uses MyBcommLab, log on to www.mybcommlab.com to access the following study and assessment aids associated with this chapter:
• Video applications • Real-Time Updates • Peer review activity • Pre/post test • Personalized study plan • Model documents • Sample presentations
If you are not using MyBcommLab, you can access Real-Time Updates through http:// real-timeupdates.com/bct11 .
Quick Learning Guide
SUMMARY OF LEARNING OBJECTIVES MyBcommLab 1 Discuss the opportunities and challenges of intercultural communication. Th e global
marketplace spans natural boundaries and national borders, allowing worldwide competition between businesses of all sizes. Th erefore, today’s businesspeople are likely to communicate across international borders with people who live in diff erent cultures. Moreover, even domestic workforces are becoming more and more diverse, with employees having diff erent national, religious, and ethnic backgrounds. In this environment, companies can benefi t 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 aff ects language to prevent miscommunication.
2 Defi ne culture , explain how culture is learned, and defi ne ethnocentrism and stereotyping . 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. Th is double-edged method uses direct and indirect 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, behaviors, 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 ethnocentrism and stereotyping, work to avoid assumptions, avoid judgments, and acknowledge distinctions.
3 Explain the importance of recognizing cultural variations, and list eight categories of cultural diff erences. People from diff erent cultures encode and decode messages diff erently, increasing the chances of misunderstanding. By recognizing and accommodating cultural diff erences, we avoid automatically assuming that everyone’s thoughts and actions are just like ours. Begin by focusing on eight categories of diff erences: contextual diff erences (the degree to which a culture relies on verbal or nonverbal actions to convey meaning), legal and ethical diff erences (the degree to which laws and ethics are regarded and obeyed), social diff erences (how members value work and success, recognize status, defi ne manners, and think about time), nonverbal diff erences (diff ering attitudes toward greetings, personal space, touching, facial expression, eye contact, posture, and formality), age diff erences (how members think about youth, seniority, and longevity), gender diff erences (how men and women communicate), religious diff erences (how beliefs aff ect workplace relationships), and ability diff erences (inclusive strategies that enable people with disabilities to more fully communicate 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, fl exibility, 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 communication eff ective 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; using interpreters, translators, and translation soft ware when necessary; and (7) helping others adapt to your own culture.
CHAPTER OUTLINE
Understanding the Opportunities and Challenges of Communication in a Diverse World
The Opportunities in a Global Marketplace
The Advantages of a Diverse Workforce
The Challenges of Intercultural Communication
Developing Cultural Competency Understanding the Concept of Culture
Overcoming Ethnocentrism and Stereotyping
Recognizing Variations in a Diverse World
Contextual Differences
Legal and Ethical Differences
Social Differences
Nonverbal Differences
Age Differences
Gender Differences
Religious Differences
Ability Differences
Adapting to Other Business Cultures Guidelines for Adapting to Any Business Culture
Guidelines for Adapting to U.S. Business Culture
Improving Intercultural Communication Skills
Studying Other Cultures
Studying Other Languages
Respecting Preferences for Communication Style
Writing Clearly
Speaking and Listening Carefully
Using Interpreters, Translators, and Translation Software
Helping Others Adapt to Your Culture
80
KEY TERMS
cultural competency An appreciation for cultural diff erences that aff ect communication and the ability to adjust one’s communication style to ensure that eff orts to send and receive messages across cultural boundaries are successful
cultural context Th e pattern of physical cues, environmental stimuli, and implicit understanding that convey meaning between two members of the same culture
cultural pluralism Th e practice of accepting multiple cultures on their own terms
culture A shared system of symbols, beliefs, attitudes, values, expectations, and norms for behavior
diversity All the characteristics and experiences that defi ne each of us as individuals
ethnocentrism Th e tendency to judge other groups according to the standards, behaviors, 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 convey meaning
idiomatic phrases Phrases that mean more than the sum of their literal parts; such phrases can be diffi cult for nonnative speakers to understand
intercultural communication Th e process of sending and receiving messages between people whose cultural backgrounds could lead them to interpret verbal and nonverbal signs diff erently
low-context culture Culture in which people rely more on verbal communication and less on circumstances and cues to convey meaning
machine translation Any form of computerized intelligence used to translate one language to another
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
✓Checklist Improving Intercultural Communication Skills
● Understand your own culture so that you can recognize its infl uences on your communication habits.
● Study other cultures so that you can appreciate cultural variations.
● Study the languages of people with whom you communicate, even if you can learn only a few basic words and phrases.
● Help nonnative speakers learn your language.
● Respect cultural preferences for communication style.
● Write clearly, using brief messages, simple language, generous transitions, and appropriate international conventions.
● Avoid slang, humor, and references to popular culture.
● Speak clearly and slowly, giving listeners time to translate your words.
● Ask for feedback to verify that communication was successful.
● Listen carefully and ask speakers to repeat anything you don’t understand.
● Use interpreters and translators for important messages.
81
Recognize cultural variations.
Overcome ethnocentrism.
Effective Communication Across Cultures
Enhance sensitivity to culture and diversity.
Improve intercultural communication skills.
Use interpreters, translators, and
translation software.
Help others adapt to your
culture.
Respect style preferences. Listen carefully.
Study other cultures and languages.
Write and speak clearly.
Figure 3.3 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.
82 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. 1. How have market globalization and cultural diversity
contributed to the increased importance of intercultural communication? [LO-1]
2. What are the potential advantages of a diverse workforce? [LO-1]
3. How do high-context cultures diff er from low-context cultures? [LO-2]
4. What is ethnocentrism, and how can it be overcome in communication? [LO-2]
5. In addition to contextual diff erences, what other categories of cultural diff erences exist? [LO-3]
6. What four principles apply to ethical intercultural communication? [LO-3]
7. How does a sense of humor come in handy during intercul- tural communication? [LO-4]
8. How can the Golden Rule cause problems in intercultural communication? [LO-4]
9. What are the risks of using computerized translation when you need to read a document written in another language? [LO-5]
10. What steps can you take to help someone from another culture adapt to your culture? [LO-5]
APPLY YOUR KNOWLEDGE
To review chapter content related to each question, refer to the indicated Learning Objective. 1. Does a company that had no business dealings outside
the United States need to concern itself with intercultural communication issues? Explain you answer. [LO-1]
2. Make a list of the top fi ve priorities in your life (for example, fame, wealth, family, spirituality, peace of mind, individual- ity, artistic expression). Compare your list with the priori- ties that appear to be valued in the culture in which you are currently living. (You can be as broad or as narrow as you like in defi ning culture for this exercise, such as overall U.S. culture or culture in your college or university.) Do your personal priorities align with the culture’s priorities? If not, how might this disparity aff ect your communication with other members of the culture? [LO-2]
3. How does making an eff ort to avoid assumptions contribute to the practice of cultural pluralism? [LO-3]
4. Why is it important to understand your own culture when attempting to communicate with people from other cultures? [LO-4]
5. Th ink about the last three movies or television shows set in the United States that you’ve watched. In what ways would these entertainment products be helpful or unhelpful for people from other countries trying to learn about U.S. culture? [LO-5]
PRACTICE YOUR SKILLS
Message for Analysis: Adapting to Cultural Differences [LO-5] Your boss wants to send a brief email message, welcoming employees recently transferred to your department from the company’s Hong Kong branch. Th ese employees, all of whom are Hong Kong natives, speak English, but your boss asks you to review his message for clarity. What would you suggest your boss change in the following email message—and why? Would you consider this message to be audience centered? Why or why not? (Hint: Do some quick research on Hong Kong to identify the style of English that people in Hong Kong are likely to speak.)
I wanted to welcome you ASAP to our little family here in the States. It’s high time we shook hands in person and not just across the sea. I’m pleased as punch about getting to know you all, and I for one will do my level best to sell you on America.
Exercises Active links for all websites in this chapter can be found on MyBcommLab; see your User Guide for instructions on access- ing the content for this chapter. Each activity is labeled accord- ing 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. Intercultural Communication: Recognizing Cultural Variations [LO-1], [LO-3], [LO-4] Review the defi nitions of the generations on page 69. Based on your year of birth, in which generation do you belong? Do you feel a part of this generation? Why or why not? If you were born out- side 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.
2. Intercultural Communication: Adapting to Cultural Variations [LO-2] 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 wilderness 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 management team, suggesting changes to the annual event that will allow all managers to participate.
CHAPTER 3 Communicating in a World of Diversity 83
3. Intercultural Communication: Recognizing Cultural Variations [LO-2] Diff erences in gender, age, and physical abilities contribute to the diversity of today’s workforce. Working with a classmate, role-play a conversation in which
a. a woman is being interviewed for a job by a male personnel manager.
b. an older person is being interviewed for a job by a younger personnel manager.
c. an employee who is a native speaker of English is being interviewed for a job by a hiring manager who is a recent immigrant with relatively poor English skills.
How did diff erences between the applicant and the interviewer shape the communication? What can you do to improve com- munication in such situations?
4. Intercultural Communication: Recognizing Cultural Variations [LO-3] You represent a Canadian toy company that’s negotiating to buy miniature truck wheels from a manufacturer in Osaka, Japan. In your fi rst meeting, you explain that your company expects to control the design of the wheels as well as the materials that are used to make them. Th e manufacturer’s representative looks down and says soft ly, “Perhaps that will be diffi cult.” You press for agreement, and to emphasize your willingness to buy, you show the prepared contract you’ve brought with you. However, the manufacturer seems increasingly vague and uninterested. What cultural diff erences may be interfering with eff ective communication in this situation? (Canada is considered a low-context culture; Japan is high-context.) In a brief email message to your instructor or a post on your class blog, share your analysis.
5. Intercultural Communication: Writing for Multiple- Language Audiences [LO-5] Reading English-language content written by nonnative speakers of English can be a good reminder of the challenges of communicating in another language. Th e writing can be confusing or even amusing at fi rst 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. (Th e “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 fi rst site you’ve found does have writing that sounds natural to a native U.S. English speaker, fi nd 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.
6. Intercultural Communication: Writing for Multiple- Language Audiences; Collaboration: Team Projects [LO-5] , Chapter 2 With a team assigned by your instructor,
review the Facebook pages of fi ve companies, looking for words and phrases that might be confusing to a non- native speaker of English. If you (or someone on the team) is a nonnative speaker, explain to the team why those word choices could be confusing. Choose three sentences, head- lines, company slogans, or other pieces of text that contain potentially confusing words and rewrite them to minimize the chances of misinterpretation. As much as possible, try to retain the tone of the original—although you may fi nd 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.
7. Intercultural Communication: Speaking with Multiple- Language Audiences; Collaboration: Team Projects [LO-5] , Chapter 2 Working with two other students, prepare a list of 10 examples of slang (in your own language) that might be misinterpreted or misunderstood during a business conversation with someone from another culture. Next to each example, suggest other words you might use to convey the same message. Do the alternatives mean exactly the same as the original slang or idiom? Submit your list of original words and suggested replacements, with an expla- nation of why each replacement is better than the original.
8. Intercultural Communication: Studying Cultures [LO-5] Choose a specifi c country, such as India, Portugal, Bolivia, Th ailand, or Nigeria, with which you are not familiar. Research the culture and write a brief summary for your class blog of what a U.S. manager would need to know about concepts of personal space and rules of social behavior in order to conduct business successfully in that country.
9. Intercultural Communication: Writing for Multiple- Language Audiences [LO-5] Explore the powers and limitations of free online translation services such as Yahoo! Babel Fish ( http://babelfi sh.yahoo.com ) or Google Translate ( http://translate.google.com ). Enter a sentence from this chapter, such as “Local markets are opening to worldwide competition as businesses of all sizes look for new growth opportunities outside their own countries.” First, translate the sentence from English to Spanish and click to complete the translation. Next, copy the Spanish version and paste it into the translation entry box and back-translate it from Spanish to English. Now repeat this test for German, French, Italian, or another language. Did the sentence survive the round trip? Does it still sound like normal business writing when translated back into English?
(1) What are the implications for the use of automated translation services for international correspondence? (2) Would you feel comfortable using an online tool such as this to translate an important business message? (3) How might you use this website to sharpen your intercultural communication skills? Summarize your fi nd ings in a brief report.
84 PART 1 Understanding the Foundations of Business Communication
10. Intercultural Communication: Speaking with Multiple- Language Audiences; Media Skills: Podcasting [LO-5] , Chapter 7 Your company was one of the fi rst to use pod- casting as a business communication tool. Executives fre- quently record messages (such as monthly sales summaries) and post them on the company’s intranet site; employees from the 14 offi ces in Europe, Asia, and North America then download the fi les to their music players or other de- vices and listen to the messages while riding the train to work, eating lunch at their desks, and so on. Your boss asks you to draft the opening statement for a podcast that will 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 interna- tional listeners. Improve the following statement in as many ways as you can: Howdy, comrades. Shouldn’t surprise anyone that we took a beating this year, given the insane pricing moves our knucklehead competitors have been making. I mean, how those clowns can keep turning a profi t is beyond me, what with steel costs still going through the roof and labor costs heating up—even in countries where everybody goes to fi nd cheap labor—and hazardous waste disposal regs adding to operating costs, too.
EXPAND YOUR SKILLS
Critique the Professionals Find an online business document—such as a company webpage, blog post, Facebook Info tab, or LinkedIn profi le—that you believe commits an intercultural communication blunder by failing to con- sider the needs of at least some of its target readers. For example, a website might use slang or idiomatic language that could confuse some readers, or it might use language that off ends some readers. In a post on your class blog, share the text you found and explain why you think it does not succeed as eff ective intercultural commu- nication. Be sure to include a link back to the original material.
Sharpening Your Career Skills Online Bovée and Th ill’s Business Communication Web Search, at http://businesscommunicationblog.com/websearch , is a unique research tool designed specifi cally for business communication research. Use the Web Search function to fi nd a website, video, podcast, or PowerPoint presentation that off ers advice on com- municating with business contacts in another country or culture. Write a brief email message to your instructor, describing the item that you found and summarizing the career skills informa- tion you learned from it.
CHAPTER 4 Planning Business Messages 85
Applying the Three-Step Writing Process
CHAPTER 4 Planning Business Messages
CHAPTER 5 Writing Business Messages
CHAPTER 6 Completing Business Messages
E very professional can learn to write more effectively
while spending less time and energy creating effective
messages. Discover a proven writing process that
divides the challenge of communicating into three simple
steps: planning, writing, and completing messages. The
process works for everything from blog posts to formal
reports to your résumé. With a bit of
practice, you’ll be using the
process to write more
effectively without even
thinking about it.
PART 2
85
86
Describe the three-step writing process
LEARNING OBJECTIVES After studying this chapter, you will be able to
Planning Business Messages
www.hrblock.com
Many U.S. taxpayers don’t think about their taxes until they absolutely have to, and then they want to think about taxes as little as possible. In this context of extreme apathy, H&R Block certainly has a challenge on its hands when it wants to communicate with taxpayers about tax preparation products and services.
H&R Block is the leading tax-preparation fi rm in the United States, with a range of options for virtually every class of taxpayer. Those who want to avoid the laborious chore of doing their own taxes can hand the job over to a tax professional in one of the company’s 13,000 offi ces nationwide. In contrast, those taxpayers who are willing to do most or all of the work themselves can choose from a variety of digital alternatives, including both PC software and web- based solutions.
Although tax preparation is one of the least exciting consumer experiences, H&R Block has developed a reputation for creative communication efforts that make use of the latest innovations in social media. For example, in a recent product launch that noted media expert Shel Israel characterized as “among the most extensive business-to- consumer social media campaigns in history,” the company used a variety of techniques to connect with potential customers: videos on YouTube (including a contest for user- created videos), profi les on MySpace and Facebook, Twitter microblogging, and “H&R Block Island” in the virtual world Second Life.
COMMUNICATION CLOSE-UP AT H&R BLOCK
4
1 2
3
4
5 Explain why it’s important to analyze a communication
situation in order to defi ne your purpose and profi le your
audience before writing a message
Discuss information-gathering options for simple
messages and identify three attributes of quality
information
List the factors to consider when choosing the most
appropriate medium for a message
Explain why good organization is important to both
you and your audience and list the tasks involved in
organizing a message
Test your mastery of this chapter and its
Learning Objectives. Visit mybcommlab.com to apply
what you’ve learned in Document Makeovers and
interactive simulation scenarios.
The tax services giant H&R Block uses social media extensively to build relationships with clients and customers. The company's YouTube channel, for example, offers videos with tax tips and gives H&R Block employees the opportunity to answer questions from viewers.
MyBcommLab
CHAPTER 4 Planning Business Messages 87
Understanding the Three-Step Writing Process Th e emphasis that H&R Block (profi led in the chapter-opening Communication Close- up) puts on connecting with customers is a lesson that applies to business messages for all stakeholders. Fortunately, by following the process introduced in this chapter, you can learn to create successful messages that meet audience needs and highlight your skills as a perceptive business professional.
Th e three-step writing process (see Figure 4.1 ) helps ensure that your messages are both eff ective (meeting your audience’s needs and getting your points across) and effi cient (making the best use of your time and your audience’s time):
● Step 1: Planning business messages. To plan any message, fi rst analyze the situation by defi ning your purpose and developing a profi le of your audience. When you’re sure what you need to accomplish with your message, gather information that will meet your audience’s needs. Next, select the right medium (oral, written, visual, or electronic) to deliver your message. Th en organize the information by defi ning your main idea, limit- ing 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. Aft er you’ve planned your message, adapt to your audience with sensitivity, relationship skills, and an appropriate writing style. Th en you’re ready to compose your message by choosing strong words, creating eff ective
The innovations aren’t simply about technology, however. In the spirit of Business Communication 2.0 (see Chapter 1 ), the company emphasizes a conversational, two-way approach in which the company listens as carefully as it speaks. For example, staffers follow a large number of Twitter users who have asked tax questions in the past, with the goal of maintaining an open channel of communication.
Particularly coming from a company that has a stodgy, old-school image in the minds of many people, this cutting- edge communication has surprised more than a few social media observers. Perhaps even more amazing is that H&R Block has actually generated some public interest in the fi eld of tax preparation. 1
Describe the three-step writing process.
1 LEARNING OBJECTIVE
Th e three-step writing process consists of planning, writing, and completing your message.
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.
Select the Right Medium Select the best medium for delivering your message.
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 files are distributed successfully.
Plan Write Complete1 2 3
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.
• Access this chapter’s simulation entitled The Communication Process, located at mybcommlab.com.
MyBcommLab
88 PART 2 Applying the Three-Step Writing Process
sentences, and developing coherent paragraphs. Writing business messages is dis- cussed in Chapter 5 .
● Step 3: Completing business messages. Aft er writing your fi rst draft , revise your message by evaluating the content, reviewing readability, and editing and rewriting until your message comes across concisely and clearly, with correct grammar, proper punctuation, and eff ective 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 fi nal product to ensure high quality and then distribute your message . Completing business messages is discussed in Chapter 6 .
Th roughout this book, you’ll learn how to apply these steps to a wide variety of business messages: short messages such as social network and blog posts ( Chapters 7 through 10 ), longer messages such as reports and wikis ( Chapters 13 through 15 ), oral presentations ( Chapters 16 and 17 ), and the employment messages you can use to build a great career ( Chapters 18 and 19 ).
OPTIMIZING YOUR WRITING TIME
Th e more you use the three-step writing process, the more intuitive and automatic it will become. You’ll also get better at allotting your time for each task during a writing project. Start by fi guring out how much time you have to spend on a given project. Th en, as a gen- eral rule, set aside roughly 50 percent of that time for planning, 25 percent for writing, and 25 percent for completing.
Allotting half your time for planning might seem excessive, but as the next section explains, careful planning usually saves time overall by focusing your writing and reducing rework. Of course, the ideal time split varies from project to project. Simpler and shorter messages require less planning than long reports, websites, and other complex projects. Also, the time required to produce and distribute messages can vary widely, depending on the media, the size of the audience, and other factors. However, start with the 50–25–25 split as a guideline and use your best judgment for each project.
PLANNING EFFECTIVELY
As soon as the need to create a message appears, inexperienced communicators are oft en tempted to dive directly into writing. However, skipping or shortchanging the planning stage oft en 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 fi nd and assemble the facts they’re looking for and deliver that information in a concise and compelling way. Second, with careful planning, the writing stage is faster, easier, and a lot less stressful. Th ird, planning can save you from embarrassing blunders that could hurt your company or your career.
Analyzing the Situation Every communication eff ort takes place in a particular situation, meaning you have a spe- cifi c message to send a specifi c audience under a specifi c set of circumstances. For example, describing your professional qualifi cations in an email message to an executive in your own company diff ers signifi cantly from describing your qualifi cations in your LinkedIn profi le. Th e email message is likely to be focused on one specifi c goal, such as explaining why you would be a good choice to head up a major project, and you have the luxury of focusing on the needs of a single, personally identifi able reader. In contrast, your social networking pro- fi le could have multiple goals, such as connecting with your peers in other companies and presenting your qualifi cations to potential employers, and it might be viewed by hundreds or thousands of readers, each with his or her own needs.
As a starting point, allot half your available time for planning, one-quarter for writing, and one-quarter for completing your messages—but adjust these percentages for each project.
Trying to save time by skimping on planning usually costs you more time in the long run.
Explain why it’s important to analyze a communication situation in order to defi ne your purpose and profi le your audience before writing a message.
2 LEARNING OBJECTIVE
CHAPTER 4 Planning Business Messages 89
Th e underlying information for these two messages could be roughly the same, but the level of detail to include, the tone of the writing, the specifi c word choices—these and other choices you need to make will diff er from one situation to another. Making the right choices starts with defi ning your purpose clearly and understanding your audience’s needs.
DEFINING YOUR PURPOSE
All business messages have a general purpose : to inform, to persuade, or to collaborate with the audience. Th is purpose helps defi ne the overall approach you’ll need to take, from gathering information to organizing your message. Within the scope of its general purpose, each message also has a specifi c purpose , which identifi es what you hope to accomplish with your message and what your audience should do or think aft er 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 specifi c purpose as precisely as possible, even to the point of identifying which audience members should respond, how they should respond, and when.
Aft er you have defi ned your specifi c purpose, take a moment for a reality check. Decide whether that purpose merits the time and eff ort 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 infl u- ence it, sending a critical message to your colleagues won’t change anything and won’t benefi t 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 strug- gling, you might send the message that you’re not tuned into the situation around you.
● Is the time right? People who are busy or distracted when they receive your message are less likely to pay attention to it. Many professions and departments have recurring cycles in their workloads, for instance, and messages sent during peak times may be ignored.
● Is your purpose acceptable to your organization? Your company’s business objec- tives and policies, and even laws that apply to your particular industry, may dictate whether a particular purpose is acceptable.
When you are satisfi ed 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
Th e more you know about your audience members, their needs, and their expectations, the more eff ectively you’ll be able to communicate with them. Follow these steps to conduct a thorough audience analysis (see Figure 4.2 on page 90):
● Identify your primary audience. For some messages, certain audience members may be more important than others. Don’t ignore the needs of less infl uential members, but make sure you address the concerns of the key decision makers.
● Determine audience size and geographic distribu- tion. A message aimed at 10,000 people spread around the globe will probably require a diff erent approach than one aimed at a dozen people down the hall.
● Determine audience composition. Look for similarities and diff erences in culture, language, age, education, organi- zational rank and status, attitudes, experience, motivations, and any other factors that could aff ect the successful recep- tion and decoding of your message.
Your general purpose may be to inform, to persuade, or to collaborate. Your specifi c purpose is what you hope to accomplish with your message and what your audience should do or think aft er receiving your message.
Wait to send a message, or do not send it at all, if • Nothing will change as a result
of sending • The purpose is not realistic • The timing is not right • The purpose is not acceptable to
your organization
Dig deep into audience needs with this
planning tool
This in-depth audience analysis tool can help you analyze audience needs for even the most complex communication scenarios. Go to http://real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Reading This PDF
90 PART 2 Applying the Three-Step Writing Process
● Gauge audience members’ level of understanding. If audience members share your general background, they’ll probably understand your material without diffi culty. If not, your message will need an element of education to help people understand your message.
● Understand audience expectations and preferences. For example, will members of your audience expect complete details or just a summary of the main points? In gen- eral, 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 audi- ence reaction aff ects message organization. If you expect a favorable response, you can state conclusions and recommendations up front and off er minimal supporting evidence. If you expect skepticism, you can introduce conclusions gradually and with more proof.
Gathering Information When you have a clear picture of your audience, your next step is to assemble the informa- tion that you will include in your message. For simple messages, you may already have all the information at hand, but for more complex messages, you may need to do considerable research and analysis before you’re ready to begin writing. Chapter 11 explores formal tech- niques for fi nding, evaluating, and processing information. Meanwhile, you can oft en use a variety of informal techniques to gather insights and guide your research eff orts:
● 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 in the direction you would like them to move?
Project: A report recommending that we close down the on-site exercise facility and subsidize private memberships at local health clubs.
• Primary audience: Nicole Perazzo, vice president of operations, and her supervisory team.
• Size and geographic distribution: Nine managers total; Nicole and five of her staff are here on site; three other supervisors are based in Hong Kong.
• Composition: All have experience in operations management, but several are new to the company.
• Level of understanding: All will no doubt understand the financial considerations, but the newer managers may not understand the importance of the on-site exercise facility to many of our employees.
• Expectations and preferences. They’re expecting a firm recommendation, backed up with well-thought-out financial rationale and suggestions for communicating the bad news to employees. For a decision of this magnitude, a formal report is appropriate; email distribution is expected.
• Probable reaction. From one-on-one discussions, I know that several of the managers receiving this report are active users of the on-site facility and won’t welcome the suggestion that we should shut it down. However, some nonexercisers generally think it’s a luxury the company can’t afford. Audience reactions will range from highly positive to highly negative; the report should focus on overcoming the highly negative reactions since they’re the ones I need to convince.
Audience analysis notes
Figure 4.2 Example of 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.
If audience members have diff erent levels of understanding of the topic, aim your message at the most infl uential decision makers.
To win over a skeptical audience, use a gradual approach and plenty of evidence.
Discuss information-gathering options for simple messages, and identify three attributes of quality information.
3 LEARNING OBJECTIVE
CHAPTER 4 Planning Business Messages 91
● Read reports and other company documents. Annual reports, fi nancial statements, news releases, blogs by industry experts, marketing reports, and customer surveys are just a few of the many potential sources. Find out whether your company has a knowledge-management system , a centralized database that collects the experiences and insights of employees throughout the organization.
● Ask supervisors, colleagues, customers, or people in your online networks. Fellow workers and customers may have information you need, or they may know what your audience will be interested in. And one of the huge advantages of social media is the ability to quickly locate experts and sources of vital information.
● Ask your audience for input. If you’re unsure what audience members need from your message, ask them. Admitting you don’t know but want to meet their needs will impress an audience more than guessing and getting it wrong.
UNCOVERING AUDIENCE NEEDS
In many situations, your audience’s information needs will be obvious, or readers will be able to tell you what they need. In other situations, though, people may be unable to articulate exactly what is needed. If someone makes a vague or broad request, ask ques- tions to narrow the focus. If your boss says, “Find out everything you can about Interscope Records,” narrow the investigation by asking which aspect of the company and its business is most important. Asking a question or two oft en forces the person to think through the request and defi ne 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 fi rm’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 to the two original plans. Use judgment, however; in some situations you need to provide only what the audience expects and nothing more.
FINDING YOUR FOCUS
You may encounter situations in which the assignment or objective is so vague that you have no idea how to get started in determining what the audience needs to know. In such cases, you can use some discovery techniques to help generate ideas and uncover possible avenues to research. One popular technique is free writing , in which you write whatever comes to mind, without stopping to make any corrections, for a set period of time. Th e 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 meas- ure, but that’s not important. Within that tangle of expressions, you might also fi nd some useful ideas and angles that hadn’t occurred to you yet—perhaps the crucial idea that will jumpstart the entire project.
Th e best discovery option in some cases might not be writing at all, but rather sketching . If you’re unable to come up with any words, grab a sketchpad and start drawing. While you’re thinking visually, your brain might release some great ideas that were trapped behind words.
Th e techniques listed under “Defi ning Your Main Idea” on page 100 can also be helpful if you don’t know where to start.
PROVIDING REQUIRED INFORMATION
Aft er you’ve defi ned your audience’s information needs, be ready 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
If you’re given a vague request, ask questions to clarify it before you plan a response.
If appropriate, include additional information that might be helpful, even though the requester didn’t specifi cally ask for it.
If you’re stuck for ideas, try free writing or sketching ideas instead of writing them.
Need some fresh creative inspiration?
If you’re stuck on a project and your brain could use a little spark, try these unusual, creative techniques to break through tough problems. Go to http://real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real- Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Reading This Article
92 PART 2 Applying the Three-Step Writing Process
quickly tell whether a message fails to deliver. For example, consider this message request- ing information from employees:
We are exploring ways to reduce our offi ce space leasing costs and would like your input on a proposed plan in which employees who telecommute on alternate days could share offi ces. Please let me know what you think of this proposal.
Th e message fails to tell employees everything they need to know in order to provide meaningful responses. Th e what could be improved by identifying the specifi c information points the writer needs from employees (such as whether individual telecommuting pat- terns are predictable enough to allow scheduling of shared offi ces). Th e 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
Th e quality of the information you provide is every bit as important as the quantity . Inaccurate information in business messages can cause a host of problems, from embarrassment and lost productivity to serious safety and legal issues. You may commit the organization to promises it isn’t able to keep—and the error could harm your reputation as a reliable businessperson. Th anks to the Internet, inaccurate information may persist for years aft er 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. You must be particularly careful when using sources you fi nd online. As you’ll read in Chapter 11 , the simplicity of online publishing and the frequent lack of editorial oversight call for extra care in using online information. Be sure to review any mathematical or fi nancial calculations. Check all dates and schedules and examine your own assumptions and conclusions to be certain they are valid.
Be Sure the Information Is Ethical
By working hard to ensure the accuracy of the information you gather, you’ll also avoid many ethical problems in your messages. If you do make an honest mistake, such as
Test the completeness of your document by making sure it answers all six journalistic questions: who , what , when , where , why , and how .
Be certain that the information you provide is accurate and that the commitments you make can be kept.
ETHICS DETECTIVE
Your company, Furniture Formations, creates a variety of home furniture products, with extensive use of fi ne woods. To preserve the look and feel of the wood, your craft speople use an oil-based fi nish that you purchase from a local building products wholesaler. Th e workers apply the fi nish with rags, which are thrown away aft er each project. Aft er a news report about spontaneous combustion of waste rags in other furniture shops, you grow concerned enough to contact the wholesaler and ask for verifi cation of the product’s safety. Th e wholesaler knows that you’ve been considering a nonfl ammable, water- based alternative from another source but tries to assure you with the following message:
Seal the rags in an approved container and dispose of it according to local regulations. As you probably already know, county regulations require all com- mercial users of solvent-based materials to dispose of left over fi nishes at the county’s hazardous waste facility.
You’re still not satisfi ed. You visit the website of the oil’s manufacturer, Minwax, and fi nd the following cautionary statement about the product you’re currently using:
For some products, when oil-soaked rags and other porous waste are improperly discarded, heat can build up which may result in fl ames that immedi- ately feed on the oil-soaked material. Th is phenom- enon is known as spontaneous combustion and can be avoided simply by immersing all wood-fi nishing materials, including rags, steel wool and other waste, in a water-fi lled, metal container. Seal the container and dispose of in accordance with local regulations.
ANALYSIS Was the wholesaler guilty of an ethical lapse in this case? If yes, explain what you think the lapse is and why you believe it is unethical. If no, explain why you think the statement qualifi es as ethical.
Solving the Case of the Missing Safety Warning
A clear sense of ethics should guide your decisions when determining how much detail to include in your message.
CHAPTER 4 Planning Business Messages 93
delivering information you initially thought to be true but later found to be false, contact the recipients of the message immediately and correct the error. No one can reasonably fault you in such circumstances, and people will respect your honesty.
Messages can also be unethical if important information is omitted (see “Ethics Detec- tive: Solving the Case of the Missing Safety Warning”). Of course, as a business profes- sional, 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 detail to avoid misleading your audience. If you’re unsure how much information your audience needs, off er as much as you believe best fi ts your defi nition of complete and then off er 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 eff orts to prioritize the information they need and fi lter out the information they don’t. Moreover, by focusing on the information that concerns your audience the most, you increase your chances of accomplishing your own communication goals.
If you don’t know your audience or if you’re communicating with a large group of people who have diverse interests, use common sense to identify points of interest. Audience factors such as age, job, location, income, and education can give you a clue. If you’re trying to sell memberships in a health club, you might adjust your message for athletes, busy professionals, families, and people in diff erent locations or in diff erent income brackets. Th e 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. In these cases, your only choice is to try to accom- modate the likely range of audience members.
Selecting the Right Medium A medium is the form through which you choose to communicate a message. You may choose to talk with someone face to face, post to a blog, send an email message, or create a webcast. Th e range of media possibilities is wide and growing wider all the time. In fact, with so many options now available, selecting the best medium for a given message is itself an important communication skill (see Figure 4.3 ).
Audiences respond best to information that has been fi ltered and prioritized to meet their needs.
Rely on common sense if you don’t know enough about your audience to know exactly what will interest them.
List the factors to consider when choosing the most appropriate medium for a message.
4 LEARNING OBJECTIVE
Figure 4.3 Media Choices Online video has become one of the most important media for business communication. On its branded YouTube channel, Burton Snowboards offers numerous short videos that portray the excitement of snowboarding.
94 PART 2 Applying the Three-Step Writing Process
Although media categories have become increasingly blurred in recent years, for the sake of discussion, you can think of media as being oral , written , visual , or electronic (which oft en combines several media types).
ORAL MEDIA
Oral media include face-to-face conversations, interviews, speeches, and in-person presentations and meetings. By giving communicators the ability to see, hear, and react to each other, oral media are useful for encouraging people to ask questions, make comments, and work together to reach a consensus or decision. For example, experts recommend that managers engage in frequent “walk-arounds,” chatting with employees to get input, answer their questions, and interpret important business events and trends. 2
Of course, if you don’t want a lot of questions or interaction, using oral media can be an unwise choice. However, consider your audience carefully before decid- ing to limit interaction by choosing a diff erent medium. As a manager, you will encounter unpleasant situations (declining an employee’s request for a raise, for example)
for which sending an email message or otherwise avoiding personal contact will seem appealing to you. In many such cases, though, you owe the other party the opportunity to ask questions or express concerns. More over, facing the tough situations in person will earn you a reputation as an honest, caring manager.
WRITTEN MEDIA
Written messages take many forms, from traditional memos to glossy reports that rival magazines in production quality. Memos are brief printed documents traditionally used for the routine, day-to-day exchange of information within an organization. In many or- ganizations, social networking, IM, email, blogs, and other electronic media have largely replaced paper memos.
Letters are brief written messages generally sent to recipients outside the organization. In addition to conveying a particular message, they perform an important public relations function in fostering good working relationships with customers, suppliers, and others. Many organizations save time and money on routine communication with form letters , in which a standard message is personalized as needed for each recipient.
Reports and proposals are usually longer than memos and letters, although both can be created in memo or letter format. Th ese documents come in a variety of lengths, rang- ing from a few pages to several hundred, and are usually fairly formal in tone. Chapters 13 through 15 discuss reports and proposals in detail.
VISUAL MEDIA
Although you probably won’t work with many messages that are purely visual (with no text), the importance of visual elements in business communication continues to grow. Traditional business messages rely primarily on text, with occasional support from graph- ical elements such as charts, graphs, or diagrams to help illustrate points discussed in the text. However, many business communicators are discovering the power of messages in which the visual element is dominant and supported by small amounts of text. For the purposes of this discussion, you can think of visual media as any format in which one or more visual elements play a central role in conveying the message content (see Figure 4.4 ).
Messages that combine powerful visuals with supporting text, sometimes known as infographics , can be eff ective 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 eff ective at describing complex ideas and processes because they can
The higher you rise in an organization, the more time you’ll spend talking and listening. Your ability to communicate with people from virtually any background will be key to your success.
Nonelectronic written messages have been replaced in many instances by electronic media, although printed messages still have a place in business today.
In some situations, a message that is predominantly visual, with text used to support the illustration, can be more eff ective than a message that relies primarily on text.
Oral communication is best when you need to encourage interaction, express emotions, or monitor emotional responses.
CHAPTER 4 Planning Business Messages 95
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 depictions can be easier to remember than purely textual descriptions or explanations. Chapter 12 off ers more information on visual design.
ELECTRONIC MEDIA
Th e range of electronic media is broad and continues to grow even broader, from phone calls and podcasts to blogs and wikis to email and text messaging. When you want to make a powerful impression, using electronic media can increase the excitement and visual appeal with interactivity, animation, audio, and video.
Th e growth of electronic communication options is both a blessing and a curse for business communicators. On the one hand, you have more tools than ever before to choose from, with more ways to deliver rational and emotional content. On the other hand, the sheer range of choices can complicate your job, because you oft en need to choose among multiple media and you need to know how to use each medium successfully.
From the audience’s perspective, a common frustration with electronic media is lack of integration, with people being forced to use an ever-growing arsenal of separate but overlapping media options in order to stay informed. 3 As the options multiply, the struggle to monitor multiple sources of information can consume considerable time and energy. To minimize frustration and maximize productivity, company managers should establish clear expectations for the use of electronic media and carefully integrate—or offi cially choose not to use—each new media innovation.
You’ll learn more about using electronic media throughout this book (in Chapter 7 , in particular), but for now, here is a quick overview of the major electronic media being used in business:
● Electronic versions of oral media. Th ese media include telephone calls, teleconferenc- ing, voice-mail messages, audio recordings such as compact discs and podcasts, voice
Figure 4.4 Visual Media In traditional business messages, visual elements usually support the text. However, in some instances, the message can be presented more effectively by reversing that relationship—basing the message on a dominant visual and using text to support that image.
In general, use electronic media to deliver messages quickly, to reach widely dispersed audiences, and to take advantage of rich multimedia formats.
Today’s audiences can get frustrated with the sheer number of electronic media in the workplace.
96 PART 2 Applying the Three-Step Writing Process
synthesis (creating audio signals from computer data), voice recognition (converting audio signals to computer data), and even animated online characters (see Figure 4.5 ). Internet telephony services such as Skype that use VoIP (which stands for Voice over IP , the Internet Protocol) continue to grow in popularity. Although audio-only telephone calls can’t convey all the nonverbal signals of an in-person conversation, they can con- vey quite a few, including tone of voice, pace, laughter, pauses, and so on. Of course, video phone calls can replace much of the nonverbal content missing from audio calls; 40 percent of Skype’s call volume is video calls. 4
● Electronic versions of written media. Th ese options range from email and IM to blogs, websites, social networks, and wikis. Th ese media are in a state of constant change, in terms of both what is available and who tends to use which media. For example, email has been a primary business medium for the past decade or two, but it is being replaced in many cases by IM, blogs, text messaging, and communication via social networks. 5 Chapter 7 takes a closer look at email, IM, blogs, and social networks; Chapter 14 discusses wikis in more detail.
● Electronic versions of visual media. Th ese choices can include electronic presentations (using Microsoft PowerPoint, Google Docs, Apple Keynote, and other soft ware), com- puter animation (using soft ware such as Adobe Flash to create many of the animated sequences you see on websites, for example), and video (YouTube quickly became a ma- jor business communication channel). Multimedia refers to use of two or more media to craft a single message, typically some combination of audio, video, text, and visual graphics. Multimedia advances continue to create intriguing communication possibili- ties, such as augmented reality , in which computer-generated text, graphics, and sounds are superimposed onto a user’s physical reality, either on a device display or directly onto the physical world itself. For example, the French company Presselite off ers iPhone and iPad applications that superimpose information about businesses and other points of interest on the display as the user aims the built-in camera around his or her location. 6
For more on the latest innovations in electronic media, visit http://real-timeupdates .com/bct11 and click on Chapter 4 .
FACTORS TO CONSIDER WHEN CHOOSING MEDIA
In some situations, you have little or no choice of which medium to use. For instance, your department might use IM for all short internal messages and a wiki for longer status reports, and you’ll be expected to use those media as well. In other situations, you’ll have the opportunity to choose the medium (or media) for a particular message. Table 4.1 lists the general advantages and disadvantages of each medium. In addition, be sure to consider how your message is aff ected by these important factors:
● Media richness. Richness is a medium’s ability to (1) convey a message through more than one informational cue (visual, verbal, vocal), (2) facilitate feedback,
Figure 4.5 Electronic Oral Media Many websites now feature talking animated fi gures, sometimes called avatars , offering website visitors a more engaging experience.
Media range from lean (few information cues, few feedback mechanisms, no personalization) to rich (many cues, simple feedback, personalization).
CHAPTER 4 Planning Business Messages 97
and (3) establish personal focus. Th e richest medium is face-to-face communica- tion; it’s personal, provides immediate feedback (verbal and nonverbal), and conveys the emotion behind a message. 7 Multimedia presentations and multimedia web- pages are also quite rich, with the ability to present images, animation, text, mu- sic, sound eff ects, and other elements (see Figure 4.6 on page 98). Many electronic media are also interactive , in that they enable audiences to participate in the com- munication process. At the other extreme are the leanest media—those that com- municate in the simplest ways, provide no opportunity for audience feedback, and aren’t personalized. In general, use richer media to send nonroutine or complex mes- sages, to humanize your presence throughout the organization, to communicate caring to employees, and to gain employee commitment to company goals. Use leaner media to send routine messages or to transfer information that doesn’t require signifi cant explanation. 8
● Message formality. Your media choice is a nonverbal signal that aff ects 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 email message.
● Media limitations. Every medium has limitations. For instance, IM is ideal for communicating simple, straightforward messages, but it is less eff ective for sending complex messages.
● 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
TABLE 4.1 Media Advantages and Disadvantages
Media Type Advantages Disadvantages
Oral • Provide opportunity for immediate feedback • Promote interaction • Involve rich nonverbal cues (both physical gestures and
vocal infl ection) • Allow you to express the emotions behind the message
• Restrict participation to those physically present • Unless recorded, provide no permanent, verifi able record of
the communication • In most cases, reduce communicator’s control over the
message • Other than for messages that are prewritten and rehearsed,
offer no opportunity to revise or edit spoken words
Written • Allow you to plan and control your message • Reach geographically dispersed audiences • Offer a permanent, verifi able record • Minimize the distortion that can result with oral and some
forms of electronic messages • Can be used to avoid immediate interactions • Can help you control the emotional aspects of an
interchange by eliminating interpersonal communication
• Offer limited opportunities for timely feedback • Lack the rich nonverbal cues provided by oral media • Can require more time and more resources to create and
distribute, relative to oral media • Elaborate documents can require special skills in preparation
and production
Visual • Can convey complex ideas and relationships quickly • Often less intimidating than long blocks of text, particularly
for nonnative readers • Can reduce the burden on the audience to fi gure out how
the pieces of a message or concept fi t together
• Can require artistic skills to design • Require some technical skills to create • Can require more time to create than an equivalent amount of
text • Are more diffi cult to transmit and store than simple textual
messages
Electronic • Deliver messages quickly • Reach geographically dispersed audiences • Can offer the persuasive power of multimedia formats • Enable audience interaction through social media features • Can increase accessibility and openness within an
organization and between an organization and its external stakeholders
• Are easy to overuse (sending too many messages to too many recipients)
• Present privacy risks and concerns (exposing confi dential data; employer monitoring; accidental forwarding)
• Present security risks (viruses and spyware; network breaches)
• Create productivity concerns (frequent interruptions, lack of integration among multiple electronic media in use at the same time, and time wasted on nonbusiness uses)
Some media deliver messages faster than others, but don’t use instantaneous delivery to create a false sense of urgency.
98 PART 2 Applying the Three-Step Writing Process
members’ time and workloads. If a message isn’t urgent and doesn’t require immedi- ate feedback, choose a medium such as email that allows people to respond at their convenience.
● Cost. Cost is both a real fi nancial factor and a perceived nonverbal signal. For example, depending on the context, extravagant (and expensive) video or multimedia presenta- tions can send a nonverbal signal of sophistication and professionalism—or careless disregard for company budgets.
● Audience preferences. Be sure to consider which medium or media your audience expects or prefers. 9 For instance, businesspeople in the United States, Canada, and Germany emphasize written messages, whereas in Japan professionals tend to empha- size oral messages—perhaps because Japan’s high-context culture carries so much of the message in nonverbal cues and “between-the-lines” interpretation. 10
Organizing Your Information Organization can make the diff erence between success and failure. Compare the two ver- sions of the message in Figure 4.7 . Th e ineff ective version exhibits several common organi- zation mistakes: taking too long to get to the point, including irrelevant material, getting ideas mixed up, and leaving out necessary information.
RECOGNIZING THE IMPORTANCE OF GOOD ORGANIZATION
Good organization helps your readers or listeners in three key ways. First, it helps them understand your message. In a well-organized message, you make the main point clear at the outset, present additional points to support that main idea, and satisfy all the informa- tion needs of the audience. But if your message is poorly organized, your meaning can be obscured, and your audiences may form inaccurate conclusions about what you’ve written or said.
Second, good organization helps receivers accept your message. If your writing ap- pears confused and disorganized, people will likely conclude that the thinking behind the writing is also confused and disorganized. Moreover, eff ective messages oft en 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.
Th ird, good organization saves your audience time. Well-organized messages are effi - cient. Th ey contain only relevant ideas, and they are brief. Moreover, each piece of informa- tion is located in a logical place in the overall fl ow; each section builds on the one before to create a coherent whole, without forcing people to look for missing pieces.
When choosing the appropriate medium, don’t forget to consider your audience’s preferences and expectations.
Standard reports Static webpages Mass media Posters & signs
Custom reports Letters & memos Email & IM Wikis Blogs Podcasts
Telephone calls Teleconferencing Video (including vodcasts, vlogs, video IM)
Face-to-face conversations Multimedia presentations Multimedia webpages Virtual reality
Leaner: fewer cues,
no interactivity, no personal focus
Richer: multiple cues, interactive, personalized
Figure 4.6 Media Richness Business media vary widely in terms of richness , which is the number of informational cues available, their ability to incorporate feedback, and the degree to which they can be personalized.
Good organization helps audience members understand your message, accept your message, and save time.
Explain why good organization is important to both you and your audience, and list the tasks involved in organizing a message.
5 LEARNING OBJECTIVE
Good organization saves you time and energy in the writing and completing phases.
CHAPTER 4 Planning Business Messages 99
General Nutrition Corporation has been doing business with ComputerTime since I was hired six years ago. Your building was smaller then, and it was located on the corner of Federal Avenue and 2nd N.W. Jared Mallory, our controller, was one of your first customers. I still remember the day. It was the biggest check I’d ever written. Of course, over the years, I’ve gotten used to larger purchases.
Our department now has 15 employees. As accountants, we need to have our computers working so that we can do our jobs. The DVD recorder we bought for my assistant, Suzanne, has been a problem. We’ve taken it in for repairs three times in three months to the authorized service center, and Suzanne is very careful with the machine and hasn’t abused it. After all those repairs, it still doesn’t work right, and she’s tired of hauling it back and forth. We’re all putting in longer hours because it is our busy season, and none of us has a lot of spare time.
This is the first time we’ve returned anything to your store, and I hope you’ll agree that we deserve a better deal.
Defective DVD recorder (HTML)
Defective DVD recorder: request for replacement
Dear Customer Service Representative:
Can you please exchange the faulty DVD record/play drive (Olympic Systems, Model PRS-2) that GNC purchased on November 15, 2008? The drive began malfunction- ing soon after my assistant installed it on her computer (an HP Compaq dc5100), and we’ve had trouble with it ever since.
We took the drive to the authorized service center and were assured that the problem was merely a loose connection. The service representative fixed the drive, but in April we had to have it fixed again—another loose connection. For the next three months, the drive worked reasonably well, although the recording time was occasionally slow. Two months ago, the drive stopped working again. Once more, the service representative blamed a loose connection and made the repair. The drive is again operational, but it occasionally makes odd noises and takes an inordinate amount of time to record a disc.
Although all the repairs have been relatively minor and have been covered by the one-year warranty, we are not satisfied with the drive. We would like to exchange it for a similar model from another manufacturer.
GNC has done business with your store for six years, and we look forward to purchasing from you in the future after this matter is resolved successfully. Please let us know your answer by September 20.
Sincerely, Jill Saunders Accounting Supervisor
Defective DVD recorder (HTML)
Defective DVD recorder
Requests a specific action from the reader
Fails to explain the purpose of the letter and immediately gets bogged down in irrelevant details
Provides details in the body so that the reader can understand why Saunders thinks a problem exists
Opens with her request and immediately follows that with relevant details
Provides a detailed history of the problem so that the reader clearly understands her frustration
Emphasizes (in a calm, respectful way) that GNC won’t be buying anything else until this problem is resolved
Waits until the second paragraph to even introduce the main idea
Fails to provide specific information about the problem
Fails to specify what she wants the reader to do
Figure 4.7 Improving the Organization of a Message The improved version of this email message is clear and effi cient, presenting only the necessary information in a logical sequence. Apply Figure 4.7’s key concepts by revising a new document. Go to
Chapter 4 in mybcommlab.com and select Document Makeovers.
MyBcommLab
100 PART 2 Applying the Three-Step Writing Process
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 com- posing material that you don’t need. You spend far less time rewriting, trying to extract sensible meaning from disorga- nized rambling. Last but far from least, organizational skills are good for your career because they help you develop a reputation as a clear thinker who cares about your readers.
DEFINING YOUR MAIN IDEA
Th e topic of your message is the overall subject, and your main idea is a specifi c statement about that topic (see Table 4.2 ). For example, if you believe that the current system of using paper forms for fi ling 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 claim-fi ling system would reduce costs for the company and reduce reimburse- ment delays for employees.
In longer documents and presentations, you oft en need to unify a mass of material with a main idea that encompasses all the individual points you want to make. Finding a com- mon 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 questions as you can, without stopping to criticize or organize. Aft er 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 fi nd a group of ideas related to fi nancial return, another related to competition, and so on. Identifying such groups helps you see the major issues that will lead you to a conclusion you can feel confi dent about.
● Journalistic approach. Introduced earlier in this chapter, the journalistic approach asks who , what , when , where , why , and how questions to distill major ideas from unor- ganized information.
● Question-and-answer chain. Start with a key question, from the audience’s perspec- tive, and work back toward your message. In most cases, you’ll fi nd that each answer generates new questions until you identify the information that needs to be in your message.
● Storyteller’s tour. Some writers fi nd it best to talk through a communication challenge before they try to write. Record yourself as you describe what you intend to write. Th en 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.
Th e topic is the overall subject; the main idea is a specifi c statement about the topic.
TABLE 4.2 Defi ning Topic and Main Idea
General Purpose Example of Specifi c 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 profi ts
Incentive pay Tying wages to profi ts motivates employees and reduces compensation costs in tough years.
Smart advice for brainstorming sessions
Generate better ideas in less time with these helpful tips. Go to http://real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Watching This PowerPoint Presentation
CHAPTER 4 Planning Business Messages 101
● Mind mapping. You can generate and organize ideas using a graphic method called mind mapping . Start with a main idea and then branch out to connect every other related idea that comes to mind (see Figure 4.8 ). You can fi nd a number of free mind- mapping tools online, including http://bubbl.us .
LIMITING YOUR SCOPE
Th e 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. Th e length of some business messages has a preset limit, whether from a boss’s instructions, the technology you’re using, or a time frame such as individual speaker slots during a seminar. Even if you don’t have a preset length, it’s vital to limit yourself to the scope needed to convey your main idea—and no more (see Figure 4.9 on the next page).
Whatever the length of your message, keep 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. Listing 20 or 30 supporting points might feel as though you’re being thorough, but your audience is likely to view such detail as rambling and mind numbing. Instead, group your supporting points under major headings, such as fi nance, customers, competitors, employees, or whatever is appropri- ate for your subject. Look for ways to distill your supporting points so that you have a smaller number with greater impact.
Th e number of words, pages, or minutes you need to communicate and support your main idea depends on your topic, your audience members’ familiarity with the material, their receptivity to your conclusions, and your credibility.
Are all the good sites taken in Dallas?
Audience concerns
Brainstorming: Report on new store site analysis
My concerns
Writing issues
Report distribution issues
If any available, how expensive?
Why does StarMarkets always get the best locations?
Is Dallas market viable if we can’t get 10 good locations?
Convey my team’s contribution without looking like we’re boasting
Corrected financial assumptions
Streamlined broker selection process
Site research still takes too long—how to explain?
Revenue potential at six sites leased so far?
I don’t have time to write entire report
Complaints about lack of detail in reports
Better brokers?
Willing to pay more?
Highly confidential—can’t be emailed
Can we present at board meeting?
Breaks out points that are important to the writer
Breaks out points that are potentially important to the target audience
Divides and subdivides each information point to isolate individual questions and issues
Identifies concerns about the writing process (separate from the content of the report itself)
Highlights another set of process issues, those related to how the report will be distributed
Figure 4.8 Using the Mind-Mapping Technique to Plan a Writing Project Mind mapping is a helpful technique for identifying and organizing the many ideas and pieces of information that a complex writing task usually entails. Software (MindJet’s MindManager in this case) makes it easy to create graphical output—such as this diagram, which shows the writer’s own concerns about a report, her insights into the audience’s concerns, and several issues related to writing and distributing the report.
Wrap your mind around mind mapping
See mind mapping in action in this colorfully illustrated presentation. Go to http://real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
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Th e scope of your message is the range of information you present to support your main idea.
Limit the number of support points; having fewer, stronger points is a better approach than using many, weaker points.
102 PART 2 Applying the Three-Step Writing Process
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
Aft er you’ve defi ned 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:
● Th e direct approach. When you know your audience will be receptive to your mes- sage, use the direct approach : Start with the main idea (such as a recommendation, a conclusion, or a request) and follow that with your supporting evidence.
● Th e indirect approach. When your audience will be skeptical about or even resistant to your message, use the indirect approach : Start with the evidence fi rst and build your case before presenting the main idea.
To choose between these two alternatives, analyze your audience’s likely reaction to your purpose and message (see Figure 4.10 ). Bear in mind, however, that Figure 4.10 presents only general guidelines; always consider the unique circumstances of each mes- sage and audience situation. Th e following sections off er more insight on choosing the best approach for routine and positive messages, negative messages, and persuasive messages.
Th e type of message also infl uences the choice of the direct or indirect approach. In the coming chapters, you’ll get specifi c advice on choosing the best approach for a variety of communication challenges.
The site’s navigation is designed to let individual audience segments (in this case, content providers), find messages that address their unique concerns.
The first paragraph states the main idea, that Blu-ray is the ideal format for high- definition media content.
Each of the next four paragraphs focuses on one major supporting point, with carefully chosen details to back up each supporting point— without overloading the reader with too much detail or irrelevant information.
Figure 4.9 Limiting the Scope of a Message The Blu-ray Disc Association is the industry consortium that oversees the technical standards and other matters related to Blu-ray discs used for movies, music, and data storage. In this section of its website, the association describes the benefi ts of the Blu-ray format, with a separate message for each of four stakeholder groups. This particular screen describes the benefi ts for one of those groups ( content providers , such as movie studios). Notice how the scope of the message is limited to supporting a single main idea—the business benefi ts of Blu-ray for this specifi c audience.
Use the direct approach if the audience’s reaction is likely to be positive and the indirect approach if it is likely to be negative.
CHAPTER 4 Planning Business Messages 103
You may want to experiment with other organizational schemes in addition to traditional outlines.
OUTLINING YOUR CONTENT
Aft er you have chosen the best approach, it’s time to fi gure out the most logical and eff ective 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 compli- cated 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 4.11 on page 104).
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 (see Figure 4.12 on page 104). Put the main idea, like the top executive in a company, in the highest-level box to establish the big picture. Th e 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 or- ganized into divisions and departments. 11 Using a visual chart instead of a traditional outline has many benefi ts. Charts help you (1) see the various levels of ideas and how the parts fi t to- gether, (2) develop new ideas, and (3) restructure your information fl ow. Th e mind-mapping technique used to generate ideas works in a similar way.
Whichever outlining or organizing scheme you use, start your message with the main idea, follow that with major supporting points, and then illustrate these points with evidence.
Start with the Main Idea
Th e main idea helps you establish the goals and general strategy of the message, and it sum- marizes two vital considerations: (1) what you want your audience members to do or think
Th e main idea is a specifi c statement about your topic.
Ne ut
ra l
Di sp
le as
ed
Un in
te re
st ed
Un w ill in
g
Pl ea
se d
In te
re st ed
Ea ge
r
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 justify a negative answer. 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.
Figure 4.10 Choosing Between the Direct and Indirect Approaches Think about the way your audience is likely to respond before choosing your approach.
Get helpful tips on creating an outline
for any project
Learn these proven steps for creating robust, practical outlines. Go to http://real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
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104 PART 2 Applying the Three-Step Writing Process
Main idea
A. Evidence
B. Evidence
A. Evidence
B. Evidence
A. Evidence
C. Evidence
II. Major pointI. Major point III. Major point
B. Evidence
Figure 4.12 Organization Chart Method for Outlining The organization chart approach is helpful when you’re faced with a large variety of facts, fi gures, and other bits of information and aren’t quite sure how they all might relate to one another. When you gather pieces of evidence together under major points, a clearer picture of the main idea will emerge.
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 aft er the evi- dence 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 fi nancial—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 oft en correspond to the parts of the object. When you’re giving a historical account, major points represent events in the chronological chain of events. If your purpose is to persuade or to collaborate, select major points that develop a line of reasoning or a logical argument that proves your central message and motivates your audience to act.
Major supporting points clarify and explain your main idea.
I. First major point
A. First subpoint
B. Second subpoint
1. Examples and evidence
2. Examples and evidence
a. Detail
b. Detail
3. Examples and evidence
C. Third subpoint
II. Second major point
A. First subpoint
1. Examples and evidence
2. Examples and evidence
B. Second subpoint
Subpoint B is supported with three sets of examples and evidence (1,2, and 3), the second of which is further subdivided with two detail sections.
The first major point is divided into three subpoints (A, B, and C).
The particular message is divided into two major points (I and II).
Figure 4.11 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.
MyBcommLab
Apply Figure 4.11’s key concepts by revising a new document. Go to Chapter 4 in mybcommlab.com and select Document Makeovers.
CHAPTER 4 Planning Business Messages 105
Provide Examples and Evidence
Aft er you’ve defi ned the main idea and identifi ed major supporting points, think about examples and evidence that can confi rm, illuminate, or expand on 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 com- posing your fi rst draft . Th en review it with a fresh eye, looking for opportunities to improve the fl ow of ideas.
BUILDING READER INTEREST WITH STORYTELLING TECHNIQUES
Storytelling might seem like an odd subject for a business course, but narrative techniques can be an eff ective way to organize messages in a surprising number of business communica- tion situations, from recruiting and training employees to enticing investors and customers. Storytelling is such a vital means of communicating that, in the words of management consult- ant Steve Tobak, “It’s hard to imagine your career going anywhere if you can’t tell a story.” 12 Fortunately, you’ve been telling stories all your life, so narrative techniques already come naturally to you; now it’s just a matter of adapting those techniques to business situations.
You’ve already been on the receiving end of thousands of business stories— storytelling is one of the most common structures used in television commercials and other advertisements (see Figure 4.13 on page 106). People love to share stories about themselves and
Back up your supporting points with carefully selected examples and evidence.
TABLE 4.3 Six Types of Detail
Type of Detail Example Comment
Facts and fi gures
Sales are strong this month. We have two new contracts worth $5 million and a good chance of winning another worth $2.5 million.
Enhances credibility more than any other type. Can become boring if used excessively. Most common type used in business.
Example or illustration
We’ve spent four months trying to hire recent accounting graduates, but so far, only one person has joined our fi rm. One candidate told me that she would love to work for us, but she can get $10,000 more a year elsewhere.
Adds life to a message, but one example does not prove a point. Idea must be supported by other evidence as well.
Description Upscale hamburger restaurants target burger lovers who want more than the convenience and low prices of a McDonald’s burger. These places feature wine and beer, half-pound burgers, and generous side dishes (nachos, potato skins). Atmosphere is key.
Helps audience visualize the subject by creating a sensory impression. Does not prove a point but clarifi es it and makes it memorable. Begins with an overview of the function; defi nes its purpose, lists major parts, and explains how it operates.
Narration (storytelling)
When Rita Longworth took over as CEO, she faced a tough choice: shut down the tablet PC division entirely or outsource manufacturing as a way to lower costs while keeping the division alive. As her fi rst step, she convened a meeting with all the managers in the division to get their input on the two options. (Story continues from there.)
Stimulates audience interest throughout dramatic tension. In many instances, must be supplemented with statistical data in order to prove a point convincingly.
Reference to authority
I discussed this idea with Jackie Loman in the Chicago plant, and she was very supportive. As you know, Jackie has been in charge of that plant for the past six years. She is confi dent that we can speed up the number 2 line by 150 units an hour if we add another worker.
Bolsters a case while adding variety and credibility. Works only if authority is recognized and respected by audience.
Visual aids Graphs, charts, tables, infographics, data visualization Helps audience grasp the key points about sets of data or visualize connections between ideas.
106 PART 2 Applying the Three-Step Writing Process
others, too, which makes social media ideal for storytelling. 13 User-generated content, such as Toyota’s Auto-Biography campaign highlighted in Chapter 1 , is usually all about storytelling.
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 fi rm. Entrepreneurs use stories to help investors see how their new ideas have the potential to aff ect people’s lives (and therefore generate lots of sales). Stories can be cautionary tales as well, dramatizing the consequences of career blunders, ethical mistakes, and strategic missteps.
1. Various images inside the shed, such as this photo of company founder Yvon Chouinard, are hotspots that pull up stories about the company, its customers, and its products.
2. The second screen offers a brief summary of the story, with just enough detail to allow site visitors to grasp the main idea of the story without giving it all away.
3. The third screen offers a slightly expanded summary of the story. Note how this is the story of a single product but also the story of how the company’s design philosophy evolved.
4. Website visitors who want more details can view a video or read a story about how Chouinard’s observation of Nepali porters led him to create a new product and change the company’s approach to product design. Persuasive communication about the product and the company occurs throughout this story, but it is subtle and unobtrusive.
Figure 4.13 Storytelling at Patagonia Patagonia’s Tin Shed website serves two storytelling functions. The tin shed (Patagonia’s fi rst building) plays a key role in the story of the company’s founding and early years, and the online image of the shed offers gateways to a growing collection of stories on such topics as how various Patagonia products came into being, how outdoor enthusiasts use the company’s products, and how Patagonia is engaged with various causes related to the outdoors.
CHAPTER 4 Planning Business Messages 107
A key reason storytelling can be so eff ective 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 con- clusions 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.” 14
In addition, stories can demonstrate cause-and-eff ect relationships in a compelling fashion. 15 Imagine attending a new employee orientation and listening to the trainer read off a list of ethics rules and guidelines. Now imagine the trainer telling the story of someone who sounded a lot like you in the very near future, fresh out of college and full of energy and ambition. Desperate to hit demanding sales targets, the person in the story began enter- ing transactions before customers had actually agreed to purchase, hoping the sales would eventually come through and no one would be the wiser. However, the scheme was exposed during a routine audit, and the rising star was booted out of the company with an ethical stain that would haunt him for years. You may not remember all the rules and guidelines, but chances are you will remember what happened to that person who sounded a lot like you. Th is ability to share organizational values is one of the major benefi ts of using storytell- ing in business communication, particularly across diverse workforces. 16
A classic story has three basic parts. Th e beginning of the story presents someone whom the audience can identify with in some way, and this person has a dream to pursue or a problem to solve. (Th ink of how movies and novels oft en start by introducing a likable character who immediately gets into danger, for example.) Th e 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. Th e 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 even- tually succeed or fail? Th e end of the story answers that question and usually off ers a lesson to be learned about the outcome as well.
By the way, even though these are “stories,” these 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. 17
Consider adding an element of storytelling whenever your main idea involves the op- portunity to inspire, to persuade, to teach, or to warn readers or listeners about the potential outcomes of a particular course of action.
For fresh ideas and media materials on planning messages, visit http://real- timeupdates .com/bct11 and click on Chapter 4 . For a quick refresher on message-planning tasks, see “Checklist: Planning Business Messages.”
Storytelling is an eff ective way to organize many business messages because it helps readers personalize the message and understand causes and consequences.
Organize stories in three parts: a beginning that introduces a sympathetic person with a dream or a challenge, a middle that shows the complications to be overcome, and an ending that resolves the situation and shows 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
aft er 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 medium for your message.
● Understand the advantages and disadvantages of oral, written, visual, and electronic media.
● Consider media richness, formality, media limitations, urgency, cost, and audience preference.
D. Organize your information. ● Defi ne your main idea. ● Limit your scope. ● Choose the direct or indirect approach. ● Outline content by starting with the main idea, adding
major points, and illustrating with evidence. ● Look for opportunities to use storytelling to build
audience interest.
✓Checklist Planning Business Messages
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Quick Learning Guide
SUMMARY OF LEARNING OBJECTIVES
Describe the three-step writing process. (1) Planning consists of four tasks: analyzing the situation (defi ning your purpose and profi ling your audience), gathering the information to meet your audience’s needs, selecting the best medium for the message and the situation, and organizing the information (defi ning your main idea, limiting your scope, selecting an approach, and outlining your content). (2) Th e writing step consists of two tasks: adapting to your audience and composing the message. Adapt your message to your audience by being sensitive to audience needs, building a strong relationship with your audience, and controlling your style. Compose your message by draft ing your thoughts with strong words, eff ective 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 eff ective 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. Explain why it’s important to analyze a communication situation in order to defi ne your purpose and profi le 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 profi le is essential as well because doing so helps you identify the information you need to include in your message and is the most eff ective way to structure your message. Discuss information-gathering options for simple messages, and identify three attributes of quality information. Gathering the information that will fulfi ll your audience’s needs is a vital step before you attempt to organize your content. For more complex documents, you may need to plan a research project to acquire all the necessary information. However, for simple messages, if you don’t already have all the information you need, you can gather it by using other methods, such as considering the audience’s perspective, reading existing reports and other company documents, talking with supervisors and others who have information and insight, and asking your audience members directly for their input. To determine whether the information you’ve gathered is good enough, verify that it is accurate, ethical, and pertinent to the audience’s needs. List the factors to consider when choosing the most appropriate medium for a message. Th e fi rst 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 specifi c limitations of each medium, the level of urgency, the cost of various media options, and your audience’s preferences. Explain why good organization is important to both you and your audience, and list the tasks involved in organizing a message. When you organize messages carefully, you save time and conserve creative energy because the writing process is quicker and you spend less time rewriting. Good organization also helps your audience members understand your message, it helps them accept your message, and it saves them time as well. Th e tasks involved in organizing your message include defi ning 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.
1
2
3
4
5
CHAPTER OUTLINE
Understanding the Three-Step Writing Process
Optimizing Your Writing Time
Planning Effectively
Analyzing the Situation Defi ning Your Purpose
Developing an Audience Profi le
Gathering Information Uncovering Audience Needs
Finding Your Focus
Providing Required Information
Selecting the Right Medium Oral Media
Written Media
Visual Media
Electronic Media
Factors to Consider When Choosing Media
Organizing Your Information Recognizing the Importance of Good Organization
Defi ning Your Main Idea
Limiting Your Scope
Choosing Between Direct and Indirect Approaches
Outlining Your Content
Building Reader Interest with Storytelling Techniques
108
MyBcommLab
KEY TERMS
direct approach Message organization that starts with the main idea (such as a recommendation, a conclusion, or a request) and follows that with your supporting evidence
free writing An exploratory technique in which you write whatever comes to mind,
without stopping to make any corrections, for a set period of time
general purpose Th e 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 your case before presenting the main idea
journalistic approach Verifying the completeness of a message by making sure it answers the who , what , when , where , why , and how questions
letters Brief written messages generally sent to recipients outside the organization
main idea A specifi c statement about the topic
109
✓Checklist Planning Business Messages
A. Analyze the situation. ● Determine whether the purpose of
your message is to inform, persuade, or collaborate.
● Identify what you want your audience to think or do aft er 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 medium for your message. ● Understand the advantages and
disadvantages of oral, written, visual, and electronic media.
● Consider media richness, formality, media limitations, urgency, cost, and audience preference.
D. Organize your information. ● Defi ne your main idea. ● Limit your scope. ● Choose the direct or indirect
approach. ● Outline content by starting with the
main idea, adding major points, and illustrating with evidence.
● Look for opportunities to use storytelling to build audience interest .
medium Th e form through which you choose to communicate a message
memos Brief printed documents traditionally used for the routine, day-to- day exchange of information within an organization; most have been replaced by electronic media
multimedia Refers to the use of two or more media to deliver a message, typically some combination of audio, video, text, and visual graphics
scope Th e range of information presented in a message, its overall length, and the level of detail provided
specifi c purpose Identifi es what you hope to accomplish with your message and what your audience should do or think aft er receiving your message
topic Th e overall subject of a message
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.
Select the Right Medium Select the best medium for delivering your message.
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 files are distributed successfully.
Plan Write Complete1 2 3
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.
110 PART 2 Applying the Three-Step Writing Process
Robert Turtledove, H&R Block’s chief marketing offi cer, was impressed enough with your communication skills and social media experience to add you to the team that markets H&R Block’s digital tax-preparation solutions. Using the insights you gained in this chapter, address these two communication challenges.
INDIVIDUAL CHALLENGE: Your fi rst assignment is to write a 50-word introduction to the H&R Block At Home tax software (formerly known as TaxCut) that can be used whenever the company needs a concise summary. For example, your text will be loaded into the IM chat system so that whenever anyone asks about the software, customer service representatives can send your text with just one mouse click. Visit www.hrblock .com to learn more about the various versions of the At Home software. Use this information to write your 50-word summary and then email it to your instructor.
TEAM CHALLENGE: An ongoing dilemma for marketers in many industries is trying to offer targeted products and services that meet the needs of specifi c market segments without creating so many versions that the range of choices overwhelms the consumer. For example, H&R Block can help taxpayers in a variety of ways: several versions of web-based tax software, several versions of downloadable software, professional preparation, and a hybrid service called Best of Both, in which the taxpayer does most of the work using the software and an H&R Block professional helps with advice and verifi cation. Simply helping consumers understand the choices available can become a considerable communication challenge in its own right.
With your team, analyze the company’s website at www.hrblock.com in terms of its ability to help a taxpayer understand the various options and choose the one that meets his or her unique needs. For example, are the services clearly distinguished from one another, and can the average taxpayer understand the distinctions being made? What improvements might you suggest? Prepare a brief summary of your analysis as a class presentation or a post on your class blog, as your instructor directs.
COMMUNICATION CHALLENGES AT H&R BLOCK
TEST YOUR KNOWLEDGE
To review chapter content related to each question, refer to the indicated Learning Objective. 1. What are the three major steps in the writing process? [LO-1] 2. What are the benefi ts of planning your messages carefully,
particularly longer and more complex messages? [LO-1] 3. What two types of purposes do all business messages have?
[LO-2] 4. What do you need to know in order to develop an audience
profi le? [LO-2] 5. What is the value of free writing and other discovery
techniques? [LO-3] 6. What three factors determine media richness? [LO-4] 7. What are the main advantages of oral media? Of written
media? Of visual media? Of electronic media? [LO-4] 8. How does the topic of a message diff er from its main idea?
[LO-5] 9. Why is it important to limit the scope of a message? [LO-5] 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. 1. Some writers argue that planning messages wastes time
because they inevitably change their plans as they go along. How would you respond to this argument? Briefl y explain. [LO-1]
2. A day aft er sending an email to all 1,800 employees in your company regarding income tax implications of the company’s retirement plan, you discover that one of the sources you relied on for your information plagiarized from other sources. You quickly double-check all the information in your message and confi rm that it is accurate. However, you are concerned about using plagiarized information, even though you did nothing wrong. Write a brief email message to your instruc- tor, explaining how you would handle the situation. [LO-3]
3. As a member of the public relations department, which medium (or media) would you recommend using to inform the local community that your toxic-waste cleanup program has been successful? Why? [LO-4]
4. Would you use the direct or indirect approach to ask employees to work overtime to meet an important deadline? Please explain. [LO-5]
5. You have been invited to speak at an annual industry con- ference. Aft er preparing the outline for your presentation, you see that you’ve identifi ed 14 diff erent points to support your main idea. Should you move ahead with creating the slides for your presentation or move back and rethink your outline? Why? [LO-5]
CHAPTER 4 Planning Business Messages 111
PRACTICE YOUR SKILLS
Message for Analysis: Outlining Your Content [LO-5] A writer is working on an insurance information brochure and is having trouble grouping the ideas logically into an outline. Using the following information, prepare the outline, paying attention to the appropriate hierarchy of ideas. If necessary, re- write phrases to make them all consistent.
Accident Protection Insurance Plan
• Coverage is only pennies a day
• Benefi t is $100,000 for accidental death on common carrier
• Benefi t is $100 a day for hospitalization as result of motor vehicle or common carrier accident
• Benefi t is $20,000 for accidental death in motor vehicle accident
• Individual coverage is only $17.85 per quarter; family coverage is just $26.85 per quarter
• No physical exam or health questions
• Convenient payment—billed quarterly
• Guaranteed acceptance for all applicants
• No individual rate increases
• Free, no-obligation examination period
• Cash paid in addition to any other insurance carried • Covers accidental death when riding as fare-paying
passenger on public transportation, including buses, trains, jets, ships, trolleys, subways, or any other common carrier
• Covers accidental death in motor vehicle accidents occurring while driving or riding in or on automobile, truck, camper, motor home, or nonmotorized bicycle
Exercises Active links for all websites in this chapter can be found on MyBcommLab; see your User Guide for instructions on access- ing the content for this chapter. Each activity is labeled accord- ing to the primary skill or skills you will need to use. To review relevant chapter content, you can refer to the indicated Learn- ing Objective. In some instances, supporting information will be found in another chapter, as indicated.
1. Planning: Identifying Your Purpose; Media Skills: Email [LO-2] Make a list of communication tasks you’ll need to accomplish in the next week or so (for example, a homework assignment, an email message to an instructor, a job application, or a speech to a class). For each, determine a general and a specifi c purpose.
2. Planning: Identifying Your Purpose [LO-2] For each of the following communication tasks, state a specifi c purpose (if you have trouble, try beginning with “I want to . . .”). a. A report to your boss, the store manager, about the out-
dated items in the warehouse b. A memo to clients about your booth at the upcoming
trade show
c. A letter to a customer who hasn’t made a payment for three months
d. A memo to employees about the department’s high phone bills
e. A phone call to a supplier, checking on an overdue parts shipment
f. A report to future users of the computer program you have chosen to handle the company’s mailing list
3. 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 fi nal-notice collection letter from an appliance manu-
facturer to an appliance dealer that is 3 months behind on payments, sent 10 days before initiating legal collec- tion procedures
b. An advertisement for digital cameras c. A proposal to top management, suggesting that the four
sales regions in the United States be combined into just two regions
d. Fliers to be attached to doorknobs in the neighborhood, announcing reduced rates for chimney cleaning or repairs
e. A cover letter sent along with your résumé to a potential employer
f. A website that describes the services off ered by a con- sulting fi rm that helps accounting managers comply with government regulations
4. Planning: Assessing Audience Needs [LO-2] Choose a fairly simple electronic device (such as a digital music player or digital camera) that you know how to operate well. Write two sets of instructions for operating the device: one set for a reader who has never used that type of device and one set for someone who is generally familiar with that type of machine but has never operated the specifi c model. Briefl y explain how your two audiences aff ect your instructions.
5. Planning: Identifying Your Purpose [LO-2] List fi ve messages you have received lately, such as direct-mail promotions, letters, email messages, phone solicitations, and lectures. For each, determine the general purpose and the specifi c purpose; then answer the following questions: (1) Was the message well timed? (2) Did the sender choose an appropriate medium for the message? (3) Was the send- er’s purpose realistic?
6. Planning: Analyzing the Situation; Media Skills: Elec- tronic Presentations [LO-2] Go to the PepsiCo website, at www.pepsico.com , and locate the latest annual report. Read the annual report’s letter to shareholders. Who is the audience for this message? What is the general purpose of the message? What do you think this audience wants to know from the chairman of PepsiCo? Summarize your answers in a one-page report or fi ve-slide presentation, as your instructor directs.
112 PART 2 Applying the Three-Step Writing Process
7. Planning: Analyzing the Situation; Collaboration: Planning Meetings [LO-2] , Chapter 2 How can the material discussed in this chapter also apply to meetings, as discussed in Chapter 2 ? Outline your ideas in a brief pres- entation or a post for your class blog.
8. Planning: Creating an Audience Profi le; Collabora- tion: Team Projects [LO-2] , [LO-3] , Chapter 2 With a team assigned by your instructor, compare the Facebook pages of three companies in the same industry. Analyze the content on all the available tabs. What can you surmise about the intended audience for each company? Which of the three does the best job of presenting the information its target audience is likely to need? Prepare a brief presenta- tion, including slides that show samples of the Facebook content from each company.
9. Planning: Analyzing the Situation, Selecting Media; Media Skills: Email [LO-2], [LO-4] , Chapter 9 You are the head of public relations for a cruise line that oper- ates out of Miami. You are shocked to read a letter in a lo- cal newspaper from a disgruntled passenger, complaining about the service and entertainment on a recent cruise. You need to respond to these publicized criticisms in some way. What audiences will you need to consider in your response? What medium or media should you choose? If the letter had been published in a travel publication widely read by travel agents and cruise travelers, how might your course of action have diff ered? In an email message to your instruc- tor, explain how you will respond.
10. Planning: Assessing Audience Needs; Media Skills: Blogging; Communication Ethics: Making Ethical Choices [LO-3] , Chapter 1 Your supervisor has asked you to withhold important information that you think should be included in a report you are preparing. Disobey- ing 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.
11. Planning: Outlining Your Content [LO-5] Using the improved version of the GNC email message in Figure 4.7 , draw an organizational chart similar to the one shown in Figure 4.12 . Fill in the main idea, the major points, and the
evidence provided in this letter. ( Note: Your diagram may be smaller than the one shown in Figure 4.12 .)
12. 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. Th e following information is in your fi les. Eliminate topics that aren’t essential and then arrange the other topics so that your report will give top managers a clear understanding of the heating system and a balanced, concise justifi cation for installing it. • History of the development of the cogeneration heating
process • Scientifi c credentials of the developers of the process • Risks assumed in using this process • Your plan for installing the equipment in the headquarters
building • Stories about the successful use of cogeneration
technology in comparable facilities • Specifi cations 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
13. 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 briefl y explain why. Would any of these messages be inappropriate for email? Explain. a. A message to the owner of an automobile dealership,
complaining about poor service work b. A message from a recent college graduate, requesting a
letter of recommendation from a former instructor c. A message turning down a job applicant d. A message announcing that because of high air-condi-
tioning costs, the plant temperature will be held at 78°F during the summer
e. A message from an advertising agency to a troublesome long-term client, explaining that the agency will no longer be able to work on the client’s account
CHAPTER 4 Planning Business Messages 113
14. Planning: Choosing the Direct or Indirect Approach [LO-5] If you were trying to persuade people to take the following actions, how would you organize your argument? a. You want your boss to approve your plan for hiring two
new people. b. You want to be hired for a job. c. You want to be granted a business loan. d. You want to collect a small amount of money from a
regular customer whose account is slightly past due. e. You want to collect a large amount of money from a
customer whose account is seriously past due. 15. Planning: Using Storytelling Techniques; Commu-
nication Ethics: Providing Ethical Leadership: Media Skills: Podcasting [LO-5] , Chapter 1 Research recent in- cidents of ethical lapses by a business professional or execu- tive in any industry. Choose one example that has a clear story “arc” from beginning to end. Outline a cautionary tale that explains the context of the ethical lapse, the choice the person made, and the consequences of the ethical lapse. Script a podcast (aim for roughly 3 to 5 minutes) that tells the story. If you instructor directs, record your podcast and post to your class blog.
EXPAND YOUR SKILLS
Critique the Professionals Locate an example of professional communication in any me- dium that you think would work equally well—or perhaps bet- ter—in another medium. Using the media selection guidelines in this chapter and your understanding of the communication process, write a brief analysis (no more than one page) of the company’s media choice and explain why your choice would be at least as eff ective. Use whatever medium your instructor re- quests for your report and be sure to cite specifi c elements from the piece and support from the chapter.
Sharpening Your Career Skills Online Bovée and Th ill’s Business Communication Web Search, at http:// businesscommunicationblog.com/websearch , is a unique re- search tool designed specifi cally for business communication research. Use the Web Search function to fi nd a website, video, podcast, or PowerPoint presentation that off ers advice on planning a report, speech, or other business message. Write a brief email message to your instructor, describing the item that you found and summarizing the career skills information you learned from it.
114
Identify the four aspects of being sensitive to audience
needs when writing business messages
Explain how establishing your credibility and projecting
your company’s image are vital aspects of building strong
relationships with your audience
Explain how to achieve a tone that is conversational but
businesslike, explain the value of using plain language,
and defi ne active and passive voice
Describe how to select words that are not only correct
but also effective
Defi ne the four types of sentences and explain how
sentence style affects emphasis within a message
Defi ne the three key elements of a paragraph and list fi ve
ways to develop unifi ed, coherent paragraphs
Identify the most common software features that help you
craft messages more effi ciently
Test your mastery of this chapter and its
Learning Objectives. Visit mybcommlab.com to apply
what you’ve learned in Document Makeovers and
interactive simulation scenarios.
LEARNING OBJECTIVES After studying this chapter, you will be able to
Writing Business Messages
http://creativecommons.org
Have you ever noticed that tiny © symbol on books, DVDs, music CDs, and other media products? It means that the person or organization that created the item is granted copyright protection, the exclusive legal right to produce, distribute, and sell that creation. Anyone who wants to resell, redistribute, or adapt such works usually needs to secure permission from the current copyright holder.
However, what if you want people to remix the song you just recorded or use your graphic designs in whatever artistic compositions they might want to create? Or if you want to give away some of your creative works to get your name out there, without giving up all your legal rights to them? Alternatively, suppose you need a few photos or a video clip for a website? Other than for limited personal and educational use, a conventional copyright requires every person to negotiate a contract for every application or adaptation of every piece of work he or she wants to use.
The search for some middle ground between “all rights reserved” and simply giving your work away led Stanford University law professor Lawrence Lessig to co-found Creative Commons. This nonprofi t organization’s goal is to provide a simple, free, and legal way for musicians, artists, writers, teachers, scientists, and others to collaborate and benefi t through the sharing of art and ideas. Instead of the everything- or-nothing approach of traditional copyright, Creative Commons offers a more fl exible range of “some rights reserved” options.
COMMUNICATION CLOSE-UP AT CREATIVE COMMONS
5
5
2
1
3
4
6
7
Joi Ito, CEO of Creative Commons, uses a variety of communication vehicles to convince copyright owners to explore new ways of sharing and protecting their creative works.
MyBcommLab
CHAPTER 5 Writing Business Messages 115
Adapting to Your Audience: Being Sensitive to Audience Needs As they work to persuade their audiences to consider new forms of copyright protection, Joi Ito and his colleagues at Creative Commons (profi led in the chapter-opening Communica- tion Close-up) realize 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 selfi sh ques- tion: “What’s in this for me?” If your intended audience members think a message does not apply to them or doesn’t meet their needs, they won’t be inclined to pay attention to it. Follow the example set by the Creative Commons website, which addresses a diverse audience of artists, lawyers, and business professionals but fi ne-tunes specifi c messages for each group of people.
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 adopt- ing 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 off er 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 .
Messages that emphasize “I” and “we” risk sounding selfi sh and uninterested in the audi- ence. Such messages feel like they are all about the sender, not the receiver.
However, the “you” attitude is more than simply using particular pronouns; it’s a mat- ter of genuine interest and concern. You can use you 25 times in a single page and still ignore your audience’s true concerns. If you’re talking 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 dissatisfi ed 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.
Th e customer didn’t receive the order on time.
You must correct all fi ve copies by noon. All fi ve copies must be corrected by noon.
Japanese venture capitalist Joichi (“Joi”) Ito is now Creative Commons’s CEO, bringing an entrepreneur’s perspective to the organization’s business model. Through a variety of media, Ito continues to promote the benefi ts of simplifying the legal constraints on sharing and reusing intellectual property, whether for creative expression or scientifi c research. Millions of Creative
Commons licenses have been initiated for musical works, images, short fi lms, educational materials, novels, and more. This approach can’t solve the entire dilemma of copyrights in the digital age, and not everyone agrees with the Creative Commons model, but it has created an easier way for creative people to communicate and collaborate. 1
Identify the four aspects of being sensitive to audience needs when writing business messages.
1 LEARNING OBJECTIVE
Readers and listeners want to know how your messages will benefi t them.
Th e “you” attitude is best implemented by expressing your message in terms of the audience’s interests and needs.
Avoid using you and yours when doing so • Makes you sound dictatorial • Could make someone else feel
unnecessarily guilty • Is inappropriate for the culture • Goes against your
organization’s style
• Access this chapter’s simulation entitled The Communication Process, located at mybcommlab.com.
MyBcommLab
116 PART 2 Applying the Three-Step Writing Process
As you practice using the “you” attitude, be sure to consider the attitudes of other cul- tures 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 refer- ences to you and I in most messages and reports.
MAINTAINING STANDARDS OF ETIQUETTE
You know how it feels to be treated inconsiderately; when that happens, you probably react emotionally and pay less attention to the off ending message. By being courteous to members of your audience, you show consideration for them and foster a more successful environment for communication.
On occasions when you experience frustration with coworkers, customers, or others, you may be tempted to say what you think in blunt terms. But venting your emotions rarely improves the situation and can jeopardize your audience’s goodwill. Demonstrate your diplomatic skills by controlling your emotions and communicating calmly and politely:
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 fi rm 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.
Written communication and most forms of electronic media generally require more tact than oral communication ( Figure 5.1 ). When you’re speaking, your words are 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 off end someone in writing or in a podcast, for example, you don’t usually get the immediate feedback you would need to resolve the situ- ation. In fact, you may never know that you off ended your audience.
EMPHASIZING THE POSITIVE
During your career, you will have many occasions in which you need to communicate bad news. As you rise through the ranks of management, you will encounter situations in which unpleasant news can signifi cantly aff ect the personal and fi nancial well-being of employees, customers, and investors. However, there is a big diff erence between delivering negative news and being negative. When the tone of your message is negative, you put unnecessary strain on business relationships.
Never try to hide negative news, but always be on the lookout for positive points that will foster a good relationship with your audience: 2
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.
You can communicate negative news without being negative.
Although you may be tempted now and then to be brutally frank, try to express the facts in a kind and thoughtful manner.
CHAPTER 5 Writing Business Messages 117
The conversation has needlessly degenerated into an argument by this point.
Agent is practically accusing the customer of lying.
Agent’ s accusation puts the customer in a defensive, negative frame of mind.
Agent immediately assumes that the customer is at fault.
Customer starts with a simple description of the problem.
Agent expresses sympathy for the customer’s plight, which establishes an emotional bond and encourages more effective communication.
The conversation continues in a positive mood, with the focus on solving the problem, not on blaming the customer.
Ineff ectiv
e
Effec tive
Figure 5.1 Fostering a Positive Relationship with an Audience In the “ineffective” example, notice how the customer service agent’s unfortunate word choices immediately derail this IM exchange. In the “effective” example, a more sensitive approach allows both people to focus on solving the problem.
Apply Figure 5.1’s key concepts by revising a new document. Go to Chapter 5 in mybcommlab.com and select Document Makeovers.
MyBcommLab
118 PART 2 Applying the Three-Step Writing Process
If you fi nd 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
Th e problem with this department is a failure to control costs.
Th e performance of this department can be improved by tightening cost controls.
You failed to provide all the necessary information on the previous screen.
Please review the items marked in red on the previous screen so that we can process your order as quickly as possible.
If you’re trying to persuade audience members to buy a product, pay a bill, or perform a service for you, emphasize what’s in it for them. When people recognize the benefi ts 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 off end your audience. Look for appropriate opportunities to use euphemisms —words or phrases that express a thought in milder terms—that convey your meaning without carrying negative or unpleasant connotations. For example, one common euphemism is referring to people beyond a certain age as “senior citizens,” rather than “old people.” Senior conveys respect in a way that old doesn’t.
Euphemisms can bring a tone of civility to unpleasant communication, but they must be used with great care because they are so easy—and so tempting—to misuse. Euphemisms can be annoying if they force readers to “read between the lines” to get the 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 immediate layoff s or plans to begin implementing layoff s. Th is is a diffi cult situation for everyone involved, and managers can be tempted to resort to euphemisms such as stream- lining , restructuring , improving effi ciency , reducing layers , or eliminating redundancies to avoid using the word layoff . 3 Doing so might ease the emotional burden on the writer and promote the illusion that the message isn’t as negative as it really is. However, these eu- phemisms can fail the “you” attitude test, as well as the standards of ethical information, by failing to answer the question every reader in these situations has, which is simply: Am I going to lose my job?
If you are considering using a euphemism, ask yourself this question: Are you trying to protect the reader’s feelings or your own feelings? Even if it is unpleasant, people generally respond better to an honest message delivered with integrity than they do to a sugar-coated message that obscures the truth.
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 per- sonal characteristics. Contrary to what some may think, biased language is not simply about “labels.” To a signifi cant degree, language refl ects the way we think and what we believe, and biased language may well perpetuate the underlying stereotypes and prejudices that 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
When you are off ering criticism or advice, focus on what the person can do to improve.
Show your audience members how they will benefi t from responding to your message in the way you would like them to respond.
Euphemisms, equivalent words or phrases that express a thought in milder terms, can ease the blow of negative news, but they must be used carefully to avoid annoying or misleading the audience.
Biased language can perpetuate stereotypes and prejudices.
CHAPTER 5 Writing Business Messages 119
also appear to be fair. 5 Good communicators make every eff ort 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. Avon’s Andrea Jung, Ogilvy & Mather’s Shelly Lazarus, and Xerox’s Ursula Burns, for example, all 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.
TABLE 5.1 Overcoming Bias in Language
Examples Unacceptable Preferable
Gender Bias Using words containing man Man-made Artifi cial, synthetic, manufactured, constructed,
human-made
Mankind Humanity, human beings, human race, people
Manpower Workers, workforce
Businessman Executive, manager, businessperson, professional
Salesman Sales representative, salesperson
Foreman Supervisor
Using female-gender words Actress, stewardess Actor, fl ight attendant
Using special designations Woman doctor, male nurse Doctor, nurse
Using he to refer to “everyone” The average worker . . . he The average worker . . . he or she OR Average workers . . . they
Identifying roles with gender The typical executive spends four hours of his day in meetings.
Most executives spend four hours a day in meetings.
the consumer . . . she consumers . . . they
the nurse/teacher . . . she nurses/teachers . . . they
Identifying women by marital status Mrs. Norm Lindstrom Maria Lindstrom OR Ms. Maria Lindstrom
Norm Lindstrom and Ms. Drake Norm Lindstrom and Maria Drake OR Mr. Lindstrom and Ms. Drake
Racial and Ethnic Bias Assigning stereotypes Not surprisingly, Shing-Tung Yau excels in
mathematics. Shing-Tung Yau excels in mathematics.
Identifying people by race or ethnicity Mario M. Cuomo, Italian-American politician and ex-governor of New York
Mario M. Cuomo, politician and ex-governor of New York
Age Bias Including age when irrelevant Mary Kirazy, 58, has just joined our trust
department. Mary Kirazy has just joined our trust department.
Disability Bias Putting the disability before the person
Disabled workers face many barriers on the job.
Workers with physical disabilities face many barriers on the job.
An epileptic, Tracy has no trouble doing her job.
Tracy’s epilepsy has no effect on her job performance.
120 PART 2 Applying the Three-Step Writing Process
● Age bias. As with gender, race, and ethnic background, mention the age of a person only when it is relevant. Words that refer to age carry a variety of positive and negative connotations—and not only when referring to people beyond a certain age. For example, young can imply youthfulness, inexperience, or even immaturity, depending on how it’s used.
● Disability bias. Physical, mental, sensory, or emotional impairments should never be mentioned in business mes- sages unless those conditions are directly relevant to the subject. If you must refer to someone’s disability, put the person fi rst and the disability second. 7 For example, by
People are more likely to react positively to your message when they have confi dence in you.
To enhance your credibility, emphasize such factors as honesty, objectivity, and awareness of audience needs.
Explain how establishing your credibility and projecting your company’s image are vital aspects of building strong relationships with your audience.
2 LEARNING OBJECTIVE
Building credibility online
Follow these steps to build your credibility as an online voice. Go to http://real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Reading This Article
Get detailed advice on using
bias-free language
This in-depth guide offers practical tips for avoiding many types of cultural bias in your writing and speaking. Go to http://real- timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Reading This PDF
saying “employees with physical handicaps,” not “handicapped employees,” you focus on the whole person, not the disability. Finally, never use outdated terminology such as crippled or retarded .
Adapting to Your Audience: Building Strong Relationships Successful communication relies on a positive relationship between sender and receiver. Establishing your credibility and projecting your company’s image are two vital steps in building and fostering positive business relationships.
ESTABLISHING YOUR CREDIBILITY
Audience responses to your messages depend heavily on your credibility , a measure of your believability, based on how reliable you are and how much trust you evoke in others. With audiences who already know you, you’ve already established some degree of cred- ibility, based on past communication eff orts. As long as you haven’t let people down in the past, they are inclined to accept each new message from you. However, with audiences that don’t know you, you need to establish credibility before they’ll accept—or perhaps even pay attention to—your messages (see Figure 5.2 ). 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 audiences know 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 certifi cation, special training, past successes, or simply the fact that you’ve done your research.
● Endorsements. An endorsement is a statement on your behalf by someone who is accepted by your audience as an expert.
● Performance. Demonstrating impressive communica- tion skills is not enough; people need to know they can count on you to get the job done.
● Sincerity. When you off er praise, don’t use hyperbole , such as “you are the most fantastic employee I could ever imagine.” Instead, point out specifi c qualities that warrant praise.
In addition, audiences need to know that you believe in yourself and your message. If you lack faith in yourself, you’re likely to communicate an uncertain attitude that
CHAPTER 5 Writing Business Messages 121
undermines your credibility. In contrast, if you are convinced that your message is sound, you can state your case with authority. Look out for phrases containing words such as hope and trust , which can drain the audience’s confi dence 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. On the other hand, when you do establish credibility, communication becomes much easier because you no longer have to spend time and energy convincing people that you are a trustworthy source of information and ideas.
PROJECTING YOUR COMPANY’S IMAGE
When you communicate with anyone outside your organization, you represent your company and therefore play a vital role in helping the company build and maintain posi- tive relationships with all its stakeholders. Most successful companies work hard to foster a specifi c public image, and your external communication eff orts 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 specifi c communication guidelines that show every- thing from the correct use of the company name to preferred abbreviations and other
Summarizes Ford’s background and describes the services she offers.
Builds her credibility as a customer service expert by listing major clients.
Builds her credibility as a presenter by mentioning a prestigious honor related to public speaking.
Figure 5.2 Building Credibility Lisa Ford is a highly regarded expert in the fi eld of customer service, but she still takes care to communicate her qualifi cations as a presenter so that potential audience members who aren’t familiar with her work can appreciate the expertise she has to offer.
Your company’s interests and reputation take precedence over your personal communication style.
122 PART 2 Applying the Three-Step Writing Process
grammatical details. Specifying a desired style of communication is more diffi cult, how- ever. Observe more experienced colleagues, and never hesitate to ask for editorial help to make sure you’re conveying the appropriate tone. For instance, with clients entrusting thousands or millions of dollars to it, an investment fi rm communicates in a style quite dif- ferent from that of a clothing retailer. And a clothing retailer specializing in high-quality business attire communicates in a diff erent 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. You can vary your style to sound forceful or objective, personal or formal, colorful or dry. Th e right choice depends on the nature of your message and your relationship with the reader.
USING A CONVERSATIONAL TONE
Th e tone of your business messages can range from informal to conversational to formal (see Table 5.2). 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.
TABLE 5.2 Finding the Right Tone
Tone Example
Stuffy: too formal for today’s audiences
Dear Ms. Navarro:
Enclosed please fi nd the information that was requested during our telephone communication of May 14. As was mentioned at that time, Midville Hospital has signifi cantly 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 offi ces located throughout the state. In the event that you should need a specialist, our professionals will be able to make an appropriate recommendation.
In the event that you have questions or would like additional information, you may certainly contact me during regular business hours.
Most sincerely yours,
Samuel G. Berenz
Conversational: just right for most business communication
Dear Ms. Navarro:
Here’s the information you requested during our phone conversation on Friday. As I mentioned, Midville Hospital has the highest-rated doctors and more of them than any other hospital in the state.
In addition, we have a vast network of doctors and other health professionals with offi ces 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/offi ces close to U at work/home. If U need a specialist, they’ll refer U to the right one.
Any? just ring or msg.
L8R,
S
Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and defi ne active and passive voice .
3 LEARNING OBJECTIVE
CHAPTER 5 Writing Business Messages 123
TABLE 5.3 Weeding Out Obsolete Phrases
Obsolete Phrase Up-to-Date Replacement
we are in receipt of we received
kindly advise please let me/us know
attached please fi nd 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)
Compare the three versions of the message in Table 5.2 . Th e fi rst is too formal and stuff y for today’s audiences, whereas the third is inappropriately casual for business. Th e second message demonstrates the conversational tone used in most business communication— plain language that sounds businesslike without being stuff y 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 diff erence between texting and writing. Th e casual, acronym-laden language used in text messaging and instant messaging between friends is not consid- ered professional business writing. Yes, texting style is an effi cient way for friends to communicate—particularly taking into account the limitations of a phone keypad— but if you want to be taken seriously in business, you simply cannot write like this on the job.
● Avoid stale and pompous language. Most companies now shy away from such dated phrases as “attached please fi nd” and “please be advised that.” Similarly, avoid us- ing obscure words, stale or clichéd expressions, and overly complicated sentences to impress others (see Table 5.3 ).
● Avoid preaching and bragging. No one wants to listen to 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 backfi re 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.
124 PART 2 Applying the Three-Step Writing Process
USING PLAIN LANGUAGE
What do you think this sentence is trying to say?
We continually exist to synergistically supply value-added deliverables such that we may continue to proactively maintain enterprise-wide data to stay competitive in tomorrow’s world. 9
If you don’t have any idea what it means, you’re not alone. However, this is a real sen- tence from a real company, written in an attempt to explain what the company does and why. Th is sort of incomprehensible, buzzword-fi lled writing is driving a widespread call to use plain language (or plain English specifi cally when English is involved).
Plain language presents information in a simple, unadorned style that allows your au- dience to easily grasp your meaning—language that recipients “can read, understand and act upon the fi rst time they read it.” 10 You can see how this defi nition supports using the “you” attitude and shows respect for your audience. In addition, plain language can make companies more productive and more profi table simply because people spend less time try- ing to fi gure out messages that are confusing or aren’t written to meet their needs. 11 Finally, plain language helps nonnative speakers read your messages (see “Communication Across Cultures: Can You Connect with a Global Audience on the Web?”).
On the Creative Commons website, for instance, licensing terms are available in three versions: a complete “legal code” document that spells out contractual details in specifi c 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 fi ne-tuned for search engines and other systems (see Figure 5.3 ). 12
Audiences can understand and act on plain language without reading it over and over.
COMMUNICATING ACROSS
CULTURES
Reaching an international audience on the web involves more than simply off ering translations of the English language. Successful glo- bal sites address the needs of international customers in fi ve ways: 1. Consider the reader’s perspective. Many communica-
tion elements that you take for granted may be interpreted diff erently by audiences in diff erent countries. Should you use the metric system, diff erent notations for times or dates, or even diff erent names for countries? For exam- ple, German citizens don’t refer to their country by the English word Germany ; it’s Deutschland to them. Review the entire online experience and look for ways to improve communication, including such helpful tools as interac- tive currency converters and translation dictionaries.
2. Take cultural diff erences into account. For instance, because humor is rooted in cultural norms, U.S. humor may not be so funny to readers from other countries. Avoid idioms and references that aren’t universally rec- ognized, such as “putting all your eggs in one basket” or “jumping out of the frying pan into the fi re.”
3. Keep the message clear. Choose simple, unambiguous words; construct short, clear, sentences; and write in the ac- tive voice whenever possible. Defi ne abbreviations, acronyms, and words an international audience may not be familiar with.
4. Complement language with visuals. Use drawings, photos, videos, and other visual elements to support writ- ten messages.
5. Consult local experts. Seek the advice of local experts about phrases and references that may be expected. Even terms as simple as homepage diff er from country to coun- try. Spanish readers refer to the “fi rst page,” or pagina inicial , whereas the French term is “welcome page,” or page d’accueil .
CAREER APPLICATIONS 1. Visit Sony’s Global Headquarters website, at www.sony
.net , and fi nd Sony’s music websites for Australia ( www
.sonymusic.com.au ), France ( www.sonymusic.fr ), and Germany ( www.sonybmg.de ). How does Sony localize each country’s site?
2. Compare Sony’s international sites to IBM’s global web- pages, at www.ibm.com/us/ , www.ibm.com/au/ , www .ibm.com/fr/ , and www.ibm.com/de/ . How does Sony’s approach diff er from IBM’s? Do both corporations suc- cessfully address the needs of a global audience? Write a two-paragraph summary that compares the international sites of the two companies.
Can You Connect with a Global Audience on the Web?
CHAPTER 5 Writing Business Messages 125
The notion of three layers is carried through the text and reinforced with the diagram.
The introductory sentence expresses the main idea, that the licenses are built in three layers (note that “use” would be a simpler alternative to “incorporate”).
The paragraph on the “human readable” version explains why it exists and who it benefits.
The purpose and function of the “machine readable” version are less obvious than in the other two versions, so this paragraph offers a more extensive explanation.
Figure 5.3 Plain Language at Creative Commons Creative Commons uses this diagram and text to explain the differences among its three versions of content licenses.
SELECTING THE ACTIVE OR PASSIVE VOICE
Your choice of the active or passive voice aff ects 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: “Th e 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 oft en cumbersome, can be unnecessarily vague, and
TABLE 5.4 Choosing Active or Passive Voice
In general, avoid passive voice in order to make your writing lively and direct.
Dull and Indirect in Passive Voice Lively and Direct in Active Voice
The new procedure was developed by the operations team. The operations team developed the new procedure.
Legal problems are created by this contract. This contract creates legal problems.
Reception preparations have been undertaken by our PR people for the new CEO’s arrival.
Our PR people have begun planning a reception for the new CEO.
However, passive voice is helpful when you need to be diplomatic or want to focus attention on problems or solutions rather than on people.
Accusatory or Self-Congratulatory in Active Voice More Diplomatic in Passive Voice
You lost the shipment. The shipment was lost.
I recruited seven engineers last month. Seven engineers were recruited last month.
We are investigating the high rate of failures on the fi nal assembly line. The high rate of failures on the fi nal assembly line is being investigated.
126 PART 2 Applying the Three-Step Writing Process
can make sentences overly long. In most cases, the active voice is your best choice. 13 Neverthe- less, 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 shift s 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)
Th e second half of Table 5.4 illustrates several other situations in which the passive voice helps you focus your message on your audience.
Composing Your Message: Choosing Powerful Words Aft er you have decided how to adapt to your audience, you’re ready to begin composing your message. As you write your fi rst draft , let your creativity fl ow. 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 captured on screen or paper. If you’ve scheduled carefully, you should have time to revise and refi ne the material later, before showing it to anyone. In fact, many writers fi nd it helpful to establish a personal rule of never showing a fi rst draft to anyone. By working in this “safe zone,” away from the critical eyes of others, your mind will stay free to think clearly and creatively.
If you get stuck and feel unable to write, try to overcome writer’s block by jogging your brain in creative ways. Th e introduction is oft en 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. 14 Work on nontext elements such as graphics or your cover page. Revisit your purpose and confi rm your intent in writing the message. Give yourself a mental break by switching to a diff erent 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 fl owing, your mind will engage, and the writing will come easier.
A helpful way to view your writing is to look at it in three layers: choosing powerful words, creating eff ective sentences, and craft ing coherent and unifi ed paragraphs. Th is sec- tion deals with words, and the next two cover sentences and paragraphs.
Successful writers pay close attention to the correct use of words. 15 If you make gram- matical or usage errors, you lose credibility with your audience—even if your message is otherwise correct. Poor grammar implies that you’re uninformed, and audiences may choose not to trust an uninformed source. Moreover, poor grammar can imply that you don’t respect your audience enough to get things right.
Th e “rules” of grammar and usage can be a source of worry for writers because some of these rules are complex and some evolve over time. Even professional editors and gram- marians occasionally have questions about correct usage, and they sometimes 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 nonscientifi c material to refer to a collection of facts or fi gures.
With practice, you’ll become more skilled in making correct choices. If you have doubts about what is correct, you have many ways to fi nd the answer. Check the “Handbook of Grammar, Mechanics, and Usage” at the end of this book, or consult the many special refer- ence 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 fi nd the most eff ective words and phrases to convey their meaning. Selecting and using words eff ectively is oft en more challenging than using words correctly because it’s a matter of judgment and experience. Careful writers continue to work at their craft to fi nd words that communicate with power (see Figure 5.4 ).
Correctness is the fi rst consideration when choosing words.
Describe how to select words that are not only correct but also effective .
4 LEARNING OBJECTIVE
If you’re not sure of correct grammar or usage, look it up; you’ll avoid embarrassing mistakes and learn at the same time.
Eff ectiveness is the second consideration when choosing words.
Use passive sentences to soft en bad news, to put yourself in the background, or to create an impersonal tone.
CHAPTER 5 Writing Business Messages 127
UNDERSTANDING DENOTATION AND CONNOTATION
A word may have both a denotative and a connotative meaning. Th e denotative meaning is the literal, or dictionary, meaning. Th e connotative meaning includes all the associations and feelings evoked by the word.
Th e denotative meaning of desk is “a piece of furniture with a fl at work surface and various drawers for storage.” Th e connotative meaning of desk may include thoughts as- sociated 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 carry strong emotional meaning. If you say that the sales department
Robust goes beyond simply strong to suggest resilient and comprehensive as well.
Gold standard (a term borrowed from economics) refers to something against which all similar entities are compared, an unsurpassed model of excellence.
Claim is a powerful word here because it suggests a strong element of doubt.
In the context of a survey significant means more than just important; it indicates a statistical observation that is large enough to be more than mere chance. Positive indicates the direction of the change and suggests affirmation and progress.
Carve out is much stronger than remove because it could suggest surgical precision if done well or perhaps violent destruction if not done with finesse. In this context, carve out is meant to express a concern about countries weakening the international financial standards by modifying them to meet their own needs.
The diplomatic use of passive voice keeps the focus on the issue at hand, rather than on the organizations that are involved.
In many cases, global is an absolute term and doesn’t benefit from a modifier such as truly. However, economic globalization is occurring in stages, so truly here suggests the point at which globalization is nearly complete.
Two Sides of the Story Growing interest in the global acceptance of a single set of robust accounting standards
comes from all participants in the capital markets. Many multinational companies and national regulators and users support it because they believe that the use of common standards in the preparation of public company financial statements will make it easier to compare the financial results of reporting entities from different countries. They believe it will help investors understand opportunities better. Large public companies with subsidiaries in multiple jurisdictions would be able to use one accounting language company-wide and present their financial statements in the same language as their competitors.
Another benefit some believe is that in a truly global economy, financial professionals including CPAs will be more mobile, and companies will more easily be able to respond to the human capital needs of their subsidiaries around the world.
Nevertheless, many people also believe that U.S. GAAP is the gold standard, and something will be lost with full acceptance of IFRS. However, recent SEC actions and global trends have increased awareness of the need to address possible adoption. According to a survey conducted in the first half of 2008 by Deloitte & Touche among chief financial officers and other financial professionals, U.S. companies have an interest in adopting IFRS and this interest is steadily growing. Thirty percent would consider adopting IFRS now, another 28 percent are unsure or do not have sufficient knowledge to decide, while 42 percent said they would not. Still, an AICPA survey conducted in Fall 2008 among its CPA members shows a significant and positive shift in the number of firms and companies that are starting to prepare for eventual adoption of IFRS. A 55 percent majority of CPAs at firms and companies nationwide said they are preparing in a variety of ways for IFRS adoption, an increase of 14 percentage points over the 41 percent who were preparing for change, according to an April 2008 AICPA survey.
Another concern is that worldwide many countries that claim to be converging to international standards may never get 100 percent compliance. Most reserve the right to carve out selectively or modify standards they do not consider in their national interest, an action that could lead to incompatibility—the very issue that IFRS seek to address.
GAAP and IFRS, Still Differences Great strides have been made by the FASB and the IASB to converge the content of IFRS
and U.S. GAAP. The goal is that by the time the SEC allows or mandates the use of IFRS for U.S. publicly traded companies, most or all of the key differences will have been resolved.
Because of these ongoing convergence projects, the extent of the specific differences between IFRS and U.S. GAAP is shrinking. Yet significant differences do remain. For example:
• IFRS does not permit Last In First Out (LIFO) as an inventory costing method.
• IFRS uses a single-step method for impairment write-downs rather than the two-step method used in U.S. GAAP, making write-downs more likely.
• IFRS has a different probability threshold and measurement objective for contingencies.
• IFRS does not permit curing debt covenant violations after year-end.
• IFRS guidance regarding revenue recognition is less extensive than GAAP and contains relatively little industry-specific instructions.
5
Figure 5.4 Choosing Powerful Words Notice how careful word choices help this excerpt from a report published by the American Institute of Certifi ed Public Accountants make a number of important points. The tone is formal, which is appropriate for a report with global, public readership. (GAAP refers to accounting standards currently used in the United States; IFRS refers to international standards.)
Many words have both a denotative (explicit, specifi c) meaning and a connotative (implicit, associative) meaning.
128 PART 2 Applying the Three-Step Writing Process
failed to meet its annual quota, the connotative meaning suggests that the group is inferior, incompetent, or below some standard of performance. However, the reason for not achieving 100 percent might be an inferior product, incorrect pricing, or some other factor outside the control of the sales department. In contrast, by saying that 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, en- compassing a category of ideas, and they are oft en intellectual, academic, or philosophi- cal. Love , honor , progress , tradition , and beauty are abstractions, as are such important business concepts as productivity , profi ts , quality , and motivation . In contrast, a concrete word stands for something you can touch, see, or visualize. Most concrete terms are anchored in the tangible, material world. Chair , table , horse , rose , kick , kiss , red , green , and two are concrete words; they are direct, clear, and exact. Incidentally, technology continues to generate new words and new meanings that describe things that don’t have a physical presence but are nonetheless concrete: soft ware , 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 diff erently, depending on the audience and the circumstances. Th e best way to minimize such problems is to blend abstract terms with concrete ones, the general with the specifi c. State the concept, 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 fi ne 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 ex- tensively, you’ll fi nd it easier to choose words that communicate exactly what you want to say. When you compose your business messages, think carefully to fi nd the most powerful words for each situation and to avoid obscure words, clichés, and buzzwords that are turn- ing into clichés (see Table 5.5 ):
● Choose powerful words. Choose words that express your thoughts clearly, specifi cally, and dynamically. If you fi nd yourself using a lot of adjectives and adverbs, you’re prob- ably trying to compensate for weak nouns and verbs. Saying that sales plummeted is stronger and more effi cient 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. Eff orts to improve a situation certainly can be ameliora- tive , but saying they are helpful is a lot more eff ective. Moreover, trying to use an unfamiliar word for the fi rst time in an important document can lead to embarrass- ing mistakes.
● Avoid clichés and be careful with buzzwords. Although familiar words are generally the best choice, avoid clichés —terms and phrases so common that they have lost some of their power to communicate. Buzzwords , newly coined terms oft en associated with technology, business, or cultural changes, are slightly more diffi cult to handle than clichés, but in small doses and in the right situation, they can be useful. Th e careful
Grammar questions? Click here for help
This comprehensive online guide can help you out of just about any grammar dilemma. Go to http://real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Reading This Article
Th e more abstract a word is, the more it is removed from the tangible, objective world that can be perceived with the senses.
Try to use words that are powerful and familiar.
Avoid clichés, be extremely careful with trendy buzzwords, and use jargon only when your audience is completely familiar with it.
CHAPTER 5 Writing Business Messages 129
TABLE 5.5 Selected Examples of Finding Powerful Words
Potentially Weak Words and Phrases Stronger Alternatives (Effective Usage Depends on the Situation)
Increase (as a verb) Accelerate, amplify, augment, enlarge, escalate, expand, extend, magnify, multiply, soar, swell
Decrease (as a verb) Curb, cut back, depreciate, dwindle, shrink, slacken
Large, small (use a specifi c number, such as $100 million)
Good Admirable, benefi cial, desirable, fl awless, pleasant, sound, superior, worthy
Bad Abysmal, corrupt, defi cient, fl awed, 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 ballgame Fresh start
Fall through the cracks Be overlooked
Think outside the box Be creative
Run it up the fl agpole 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
130 PART 2 Applying the Three-Step Writing Process
use of a buzzword can signal that you’re an insider, someone in the know. 16 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 oft en sound as though they don’t know how to express themselves otherwise and don’t invest the energy required for original writing. 17
● Use jargon carefully. Jargon , the specialized language of a particular profession or industry, has a bad reputation, but it’s not always bad. Using jargon is usually an ef- fi cient way to communicate within the specifi c groups that understand these terms. Aft er all, that’s how jargon develops in the fi rst place, as people with similar interests develop ways to communicate complex ideas quickly. For instance, when a recording engineer wants to communicate that a particular piece of music is devoid of rever- beration and other sound eff ects, 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 meaning- less and intimidating—one more reason it’s important to understand your audience before you start writing.
As you read for business or pleasure, take note of words that strike you as eff ective and then try to use those words in your own writing. If you need help fi nding the right words, try some of the visual dictionaries and thesauruses available online. For example, Visuwords ( www.visuwords.com ) shows words that are similar to or diff erent from a given word and helps you see subtle diff erences to fi nd the perfect word. 18
Composing Your Message: Creating Effective Sentences Arranging your carefully chosen words in eff ective 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:
Profi ts increased in the past year.
A compound sentence has two main clauses that express two or more independent but related thoughts of equal importance, usually joined by and , but , or or . In eff ect, a com- pound sentence is a merger of two or more simple sentences (independent clauses) that are related. For example:
Wage rates have declined by 5 percent, and employee turnover has been high.
Th e independent clauses in a compound sentence are always separated by a comma or by a semicolon (in which case the conjunction— and , but , or— is dropped).
A complex sentence expresses one main thought (the independent clause) and one or more subordinate, related thoughts (dependent clauses that cannot stand alone as valid sentences). Independent and dependent clauses are usually separated by a comma. In this example, “Although you may question Gerald’s conclusions” is a subordinate thought expressed in a dependent clause:
Although you may question Gerald’s conclusions, you must admit that his research is thorough.
A simple sentence has one main clause.
A compound sentence has two main clauses.
A complex sentence has one main clause and one subordinate clause.
Defi ne the four types of sentences, and explain how sentence style affects emphasis within a message .
5 LEARNING OBJECTIVE
CHAPTER 5 Writing Business Messages 131
A compound–complex sentence has two main clauses, at least one of which contains a subordinate clause:
Profi ts have increased in the past year, and although you may question Gerald’s conclusions, you must admit that his research is thorough.
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 fi rst thought subordinate to the second, you establish a cause-and-eff ect 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 management 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 interesting and eff ective. 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 fi rst:
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 a computer.
However, by changing the subject, the computer takes center stage:
The computer enables me to write letters much more quickly.
A compound–complex sentence has two main clauses and at least one dependent clause.
Writing is usually more interesting and eff ective if it balances all four sentence types.
You can emphasize ideas in a sentence 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
132 PART 2 Applying the Three-Step Writing Process
Another way to emphasize an idea 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 de- pendent clause at the end of the sentence (the most emphatic position) or at the beginning (the second most emphatic position). If you want to downplay the idea, put the dependent clause within the sentence:
Most emphatic: The electronic parts are manufactured in Mexico, which has lower wage rates than the United States .
Emphatic: Because wage rates are lower in Mexico than in the United States , the electronic parts are manufactured there.
Least emphatic: Mexico, which has lower wage rates than the United States , was selected as the production site for the electronic parts.
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 Unifi ed, Coherent Paragraphs Paragraphs organize sentences related to the same general topic. Readers expect every paragraph to be unifi ed —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 specifi c 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 eff ective paragraph deals with a single topic, and the sentence that introduces that topic is called the topic sentence . In informal and creative writing, the topic sentence may be implied rather than stated. In business writing, the topic sentence is generally explicit and is oft en the fi rst sentence in the paragraph. Th e topic sentence gives readers a summary of the general idea that will be covered in the rest of the paragraph. Th e following examples show how a topic sentence can introduce the subject and suggest the way the subject will be developed:
The medical products division has been troubled for many years by public relations problems. [In the rest of the paragraph, readers will learn the details of the problems.]
To get a refund, please supply us with the following information. [The details of the necessary information will be described in the rest of the paragraph.]
In addition to helping your readers, topic sentences help you as a writer because they remind you of the purpose of each paragraph and thereby encourage you to stay focused. In
You can adjust the emphasis given to a subordinate idea by placing the dependent clause at the beginning, middle, or end of the sentence.
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 between paragraphs
Defi ne the three key elements of a paragraph, and list fi ve ways to develop unifi ed, coherent paragraphs .
6 LEARNING OBJECTIVE
CHAPTER 5 Writing Business Messages 133
fact, a good way to test the eff ectiveness of your writing is to prepare a summary version that consists of only the fi rst sentences of all your paragraphs. If this summary communicates the essence of your message in a sensible, compelling way, you’ve probably done a good job of presenting your information. 19
Support Sentences
In most paragraphs, the topic sentence needs to be explained, justifi ed, or extended with one or more support sentences. Th ese related sentences must all have a bearing on the gen- eral subject and must provide enough specifi c details to make the topic clear:
The medical products division has been troubled for many years by public relations problems. Since 2002 the local newspaper has published 15 articles that portray the division in a negative light. We have been accused of everything from mistreating laboratory animals to polluting the local groundwater. Our facility has been described as a health hazard. Our scientists are referred to as “Frankensteins,” and our profi ts are considered “obscene.”
Th e support sentences are all more specifi c 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. Th ey also help alert the reader to what lies ahead so that shift s and changes don’t cause confusion. In addition to helping readers understand the connections you’re trying to make, transitions give your writing a smooth, even fl ow.
Depending on the specifi c 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. Th is system will provide. . . .”
● Use a pronoun that refers to a noun used previously. “Ms. Arthur is the leading candidate for the president’s position. She has excellent qualifi cations.”
● Use words that are frequently paired. “Th e machine has a minimum output of. . . . Its maximum output is. . . .”
Some transitions serve as mood changers, alerting the reader to a change in mood from the previous material. Some announce a total contrast with what’s gone on before, some announce a causal relationship, and some signal a change in time. Here is a list of transitions frequently used to move readers smoothly between clauses, sentences, and paragraphs:
Additional detail: moreover, furthermore, in addition, besides, fi rst, second, third, fi nally
Cause-and-eff ect 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
Transitional elements include • Connecting words
(conjunctions) • Repeated words or phrases • Pronouns • Words that are frequently
paired
134 PART 2 Applying the Three-Step Writing Process
Illustration: for example, in particular, in this case, for instance Time sequence: formerly, aft er, when, meanwhile, sometimes Intensifi cation: indeed, in fact, in any event Summary: in brief, in short, to sum up Repetition: that is, in other words, as mentioned earlier
Consider using a transition whenever it could help the reader understand your ideas and follow you from point to point. You can use transitions inside paragraphs to tie related points together and between paragraphs to ease the shift from one distinct thought to an- other. In longer reports, a transition that links major sections or chapters may be a complete paragraph that serves as a mini-introduction to the next section or as a summary of the ideas presented in the section just ending. Here’s an example:
Given the nature of this product, our alternatives are limited. As the previous section indicates, we can stop making it altogether, improve it, or continue with the current model. Each of these alternatives has advantages and disadvantages, which are discussed in the following section.
Th is paragraph makes it clear to the reader that the analysis of the problem (off ered in the previous section) is now over and that the document is making a transition to an analysis of the possible solutions (to be off ered in the next section).
Figure 5.5 off ers several examples of transitions and other features of eff ective paragraphs.
The three sentences in this paragraph start with the broad topic (social media for charities and nonprofits) and narrow down the main idea, which is that TwitCause is a good tool for this purpose. (Note that the third sentence is really a fragment, but Hayes is selectively breaking the rules here to emphasize the suitability of TwitCause.)
The second and third sentences in this paragraph provide an example of the observation made in the topic sentence at the beginning of the paragraph.
Echoing TwitCause at the beginning of this paragraph tells readers that this paragraph will continue on the same subject.
The transition Additionally signals that the topic in the previous paragraph will be expanded upon in this new paragraph.
Following suit functions as a transition from the previous paragraph by linking Pepsi back to the description of Home Depot.
In my opinion lets readers know she is transitioning from reporting to offering her personal thoughts on the subject at hand.
Figure 5.5 Crafting Unifi ed, Coherent Paragraphs Olivia Hayes, a copywriter with the social media marketing agency Ignite, demonstrates several aspects of effective writing in this blog post about the Twitter-based social contribution network TwitCause.
Apply Figure 5.5’s key concepts by revising a new document. Go to Chapter 5 in mybcommlab.com and select Document Makeovers.
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CHAPTER 5 Writing Business Messages 135
TABLE 5.6 Five Techniques for Developing Paragraphs
Technique Description Example
Illustration Giving examples that demonstrate the general idea
Some of our most popular products are available through local distributors. For example, Everett & Lemmings carries our frozen soups and entrees. The J. B. Green Company carries our complete line of seasonings, as well as the frozen soups. Wilmont Foods, also a major distributor, now carries our new line of frozen desserts.
Comparison or contrast
Using similarities or differences to develop the topic
When the company was small, the recruiting function could be handled informally. The need for new employees was limited, and each manager could comfortably screen and hire her or his own staff. However, our successful bid on the Owens contract means that we will be doubling our labor force over the next six months. To hire that many people without disrupting our ongoing activities, we will create a separate recruiting group within the human resources department.
Cause and effect
Focusing on the reasons for something
The heavy-duty fabric of your Wanderer tent probably broke down for one of two reasons: (1) a sharp object punctured the fabric, and without reinforcement, the hole was enlarged by the stress of pitching the tent daily for a week or (2) the fi bers gradually rotted because the tent was folded and stored while still wet.
Classifi cation Showing how a general idea is broken into specifi c categories
Successful candidates for our supervisor trainee program generally come from one of several groups. The largest group by far consists of recent graduates of accredited business management programs. The next largest group comes from within our own company, as we try to promote promising staff workers to positions of greater responsibility. Finally, we occasionally accept candidates with outstanding supervisory experience in related industries.
Problem and solution
Presenting a problem and then discussing the solution
Selling handmade toys online is a challenge because consumers are accustomed to buying heavily advertised toys from major chain stores or well-known websites such as Amazon.com . However, if we develop an appealing website, we can compete on the basis of product novelty and quality. In addition, we can provide unusual crafts at a competitive price: a rocking horse of birch, with a hand-knit tail and mane; a music box with the child’s name painted on the top; and a real teepee, made by Native American artisans.
Five ways to develop paragraphs: • Illustration • Comparison or contrast • Cause and effect • Classification • Problem and solution
CHOOSING THE BEST WAY TO DEVELOP EACH PARAGRAPH
You have a variety of options for developing paragraphs, each of which can convey a spe- cifi c type of idea. Five of the most common approaches are illustration, comparison or contrast, cause and eff ect, classifi cation, and problem and solution (see Table 5.6 ).
In some instances, combining approaches in a single paragraph is an eff ective strategy. Notice how the example provided for “Problem and solution” in Table 5.6 also includes an element of illustration by listing some of the unique products that could be part of the proposed solution. However, when combining approaches, do so carefully so that you don’t lose readers partway through the paragraph.
136 PART 2 Applying the Three-Step Writing Process
In addition, before settling for the fi rst approach that comes to mind, consider the alternatives. Th ink 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 aft er time, you can keep your writing fresh and interesting.
Using Technology to Compose and Shape Your Messages Be sure to take advantage of the tools in your word processor or online publishing systems (for websites, blogs, and other documents) to write more effi ciently and eff ectively. Th e features, functions, and names vary from system to system and version to version, but you’ll encounter some combination of the following capabilities:
● Style sheets, style sets, templates, and themes. Style sheets , style sets , templates , and themes are various ways of ensuring consistency throughout a document and from document to document. Th ese tools also make it easy to redesign an entire document or screen simply by redefi ning the various styles or selecting a diff erent design theme. Style sheets or sets are collections of formatting choices for words, paragraphs, and other elements. Rather than manually formatting every element, you simply select one of the available styles. Templates usually set overall document parameters such as page size and provide a specifi c set of styles to use. Templates can be particularly handy if you create a variety of document types, such as letters, calendars, agendas, and so on. Th emes tend to address the overall look and feel of the page or screen, including color palettes and background images.
● Boilerplate and document components. Boilerplate refers to a standard block of text that is reused in multiple documents. Two common examples are company descrip- tions and executive biographies. Some systems off er the means to store these blocks and drop them into a document as needed, which saves time and ensures consistency. Moving beyond simple text blocks, some systems can store fully formatted document components such as cover pages, sidebars, and pull quotes (a piece of text copied from the main body of the document and formatted as a large, eye-catching visual element).
● Autocorrection or autocompletion. Some programs can automate text entry and cor- rection using a feature called autocompletion, autocorrection, or something similar. In Microsoft Word, for example, the AutoCorrect feature lets you build a library of actions that automatically fi ll in longer entries based on the fi rst few characters you type (such as entering a full description of the company aft er you type the word “boil- erplate”) or correct common typing errors (such as typing teh instead of the ). Use these features carefully, though. First, they can make changes you might not want in every instance. Second, you may grow to rely on them to clean up your typing, but they won’t be there to help when you’re using other systems.
● File merge and mail merge. Most word processing soft ware makes it easy to combine fi les, which is an especially handy feature when several members of a team write diff er- ent sections of a report. Mail merge lets you personalize form letters by automatically inserting names and addresses from a database.
● Endnotes, footnotes, indexes, and tables of contents. Your computer can help you track footnotes and endnotes, renumbering them every time you add or delete refer- ences. For a report’s indexes and table of contents, you can simply fl ag the items you want to include, and the soft ware assembles the lists for you.
For new articles and advice on writing business messages, visit http://real- timeupdates .com/bct11 and click on Chapter 5 . For a reminder of the tasks involved in writing mes- sages, see “Checklist: Writing Business Messages.”
Take full advantage of your soft ware’s formatting capabilities to help produce eff ective, professional messages in less time.
Identify the most common software features that help you craft messages more effi ciently.
7 LEARNING OBJECTIVE
CHAPTER 5 Writing Business Messages 137
A. Adapt to your audience. ● Use the “you” attitude. ● Maintain good etiquette through polite
communication. ● Emphasize the positive whenever possible. ● Use bias-free language. ● Establish credibility in the eyes of your audience. ● Project your company’s preferred image. ● Use a conversational but still professional
and respectful tone. ● Use plain language for clarity.
B. Compose your message. ● Choose strong words that communicate effi ciently. ● Pay attention to the connotative meaning of your words. ● Balance abstract and concrete terms to convey your
meaning accurately. ● Avoid clichés and trendy buzzwords. ● Use jargon only when your audience understands it and
prefers it. ● Vary your sentence structure for impact and interest. ● Develop coherent, unifi ed paragraphs. ● Use transitions generously to help your audience follow
your message.
✓Checklist Writing Business Messages
To achieve their mission of popularizing a new approach to copyrighting songs, artwork, literature, and other creative works, Joi Ito and his staff at Creative Commons need to persuade people that the traditional approach to copyrighting doesn’t meet the needs of today’s digital society. This is no small challenge: Not only do they
need to convince people to reconsider more than 200 years of legal precedent and habit, they also need to communicate with an extremely diverse audience—everyone from lawyers and business managers to artists, writers, musicians, and scientists. After graduating with a business degree, you’ve joined Creative Commons as a communication intern for a year before entering law school. Apply your knowledge of effective writing to the following scenarios.
INDIVIDUAL CHALLENGE: Visit the licensing section of the Creative Commons website, at http://creativecommons .org/licenses , and read the information on Attribution- NonCommercial-Share Alike, Attribution-NonCommercial, and Attribution-NoDerivatives licenses. Write a brief description that explains how these three licenses differ. Imagine that your audience is a group of music and art majors.
TEAM CHALLENGE: A key aspect of the communication challenge for Creative Commons is translating legal documents into language that musicians, artists, and others with no legal training can easily understand. In a small group, brainstorm ways to rewrite the following paragraph into language for a general audience:
The above rights may be exercised in all media and formats whether now known or hereafter devised. The above rights include the right to make such modifi cations as are technically necessary to exercise the rights in other media and formats, but otherwise you have no rights to make adaptations.
COMMUNICATION CHALLENGES AT CREATIVE COMMONS
Quick Learning Guide
Identify the four aspects of being sensitive to audience needs when writing business messages. First, the “you” attitude refers to speaking and writing in terms of your audience’s wishes, interests, hopes, and preferences rather than your own. Writing with this attitude is essential to eff ective 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. Th ird, sensitive communicators understand the diff erence between delivering negative news and being negative. Without hiding the negative news, they look for way to emphasize positive aspects. Fourth, being sensitive includes taking care to avoid biased language that unfairly and even unethically categorizes or stigmatizes people in ways related to gender, race, ethnicity, age, or disability. Explain how establishing your credibility and projecting your company’s image are vital aspects of building strong relationships with your audience. Whether a one-time interaction or a series of exchanges over the course of many months or years, successful communication relies on a positive relationship existing between sender and receiver. Audience responses to your messages depend heavily on your credibility, a measure of your believability, based on how reliable you are and how much trust you evoke in others. When you have established credibility with an audience, communication becomes much easier because you no longer have to spend time and energy convincing people that you are a trustworthy source of information and ideas. Project your company’s desired image when communicating with external audiences. You represent your company and therefore play a vital role in helping the company build and maintain positive relationships with all of its stakeholders. Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and defi ne active and passive voice. To achieve a tone that is conversational but still businesslike, avoid obsolete and pompous language, avoid preaching and bragging, be careful with intimacy (sharing personal details or adopting an overly casual tone), and be careful with humor. Plain language is a way of presenting information in a simple, unadorned style so that your audience can easily grasp your meaning. By writing and speaking in plain terms, you demonstrate the “you” attitude and show respect for your audience. In the active voice, the subject performs the action and the object receives the action. In the passive voice, the subject receives the action. Th e passive voice combines the helping verb to be with a form of the verb that is usually in the past tense. Describe how to select words that are not only correct but also eff ective. To select the best words, fi rst make sure they are correct by checking grammar and usage guides. Th en choose words that have few connotations (to reduce the chance of misinterpretation) and no unintended negative connotations (to reduce the chance of off ending your audience). Select words that communicate clearly, specifi cally, 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. Define the four types of sentences, and explain how sentence style affects emphasis within a message. Th e 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 aff ects emphasis by playing up or playing down specifi c 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. Defi ne the three key elements of a paragraph, and list fi ve ways to develop unifi ed, coherent paragraphs. Th e three key elements of a paragraph are a topic sentence that identifi es the subject of the paragraph, support sentences that develop the topic and provide examples and evidence, and transitional words and phrases that help readers
1
CHAPTER OUTLINE
Adapting to Your Audience: Being Sensitive to Audience Needs
Using the “You” Attitude
Maintaining Standards of Etiquette
Emphasizing the Positive
Using Bias-Free Language
Adapting to Your Audience: Building Strong Relationships
Establishing Your Credibility
Projecting Your Company’s Image
Adapting to Your Audience: Controlling Your Style and Tone
Using a Conversational Tone
Using Plain Language
Selecting the Active or Passive Voice
Composing Your Message: Choosing Powerful Words
Understanding Denotation and Connotation
Balancing Abstract and Concrete Words
Finding Words That Communicate Well
Composing Your Message: Creating Effective Sentences
Choosing from the Four Types of Sentences
Using Sentence Style to Emphasize Key Thoughts
Composing Your Message: Crafting Unifi ed, Coherent Paragraphs
Creating the Elements of a Paragraph
Choosing the Best Way to Develop Each Paragraph
Using Technology to Compose and Shape Your Messages
138
MyBcommLab
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If your course uses MyBcommLab, log on to www.mybcommlab.com to access the following study and assessment aids associated with this chapter:
• Video applications • Real-Time Updates • Peer review activity • Pre/post test • Personalized study plan • Model documents • Sample presentations
If you are not using MyBcommLab, you can access Real-Time Updates through http:// real-timeupdates.com/bct11 .
MyBcommLab SUMMARY OF LEARNING OBJECTIVES
KEY TERMS
abstract word Word that expresses a concept, quality, or characteristic; abstractions are usually broad
active voice Sentence structure in which the subject performs the action and the object receives the action
bias-free language Language that avoids words and phrases that categorize or stigmatize people in ways related to gender, race, ethnicity, age, or disability
complex sentence Sentence that expresses one main thought (the independent clause) and one or more subordinate, related thoughts (dependent clauses that cannot stand alone as valid sentences)
compound–complex sentence Sentence with two main clauses, at least one of which contains a subordinate clause
compound sentence Sentence with two main clauses that express two or more independent but related thoughts of equal importance, usually joined by and , but , or or
concrete word Word that represents something you can touch, see, or visualize; most concrete terms are related to the tangible, material world
connotative meaning All the associations and feelings evoked by a word
conversational tone Th e tone used in most business communication; it uses plain language that sounds businesslike without being stuff y 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 Th e literal, or dictionary, meaning of a word
euphemisms Words or phrases that express a thought in milder terms
passive voice Sentence structure in which the subject receives the action
simple sentence Sentence with one main clause (a single subject and a single predicate)
style Th e choices you make to express yourself: the words you select, the manner in which you use those words in sentences, and the way you build paragraphs from individual sentences
tone Th e overall impression in your messages, created by the style you use
topic sentence Sentence that introduces the topic of a paragraph
transitions Words or phrases that tie together ideas by showing how one thought is related to another
connect one thought to the next. Eff ective paragraphs are both unifi ed (focused on a single idea) and coherent (logically organized). You can develop paragraphs through illustration (giving examples), comparison or contrast (pointing out similarities or diff erences), cause and eff ect (giving reasons), classifi cation (discussing categories), and problem and solution (stating a problem and showing how to solve it). Identify the most common soft ware features that help you craft messages more effi ciently. Common soft ware features that help you craft messages more effi ciently include style sheets, style sets, templates, and themes; features to store and use boilerplate and document components; autocorrection or autocompletion; fi le merge and mail merge; and endnotes, footnotes, indexes, and tables of contents.
7
139
✓Checklist Writing Business Messages
A. Adapt to your audience. ● Use the “you” attitude. ● Maintain good etiquette through
polite communication. ● Emphasize the positive whenever
possible. ● Use bias-free language. ● Establish credibility in the eyes of
your audience. ● Project your company’s preferred
image.
● Use a conversational but still professional and respectful tone.
● Use plain language for clarity. B. Compose your message.
● Choose strong words that communicate effi ciently.
● Pay attention to the connotative meaning of your words.
● Balance abstract and concrete terms to convey your meaning accurately.
● Avoid clichés and trendy buzzwords. ● Use jargon only when your audience
understands it and prefers it. ● Vary your sentence structure for
impact and interest. ● Develop coherent, unifi ed
paragraphs. ● Use transitions generously to help
your audience follow your message.
140 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. 1. Do you have to use the word you in order to demonstrate
the “you” attitude? Why or why not? [LO-1] 2. How does using bias-free language help communicators
establish a good relationship with their audiences? [LO-1] 3. Why is it important to establish your credibility when com-
municating with an audience of strangers? [LO-2] 4. In what three situations is the passive voice appropriate?
[LO-3] 5. How does an abstract word diff er from a concrete word?
[LO-4] 6. How does the denotative meaning of a word diff er from its
connotative meaning? [LO-4] 7. How can you use sentence style to emphasize key thoughts?
[LO-5] 8. How can topic sentences help readers? [LO-6] 9. What functions do transitions serve? [LO-6] 10. What soft ware functions can you use to make it easy to
re-use blocks of text across multiple documents? [LO-7]
APPLY YOUR KNOWLEDGE
To review chapter content related to each question, refer to the indicated Learning Objective. 1. Eleven million people in the United States are allergic to
one or more food ingredients. Each year, 30,000 of these people end up in the emergency room aft er suff ering allergic reactions, and hundreds of them die. Many of these tragic events are tied to poorly written food labels that either fail to identify dangerous allergens or use scientifi c terms that most consumers don’t recognize. 20 Do food manufacturers have a responsibility to ensure that consumers read, under- stand, and follow warnings on food products? Explain your answer. [LO-1]
2. When composing business messages, how can you commu- nicate with an authentic voice and project your company’s image at the same time? [LO-2]
3. Does using plain language make you come across as less of an expert? Explain your answer. [LO-3]
4. What steps can you take to make abstract concepts such as opportunity feel more concrete in your messages? [LO-4]
5. Should you bother using transitions if the logical sequence of your message is obvious? Why or why not? [LO-6]
PRACTICE YOUR SKILLS
Messages for Analysis: Creating a Businesslike Tone [LO-1], [LO-3] Read the following email draft and then (1) analyze the strengths and weaknesses of each sentence and (2) revise the document so that it follows this chapter’s guidelines. Th e mes- sage was written by the marketing manager of an online retailer
of baby-related products in the hope of becoming a retail outlet for Inglesina strollers and high chairs. As a manufacturer of styl- ish, top-quality products, Inglesina (based in Italy) is extremely selective about the retail outlets through which it allows its products to be sold.
Our e-tailing site, www.BestBabyGear.com , specializes in only the very best products for parents of newborns, infants, and toddlers. We constantly scour the world looking for products that are good enough and well-built enough and classy enough—good enough to take their place alongside the hundreds of other carefully selected products that adorn the pages of our award-winning website, www.bestbabygear .com . We aim for the fences every time we select a product to join this portfolio; we don’t want to waste our time with onesey-twosey products that might sell a half dozen units per annum—no, we want every product to be a top-drawer success, selling at least one hundred units per specifi c model per year in order to justify our expense and hassle factor in adding it to the above mentioned portfolio. After careful consideration, we thusly concluded that your Inglesina lines meet our needs and would therefore like to add it.
Exercises Active links for all websites in this chapter can be found on MyBcommLab; see your User Guide for instructions on access- ing the content for this chapter. Each activity is labeled accord- ing to the primary skill or skills you will need to use. To review relevant chapter content, you can refer to the indicated Learn- ing Objective. In some instances, supporting information will be found in another chapter, as indicated.
1. Writing: Communicating with Sensitivity and Tact [LO-1] Substitute a better phrase for each of the following: a. You claim that b. It is not our policy to c. You neglected to d. In which you assert e. We are sorry you are dissatisfi ed f. You failed to enclose g. We request that you send us h. Apparently you overlooked our terms i. We have been very patient j. We are at a loss to understand
2. Writing: Demonstrating the “You” Attitude [LO-1] Rewrite these sentences to refl ect your audience’s viewpoint: a. Your email order cannot be processed; we request that
you use the order form on our website instead. b. We insist that you always bring your credit card to the
store. c. 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. Th us, we are off ering a 25 percent discount on all sales of 15-inch models this week.
d. I am applying for the position of bookkeeper in your of- fi ce. I feel my grades prove that I am bright and capable, and I think I can do a good job for you.
CHAPTER 5 Writing Business Messages 141
e. As requested, we are sending the refund for $25. f. If you cared about doing a good job, you would’ve made
the extra eff ort required to learn how to use the machin- ery properly.
g. 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 run- ning the company now!
h. Regarding your email message from September 28 re- garding 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.
i. I know I’m late with the asset valuation report, but I haven’t been feeling well and I just haven’t had the en- ergy needed to work through the numbers yet.
j. With all the online news sources available today, I can’t believe you didn’t know that MyTravel and Th omas Cook were in merger talks—I mean, you don’t even have to get up from your computer to learn this!
3. Writing: Emphasizing the Positive [LO-1] Revise these sentences to be positive rather than negative: a. To avoid damage to your credit rating, please remit pay-
ment within 10 days. b. We don’t off er refunds on returned merchandise that is
soiled. c. Because we are temporarily out of Baby Cry dolls, we
won’t be able to ship your order for 10 days. d. You failed to specify the color of the blouse that you
ordered. e. You should have realized that waterbeds will freeze in
unheated houses during winter. Th erefore, our guaran- tee does not cover the valve damage, and you must pay the $9.50 valve-replacement fee (plus postage).
4. Writing: Using Unbiased Language [LO-1] Rewrite each of the following to eliminate bias: a. For an Indian, Maggie certainly is outgoing. b. He needs a wheelchair, but he doesn’t let his handicap
aff ect his job performance. c. A pilot must have the ability to stay calm under pressure,
and then he must be trained to cope with any problem that arises.
d. Candidate Renata Parsons, married and the mother of a teenager, will attend the debate.
e. Senior citizen Sam Nugent is still an active salesman. 5. Writing: Establishing Your Credibility; Microblogging
Skills [LO-2] , Chapter 7 Search LinkedIn for the profi le 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 information
you need to complete this assignment, then email the text of your proposed tweets to your instructor.
6. 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 shift s in the global marketplace have forced some changes in the company’s long-term direction. In fact, the company plans to reduce local staffi ng by as much as 50 percent over the next 5 to 10 years, starting with a small layoff next month. Th e size and timing of future layoff s have not been decided, although there is little doubt that more layoff s will happen at some point. In the fi rst draft of a letter aimed at community leaders, you write that “this fi rst 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 eff orts to continu- ally align its resources with global market conditions.” Do you think this suggested wording is ethical, given the com- pany’s economic infl uence in the community? Explain your answer in an email message to your instructor.
7. Writing: Using Plain Language; Media Skills: Blogging [LO-3] Download the Securities and Exchange Commis- sion’s (SEC’s) A Plain English Handbook , from www.sec .gov/pdf/handbook.pdf . In one or two sentences, summa- rize what the SEC means by the phrase plain English . Now scan the SEC’s introduction to mutual funds at www.sec.gov/ investor/pubs/inwsmf.htm . Does this information follow the SEC’s plain English guidelines? Cite several examples that support your assessment. Post your analysis on your class blog.
8. Writing: Creating Eff ective Sentences: Media Skills: So- cial Networking [LO-4] , Chapter 7 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 profi le. Make sure the fi rst sentence is a solid topic sentence, and make sure the next three sentences off er relevant evidence and examples. Feel free to make up any details you need. Email your summary to your instructor or post it on your class blog.
9. Writing: Choosing Powerful Words [LO-4] Write a con- crete phrase for each of these vague phrases: a. Sometime this spring b. A substantial savings c. A large number attended d. Increased effi ciency e. Expanded the work area f. Flatten the website structure
Learn the basics of creating a company profi le on Facebook. Visit http://real-timeupdates.com/bct11 , click on “Learn More” and then click on “Facebook Screencast.”
142 PART 2 Applying the Three-Step Writing Process
15. Writing: Creating Eff ective Sentences [LO-5] Rewrite each sentence so that it is active rather than passive: a. Th e raw data are entered into the customer relationship
management system by the sales representative each Friday. b. High profi ts are publicized by management. c. Th e policies announced in the directive were imple-
mented by the staff . d. Our computers are serviced by the Santee Company. e. Th e employees were represented by Janet Hogan.
16. Writing: Craft ing Unifi ed, Coherent Paragraphs; Media Skills: Email [LO-6] , Chapter 7 Suppose that end-of-term frustrations have produced this email message to Professor Anne Brewer from a student who believes he should have received a B in his accounting class. If this message were re- cast into three or four clear sentences, the teacher might be more receptive to the student’s argument. Rewrite the mes- sage to show how you would improve it:
I think that I was unfairly awarded a C in your accounting class this term, and I am asking you to change the grade to a B. It was a diffi cult term. I don’t get any money from home, and I have to work mornings at the Pancake House (as a cook), so I had to rush to make your class, and those two times that I missed class were because they wouldn’t let me off work because of special events at the Pancake House (unlike some other students who just take off when they choose). On the midterm examination, I originally got a 75 percent, but you said in class that there were two different ways to answer the third question and that you would change the grades of students who used the “optimal cost” method and had been counted off 6 points for doing this. I don’t think that you took this into account, because I got 80 percent on the fi nal, which is clearly a B. Anyway, whatever you decide, I just want to tell you that I really enjoyed this class, and I thank you for making accounting so interesting.
17. Writing: Craft ing Unifi ed, Coherent Paragraphs [LO-6] In the following paragraph, identify the topic sentence and the related sentences (those that support the idea of the topic sentence):
Sync is a snap with Auto-Sync. By default, iTunes automatically copies your entire music library to iPod and deletes songs on iPod that are not listed in iTunes. Or you can use Playlist Sync and select the playlists you want to sync with your iPod. If you have more songs in your iTunes library than you can fi t on your iPod, let iTunes create a playlist to fi ll your iPod, or just update your iPod by dragging over individual songs. 21
Now add a topic sentence to this paragraph:
Our analysis of the customer experience should start before golfers even drive through the front gate here at Glencoe Meadows; it should start when they phone in or log onto our website to reserve tee times. When they do arrive, the fi rst few stages in the process are also vital: the condition of the grounds leading up to the club house, the reception they receive when they drop off their clubs, and the ease of parking. From that point, how well are we doing with check-in at the pro shop, openings at the driving range, and timely scheduling at the fi rst tee? Then there’s everything associated with playing the course itself and returning to the club house at the end of the round.
10. Writing: Choosing Powerful Words [LO-4] List terms that are stronger than the following: a. Ran aft er b. Seasonal ups and downs c. Bright d. Suddenly rises e. Moves forward
11. Writing: Choosing Powerful Words [LO-4] As you re- write these sentences, replace the clichés and buzzwords with plain language (if you don’t recognize any of these terms, you can fi nd defi nitions online): a. Being a jack-of-all-trades, Dave worked well in his new
general manager job. b. Moving Leslie into the accounting department, where
she was literally a fi sh out of water, was like putting a square peg into a round hole, if you get my drift .
c. My only takeaway from the off site was that Laird threw his entire department under the bus for missing the deadline.
d. I’ve love to help with that project, but I’m bandwidth- constrained.
e. Th e board green-lighted our initiative to repurpose our consumer products for the commercial space.
12. Writing: Choosing Powerful Words [LO-4] Suggest short, simple words to replace each of the following: a. Inaugurate b. Terminate c. Utilize d. Anticipate e. Assistance f. Endeavor g. Ascertain h. Procure i. Consummate j. Advise k. Alteration l. Forwarded m. Fabricate n. Nevertheless o. Substantial
13. Writing: Choosing Powerful Words [LO-4] Write up-to- date, less-stuff y versions of these phrases; write none if you think there is no appropriate substitute or “delete” if the phrase should simply be deleted: a. As per your instructions b. Attached herewith c. In lieu of d. In reply I wish to state e. Please be advised that
14. Writing: Choosing Powerful Words; Communication Ethics: Making Ethical Choices [LO-4] , Chapter 1 Under what circumstances would you consider the use of terms that are high in connotative meaning to be ethical? When would you consider it to be unethical? Explain your reasoning.
CHAPTER 5 Writing Business Messages 143
18. Writing: Craft ing Unifi ed, Coherent Paragraphs; Collaboration: Evaluating the Work of Others [LO-6] , Chapter 6 Working with four other students, divide the following fi ve topics among yourselves and each write one paragraph on your selected topic. Be sure each student uses a diff erent technique when writing his or her paragraph: One student should use the illustration technique, one the com- parison or contrast technique, one a discussion of cause and eff ect, one the classifi cation technique, and one a discussion of problem and solution. Th en 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. a. Types of digital cameras (or dogs or automobiles) avail-
able for sale b. Advantages and disadvantages of eating at fast-food
restaurants c. Finding that fi rst full-time job d. Good qualities of my car (or house, or apartment, or
neighborhood) e. How to make a dessert (or barbecue a steak or make coff ee)
19. Writing: Using Transitions [LO-6] Add transitional ele- ments to the following sentences to improve the fl ow of ideas. ( Note: You may need to eliminate or add some words to smooth out your sentences.) a. Steve Case saw infi nite possibilities in online business.
Steve Case was determined to turn his vision into reality. Th e techies scoff ed at his strategy of building a simple Internet service for ordinary people. Case doggedly pursued his dream. He analyzed other online services. He assessed the needs of his customers. He responded to their desires for an easier way to access information over the Internet. In 1992, Steve Case named his company America Online (AOL). Critics predicted the company’s demise. By the end of the century, AOL was a profi table powerhouse. An ill-fated merger with Time Warner was a fi nancial disaster and led to Case’s ouster from the company.
b. Facing some of the toughest competitors in the world, Harley-Davidson had to make some changes. Th e 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 profi t. Harley’s quality stand- ards were not on par with those of its foreign competi- tors. Harley’s costs were still among the highest in the industry. Harley made a U-turn and restructured the company’s organizational structure. Harley’s eff orts have paid off .
c. 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. Th e 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 fl our is sampled and measured for its moisture content and protein levels. Krispy Kreme blends the ingredients. Krispy Kreme tests the doughnut mix for quality. Krispy Kreme delivers the mix to its stores. Financial critics are not as kind to the company as food critics have been. Allegations of improper fi nancial reporting have left the company’s future in doubt.
20. Writing: Using Technology to Compose Messages; De- signing for Readability [LO-7] , Chapter 6 Team up with another student and choose some form of document or pre sentation soft ware that allows you to create templates or another form of “master design.” (Microsoft Word, Microsoft PowerPoint, Google Docs, or their equivalents are good choices for this assignment.) Your task is to design a report template for a company that you either know about fi rsthand or whose general communication style you are able to analyze from its website and other materials. You can start your tem- plate from scratch or adapt an existing template, but if you adapt another template, make sure the fi nal design is largely your own. Chapter 6 off ers information on document design.
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 eff ectiveness of this paragraph at three levels, starting with the paragraph structure. Is the paragraph unifi ed and cohesive? Does it have a clear topic sentence and suffi cient 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 fl ow and rhythm? Is the most im- portant idea presented prominently in each sentence? Th ird, evaluate at least six word choices. Did the writer use these words correctly and eff ectively? Using whatever medium your instruc- tor requests, write a brief analysis of the piece (no more than one page), citing specifi c elements from the piece and support from the chapter.
Sharpening Your Career Skills Online Bovée and Th ill’s Business Communication Web Search, at http://businesscommunicationblog.com/websearch is a unique research tool designed specifi cally for business communication research. Use the Web Search function to fi nd a website, video, PDF document, or PowerPoint presentation that off ers advice on writing eff ective sentences. Write a brief email message to your instructor, describing the item that you found and summarizing the career skills information you learned from it.
144
Discuss the value of careful revision and describe the
tasks involved in evaluating your fi rst drafts and the work
of other writers
List four techniques you can use to improve the
readability of your messages
Describe eight steps you can take to improve the clarity
of your writing, and give four tips on making your writing
more concise
List four principles of effective design, and explain the
role of major design elements in document readability
Explain the importance of proofreading, and give eight
tips for successful proofreading
Discuss the most important issues to consider when
distributing your messages
Test your mastery of this chapter and its
Learning Objectives. Visit mybcommlab.com to apply
what you’ve learned in Document Makeovers and
interactive simulation scenarios.
LEARNING OBJECTIVES After studying this chapter, you will be able to
Completing Business Messages
www.jeffersonrabb.com
As a composer, game designer, photographer, programmer, and website developer, Jefferson Rabb epitomizes the “multi” in multimedia. For all the technical and creative skills he brings, however, Rabb’s work never loses sight of audiences and their desire to be informed and entertained when they visit a website.
Rabb’s career history includes stints at MTV.com and Sephora.com , but most of his current work as an independent designer involves projects in the publishing industry. The best- selling authors he has helped bring to the web include Dan Brown, Gary Shteyngart, Jhumpa Lahiri, Laura Hillenbrand, and Anita Shreve.
For every project, Rabb starts his design work with an in-depth analysis of the audience. The questions he asks about site visitors include their familiarity with the author’s work, the range of their reading interests, and their general demographics. He also wants to know whether a site needs to serve book reviewers, bookstore buyers, and other industry professionals, in addition to readers.
With some insight into who the target visitors are, Rabb puts himself in their place and imagines the knowledge and experiences they hope to gain during their visits. These needs can vary from biographical information about the author to multimedia exhibits (such as video interviews and photographs depicting locations mentioned in a book) to complex games that extend a novel’s storylines. Rabb makes a point to fi nd compelling visual connections between a book and a website, too, such as basing the design of the site for Shteyngart’s
COMMUNICATION CLOSE-UP AT JEFFERSON RABB WEB DESIGN
6
1 4
2
3
5
6 MyBcommLab
Authors such as Monica Ali still rely on personal contact with readers to promote books, but websites—particularly interactive, multimedia websites—have become an increasingly important element in book promotion.
CHAPTER 6 Completing Business Messages 145
Revising Your Message: Evaluating the First Draft Aft er you’ve completed a fi rst draft , you may be tempted to breathe a sigh of relief, send the message on its way, and move on to the next project. Resist the temptation. Successful communicators recognize that the fi rst draft is rarely as tight, clear, and compelling as it needs to be. Careful revision can mean the diff erence between a rambling, unfocused mes- sage and a lively, direct message that gets results. Th e third step of the three-step writing process involves four key tasks: revising your message to achieve optimum quality and then producing, proofreading, and distributing it.
Th e 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 mes- saging, text messaging, email, or blogging, the revision process is oft en 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 these media. Th ese qualities can be especially important in electronic 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. Th en start with the “big picture,” making sure that the document accomplishes your overall goals be- fore moving to fi ner 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 customer letter.
EVALUATING YOUR CONTENT, ORGANIZATION, STYLE, AND TONE
When you begin the revision process, focus your attention on content, organization, style, and tone. To evaluate the content of your message, answer these questions:
● Is the information accurate? ● Is the information relevant to the audience? ● Is there enough information to satisfy the readers’ needs? ● Is there a good balance between general information (giving readers enough background
information to appreciate the message) and specifi c information (giving readers the de- tails they need to understand the message)?
When you are satisfi ed 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 another sequence? ● Are any points repeated unnecessarily? ● Are details grouped together logically, or are some still scattered through the document?
With the content in place and eff ectively organized, next consider whether you have achieved the right tone for your audience. Is your writing formal enough to meet the
Super Sad True Love Story on the portable communication device featured in the story. Completing the multimedia experience, he often composes music to create a specifi c mood that refl ects the themes of a book. 1
Your business communication efforts may not always be as elaborate as Rabb’s, but you can always apply his
strategy of combining methodical analysis with creative design and implementation. This chapter addresses the third step in the three-step writing process, completing your messages—which includes the important tasks of revising, producing, proofreading, and distributing your messages.
Discuss the value of careful revision, and describe the tasks involved in evaluating your fi rst drafts and the work of other writers.
1 LEARNING OBJECTIVE
First draft s are rarely as eff ective as they could be, so take the time to improve them through revision.
In any medium, readers tend to equate the quality of your writing with the quality of your thinking.
If you have time, put aside your draft for a day or two before you begin the revision process.
• Access this chapter’s simulation entitled The Communication Process, located at mybcommlab.com.
MyBcommLab
Removes a phrase (you can bet) that is too informal for this fairly formal message
Removes an awkward and unnecessary sentence
Removes unnecessary words in several places
Inserts a missing word (dealer)
important
your piano’s
dealer
We
Sincerely,
Owner
tjr
.
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 A-27 for more)
Delauny Music 56 Commerce Circle Davenport, IA 52806 (563) 555-4001 delaunymusic.net
Need 7 blank lines here
Replaces the first sentence with the sentence from below (the two sentences said essentially the samething)
Changes adjusting to adjustment to make it parallel with evaluation
Replaces its with your piano’s to avoid confusion
Simplifies an over-the-top complimentary close
June 21, 2012
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
Figure 6.1 Improving a Customer Letter Through Careful Revision Careful revision makes this draft shorter, clearer, and more focused. These proofreading symbols (see Appendix C) are still widely used when printed documents are edited and revised. However, in many instances you’ll use the electronic markup features in your word processor or other software, as shown later in this chapter, on page 154.
146
CHAPTER 6 Completing Business Messages 147
audience’s expectations, without being too formal or academic? Is it too casual for a serious subject? Does your message emphasize the audience’s needs over your own?
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 fi rst 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 are learning in Chapters 4 through 6 .
Delauny Music 56 Commerce Circle Davenport, IA 52806 (563) 555-4001 delaunymusic.net
June 21, 2012
Ms. Claudia Banks 122 River Heights Drive Bettendorf, IA 52722
Dear Ms. Banks:
Thank you for your recent purchase. We wish you many years of satisfaction with your new Yamaha CG1 grand piano. The CG1 carries more than a century of Yamaha’s heritage in design and production of world-class musical instruments and will give you many years of playing and listening pleasure.
Our commitment to your satisfaction doesn’t stop with your purchase, however. As a vital first step, please remember to call us sometime within three to eight months after your piano was delivered to take advantage of the Yamaha ServicebondSM Assurance Program. This free service program includes a thorough evaluation and adjustment of the instrument after you’ve had some time to play your piano and your piano has had time to adapt to its environment.
In addition to this important service appointment, a regular program of tuning is essential to ensure your piano’s impeccable performance. Our piano specialists recommend four tunings during the first year and two tunings every year thereafter. As your local Yamaha dealer, we are ideally positioned to provide you with optimum service for both regular tuning and any maintenance or repair needs you may have.
Sincerely,
Madeline Delauny Owner
tjr
Th e beginning and end of a message usually have the greatest impact on your readers, so make sure they are clear, concise, and compelling.
Apply Figure 6.2’s key concepts by revising a new document. Go to Chapter 6 in mybcommlab.com and select Document Makeovers.
MyBcommLab
Figure 6.2 Revised Customer Letter This revised letter provides the requested information more clearly, in a more organized fashion, with a friendlier style, and with precise mechanics.
148 PART 2 Applying the Three-Step Writing Process
Evaluating and revising the work of others is an important responsibility.
List four techniques you can use to improve the readability of your messages.
2 LEARNING OBJECTIVE
Readability formulas can give you a helpful indication, but they can’t measure everything that aff ects readability.
Readability indexes offer a useful reference point, but they are all limited by what they are able to measure: word length, number of syllables, sentence length, and paragraph length. They can’t measure any of the other factors that affect readability, from “you” orientation to writing clarity to document design.
Readability indexes can help. But they don’t measure everything. They don’t measure whether your writing clarity is good. They don’t measure whether your document design is good or not. Reading indexes are based on word length, syllables, sentences, and paragraphs.
Before you dive into someone else’s work, recognize the dual responsibility that doing so entails. First, unless you’ve been specifi cally 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 eff ective, 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 eff ective, 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 14 .
Revising to Improve Readability Aft er confi rming 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 eff orts to make your documents eas- ier to read. You’ll benefi t from this eff ort, too: If you earn a reputation for creating well-craft ed documents that respect the audience’s time, people will pay more attention to your work.
You may be familiar with one of the many indexes that have been developed over the years in an attempt to measure readability. For example, the Flesch-Kincaid Grade Level score computes reading diffi culty relative to grade-level achievement, with, for instance, a score of 10 suggesting that a document can be read and understood by the average 10th grader. Most business documents score in the 8–11 range. Technical documents oft en score in the 12–14 range. A similar scoring system, the Flesch Reading Ease score, ranks documents on a 100-point scale; the higher the score, the easier the document is to read. If these measurements aren’t built into your word processing soft ware, you can fi nd a number of calculators for various indexes at websites such as www.editcentral.com .
Readability indexes off er 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. Th ey can’t measure any of the other factors that aff ect readability, such as document design, the “you” attitude, clear sentence structure, smooth transitions, and proper word usage. Compare these two paragraphs:
CHAPTER 6 Completing Business Messages 149
Th e 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 diffi cult to read if it doesn’t score well.
Beyond using shorter words and simpler sentences, you can improve the readabil- ity of a message by making the document interesting and easy to skim. Most business audiences—particularly infl uential senior managers—tend to skim documents, looking for key ideas, conclusions, and recommendations. If they determine that a document contains valuable information or requires a response, they will read it more carefully when time permits. Four techniques will make your message easier to read and easier to skim: varying sentence length, using shorter paragraphs, using lists and bullets instead of narrative, and adding eff ective headings and subheadings.
VARYING YOUR SENTENCE LENGTH
Varying the length of your sentences is a creative way to make your messages interesting and readable. By choosing words and sentence structure with care, you can create a rhythm that emphasizes important points, enlivens your writing style, and makes information more appealing to your reader. For example, a short sentence that highlights a conclusion at the end of a substantial paragraph of evidence makes your key message stand out. Try for a mixture of sentences that are short (up to 15 words or so), medium (15–25 words), and long (more than 25 words).
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 oft en the best for conveying complex ideas, listing multiple related points, or summarizing or previewing information.
Of course, each sentence length also has disadvantages. Too many short sentences in a row can make your writing choppy. Medium sentences lack the punch of short sen- tences and the informative power of longer sentences. Long sentences can be diffi cult 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 diffi cult to skim. By choosing the best sentence length for each communication need and remembering to mix sentence lengths for variety, you’ll get your points across while keeping your messages lively and interesting.
KEEPING YOUR PARAGRAPHS SHORT
Large blocks of text can be visually daunting, particularly on screen, so the optimum paragraph length is short to medium in most cases. Unless you break up your thoughts somehow, you’ll end up with lengthy paragraphs that are guaranteed to intimidate even the most dedicated reader. Short paragraphs, generally 100 words or fewer (this paragraph has 84 words), are easier to read than long ones, and they make your 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 only for emphasis. Also, if you need to divide a subject into several pieces in order 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 eff ective alternative to using conventional sentences is to set off important ideas in a list—a series of words, names, or other items. Lists can show the sequence of your ideas, heighten their impact visually, and increase the likelihood that a reader will fi nd key points. In addition, lists help simplify complex subjects, highlight main points, break up a page or
Th e eff ort to make your documents more readable will pay for itself in greater career success.
To keep readers’ interest, use a variety of long, medium, and short sentences.
Long paragraphs are visually intimidating and can be diffi cult to read.
Lists are eff ective tools for highlighting and simplifying material.
150 PART 2 Applying the Three-Step Writing Process
screen visually, ease the skimming process for busy readers, and give readers a breather. Compare these two treatments of the same information:
Narrative List
Owning your own business has many potential advantages. One is the opportunity to pursue your own personal passion. Another advantage is the satisfaction of working for yourself. As a sole proprietor, you also have the advantage of privacy because you do not have to reveal your fi nancial 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 specifi c list items elsewhere in the document. For example, the following three steps need to be performed in the order indicated, and the numbers make that clear:
1. Find out how many employees would like on-site day-care facilities. 2. Determine how much space the day-care center would require. 3. Estimate the cost of converting a conference room for the on-site facility.
The board of directors met to discuss the revised annual budget. To keep expenses in line with declining sales, the directors voted to
● Cut everyone’s salary by 10 percent ● Close the employee cafeteria ● Reduce travel expenses
The decline in company profi t is attributable to four factors:
● Slower holiday sales ● Increased transportation and fuel costs ● Higher employee wages ● Slower inventory turnover
Lists are easier to locate and read if the entire numbered or bulleted section is set off by a blank line before and aft er, as the preceding examples demonstrate. Furthermore, make sure to introduce lists clearly so that people know what they’re about to read. One way to introduce lists is to make them a part of the introductory sentence:
Another way to introduce a list is to precede it with a complete introductory sentence, followed by a colon:
Regardless of the format you choose, the items in a list should be parallel; that is, they should all use the same grammatical pattern. For example, if one list item begins with a verb, every item should begin with a verb. If one item is a noun phrase, every one should be a noun phrase:
Nonparallel List Items (a mix of verb and noun phrases)
Parallel List Items (all verb phrases)
• Improve our bottom line • Identifi cation 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
CHAPTER 6 Completing Business Messages 151
Parallel forms are easier to read and skim. You can create parallelism by repeating the pattern in words, phrases, clauses, or entire sentences (see Table 6.1 ).
ADDING HEADINGS AND SUBHEADINGS
A heading is a brief title that tells readers about the content of the section that follows. Subheadings are subordinate to headings, indicating subsections with a major section. Headings and subheadings serve these important functions:
● Organization. Headings show your reader at a glance how the document is organized. Th ey act as labels to group related paragraphs together and organize lengthy material into shorter sections.
● Attention. Informative, inviting, and in some cases intriguing headings grab the reader’s attention, make the text easier to read, and help the reader fi nd the parts he or she needs to read—or skip.
● Connection. Using headings and subheadings together helps readers see the rela- tionship between main ideas and subordinate ones so that they can understand your message more easily. Moreover, headings and subheadings visually indicate shift s from one idea to the next.
Headings fall into two categories. Descriptive headings , such as “Cost Considera- tions,” 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. Th ey are also helpful in guiding your work as a writer, especially if written in terms of questions you plan to address in your document. Well-written informative headings are self-contained, which means readers can read just the headings and subheadings and understand them without reading the rest of the document. For example, “Introduction” conveys little information, whereas the heading “Staffi ng Shortages Cost the Company $150,000 Last Year” provides a key piece of information and captures the reader’s atten- tion. Whatever types of headings you choose, keep them brief and use parallel construction throughout the document.
Editing for Clarity and Conciseness Aft er you’ve reviewed and revised your message for readability, your next step is to make sure your message is as clear and as concise as possible.
EDITING FOR CLARITY
Make sure every sentence conveys the message you intend and that readers can extract that meaning without needing to read it more than once. To ensure clarity, look closely at your paragraph organization, sentence structure, and word choices. Perhaps a sentence is so complicated that readers can’t unravel it. You might have chosen a word that is so
TABLE 6.1 Achieving Parallelism
Method Example
Parallel words The letter was approved by Clausen, Whittaker, Merlin, and Carlucci.
Parallel phrases We are gaining market share in supermarkets, in department stores, and in specialty stores.
Parallel clauses I’d like to discuss the issue after Vicki gives her presentation but before Marvin shows his slides.
Parallel sentences In 2010 we exported 30 percent of our production. In 2011 we exported 50 percent.
Use headings and subheadings to show the organization of your material, draw the reader’s attention to key points, and show connections between ideas.
Informative headings are generally more helpful than descriptive ones.
Describe eight steps you can take to improve the clarity of your writing, and give four tips on making your writing more concise.
3 LEARNING OBJECTIVE
Clarity is essential to getting your message across accurately and effi ciently.
152 PART 2 Applying the Three-Step Writing Process
TABLE 6.2 Revising for Clarity
Issues to Review Ineffective Effective
Overly Long Sentences
Taking compound sentences too far The magazine will be published January 1, and I’d better meet the deadline if I want my article included because we want the article to appear before the trade show.
The magazine will be published January 1. I’d better meet the deadline because we want the article to appear before the trade show.
Hedging Sentences
Overqualifying sentences I believe that Mr. Johnson’s employment record seems to show that he may be capable of handling the position.
Mr. Johnson’s employment record shows that he is capable of handling the position.
Unparallel Sentences
Using dissimilar construction for similar ideas
Mr. Simms had been drenched with rain, bombarded with telephone calls, and his boss shouted at him.
Mr. Sims had been drenched with rain, bombarded with telephone calls, and shouted at by his boss.
To waste time and missing deadlines are bad habits.
Wasting time and missing deadlines are bad habits.
Dangling Modifi ers Placing modifi ers close to the wrong nouns and verbs
Walking to the offi ce, a red sports car passed her. [suggests that the car was walking to the offi ce]
A red sports car passed her while she was walking to the offi ce.
Reduced by 25 percent, Europe had its lowest semiconductor output in a decade. [suggests that Europe shrank by 25 percent]
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.
Camoufl aged Verbs
Changing verbs and nouns into adjectives The manager undertook implementation of the rules.
The manager implemented the rules.
Verifi cation of the shipments occurs weekly. We verify shipment weekly. Changing verbs into nouns reach a conclusion about conclude give consideration to consider
Sentence Structure
Separating subject and predicate A 10% decline in market share, which resulted from quality problems and an aggressive sales campaign by Armitage, the market leader in the Northeast, was the major problem in 2010.
The major problem in 2010 was a 10% loss of market share, which resulted from quality problems and an aggressive sales campaign by Armitage, the market leader in the Northeast.
Separating adjectives, adverbs, or prepositional phrases from the words they modify
Our antique desk lends an air of strength and substance with thick legs and large drawers.
With its thick legs and large drawers, our antique desk lends an air of strength and substance.
Awkward References The Law Offi ce and the Accounting Offi ce distribute computer supplies for legal secretaries and beginning accountants, respectively.
The Law Offi ce distributes computer supplies for legal secretaries; the Accounting Offi ce distributes those for beginning accountants.
vague that readers can interpret it in several ways. Sentence B may not be a logical sequel to sentence A, or an important word may be used incorrectly. 2
See Table 6.2 for examples of the following tips:
● Break up overly long sentences. If you fi nd yourself stuck in a long sentence, you’re probably trying to make the sentence do more than it can reasonably do, such as expressing two dissimilar thoughts or peppering the reader with too many pieces of supporting evidence at once. (Did you notice how diffi cult this long sentence was to read?)
CHAPTER 6 Completing Business Messages 153
● Rewrite hedging sentences. Hedging means pulling back from making a confi dent, defi nitive statement about a topic. Granted, sometimes you have to write may or seems to avoid stating a judgment as a fact. However, when you hedge too oft en or without good reason, you come across as being unsure of what you’re saying.
● Impose parallelism. When you have two or more similar ideas to express, make them parallel by using the same grammatical construction. Parallelism shows that the ideas are related, of similar importance, and on the same level of generality.
● Correct dangling modifi ers. Sometimes a modifi er 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 modifi er dangling , with no connection to the subject of the sentence.
● Reword long noun sequences. When multiple nouns are strung together as modifi ers, the resulting sentence can be hard to read. See if a single well-chosen word will do the job. If the nouns are all necessary, consider moving one or more to a modifying phrase, as shown in Table 6.2 .
● Replace camoufl aged verbs. Watch for words that end in -ion , -tion , -ing , -ment , -ant , -ent , -ence , -ance , and - ency . Th ese endings oft en change verbs into nouns and adjectives, requiring you to add a verb in order 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 fi gure out who did what. Similarly, adjectives, adverbs, and preposi- tional 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 specifi c 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 specifi c pointer such as “as described in the second paragraph on page 22.”
If you qualify or hedge too oft en, you undermine your credibility.
Camoufl aged verbs are verbs that have been changed into nouns; they oft en increase the length of a sentence without adding any value.
Subject and predicate should be placed as close together as possible, as should modifi ers and the words they modify.
COMMUNICATION MISCUES
Few messages in life are as important as the instructions for pre- scription medications. Yet, according to the American Academy of Pediatrics, nearly half of all parents fail to correctly follow the infor- mation contained on the labels of medications prescribed for their children. Errors also abound among elderly patients, who oft en need to take multiple medications every day. Blaming the parents and patients for these errors may be tempting, but evidence sug- gests that the labels themselves are responsible for many mistakes.
Experts cite such communication problems as confusing terminology, information overload, and poor prioritization— emphasizing nonessential information such as the name of the pharmacy at the expense of truly critical information, such as the correct dosage, drug interaction warnings, or even the name of the medication itself. Th e situation can get even worse in house- holds where two or more people have prescriptions, creating the possibility of patients accidentally taking the wrong medication. Moreover, the information now included with many medications is split among the label on the bottle, the box the bottle comes in, and a government-mandated printed insert. Ironically, those inserts are meant to clarify important information for the patient, but many patients toss them aside rather than read what can be several pages of dense, tiny type and unfamiliar terminology.
Fortunately, some improvements are taking place. Aft er her grandmother accidentally took some of her grandfather’s pills, graphic designer Deborah Adler decided that a major change was needed. Overhauling the round pill bottle that has been in use and unchanged for 60 years, Adler and industrial designer Klaus Rosburg craft ed a new design that features a large, fl at labeling surface that wraps over the top of the bottle. Th e label makes vital information—particularly the name of the drug, the patient’s name, and dosage instructions—easy to fi nd and easy to read. Color-coded bands can be attached as well to help various members of a household identify the right bottles. Adler’s design, named ClearRx, is now in use at Target pharmacies nationwide.
CAREER APPLICATIONS 1. Why is information prioritization so important with
medicine labels? 2. Aside from medications, what other situations have you
encountered in your life in which confusing labels, signs, instructions, or other messages created health or safety hazards? Choose one of these situations and write a brief description of the poor communication and your advice on how it could have been improved.
Missing the Message with Prescription Medications
154 PART 2 Applying the Three-Step Writing Process
EDITING FOR CONCISENESS
Eff orts to improve clarity oft en reduce overall word count, so at this point you’ve probably eliminated most of the excess verbiage in your document. Th e next step is to examine the text with the specifi c goal of reducing the number of words you use. Readers appreciate con- ciseness and are more likely to read your documents if you have a reputation for effi cient 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 infi nitives (the “to” form of a verb) in place of some phrases, you can oft en shorten sentences while making them clearer.
● Eliminate redundancies. In some word combinations, the words say the same thing. For instance, “visible to the eye” is redundant because visible is enough without further clarifi cation; “to the eye” adds nothing.
● Recast “It is/Th ere are” starters. If you start a sentence with an indefi nite pronoun such as it or there , odds 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 identifi es who is doing the believing.
As you rewrite, concentrate on how each word contributes to an eff ective 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.”
USING TECHNOLOGY TO REVISE YOUR MESSAGE
When it’s time to revise and polish your message, soft ware features can help you add, delete, and move text, using functions such as cut and paste (taking a block of text out of one sec- tion of a document and pasting it in somewhere else) and search and replace (fi nding words or phrases and changing them if you need to). Be careful using the “replace all” option; it can result in unintended errors. For example, fi nding power and replacing all occurrences with strength will also change the word powerful to strengthful , which isn’t a word.
Soft ware tools such as revision marks (look for a feature called track changes or some- thing similar) and commenting keep track of proposed editing changes electronically and provide a history of a document’s revisions. In Microsoft Word, for example, revisions appear in a diff erent text color than the original text (see Figure 6.3 on page 156), giving you a chance to review changes before accepting or rejecting them. Adobe Acrobat lets
A. Evaluate content, organization, style, and tone. ● Make sure the information is accurate, relevant, and
suffi cient. ● 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
eff ective. ● 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 modifi ers. ● Reword long noun sequences and replace camoufl aged 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 “Th ere are.”
✓Checklist Revising Business Messages
Early draft s oft en have words and phrases that don’t add anything and can easily be cut out.
Revision marks and commenting features are great ways to track the revision process when multiple reviewers are involved.
Improving clarity oft en makes messages shorter, but you can make them shorter still by using some specifi c revision techniques.
CHAPTER 6 Completing Business Messages 155
TABLE 6.3 Revising for Conciseness
Issues to Review Ineffective Effective
Unnecessary Words and Phrases
Using wordy phrases for the sum of for
in the event that if
prior to the start of before
in the near future soon
at this point in time now
due to the fact that because
in view of the fact that because
until such time as when
with reference to about
Using too many relative pronouns Cars that are sold after January will not have a six-month warranty.
Cars sold after January will not have a six-month warranty.
Employees who are driving to work should park in the underground garage.
Employees driving to work should park in the underground garage. OR Employees should park in the underground garage.
Using too few relative pronouns The project manager told the engineers last week the specifi cations were changed.
The project manager told the engineers last week that the specifi cations were changed.
The project manager told the engineers that last week the specifi cations were changed.
Long Words and Phrases
Using overly long words During the preceding year, the company accelerated productive operations.
Last year the company sped up operations.
The action was predicated on the assumption that the company was operating at a fi nancial defi cit.
The action was based on the belief that the company was losing money.
Using wordy phrases rather than infi nitives If you want success as a writer, you must work hard. To succeed as a writer, you must work hard.
He went to the library for the purpose of studying. He went to the library to study.
The employer increased salaries so that she could improve morale.
The employer increased salaries to improve morale.
Redundancies
Repeating meanings absolutely complete complete
basic fundamentals fundamentals
follows after follows
free and clear free
refer back refer
repeat again repeat
collect together collect
future plans plans
return back return
important essentials essentials
end result result
actual truth truth
fi nal outcome outcome
uniquely unusual unique
surrounded on all sides surrounded
Using double modifi ers modern, up-to-date equipment modern equipment
It Is/There Are Starters It would be appreciated if you would sign the lease today.
Please sign the lease today.
Starting sentences with It or There There are fi ve employees in this division who were late to work today.
Five employees in this division were late to work today.
A writer who has received suggested changes from reviewer can easily accept or reject each change.
Each addition or deletion is highlighted in turn so that the writer can consider whether to accept or reject it.
Reviewers can also leave comments, which don’t affect the text (the writer simply deletes the comments after reading them).
Various programs have different options for displaying suggested changes from reviewers; in this example, insertions are underlined in the text, and deletions are displayed in bubbles off to the side.
Figure 6.3 Revision Marks in Microsoft Word Microsoft Word, the most commonly used word processor in business offi ces, offers handy tools for reviewing draft documents. In this example, text to be added is shown in red, and text to be deleted is shown in balloons in the right margin. The writer can then choose to accept or reject each suggested change.
156 PART 2 Applying the Three-Step Writing Process
you attach comments to PDF fi les (see Figure 6.4 ). (Note that Adobe Acrobat is not the same product as the free Adobe Reader.) Using revision marks and commenting features is also a great way to keep track of editing changes made by team members. Both Word and Acrobat let you use diff erent colors for each reviewer, so you can keep everyone’s comments separate.
In addition to the many revision tools, four soft ware functions can help bring out the best in your documents. First, a spell checker compares your document with an electronic dictionary, highlights unrecognized words, and suggests correct spellings. Spell checkers are wonderful for fi nding typos, but they are no substitute for good spelling skills. For example, if you use their when you mean to use there , your spell checker won’t notice because their is spelled correctly. Plus, some of the “errors” that the spell checker indicates may actually be proper names, technical words, words that you misspelled on purpose, web addresses, or simply words the spell checker doesn’t know. It’s up to you to decide whether each fl agged word should be corrected or left alone, to fi nd the errors that your spell checker has overlooked, and to catch problems that the spell checker itself might introduce (such as inserting unwanted hyphens or suggesting incorrect word replacements).
Second, a computer thesaurus (either within your soft ware or on a website such as http://thesaurus.com ) off ers alternatives to a particular word. Th e best uses of a thesaurus are to fi nd fresh, interesting words when you’ve been using the same word too many times and to fi nd words that most accurately convey your intended meaning. Don’t use a the- saurus simply to fi nd impressive-sounding words, however, and don’t assume that all the alternatives suggested are correct for each situation.
Th ird, a grammar checker tries to do for your grammar what a spell checker does for your spelling. Because the program doesn’t have a clue about what you’re trying to say, it can’t tell whether you’ve said it clearly or completely. However, grammar checkers can highlight items you should consider changing, such as passive voice, long sentences, and words that tend to be misused.
Spell checkers, grammar checkers, and computerized thesauruses can all help with the revision process, but they can’t take the place of good writing and editing skills.
CHAPTER 6 Completing Business Messages 157
Fourth, a style checker can monitor your word and sentence choices and suggest alterna- tives that might produce more eff ective writing. For instance, the style-checking options in Microsoft Word range from basic issues, such as spelling out numbers and using contractions, to more subjective matters, such as sentence structure and the use of technical terminology.
By all means, use any soft ware tools that you fi nd helpful when revising your docu- ments. Just remember that it’s unwise to rely on them to do all your revision work, and you’re responsible for the fi nal product.
Producing Your Message Now it’s time to put your hard work on display. Th e production quality of your message—the total eff ect of page or screen design, graphical elements, typography, and so on—plays an important role in the eff ectiveness of your message. A polished, inviting design not only makes your material easier to read but also conveys a sense of professionalism and importance. 3
DESIGNING FOR READABILITY
Design aff ects readability in two important ways. First, if used carefully, design elements can improve the eff ectiveness of your message. If used poorly, design elements can act as barriers, blocking your communication. For example, people age 65 and over are the
Figure 6.4 Comments Attached to a PDF File Adobe Acrobat lets reviewers attach comments to any document in PDF format, even if it was originally created using software that the reviewers don’t have.
Production quality aff ects readability and audience perceptions of you and your message.
List four principles of effective design, and explain the role of major design elements in document readability.
4 LEARNING OBJECTIVE
158 PART 2 Applying the Three-Step Writing Process
fastest-growing segment of online consumers in the United States, but many websites don’t take into account the natural changes that occur in eyesight as people age. Older people oft en fi nd it diffi cult to read the small type that is common on websites—and many websites make the mistake of preventing viewers from enlarging type size in their browsers. 4 Second, the visual design sends a nonverbal message to your readers, infl uencing their perceptions of the communication before they read a single word.
Eff ective design helps you establish the tone of your document and helps guide your readers through your message (see Figure 6.5 ). To achieve an eff ective design, pay careful attention to the following design elements:
● Consistency. Th roughout each message, be consistent in your use of margins, typeface, type size, and space. Also be consistent when using recurring design elements, such as vertical lines, columns, and borders. In many cases, you’ll want to be consistent from message to message as well; that way, audiences who receive multiple messages from you recognize your documents and know what to expect.
● Balance. Balance is an important but subjective issue. One document may have a formal, rigid design in which the various elements are placed in a grid pattern, whereas another may have a less formal design in which elements fl ow more freely across the page—and both could be in balance. Like the tone of your language, visual balance can be too formal, just right, or too informal for a given message.
● Restraint. Strive for simplicity in design. Don’t clutter your message with too many design elements, too much highlighting, too many colors, or too many decorative touches. Let “simpler” and “fewer” be your guiding concepts.
● Detail. Pay attention to details that aff ect your design and thus your message. For in- stance, extremely wide columns of text can be diffi cult to read; in many cases a better solution is to split the text into two narrower columns.
Even without special training in graphic design, you can make your printed and elec- tronic messages more eff ective by understanding the use of white space, margins and line justifi cation, typefaces, and type styles.
Document design sends strong nonverbal signals. Make sure they are positive and appropriate signals.
The screen header is about as simple as one can get but it is fine for this business purpose. A livelier look would certainly work nicely with blogs that address more consumer-oriented topics, for example.
Clear title and statement of purpose let visitors know instantly what the blog is all about.
Uses fonts and colors consistently throughout.
The san serif typeface choice is acceptable for body text here, given the generous spacing between lines.
Uses white space and clear, concise headings effectively to make the document easy to skim.
The plain background helps readability by avoiding any visual conflict between text and background graphics.
Bullet list makes it easy for readers to pick up key points.
Headings are clearly distinguished from other text by type size, weight, and color (in these sidebars).
Ragged right margins are easy to read and require no special effort to format.
Figure 6.5 Designing for Readability This blog uses a clean, restrained design that is more than adequate for its purpose, which is sharing ideas on project management strategies and techniques.
Apply Figure 6.5’s key concepts by revising a new document. Go to Chapter 6 in mybcommlab.com and select Document Makeovers.
MyBcommLab
Aim for consistent design within each message and from message to message.
Simple designs are usually more eff ective than more complex designs.
CHAPTER 6 Completing Business Messages 159
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.) Th ese unused areas provide visual contrast and important resting points for your readers. White space includes the open area surrounding headings, margins, paragraph indents, space around images, vertical space between columns, and horizontal space between paragraphs or lines of text. To increase the chance that readers will read your messages, be generous with white space; it makes pages and screens feel less intimidating and easier to read. 5
Margins and Justifi cation
Margins defi ne the space around text and between text columns. In addition to their width, the look and feel of margins is infl uenced by the way you arrange lines of text, which can be set (1) justifi ed (which means they are fl ush , or aligned vertically, on both the left and the right), (2) fl ush left with a ragged-right margin, (3) fl ush right with a ragged-left margin, or (4) centered. Th is paragraph is justifi ed, whereas the paragraphs in Figure 6.2 on page 147 are fl ush left with a ragged-right margin.
Magazines, newspapers, and books oft en use justifi ed type because it can accommodate more text in a given space. However, justifi ed 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. Th ird, unless it is used with some skill and attention, justifi ed type can be more diffi cult to read because it can produce large gaps between words and excessive hyphenation at the ends of lines. Th e publishing specialists who create magazines, newspapers, and books have the time and skill needed to carefully adjust character and word spacing to eliminate these problems. (In some cases, sentences are even rewritten in order to improve the appearance of the printed page.) Because most business communicators don’t have that time or skill, it’s best to avoid justifi ed type in most business documents.
In contrast to justifi ed type, fl ush-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 physical design of letters, numbers, and other text characters. ( Font and typeface are oft en used interchangeably, although strictly speaking, a font is a set of characters in a given typeface.) Typeface infl uences the tone of your message, making it look authoritative or friendly, businesslike or casual, classic or modern, and so on (see Table 6.4 ). Be sure to choose fonts that are appropriate for your message; many of the fonts on your computer are not appropriate for business use.
White space separates elements in a document and helps guide the reader’s eye.
Most business documents use a fl ush-left margin and a ragged- right margin.
TABLE 6.4 Typeface Purposes and Personalities
Serif Typefaces (Best for Text)
Sans Serif Typefaces (Best for Headlines; Some Work Well for Text)
Specialty Typefaces (For Decorative Purposes Only)
Bookman Old Style Arial ANNA
Century Schoolbook Eras Bold Bauhaus
Courier Franklin Gothic Book Edwardian
Garamond Frutiger Lucida Handwriting
Rockwell Gill Sans Old English
Times Roman Verdana STENCIL
160 PART 2 Applying the Three-Step Writing Process
Serif typefaces have small crosslines (called serifs) at the ends of each letter stroke. Serif typefaces such as Times New Roman are commonly used for regular paragraph text (as in this book), but they can look busy and cluttered when set in large sizes for headings.
Sans serif typefaces have no serifs ( sans is French for “without”). Th e visual simplicity of sans serif typefaces such as Helvetica and Arial makes them ideal for the larger sizes used in headlines. Sans serif faces can be diffi cult to read in long blocks of text, however, unless they are formatted with generous amounts of leading (pronounced ledding ), or spacing between lines.
For most documents, generally avoid using more than two typefaces, although if you want to make captions or another special text element stand out, you can use a third font for that. 6 You can’t go too far wrong with a sans serif typeface (such as Arial) for heads and subheads and a serif typeface (such as Times New Roman) for text and captions. Using too many typefaces clutters a document and can produce an amateurish look.
Type Styles
Type style refers to any modifi cation that lends contrast or emphasis to type, including boldface, italic, underlining, color, and other highlighting and decorative styles. Using boldface type for subheads breaks up long expanses of text. You can also boldface individual words or phrases to draw more attention to them. For example, the key terms in each chap- ter in this book are set in bold. Italic type also creates emphasis, although not as pronounced as boldface. Italic type has specifi c uses as well, such as highlighting quotations and indicat- ing foreign words, irony, humor, book and movie titles, and unconventional usage.
As a general rule, avoid using any style in a way that slows your audience’s progress through the message. For instance, underlining or using all-uppercase letters can interfere with a reader’s ability to recognize the shapes of words, and shadowed or outlined type can seriously hinder legibility. Also, avoid overusing any type style. For example, putting too many words in boldface dilutes the impact of the special treatment by creating too many focal points in the paragraph.
Type size is an important consideration as well. For most printed business messages, use a size of 10 to 12 points for regular text and 12 to 18 points for headings and subhead- ings (1 point is approximately 1/72 inch). Resist the temptation to reduce type size too much in order to squeeze in extra text or to enlarge it to fi ll up space. Type that is too small is hard to read, whereas extra-large type looks unprofessional. Be particularly careful with small type online. Small type that looks fi ne on a medium-resolution screen can be hard to read on both low-resolution screens (because these displays can make letters look jagged or fuzzy) and high-resolution screens (because these monitors reduce the apparent size of the type even further).
DESIGNING MULTIMEDIA DOCUMENTS
A multimedia document contains a combination of text, graphics, photographs, audio, animation, video, and interactivity (such as hyperlinks that access webpages or soft ware programs). Most electronic media now support multiple media formats, so you have a variety of options for creating multimedia documents. For example, you can add photos to a word processor fi le, audio commentary to a PDF, video clips to a blog posting, and animation to webpages.
As rich media, multimedia documents can convey large amounts of information quickly, engage people in multiple ways, express emotions, and allow recipients to person- alize the communication process to their own needs. However, these documents are more diffi cult to create than documents that contain only text and static images. To design and create multimedia documents, you need to consider the following factors:
● Creative and technical skills. Depending on what you need to accomplish, creating and integrating multimedia elements can require some creative and technical skills. Fortunately, many basic tasks, such as adding photographs or video clips to a webpage, have gotten much easier in recent years. And even if you don’t have the advantage of formal training in design, by studying successful examples, you can start to get a feel for what works and what doesn’t.
Th e classic style of document design uses a sans serif typeface for headings and a serif typeface for regular paragraph text; however, many contemporary documents now use all sans serif.
Avoid using any type style in ways that might interfere with reading.
Multimedia documents can be powerful communication vehicles, but they require more time, tools, and skills to create.
CHAPTER 6 Completing Business Messages 161
● Tools. Th e hardware and soft ware tools needed to create and integrate media ele- ments are now widely available and generally aff ordable. For example, with sim- pler and less expensive consumer versions of professional photo and video editing soft ware, you can oft en perform all the tasks you need for business multimedia (see Figure 6.6 ).
● Time and cost. Th e time and cost of creating multimedia documents has dropped dramatically in recent years. However, you still need to consider these elements—and exercise good judgment when deciding whether to include multimedia and how much to include. Make sure the time and money you plan to spend will be paid back in com- munication eff ectiveness.
● Content. To include various media elements in a document, you obviously need to create or acquire them. If you have the skills, time, and tools, you might be able to create graphics or other media elements. If not, you’ll need to fi nd these items and secure the right to use them. Millions of graphics, photos, video clips, and other elements are available online, but you need to make sure you can legally use each item. One good option is to search Creative Commons ( www.creativecommons.org ) for multimedia elements available for use at no charge but with various restrictions (such as giving the creator credit).
● Message structure. Multimedia documents often lack a rigid linear structure from beginning to end, which means you need to plan for readers to take mul- tiple, individualized paths through the material. In other words, a conventional outline is often inadequate. Chapter 13 discusses the challenge of information architecture , the structure and navigational flow of websites and other multimedia documents.
● Compatibility. Some multimedia elements require specifi c soft ware to be installed on the recipient’s viewing device. Another challenge is the variety of screen sizes and reso- lutions, from large, high-resolution computer monitors to tiny, low-resolution mobile phone displays. Make sure you understand the demands your message will place on the audience.
Figure 6.6 Multimedia Tools Software such as Adobe Photoshop Elements makes it easy for anyone with basic computer skills to create and modify content for multimedia documents. A simple cropping operation on a photo is shown here.
Make sure you have the legal right to use any media elements that you include in your documents.
162 PART 2 Applying the Three-Step Writing Process
USING TECHNOLOGY TO PRODUCE YOUR MESSAGE
Production tools vary widely, depending on the soft ware and systems you’re using. Some IM and email systems off er limited formatting and production capabilities, whereas most word processors now off er some capabilities that rival those of professional publishing soft ware for many day-to-day business needs. Desktop publishing soft ware such as Adobe InDesign goes beyond word processing, off ering more advanced and precise layout capa- bilities that meet the technical demands of publication-quality printing. (Th ese programs are used mainly by design professionals.)
For online content, web publishing systems make it easy to produce great-looking webpages quickly. Similarly, most blogging systems now simplify the production of blog content, letting you rapidly post new material without worrying too much about design or production. Multimedia production tools such as Microsoft Producer let you combine slides, audio commentary, video clips, and other features into computer-based presenta- tions that once cost thousands of dollars to create.
No matter what system you’re using, become familiar with the basic formatting capabilities. A few hours of exploration on your own or an introductory training course can help you dramatically improve the production quality of your documents. Depend- ing on the types of messages you’re creating, you’ll benefi t from being profi cient with the following features:
● Templates, themes, and stylesheets. As Chapter 5 notes, you can save a tremendous amount of time by using templates, themes, and stylesheets. Many companies provide these tools to their employees to ensure a consistent look and feel for all print and online documents.
● Page setup. Use page setup to control margins, orientation ( portrait is vertical; land- scape is horizontal), and the location of headers (text and graphics that repeat at the top of every page) and footers (similar to headers but at the bottom of the page).
● Column formatting. Most business documents use a single column of text per page, but multiple columns can be an attractive format for documents such as newsletters. Columns are also handy for formatting long lists.
● Paragraph formatting. Take advantage of paragraph formatting controls to enhance the look of your documents. For instance, you can off set quotations by increasing margin width around a single paragraph, subtly compress line spacing to fi t a docu- ment on a single page, or use hanging indents to off set the fi rst line of a paragraph.
● Numbered and bulleted lists. Let your soft ware do the busywork of formatting numbered and bulleted lists. It can also automatically renumber lists when you add or remove items.
● Tables. Tables are great for displaying any information that lends itself to rows and columns, including calendars, numeric data, comparisons, and multicolumn bulleted lists. Use paragraph and font formatting thoughtfully within tables for the best look.
● Pictures, text boxes, and objects. Print and online publishing soft ware lets you insert a wide variety of pictures (using industry-standard formats such as JPEG and GIF). Text boxes are small blocks of text that stand apart from the main text and can be placed anywhere on the page; they are great for captions, callouts, margin notes, and so on. Objects can be anything from a spreadsheet to a sound clip to an engineering drawing. Similarly, blogging systems, wikis, and other web development tools let you insert a variety of pictures, audio and video clips, and other multimedia elements.
By improving the appearance of your documents with these tools, you’ll improve your readers’ impressions of you and your messages, too.
FORMATTING FORMAL LETTERS AND MEMOS
Formal business letters usually follow certain design conventions, as the letter in Figure 6.2 (see page 147) illustrates. Most business letters are printed on letterhead stationery , which includes the company’s name, address, and other contact information. Th e fi rst element
Learning to use the basic features of your communication tools will help you produce better messages in less time.
CHAPTER 6 Completing Business Messages 163
to appear aft er the letterhead is the date, followed by the inside address, which identifi es the person receiving the letter. Next is the salutation, usually in the form of Dear Mr. or Ms. Last Name . Th e message comes next, followed by the complimentary close, usually Sincerely or Cordially . And last comes the signature block: space for the signature, followed by the sender’s printed name and title. Your company will probably have a standard format to follow for letters, possibly along with a template in Microsoft Word or whatever word processor is standard in the organization. For in-depth information on letter formats, see Appendix A, “Format and Layout of Business Documents.”
Like letters, business memos usually follow a preset design (see Figure 6.7 ). Memos have largely been replaced by electronic media in many companies, but if they are still in use at the fi rm you join, the company may have a standard format or template for you to use. Most memos begin with a title such as Memo , Memorandum , or Interoffi ce Correspondence . Following that are usually four headings: Date , To , From , and Subject. ( Re: , short for Regarding , is sometimes used instead of Subject .) Memos usually don’t use a salutation, complimentary close, or signature, although signing your initials next to your name on the From line is standard practice in most companies. Bear in mind that memos are oft en dis- tributed without sealed envelopes, so they are less private than most other message formats.
Letters typically have the following elements: • Preprinted letterhead stationery • Date • Inside address • Salutation • Complimentary close • Signature block
Memos are usually identifi ed by a title such as Memo or Memorandum .
Uses standard company memo stationery with title indicating that this is a memo
Uses four standard headings for memos
Does not begin with a salutation
Does not include a complimentary close or a signature block
INTERNAL MEMORANDUM
DATE: March 15, 2011 TO: Carnival’s PR Department FROM: Vance Gulliksen, PR Manager SUBJECT: News to Use for 2011
Following are some bullet points highlighting upcoming itinerary deployments and other news involving the Carnival fleet for the coming year. Please note that this information will be posted on our web site, provided to journalists on an as-needed basis and included in all press kits:
New Carnival Magic Set to Debut May 1, 2011 – Carnival’s newest “Fun Ship,” the 3,690-passenger Carnival Magic is set to debut May 1, 2011, with a series of seven- to 12-day Mediterranean cruises then launch seven-day Caribbean service from Galveston Nov. 14, 2011, becoming the largest ship based at the port year-round. Carnival Magic will offer a host of exciting innovations, including the Caribbean-themed RedFrog Pub featuring its own private label beer, Cucina del Capitano, an Italian restaurant that brings the heritage of Carnival’s captains to the table, and SportsSquare, an outdoor recreation area featuring the first-ever ropes course and outdoor fitness area on a cruise ship.
Dramatic Expansion of Bermuda Cruises in 2011 – Carnival will dramatically expand its Bermuda cruise schedule in 2011, offering 16 departures to the island from four popular eastern U.S. homeports -- Baltimore, Norfolk, Va.; New York and, for the first time, Charleston, S.C. The 16 Bermuda voyages -- the most the line has ever offered -- will encompass a variety of six-, seven- and eight-day cruises from April through November 2011.
Carnival to Base Third Ship in Port Canaveral – Carnival Ecstasy will reposition to Port Canaveral, Fla., for a one-of-a-kind schedule of four- and five-day Bahamas cruises beginning November 7, 2011. The move further bolsters Carnival’s position as Port Canaveral’s largest cruise operator with three year-round ships carrying approximately 600,000 guests annually. On Carnival Ecstasy’s new schedule, the ship will depart Thursdays on four-day cruises visiting Nassau and Half Moon Cay or Freeport, while five-day cruises will depart Mondays and Saturdays and call at Nassau, Freeport and Half Moon Cay or Key West.
New Punchliner Comedy Clubs, SuperStar Live Karoake – Carnival has introduced two exciting new shipboard activities – Punchliner Comedy Clubs and SuperStar Live Karaoke. Building on the success of its first comedy club on Carnival Dream, Punchliner Comedy Clubs will offer five 35-minute shows on multiple nights each voyage, with both family-friendly and adult-oriented performances. SuperStar Live Karaoke allows guests to channel their inner rock star, performing with a live four-piece band and even their own back-up singers. Guests can select from more than 100 classic and contemporary hits spanning a variety of musical genres.
Serenity Adults-Only Retreats Now on 13 Carnival Ships – Serenity, the popular adults-only retreats that debuted on the line’s eight Fantasy-class vessels, are now featured on 13 Carnival ships. Designed as an oceangoing oasis for relaxation, Serenity offers colorful umbrellas, comfortable chaise lounges and chairs, oversized whirlpools, and of course, gorgeous sea views.
Please let me know if you have any further questions or require additional information. Thanks.
Figure 6.7 A Typical Business Memo This document shows the elements usually included in a formal business memo.
164 PART 2 Applying the Three-Step Writing Process
Proofreading Your Message Proofreading is the quality inspection stage for your documents, your last chance to make sure that your document is ready to carry your message—and your reputation—to the intended audience. Even a small mistake can doom your eff orts, so take proofreading seriously.
Look for two types of problems: (1) undetected mistakes from the writing, design, and layout stages and (2) mistakes that crept in during production. For the fi rst category, you can review format and layout guidelines in Appendix A on page A-1 and brush up on writ- ing basics with the Handbook of Grammar, Mechanics, and Usage on page H-1. Th e second category can include anything from computer glitches such as missing fonts to broken web links to problems with the ink used in printing. Be particularly vigilant with complex documents and complex production processes that involve teams of people and multiple computers. Strange things can happen as fi les move from computer to computer, especially when lots of fonts and multimedia elements are involved.
Resist the temptation to treat proofreading as a casual scan up and down the page or screen. Instead, approach it as a methodical procedure in which you look for specifi c prob- lems that may occur. Use these techniques from professional proofreaders to help ensure high-quality output:
● Make multiple passes. Go through the document several times, focusing on a diff erent aspect each time. For instance, look for content errors the fi rst time and layout errors the second time.
● Use perceptual tricks. You’ve probably experienced the frustration of reading over something a dozen times and still missing an obvious error that was staring you right in the face. Th is happens because your brain has developed a wonderful skill of subconsciously supplying missing pieces and correcting mistakes when it “knows” what is supposed to be on the page. To keep your brain from tricking you, you need to trick it by changing the way you process the visual information. Try (1) reading each page backward, from the bottom to the top, (2) placing your fi nger under each word and reading it silently, (3) making a slit in a sheet of paper that reveals only one line of type at a time, and (4) reading the document aloud and pronouncing each word carefully.
● Double-check high-priority items. Double-check the spelling of names and the accuracy of dates, addresses, and any number that could cause grief if incorrect (such as telling a potential employer that you’d be happy to work for $5,000 a year when you meant to say $50,000).
Explain the importance of proofreading, and give eight tips for successful proofreading.
5 LEARNING OBJECTIVE
A methodical approach to proofreading will help you fi nd the problems that need to be fi xed.
Proofread with advice from Stanford
Business School
Prepare world-class business documents with help from this 32-page writing and editing style guide. Go to http://real-timeupdates.com/ bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Reading This PDF
Practical advice for thorough proofreading
Identify and correct common problems in business writing with this handy guide. Go to http://real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real- Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Watching This PowerPoint Presentation
● Give yourself some distance. If possible, don’t proofread immediately aft er fi nishing a document; let your mind wander off to new topics and then come back fresh later on.
● Be vigilant. Avoid reading large amounts of material in one sitting and try not to proofread when you’re tired.
● Stay focused. Concentrate on what you’re doing. Try to block out distractions and focus as completely as possible on your proofreading task.
● Review complex electronic documents on paper. Some people have trouble proofreading webpages, online re- ports, and other electronic documents on-screen. If you have trouble, try to print the materials so you can review them on paper.
● Take your time. Quick proofreading is not careful proof- reading.
The amount of time you need to spend on proofing depends on the length and complexity of the document and the situation. A typo in an email message to your team may not be a big deal, but a typo in a financial report, a contract, or a medical file certainly could be serious. As with every other task in the writing process, practice helps—you become more familiar with what errors to look
CHAPTER 6 Completing Business Messages 165
for and more skilled in identifying those errors. See “Checklist: Proofing Business Mes- sages” for a handy list of items to review during proofing.
Distributing Your Message With the production fi nished, you’re ready to distribute your message. As with every other aspect of business communication, your options for distribution multiply with every ad- vance in technology. In some cases, the choice is obvious: Just click the Send button in your email program or the Publish button on your blog. In other cases, such as when you have a 100-page report with full-color graphics or a massive multimedia fi le, you need to plan the distribution carefully so that your message is received by everyone who needs it. When choosing a means to distribute messages, consider the following factors:
● Cost. Cost isn’t a concern for most messages, but for lengthy reports or multime- dia productions, it may well be. Printing, binding, and delivering reports can be expensive, so weigh the cost versus the benefits before you decide. Be sure to con- sider the nonverbal message you send regarding cost as well. Overnight delivery of a printed report could look responsive in one situation but wasteful in another, for example.
● Convenience. How much work is involved for you and your audience? For instance, sending huge fi les may be fi ne on a fast offi ce network, but receiving such fi les can be a major headache for remote colleagues trying to download them over slower wireless networks. If you’re sending large fi les as attachments, consider you can use a fi le- compression utility to shrink the fi le, but make sure your recipients have the means to expand the fi les upon arrival. For extremely large fi les, consider recordable media such as CDs or a fi le-hosting site such as MediaFire ( www.mediafi re.com ).
● Time. How soon does the message need to reach the audience? Don’t waste money on overnight delivery if the recipient won’t read the report for a week. And speaking of time, don’t mark any messages, printed or electronic, as “urgent” if they aren’t truly urgent.
● Security and privacy. Th e convenience off ered by electronic communication needs to be weighed against security and privacy concerns. For the most sensitive messages, your company will probably restrict both the people who can receive the messages and the means you can use to distribute them. In addition, most computer users are wary of opening attachments these days. Instead of sending word processor fi les, you can use Adobe Acrobat or an equivalent product to convert your documents to PDF fi les (which are more immune to viruses).
Chapter 7 off ers more advice on distributing podcasts, blogs, and other messages in electronic formats. For news on the latest news on revision, proofreading, and other topics related to this chapter, visit http://real-timeupdates.com/bct11 and click on Chapter 6 .
A. Look for writing errors. ● Typographical mistakes ● Misspelled words ● Grammatical errors ● Punctuation mistakes
B. Look for missing elements. ● Missing text sections ● Missing exhibits (drawings, tables, photographs, charts,
graphs, online images, and so on) ● Missing source notes, copyright notices, or other
reference items
C. Look for design, formatting, and programming mistakes. ● Incorrect or inconsistent font selections ● Problems with column sizing, spacing, and alignment ● Incorrect margins ● Incorrect special characters ● Clumsy line and page breaks ● Problems with page numbers ● Problems with page headers and footers ● Lack of adherence to company standards ● Inactive or incorrect links ● Missing fi les
✓Checklist Proofi ng Business Messages
Discuss the most important issues to consider when distributing your messages.
6 LEARNING OBJECTIVE
Make sure your delivery method is convenient for your audience members.
If your course uses MyBcommLab, log on to www.mybcommlab.com to access the following study and assessment aids associated with this chapter:
• Video applications • Real-Time Updates • Peer review activity • Pre/post test • Personalized study plan • Model documents • Sample presentations
If you are not using MyBcommLab, you can access Real-Time Updates through http:// real-timeupdates.com/bct11 .
Quick Learning Guide
SUMMARY OF LEARNING OBJECTIVE
Discuss the value of careful revision, and describe the tasks involved in evaluating your fi rst draft s and the work of other writers. Revision is a vital step in producing eff ective business messages; even if the fi rst draft conveys the necessary information, chances are it can be made tighter, clearer, and more compelling—making it more successful for you. Careful revision also helps you locate and correct errors that can reduce the eff ectiveness of messages and damage your reputation as a communicator.
When evaluating your fi rst draft s, check the content (is the content accurate, relevant, complete, and well-balanced between general and specifi c information?), the organization (are your points grouped and sequenced logically, with focus on the most important ideas?), and the tone (is the tone appropriate for the audience and the specifi c situation?). List four techniques you can use to improve the readability of your messages. Four techniques that help improve readability are varying sentence length, keeping paragraphs short, using lists, and adding headings and subheadings. Varying sentence length helps keep your writing fresh and dynamic while giving you a chance to emphasize the most important points. Paragraphs, on the other hand, are usually best kept short to make it easier for readers to consume your information in manageable chunks. Lists are eff ective devices for delineating sets of items, steps in a procedure, or other collections of related information. Headings and subheadings organize your message, call attention to important information, and help readers make connections between related pieces of information. Describe eight steps you can take to improve the clarity of your writing, and give four tips on making your writing more concise. To clarify your writing, (1) break up overly long sentences, (2) rewrite hedging sentences, (3) impose parallelism, (4) correct dangling modifi ers, (5) reword long noun sequences, (6) replace camoufl aged verbs, (7) clarify sentence structure, and (8) clarify awkward references. To make messages more concise, (1) delete unnecessary words and phrases, (2) shorten overly long words and phrases, (3) eliminate redundancies, and (4) recast sentences that begin with “It is” and “Th ere are.” List four principles of eff ective design, and explain the role of major design elements in document readability. Four important principles of eff ective design are consistency (using design elements in a consistent and predictable way throughout a document), balance (creating a balanced eff ect on page or screen, whether that balance is dynamic and informal or symmetrical and formal), restraint (striving for visual simplicity to avoid drawing attention away from your ideas), and detail (making sure that details are handled correctly so that errors or design misjudgments don’t detract from your message).
Th e major design elements for textual messages include white space, margins, typefaces, and type styles. White space provides contrast and gives readers a resting point. Margins defi ne the space around the text and contribute to the amount of white space. Margins can aff ect both readability and the overall visual appeal of your messages. Typefaces infl uence the tone of the message and should be chosen carefully for each use to ensure maximum readability. Type styles such as boldface, italics, and underlining provide contrast or emphasis. Explain the importance of proofreading, and give eight tips for successful proofreading. Proofreading is essential because it is your fi nal opportunity to verify the quality of your communication eff orts and to make sure that no errors in writing, design, or production will undo all the hard work you’ve put in. Proofreading should be more than just a quick glance through the document. Use the techniques the pros use to make sure your documents are top quality: (1) Make multiple passes, looking for specifi c types of problems each time; (2) use perceptual tricks such as reading aloud or reading backward to prevent your brain from fooling you by fi lling in pieces or correcting errors; (3) double-check high-priority items such as names, dates, addresses, and fi nancial data; (4) give yourself some distance by putting the document aside for a few hours or even a few days if possible; (5) stay vigilant by proofi ng only small sections at a time and not proofi ng when you are tired; (6) stay focused on your work; (7) review complex electronic documents on paper if possible; and (8) take your time. Discuss the most important issues to consider when distributing your messages. Consider cost, convenience, time, security, and privacy when choosing the method to distribute your messages. Cost isn’t a major issue for most messages, although production, printing, and distribution of lengthy or complex reports can be a concern. In general, balance the cost with the importance and urgency of the message. Make sure the distribution method is convenient for your audience. For example, attaching a document to an email message might be easy for you, but that might not be the best approach for a given audience. As with cost, balance the time factor with your needs and the needs
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MyBcommLab
CHAPTER OUTLINE
Revising Your Message: Evaluating the First Draft
Evaluating Your Content, Organization, Style, and Tone
Evaluating, Editing, and Revising the Work of Others
Revising to Improve Readability Varying Your Sentence Length
Keeping Your Paragraphs Short
Using Lists to Clarify and Emphasize
Adding Headings and Subheadings
Editing for Clarity and Conciseness Editing for Clarity
Editing for Conciseness
Using Technology to Revise Your Message
Producing Your Message Designing for Readability
Designing Multimedia Documents
Using Technology to Produce Your Message
Formatting Formal Letters and Memos
Proofreading Your Message
Distributing Your Message
166
of your audience. Finally, consider security and privacy issues before distributing documents that contain sensitive or confi dential information. Your company may have restrictions on the type of information that can be distributed through various media and channels.
KEY TERMS
descriptive headings Headings that simply identify a topic
heading A brief title that tells readers about the content of the section that follows
informative headings Headings that guide readers to think in a certain way about the topic
multimedia document Electronic document that contains a combination of text, graphics, photographs, audio, animation, video, and interactivity
sans serif typefaces Typefaces whose letters lack serifs: This is sans serif type
serif typefaces Typefaces with small crosslines (called serifs) at the ends of letter strokes: Th is is serif type.
subheadings Titles that are subordinate to headings, indicating subsections with a major section
typeface Th e physical design of letters, numbers, and other text characters (f ont and typeface are oft en used
interchangeably, although strictly speaking, a font is a set of characters in a given typeface)
type style Any modifi cation that lends contrast or emphasis to type, including boldface, italic, underlining, color, and other highlighting and decorative styles
white space Space (of any color) in a document or screen that doesn’t contain any text or artwork
✓Checklist Revising Business Messages
A. Evaluate content, organization, style, and tone. ● Make sure the information is accurate,
relevant, and suffi cient. ● 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 eff ective.
● 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 modifi ers. ● Reword long noun sequences and
replace camoufl aged 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 “Th ere are.”
✓Checklist Proofi ng Business Messages
A. Look for writing errors. ● Typographical mistakes ● Misspelled words ● Grammatical errors ● Punctuation mistakes
B. Look for missing elements. ● Missing text sections ● Missing exhibits (drawings, tables,
photographs, charts, graphs, online images, and so on)
● Missing source notes, copyright notices, or other reference items
C. Look for design, formatting, and programming mistakes. ● Incorrect or inconsistent font
selections ● Problems with column sizing, spacing,
and alignment ● Incorrect margins ● Incorrect special characters ● Clumsy line and page breaks ● Problems with page numbers ● Problems with page headers and
footers ● Lack of adherence to company
standards ● Inactive or incorrect links ● Missing fi les
167
168 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. 1. What are the three main tasks involved in revising a business
message? [LO-1] 2. What are your two primary responsibilities when editing or
revising the work of another writer? [LO-1] 3. What are the relative advantages of short, medium, and long
sentences? [LO-2] 4. What functions do headings serve? [LO-2] 5. What are some ways you can make a document more
concise? [LO-3] 6. What are hedging sentences, and why should they be avoided
unless truly necessary? [LO-4] 7. How do readers benefi t from white space? [LO-4] 8. Why is proofreading an important part of the writing process?
[LO-5] 9. What perceptual tricks can you use to improve your chances
of spotting errors during proofreading? [LO-5] 10. What factors should you consider when choosing a distribu-
tion method for your messages (other than for systems where you don’t have a choice)? [LO-6]
APPLY YOUR KNOWLEDGE
To review chapter content related to each question, refer to the indicated Learning Objective. 1. Why is it helpful to put your fi rst draft aside for a while
before you begin the editing process? [LO-1] 2. Why is it important to spend extra time reviewing and
polishing the beginning and end of a message? [LO-1] 3. How does Target’s decision to adopt the ClearRx medicine
labeling and packaging system (see “Missing the Message
Jefferson Rabb’s web business is doing so well that he has hired you to help with a variety of writing and design tasks. Use what you’ve learned in this chapter about revising messages and designing for readability.
INDIVIDUAL CHALLENGE: The writer Alexander McCall Smith, one of Rabb’s clients,
is so prolifi c that summarizing his career is a challenge—and
being a best-selling novelist is only one aspect of his varied life’s work. Review his biography at www.randomhouse.com/ features/mccallsmith (click “About the Author”), which currently runs about 650 words. Rewrite the bio so that it will fi t on a book referral website that limits author bios to 200 words.
TEAM CHALLENGE: With a team of classmates assigned by your instructor, visit three of the book websites on which Rabb has worked. You can fi nd links from his website at www.jeffersonrabb.com . Evaluate and compare the sites’ readability based on the advice given in the chapter regarding white space, margins, typefaces, and type styles. Prepare a class presentation of your analysis.
COMMUNICATION CHALLENGES AT JEFFERSON RABB WEB DESIGN
with Prescription Medication” on page 153) fi t the defi ni- tion of ethical communication from Chapter 1 ? [LO-3]
4. Why should you limit the number of typefaces and type styles in most business documents? [LO-4]
5. How can you demonstrate good business sense in the choices you make regarding message distribution? [LO-6]
PRACTICE YOUR SKILLS
Message for Analysis 6.A: Revising to Improve Readability [LO-2] Analyze the strengths and weaknesses of this message, then revise it so that it follows the guidelines in Chapters 4 through 6 :
As an organization, the North American Personal Motorsports Marketing Association has committed ourselves to helping our members—a diverse group comprising of dealers of motorcycles, all-terrain vehicles, Snowmobiles, and personal watercraft—achieve their business objectives. Consequently, our organization, which usually goes under the initials NAPMMA, has the following aims, goals, and objectives. Firstly, we endeavor to aid or assist our members in reaching their business objectives. Second, NAPMMA communicates (“lobbying” in slang terms) with local, state, and national governmental agencies and leaders on issues of importance to our members. And lastly, we educate the motorsports public, that being current motorsports vehicle owners, and prospective owners of said vehicles, on the safe and enjoyable operation of they’re vehicles.
Message for Analysis 6.B: Designing for Readability [LO-4]
To access this message, visit http://real-timeupdates.com/bct11 , click on “Student Assignments,” select Chapter 6 , and then select Page 168, Message 6.B. Download and open the Microsoft Word
CHAPTER 6 Completing Business Messages 169
document. Using the various page, paragraph, and font formatting options available in your word processor, modify the formatting of the document so that its visual tone matches the tone of the message.
Message for Analysis 6.C: Evaluating the Work of Another Writer [LO-1]
To access this message, visit http://real-timeupdates.com/ bct11 , click on “Student Assignments,” select Chapter 6 , and then select Page 169, Message 6.C. Download and open the Microsoft Word document. Using your knowledge of eff ec- tive writing and the tips on page 147 for evaluating the work of other writers, evaluate this message. Aft er you set Micro- soft Word to track changes, make any necessary corrections. Insert comments, as needed, to explain your changes to the author.
Exercises Active links for all websites in this chapter can be found on MyBcommLab; see your User Guide for instructions on access- ing the content for this chapter. Each activity is labeled accord- ing to the primary skill or skills you will need to use. To review relevant chapter content, you can refer to the indicated Learn- ing Objective. In some instances, supporting information will be found in another chapter, as indicated.
1. Evaluating the Work of Other Writers [LO-1] Find a blog post (at least three paragraphs long) on any business- related topic. Evaluate it using the 10 questions on page 148. Email your analysis to your instructor, along with a permalink (a permanent link to this specifi c post, rather than to the blog overall) to the blog post.
2. Revising for Readability (Sentence and Paragraph Length) [LO-2] Rewrite the following paragraph to vary the length of the sentences and to shorten the paragraph so it looks more inviting to readers:
Although major league baseball remains popular, more people are attending minor league baseball games because they can spend less on admission, snacks, and parking and still enjoy the excitement of America’s pastime. Connecticut, for example, has three AA minor league teams, including the New Haven Ravens, who are affi liated with the St. Louis Cardinals; the Norwich Navigators, who are affi liated with the New York Yankees; and the New Britain Rock Cats, who are affi liated with the Minnesota Twins. These teams play in relatively small stadiums, so fans are close enough to see and hear everything, from the swing of the bat connecting with the ball to the thud of the ball landing in the outfi elder’s glove. Best of all, the cost of a family outing to see rising stars play in a local minor league game is just a fraction of what the family would spend to attend a major league game in a much larger, more crowded stadium.
3. Revising for Readability (Using Lists) [LO-2] Rewrite the following paragraph using a parallel bulleted list and one introductory sentence:
Our forensic accounting services provide the insights needed to resolve disputes, recover losses, and manage risk intelligently. One of our areas of practice is insurance claims accounting and preparation services, designed to help you maximize recovery of insured value. Another practice area is dispute advisory, in which we can assist with discovery, expert witness testimony, and economic analysis. A third practice: construction consulting. This service helps our clients understand why large-scale construction projects fail to meet schedule or budget requirements. Fourth, we offer general investigative and forensic accounting services, including fraud detection and proof of loss analysis. 7
4. Revising for Readability (Sentence Length) [LO-2] Break the following sentences into shorter ones by adding more periods and revise as needed for smooth fl ow: a. Th e next time you write something, check your average
sentence length in a 100-word passage, and if your sen- tences average more than 16 to 20 words, see whether you can break up some of the sentences.
b. Don’t do what the village blacksmith did when he instructed his apprentice as follows: “When I take the shoe out of the fi re, I’ll lay it on the anvil, and when I nod my head, you hit it with the hammer.” Th e ap- prentice did just as he was told, and now he’s the village blacksmith.
c. Unfortunately, no gadget will produce excellent writing, but using a yardstick like the Fog Index gives us some guideposts to follow for making writing easier to read because its two factors remind us to use short sentences and simple words.
d. Know the fl exibility of the written word and its power to convey an idea, and know how to make your words behave so that your readers will understand.
e. Words mean diff erent things to diff erent people, and a word such as block may mean city block, butcher block, engine block, auction block, or several other things.
5. Editing for Conciseness (Unnecessary Words) [LO-3] Cross out unnecessary words in the following phrases: a. Consensus of opinion b. New innovations c. Long period of time d. At a price of $50 e. Still remains
6. Editing for Conciseness (Long Words) [LO-3] Revise the following sentences, using shorter, simpler words: a. Th e antiquated calculator is ineff ectual for solving
sophisticated problems. b. It is imperative that the pay increments be terminated
before an inordinate defi cit is accumulated. c. Th ere was unanimity among the executives that
Ms. Jackson’s idiosyncrasies were cause for a mandatory meeting with the company’s personnel director.
d. Th e impending liquidation of the company’s assets was cause for jubilation among the company’s competitors.
170 PART 2 Applying the Three-Step Writing Process
d. I believe Nancy apparently has somewhat greater infl u- ence over employees in the e-marketing department.
e. It seems as if this letter of resignation means you might be leaving us.
12. Editing for Clarity (Indefi nite Starters) [LO-3] Rewrite these sentences to eliminate the indefi nite starters: a. Th ere are several examples here to show that Elaine can’t
hold a position very long. b. It would be greatly appreciated if every employee would
make a generous contribution to Mildred Cook’s retire- ment party.
c. It has been learned in Washington today from generally reliable sources that an important announcement will be made shortly by the White House.
d. Th ere is a rule that states that we cannot work overtime without permission.
e. It would be great if you could work late for the next three Saturdays.
13. Editing for Clarity (Parallelism) [LO-3] Revise these sen- tences in order to present the ideas in parallel form: a. Mr. Hill is expected to lecture three days a week, to
counsel two days a week, and must write for publication in his spare time.
b. She knows not only accounting, but she also reads Latin. c. Both applicants had families, college degrees, and were
in their thirties, with considerable accounting experi- ence but few social connections.
d. Th is book was exciting, well written, and held my interest. e. Don is both a hard worker and he knows bookkeeping.
14. Editing for Clarity (Awkward References) [LO-3] Revise the following sentences to delete the awkward references: a. Th e vice president in charge of sales and the production
manager are responsible for the keys to 34A and 35A, respectively.
b. Th e keys to 34A and 35A are in executive hands, with the former belonging to the vice president in charge of sales and the latter belonging to the production manager.
c. Th e keys to 34A and 35A have been given to the produc- tion manager, with the aforementioned keys being gold embossed.
d. A laser printer and an inkjet printer were delivered to John and Megan, respectively.
e. Th e walnut desk is more expensive than the oak desk, the former costing $300 more than the latter.
15. Editing for Clarity (Dangling Modifi ers) [LO-3] Rewrite these sentences to clarify the dangling modifi ers: a. Full of trash and ripped-up newspapers, we left
Dallas on a plane that apparently hadn’t been cleaned in days.
e. Th e expectations of the president for a stock dividend were accentuated by the preponderance of evidence that the company was in good fi nancial condition.
7. Editing for Conciseness (Lengthy Phrases) [LO-3] Use infi nitives as substitutes for the overly long phrases in these sentences: a. For living, I require money. b. Th ey did not fi nd suffi cient evidence for believing in the
future. c. Bringing about the destruction of a dream is tragic.
8. Editing for Conciseness (Lengthy Phrases) [LO-3] Rephrase the following in fewer words: a. In the near future b. In the event that c. In order that d. For the purpose of e. With regard to f. It may be that g. In very few cases h. With reference to i. At the present time j. Th ere is no doubt that
9. Editing for Conciseness (Lengthy Phrases) [LO-3] Revise to condense these sentences to as few words as possible: a. We are of the conviction that writing is important. b. In all probability, we’re likely to have a price increase. c. Our goals include making a determination about that in
the near future. d. When all is said and done at the conclusion of this
experiment, I’d like to summarize the fi nal windup. e. Aft er a trial period of three weeks, during which time
she worked for a total of 15 full working days, we found her work was suffi ciently satisfactory so that we off ered her full-time work.
10. Editing for Conciseness (Unnecessary Modifi ers) [LO-3] Remove all the unnecessary modifi ers from these sentences: a. Tremendously high pay increases were given to the
extraordinarily skilled and extremely conscientious employees.
b. Th e union’s proposals were highly infl ationary, extremely demanding, and exceptionally bold.
11. Editing for Clarity (Hedging) [LO-3] Rewrite these sentences so that they no longer contain any hedging: a. It would appear that someone apparently entered
illegally. b. It may be possible that sometime in the near future the
situation is likely to improve. c. Your report seems to suggest that we might be losing
money.
CHAPTER 6 Completing Business Messages 171
b. Lying on the shelf, Ruby found the operations manual. c. With leaking plumbing and outdated wiring, I don’t
think we should buy that property. d. Being cluttered and fi lthy, Sandy took the whole aft er-
noon to clean up her desk. e. Aft er proofreading every word, the letter was ready to be
signed. 16. Editing for Clarity (Noun Sequences) [LO-3] Rewrite
the following sentences to eliminate the long strings of nouns: a. Th e focus of the meeting was a discussion of the bank
interest rate deregulation issue. b. Following the government task force report recommen-
dations, we are revising our job applicant evaluation procedures.
c. The production department quality assurance program components include employee training, supplier cooperation, and computerized detection equipment.
d. Th e supermarket warehouse inventory reduction plan will be implemented next month.
e. Th e State University business school graduate placement program is one of the best in the country.
17. Editing for Clarity (Sentence Structure) [LO-3] Rearrange the following sentences to bring the subjects closer to their verbs: a. Trudy, when she fi rst saw the bull pawing the ground,
ran. b. It was Terri who, according to Ted, who is probably the
worst gossip in the offi ce (Tom excepted), mailed the wrong order.
c. William Oberstreet, in his book Investment Capital Reconsidered , writes of the mistakes that bankers through the decades have made.
d. Judy Schimmel, aft er passing up several sensible in- vestment opportunities, despite the warnings of her friends and family, invested her inheritance in a jojoba plantation.
e. Th e president of U-Stor-It, which was on the brink of bankruptcy aft er the warehouse fi re, the worst trag- edy in the history of the company, prepared a press announcement.
18. Editing for Clarity (Camoufl aged Verbs) [LO-3] Rewrite each sentence so that the verbs are no longer camoufl aged: a. Adaptation to the new rules was performed easily by the
employees. b. Th e assessor will make a determination of the tax due.
c. Verifi cation of the identity of the employees must be made daily.
d. Th e board of directors made a recommendation that Mr. Ronson be assigned to a new division.
e. Th e auditing procedure on the books was performed by the vice president.
19. Completing: Designing for Readability; Media Skills: Blogging [LO-4] , Chapter 7 Compare the home pages of Bloomberg ( www.bloomberg.com ) and MarketWatch ( www.marketwatch.com ), two websites that cover fi - nancial markets. What are your fi rst impressions of these two sites? How do their overall designs compare in terms of information delivery and overall user experience? Choose three pieces of information that a visitor to these sites would be likely to look for, such as a current stock price, news from international markets, and commentary from market experts. Which site makes it easier to fi nd this information? Why? Present your analysis in a post for your class blog.
20. Communication Ethics: Making Ethical Choices; Media Skills: Blogging [LO-3] , Chapter 7 Th e time and energy required for careful revision can oft en benefi t you or your company directly, such as by increasing the probability that website visitors will buy your products. But what about situations in which the quality of your writing and revision work really doesn’t stand to benefi t you directly? For in- stance, assume that you are putting a notice on your web- site, informing the local community about some upcoming construction to your manufacturing plant. Th e work will disrupt traffi c for nearly a year and generate a signifi cant amount of noise and air pollution, but knowing the spe- cifi c dates and times of various construction activities will allow people to adjust their commutes and other activities to minimize the negative impact on their daily lives. How- ever, your company does not sell products in the local area, so the people aff ected by all this are not potential customers. Moreover, providing accurate information to the surround- ing community and updating it as the project progresses will take time away from your other job responsibilities. Do you have an ethical obligation to keep the local community informed with accurate, up-to-date information? Why or why not?
21. Proofreading [LO-5] Proofread the following email message and revise it to correct any problems you fi nd: Our fi nal company orrientation of the year will be held on Dec. 20. In preparation for this sesssion, please order 20 copies of the Policy handbook, the confi ndentiality agreenemt, the employee benefi ts Manual, please let me know if you anticipate any delays in obtaining these materials.
172 PART 2 Applying the Three-Step Writing Process
Sharpening Your Career Skills Online Bovée and Th ill’s Business Communication Web Search, at http://businesscommunicationblog.com/websearch , is a unique research tool designed specifi cally for business communication research. Use the Web Search function to fi nd a website, video, PDF document, or PowerPoint presentation that off ers advice on eff ective proofreading. Write a brief email message to your instructor, describing the item that you found and summarizing the career skills information you learned from it.
EXPAND YOUR SKILLS
Critique the Professionals Identify a company website that in your opinion violates one or more of the principles of good design discussed on page 158. Using whatever medium your instructor requests, write a brief analysis of the site (no more than one page), citing specifi c elements from the piece and support from the chapter.
Crafting Brief Messages
CHAPTER 7 Crafting Messages for Electronic Media
CHAPTER 8 Writing Routine and Positive Messages
CHAPTER 9 Writing Negative Messages
CHAPTER 10 Writing Persuasive Messages
M ost of your communication on the job will be through
brief messages, from Twitter updates and blog
posts to formal letters that might run to several
pages. Learning how to write these messages effectively
is key to maintaining productive working relationships with
colleagues and customers. Start by adapting what you already
know about electronic media to the professional challenges of
business communication. Then learn specifi c techniques for
crafting routine, positive, negative, and persuasive messages—
techniques that will help you in everything from getting a raise to
calming an angry customer to promoting your next great idea.
PART 3
173
174
Identify the electronic media available for short messages,
list nine compositional modes used in electronic media,
and discuss the challenges of communicating through
social media
Describe the business benefi ts of instant messaging (IM)
and identify guidelines for effective IM in the workplace
LEARNING OBJECTIVES After studying this chapter, you will be able to
Crafting Messages for Electronic Media
www.blogsouthwest.com
Southwest Airlines’s blog is usually a love fest—or a “luv” fest, to use one of the company’s favorite words. In fact, the blog’s offi cial name is Nuts About Southwest. A typical post might highlight the community service efforts of a group of employees or congratulate a team of Southwest mechanics for winning gold at the Aviation Maintenance Olympics. Devoted customers post enthusiastic comments on nearly every article, and many seem to have bonded in virtual friendship with the 30 Southwest employees who take turns writing the blog.
Bill Owen probably didn’t expect a bubbly reception to a rather workaday post titled “Why can’t I make reservations further in advance?” in which he calmly explained why the company usually didn’t let customers make reservations as far into the future as other airlines do. But he probably wasn’t expecting the response he did get, either. In his words, “Talk about sticking your head in a hornet’s nest!” Instead of the usual dozen or so happy responses to a typical post, he received several hundred responses—many of which expressed disappointment, unhappiness, and downright anger. Customers described one scenario after another in which they had a real need to book travel further in advance than Southwest allowed, and many complained that the policy was forcing them to fl y other airlines. Some Southwest employees chimed in, too, expressing their frustration with not being able to meet customer needs at times.
After bravely and patiently addressing specifi c customer responses over a period of several months, Owen responded
COMMUNICATION CLOSE-UP AT SOUTHWEST AIRLINES
7
1 4
2
3
5 Describe the use of social networks, user-generated
content sites, community Q&A sites, and community
participation sites in business communication
Describe the evolving role of email in business
communication and explain how to adapt the three-step
writing process to email messages
Describe the role of blogging and microblogging in
business communication today and explain how to adapt
the three-step writing process to blogging
Explain how to adapt the three-step writing process
to podcasting
Test your mastery of this chapter and its
Learning Objectives. Visit mybcommlab.com to apply
what you’ve learned in Document Makeovers and
interactive simulation scenarios.
6 MyBcommLab
Southwest Airlines’s multimedia, multiauthor blog, Nuts About Southwest, features a variety of entertaining writers from around the company.
CHAPTER 7 Crafting Messages for Electronic Media 175
Electronic Media for Business Communication Bill Owen from Southwest Airlines (profiled in the chapter-opening Communication Close-up) might’ve used any number of media to convey the company’s message about reservation policies. However, the choice of a blog post is signifi cant because it represents a fundamental change in business communication and the relationships between com- panies and their stakeholders, a change enabled by the rapid growth of social media (see Figure 7.1 ).
with a new post titled “I blogged. You fl amed. We changed.” In this message, he explained that the company had listened and was changing its scheduling policies to better accommodate customer needs.
In fact, feedback from blog readers is so important that Southwest considers the blog a “customer service laboratory” that helps the company learn how to better serve its customers. 1
Identify the electronic media available for short messages, list nine compositional modes used in electronic media, and discuss the challenges of communicating through social media.
1 LEARNING OBJECTIVE
Figure 7.1 The Rise of Social Media This infographic shows the rapid rise and wide reach of the current Big Four in social media: Facebook, Twitter, LinkedIn and YouTube.
176 PART 3 Crafting Brief Messages
Th e considerable range of electronic media available for brief business messages continues to grow as communication technologies evolve:
● Social networking and community participation websites. Social networking sites such as Facebook and LinkedIn, user-generated content (UGC) sites such as Flickr and YouTube, community Q&A sites, and a variety of social bookmarking and tagging sites provide an enormous range of communication tools, including status updates, user comments, personal profi les, instant messaging, and integrated email capability.
● Email. Conventional email has long been a vital medium for business communication, although it is replaced in many instances by other tools that provide better support for instant communication and real-time collaboration.
● Instant messaging (IM). IM usage now rivals email in many companies. IM off ers even greater speed than email, as well as simple operation and fewer problems with unwanted messages or security and privacy problems.
● Text messaging. Phone-based text messaging has a number of applications in business communication, including order and status updates, marketing and sales messages, electronic coupons, and customer service. 2
● Blogging and microblogging. Th e ability to update content quickly and easily makes blogs a natural medium when communicators want to get messages out in a hurry. Microblogging systems, including public systems such as Twitter as well as private internal systems, are also being used widely in business for everything from re- search to customer service to live backchannels during presentations and conferences (see page 485).
● Podcasting. You may be familiar with podcasts as the online equivalent of recorded radio or video broadcasts (video podcasts are oft en called vidcasts or vodcasts ). Businesses are now using podcasts to replace or supplement conference calls, newsletters, training courses, and other communication activities.
● Online video. Now that YouTube and similar websites have made online video avail- able to hundreds of millions of web users, video has been transformed from a fairly specialized tool to a mainstream business communication medium. More than half of the world’s largest companies now have their own branded channels on YouTube, for example. 3
Th e lines between these media oft en get blurry as systems expand their capabilities or people use them in new ways (see “Business Communication 2.0: Walking Around with the Entire Internet in Your Hands”). For example, Facebook Messages integrates IM, text messages, and email capabilities, in addition to being a social networking system. 4 Similarly, some people consider Twitter to be a social network, and it certainly off ers some of that capability. However, because blog-like messaging is Twitter’s core function, this chapter classifi es it as a microblogging system.
Most of your business communication is likely to be via electronic means, but don’t overlook the benefi ts 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 electronic 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 electronic messages.
● When you are legally required to provide information in printed form. Business contracts and government regulations sometimes require that information be provided on paper.
● When you want to stand out from the fl ood of electronic messages. If your audi- ence’s computers are overfl owing with Twitter updates, email, and IM, 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 modifi ed the way some electronic messages can be. Letters also off er greater security because they can be sealed in envelopes to be kept away from prying eyes.
Th e range of options for short business messages continues to grow with innovations in electronic and social media.
Even with the widespread use of electronic media, printed memos and letters still play an important role in business communication.
• Access this chapter’s simulation entitled Crafting Messages for Electronic Media, located at mybcommlab.com.
MyBcommLab
CHAPTER 7 Crafting Messages for Electronic Media 177
Again, most of your on-the-job communication is going to be through electronic media. Th is chapter focuses on electronic media for brief business messages, while the report writing chapters ( Chapters 13 through 15 ) address writing for the web and wikis.
COMPOSITIONAL MODES FOR ELECTRONIC MEDIA
As electronic media continue to evolve, business professionals oft en need to keep learn- ing the operational details of new systems. As you practice using electronic media in this course, focus on the principles of social media communication and the fundamentals of planning, writing, and completing messages, rather than on the specifi c details of any one medium or system. 7
Fortunately, the basic communication skills required usually transfer from one system to another. You can succeed with written communication in virtually all electronic media by using one of nine compositional modes :
● Conversations. IM is a great example of a written medium that mimics spoken conver- sation. With IM, the ability to think, compose, and type relatively quickly is important to maintaining the fl ow of an electronic conversation.
● Comments and critiques. One of the most powerful aspects of social media is the opportunity for interested parties to express opinions and provide feedback. Sharing helpful tips and insightful commentary is also a great way to build your personal brand. To be an eff ective commenter, focus on short chunks of information that a broad spec- trum of other site visitors will fi nd helpful.
● Orientations. Th e ability to help people fi nd their way through an unfamiliar system or new subject is a valuable writing skill, and a talent that readers greatly appreciate. Unlike summaries (see next item), orientations don’t give away the key points in the collection of information but rather tell readers where to fi nd those points and how to navigate through the collection.
● Summaries. At the beginning of an article or webpage, a summary functions as a mini- ature version of the document, giving readers all the key points while skipping over details (see Figure 7.2 on the next page). In some instances, this is all a reader needs. At
BUSINESS COMMUNICATION
2.0
Although strictly speaking not a separate medium, the mobile web —the capability of connecting to the Internet with smart- phones and other mobile devices—is expanding rapidly for business communication. As two indications of the growth of mobile access, YouTube serves up more than 100 million videos a day to mobile devices, and more than 40 percent of Facebook’s half-billion-plus members interact with the social network using their mobile devices. 5
Beyond just the unwired web, though, a growing variety of location-based information services help personalize com- munication, down to a specifi c time and place. For example, the ability to scan coded labels such as barcodes or the simi- lar Quick Response (QR) codes attached to printed materials, products, or stores and other buildings (or the ability to pick up radio signals from new near-fi eld communication tags) gives smartphone users a way to get more information—from the companies themselves and from other consumers providing reviews on social websites. 6
Th e combination of mobile phone service, social net- working, and GPS navigation has given rise to a new form of communication known as location-based social networking through services such as Foursquare and Loopt. Location- based networking promises to become an important busi- ness communication medium because mobile consumers are a signifi cant economic force—through the purchases they make directly and through their ability to infl uence other consumers.
CAREER APPLICATIONS 1. When potential customers can show up on a business’s
doorstep with the Internet literally in their hands, what ef- fect might this development have on the company’s com- munication eff orts?
2. How can businesses use Foursquare and other location-based services to build stronger relationships with customers and potential customers?
Walking Around with the Entire Internet in Your Hands
Communicating successfully with electronic media requires a wide range of writing approaches.
178 PART 3 Crafting Brief Messages
the end of an article or webpage, a summary functions as a review, reminding readers of the key points they’ve just read.
● Reference material. One of the challenges of planning and writing reference mate- rial is that people typically don’t read such material in a linear sense but rather search through to fi nd particular data points, trends, or other specifi c elements. Making the information accessible via search engines is an important step. However, readers don’t always know which search terms will yield the best results, so include an orientation and organize the material in logical ways with clear headings that promote skimming.
● Narratives. Th e storytelling techniques covered in Chapter 4 (see page 105) can be eff ective in a wide variety of situations. Narratives work best when they have an in- triguing beginning that piques readers’ curiosity, a middle section that moves quickly through the challenges that an individual or company faced, and an inspiring or instruc- tive ending that gives readers information they can apply in their own lives and jobs.
● Teasers. Teasers intentionally withhold key pieces of information as a way to pull read- ers or listeners into a story or other document. Teasers are widely used in marketing and sales messages, such as a bit of copy on the outside of an envelope that promises important information on the inside. In electronic media, the space limitations and URL linking capabilities of Twitter and other microblogging systems make them a natural tool for the teaser approach. Be sure that the payoff , the information a teaser links to, is valuable and legitimate. You’ll quickly lose credibility if readers think they are being tricked into clicking through to information they don’t really want.
● Status updates and announcements. If you use social media frequently, much of your writing will involve status updates and announcements. Being mindful of a criticism frequently leveled at personal users of social media will help you be a more eff ective business user of these media—post only those updates that readers will fi nd useful, and include only the information they need.
The heading “At a Glance” signals the presence of a summary.
The location of the summary in a prominent, isolated position ensures that most site visitors will see it.
The bullet points in the summary function as informative headings.
Figure 7.2 Writing Summaries for Electronic Media This “At a Glance” sidebar serves as a helpful summary of Google’s AdSense program, while also promoting the program’s benefi ts.
With Twitter and other
super-short messaging systems, the ability to write a compelling teaser is an important skill.
CHAPTER 7 Crafting Messages for Electronic Media 179
● Tutorials. Given the community nature of social media, the purpose of many messages is to share how-to advice. Becoming known as a reliable expert is a great way to build customer loyalty for your company while enhancing your own personal value.
As you approach a new communication task using electronic media, ask yourself what kind of information audience members are likely to need and then choose the appropriate compositional mode. Of course, many of these modes are also used in written media, but over time you may fi nd yourself using all of them in various electronic and social media contexts.
CREATING CONTENT FOR SOCIAL MEDIA
No matter what media or compositional mode you are using for a particular message, writ- ing for social media requires a diff erent approach than traditional media. As Chapter 1 points out in the discussion of Business Communication 2.0, social media change the rela- tionship between sender and receiver. Because the relationship has changed, the nature of the messages needs to change as well. Whether you’re writing a blog or posting a product demonstration video to YouTube, consider these tips for creating successful content for social media: 8
● Remember that it’s a conversation, not a lecture or a sales pitch. One of the great appeals of social media is the feeling of conversation, of people talking with one another instead of one person talking at everyone else. For all its technological sophistication, in an important sense social media is a new spin on the age-old practice of word of mouth communication. As more and more people gain a voice in the marketplace, companies that try to maintain the old “we talk, you listen” mindset are likely to be ignored in the social media landscape.
● Write informally but not carelessly. Write as a human being, not as a cog in a faceless corporate machine. At the same time, don’t get sloppy; no one wants to slog through misspelled words and half-baked sentences, looking for a message.
● Create concise, specifi c, and informative headlines. Avoid the temptation to engage in clever wordplay with headlines. Th is advice applies to all forms of business communi- cation, of course, but it is essential for social media. Readers, especially those who might potentially spread your name and your ideas around the web, don’t want to spend the time and energy required to fi gure out what your witty headlines mean. Search engines won’t know what they mean, either, so fewer people will fi nd your content.
● Get involved and stay involved. Social media understandably make some business- people nervous because they don’t permit a high level of control over messages. Com- panies and individual executives can and do get criticized all the time in social media. However, don’t hide from criticism. Take the opportunity to correct misinformation or explain how mistakes will be fi xed.
● If you need to promote something, do so indirectly. Just as you wouldn’t hit people with a company sales pitch during an informal social gathering, refrain from blatant promotional eff orts in social media. For example, instead of listing selling features of a product, tell a story about how the product changed someone’s life.
● Be transparent and honest. Honesty is always essential, of course, but a particular issue that has tripped up a few companies in recent years is hiding behind an online blogging persona—either a fi ctitious character whose writing is actually done by a cor- porate marketing specialist or a real person who fails to disclose an affi liation with a corporate sponsor.
● Th ink before you post! Th e ease and vast reach of social media present numerous etiquette, ethical, and legal risks. Individuals and companies have been sued for Twitter updates, employees have been fi red for Facebook wall postings, vital company secrets have been leaked, and business and personal relationships have been strained by careless messages. Unless you are sending messages through a private channel, assume that every message will be read by people far beyond your original audience.
A momentary lapse of concentration while using social media can cause tremendous career or company damage.
Violating ethical expectations in social media
Follow this discussion of how an electronics company violated the spirit of community in social commerce. Go to http:// real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Listening to This Podcast
180 PART 3 Crafting Brief Messages
Remember that Twitter is a publishing platform; unless you set your account to private, anyone can see and search for your tweets—and every public tweet from every Twitter user is being archived by the Library of Congress. 9
MANAGING COMMUNICATION IN A SOCIAL MEDIA ENVIRONMENT
Social media off er a range of potential benefi ts, but managing business communication in this rapidly changing environ- ment is not a simple task, for a number of reasons. First, the communication eff ort is more complex, with more internal
and external channels to staff and monitor. Managers need to make sure that outgoing messages are consistent, that incoming messages are addressed in a timely fashion, that problems and opportunities don’t fall through the cracks between all the various commu- nication channels, and that all channels are used appropriately and legally. 10 Simply keeping track of all the messages a company sends out—which is required for regulatory compliance in some industries—is such a challenge that new systems are being developed to capture and archive these vast and growing communication streams. 11
Second, with more media information channels that require attention, the cost structure of business communication can change dramatically. For instance, compa- nies shift ing some of their marketing communication eff orts from traditional adver- tising vehicles to social media may fi nd themselves spending less on media but more on personnel in order to have enough employees available to monitor and respond to social media traffi c. 12 If companies are unable to add staff to handle social media work, they need to fi nd ways to shift workloads around so that social media do not become an unsustainable burden.
Th ird, media tools and consumer behavior can evolve so quickly and so unpredictably that companies must be prepared to experiment continuously, adapt ideas that work, and abandon bad ideas—or good ideas that have outlived their usefulness. At the same time, companies must avoid slipping into a purely reactive mode, jumping on every hot idea and trend without integrating their eff orts in an overall strategic framework.
Fourth, companies need to have social media guidelines for their employees that strike a balance between too much control and too little. On the one hand, companies that go too far in trying to control their messages or their employees’ use of social media won’t reap the full benefi ts. On the other hand, not enough control can lead to chaotic ineffi ciency, mixed messages that confuse customers, and the risk of exposing information that needs to be kept secret for strategic or even legal reasons. Xerox provides a good example of encour- aging employees to take full advantage of social media while avoiding potential problems: Th rough training and personal coaching eff orts, the company helps employees set up and manage social media channels with appropriate business purposes. As Celeste Simmons, Xerox’s social program marketing manager, explains, “Our goal is to enable social media usage, not restrict it.” 13
Social Networking and Community Participation Websites Social networks , online services that enable individual and organizational members to form connections and share information, have become a major force in business commu- nication in recent years. For example, Facebook is now the most-visited website on the In- ternet, and a number of companies, such as Adidas, Red Bull, and Starbucks, have millions of fans on their Facebook pages. 14 Th is section takes a look at the business communication uses of social networks and a range of related technologies, including user-generated content (UGC) sites, community Q&A sites, and community participation sites .
Managing communication in a social media environment is challenging, for several reasons: • The number of channels to
monitor and manage • The personnel costs associated
with staffing social media channels
• Frequent changes in technologies and consumer behavior
• Difficulties in finding the right degree of control
Integrating social media in a global
corporation
IBM’s Social Computing Guidelines offer practical advice for any company that wants to incorporate social media. Go to http:// real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
REAL-TIME UPDATES Learn More by Reading This Article
Describe the use of social networks, user-generated content sites, community Q&A sites, and community participation sites in business communication.
2 LEARNING OBJECTIVE
CHAPTER 7 Crafting Messages for Electronic Media 181
SOCIAL NETWORKS
Th e business world currently has a complicated relationship with the idea of social net- works. Some companies embrace them wholeheartedly and encourage employees to use them to reach out to customers. Other companies ban employees from using them at work, particularly networks such as Facebook that weren’t originally designed for business use (unlike LinkedIn, for example). No matter what an individual company’s take on the topic might be, few observers would deny that social networking is already a major force in business communication and promises to get even bigger as networks grow in size and off er more communication features. In addition to connecting hundreds of millions of consumers to each other and to the companies they buy from, social networks are likely to become the primary communication system for a signifi cant portion of the workforce over the next few years. 15
Businesses now use several types of social networks, including public, general-purpose networks (Facebook being the most signifi cant of these); public, business-oriented networks (LinkedIn is the largest of these); and a variety of specialized networks. Th is last group in- cludes networks that help small-business owners get support and advice, those that connect entrepreneurs with investors, and those such as Segway Social and Specialized (see next page) created by individual companies to enhance the sense of community among their customer bases. Some companies have built private social networks for internal use only. For example, the defense contractor Lockheed Martin created its Unity network, complete with a variety of social media applications, to meet the expectations of younger employees accustomed to social media and to capture the expert knowledge of older employees nearing retirement. 16
Business Communication Uses of Social Networks
With their ability to reach virtually unlimited numbers of people through a variety of elec- tronic formats, social networks are a great fi t for many business communication needs (see Table 7.1 on page 184). In fact, a signifi cant majority of consumers now want the busi- nesses they patronize to use social networking for distributing information and interacting with customers—and companies that aren’t active in social networking risk getting left behind. 17
In addition to the collaboration uses discussed in Chapter 2 , here are some of the key business applications of social networks:
● Gathering market intelligence. With hundreds of millions of people expressing them- selves via social media, you can be sure that smart companies are listening. For exam- ple, sentiment analysis is an intriguing research technique in which companies track social networks and other media with automated language-analysis soft ware that tries to take the pulse of public opinion and identify infl uential opinion makers. Social media can be “an incredibly rich vein of market intelligence,” says Margaret Francis of San Francisco’s Scout Labs ( www.scoutlabs.com ). 18
● Recruiting new employees and fi nding business partners. Companies use social networks to fi nd potential employees, short-term contractors, subject-matter experts, product and service suppliers, and business partners. On LinkedIn, for example, mem- bers can recommend each other based on current or past business relationships, which helps remove the uncertainty of initiating business relationships with complete strangers.
● Sharing product information. Businesses don’t invest time and money in social networking simply to gain fans. Th e ultimate goal is profi table, sustainable relationships with customers, and attracting new customers is one of the primary reasons businesses use networks and other social media. 19 However, the traditional notions of marketing and selling need to be adapted to the social networking environment because custom- ers and potential customers don’t join a network merely to be passive recipients of advertising messages. Th ey want to participate, to connect with fellow enthusiasts, to share knowledge about products, to communicate with company insiders, and to infl uence the decisions that aff ect the products they value. Th is notion of interactive participation is the driving force behind conversation marketing , in which companies initiate and facilitate conversations in a networked community of customers and other interested parties.
Business communicators make use of a wide range of social networks, in addition to the well-known Facebook.
Social networks are vital tools for distributing information as well as gathering information about the business environment.
Product promotion can be done on social networks, but it needs to be done in a low-key, indirect way.
(continued on page 184)
Specialized Social Networks: Business Focus
Specialized Social Networks: Consumer Focus
Business Communicators Innovating with Social Media
Companies in virtually every industry have been adopting social media and experimenting with new ways to connect with customers and other stakeholders. From offering helpful tips on using products to helping customers meet each other, these companies show the enormous range of possibilities that new media bring to business communication.
General-Purpose Social Networks: Business Focus
Most everyone is familiar with Facebook these days, and thousands of companies are active on the world’s most popular social network. However, a number of social networks exist just for businesses and business professionals, including LinkedIn, the largest of the business networks. Kelly Financial Resources, part of the Kelly Services staffing company, maintains a profile on LinkedIn, as do several hundred of its employees.
“Biznik is a social network designed for use by entrepreneurs and small business people to aid them in connecting and collaborating with their peers and contemporaries,” explains Biznik’s Andrew Lippert. A great example of these groups is The Marketing Crowd. “This Biznik group consists of professionals in the marketing profession who connect with one another and discuss issues relevant to their industry. The group is an online extension of their community, which facilitates their interaction and the development of real relationships supporting and benefiting the group members’ professional careers and businesses.”
A number of companies now host their own social networking sites, where product enthusiasts interact by sharing personal stories, offering advice, and commenting on products and company news—all brief-message functions that replace more traditional media options. For example, Specialized, a major bicycle manufacturer based in Morgan Hill, California, hosts the Specialized Riders Club (www.specializedriders.com), where customers can interact with each other and the professional riders the company sponsors. Similarly, the Segway Social network connects owners of these unique personal vehicles, including helping teams organize for Segway polo matches and other events.
182
CHAPTER
User-Generated Content
Value-Added Content via Blogging
Value-Added Content via Online Video
Idea Generation Through Community Feedback
Many companies now encourage user-generated content as a way to engage their stakeholders and provide additional value through shared expertise. The online shoe and apparel retailer Zappos, for example, invites customers to create and upload videos that communicate their experiences with Zappos and its products.
One of the best ways to become a valued member of a network is to provide content that is useful to others in the network. The Quizzle personal finance blog offers a steady stream of articles and advice that help people manage their finances.
Lie-Nielsen Toolworks of Warren, Maine, uses its YouTube channel to offer valuable information on choosing and using premium woodworking tools. By offering sought-after information for both current and potential customers free of charge, these videos help Lie-Nielsen foster relationships with the worldwide woodworking community and solidify its position as one of the leaders in this market. Animal Planet, Best Western, and Taco Bell are among the many other companies that make effective use of branded channels on YouTube.
Starbucks has collected tens of thousands of ideas for new products and service enhancements through its community website, My Starbucks Idea. The company makes the clear request: “You know better than anyone else what you want from Starbucks. So tell us.”
183
184 PART 3 Crafting Brief Messages
● Fostering brand communities. Social networking is playing an important role in the rapid spread of brand communities , groups of people united by their interest in and ownership or use of particular products (see Figure 7.3 ). Th ese communities can be formal membership organizations, such as the Harley Owners Group, or infor- mal networks of people with similar interests. Th ey can be fairly independent from the company behind the brand or can have the active support and involvement of company management. 20 A strong majority of consumers now trust their peers more than any other source of product information—including conventional advertising techniques—so formal and informal brand communities are becoming an essential information source in consumer buying decisions. 21
Strategies for Business Communication on Social Networks
Social networks off er lots of communication options, but with those opportunities comes a certain degree of complexity. Moreover, the norms and practices of business social net- working continue to evolve. Follow these guidelines to make the most of social networks for both personal branding and company communication: 22
● Choose the best compositional mode for each message, purpose, and network. As you visit various social networks, take some time to observe the variety of message types you see in diff erent parts of each website. For example, the informal status up- date mode works well for Facebook Wall posts but would be less eff ective for company overviews and mission statements.
TABLE 7.1 Business Uses of Social Networking Technology
Business Challenge Example of Social Networking in Action
Supporting customers Allowing customers to develop close relationships with product experts within the company
Integrating new employees Helping new employees navigate their way through the organization, fi nding experts, mentors, and other important contacts
Easing the transition after reorganizations and mergers Helping employees connect and bond after internal staff reorganizations or mergers with other organizations
Overcoming structural barriers in communication channels Bypassing the formal communication system in order to deliver information where it is needed in a timely fashion
Assembling teams Identifying the best people, both inside the company and in other companies, to collaborate on projects
Fostering the growth of communities Helping people with similar—or complementary—interests and skills fi nd each other in order to provide mutual assistance and development
Solving problems Finding “pockets of knowledge” within the organization—the expertise and experience of individual employees
Preparing for major meetings and events Giving participants a way to meet before an event takes place, helping to ensure that the meeting or event becomes more productive more quickly
Accelerating the evolution of teams Accelerating the sometimes slow process of getting to know one another and identifying individual areas of expertise
Maintaining business relationships Giving people an easy way to stay in contact after meetings and conferences
Sharing and distributing information Making it easy for employees to share information with people who may need it and for people who need information to fi nd employees who might have it
Finding potential customers, business partners, and employees
Identifying strong candidates by matching user profi les with current business needs and linking from existing member profi les
Communicating on social networks is complicated and requires a thoughtful, well- integrated strategy.
CHAPTER 7 Crafting Messages for Electronic Media 185
● Join existing conversations, in addition to starting your own. Search for online conversations that are already taking place. Answer questions, solve problems, and respond to rumors and misinformation.
● Anchor your online presence in your hub. Although it’s important to join those conversations and be visible where your stakeholders are active, it’s equally important to anchor your presence at your own central hub —a web presence that you own and control. Th is can be a combination of a conventional website, a blog, and a company- sponsored online community, for example. 23 Use the hub to connect the various pieces of your online “self” (as an individual or a company) to make it easier for people to fi nd and follow you. For example, you can link to your blog from your LinkedIn profi le, or automatically post your blog entries into the Notes tab on your Facebook page.
● Facilitate community building. Make it easy for customers and other audiences to connect with the company and with each other. For example, you can use the group feature on Facebook, LinkedIn, and other social networks to create and foster special- interest groups within your networks. Groups are a great way to connect people who are interested in specifi c topics, such as owners of a particular product.
● Restrict conventional promotional eff orts to the right time and right place. Persuasive communication eff orts are still valid for specifi c communication tasks, such as regular advertising and the product information pages on a website, but eff orts to inject blatant “salespeak” into social networking conversations will usually be rejected by the audience.
● Maintain a consistent personality. Each social network is a unique environment with particular norms of communication. 24 For instance, as a business-oriented network, LinkedIn has a more formal “vibe” than Facebook. However, while adapting to the
The wall posts are on topics that appeal to fans, such as music and sporting events.
In keeping with the norms of social media, any product promotion is discrete and indirect.
Red Bull makes extensive use of custom tabs and Facebook applications to provide a more enriching multimedia experience for fans.
Figure 7.3 Business Communication on Social Networks The energy drink company Red Bull has one of the largest fan bases on Facebook, giving the company the opportunity to connect with millions of enthusiastic customers.
186 PART 3 Crafting Brief Messages
expectations of each network, be sure to maintain a consistent personality. 25 Th e com- puter giant HP uses the same (fairly formal-sounding) company overview on LinkedIn and Facebook, while posting Wall updates on Facebook that are “chattier” and more in keeping with the tone expected by Facebook visitors. 26
See “Writing Promotional Messages for Social Media” in Chapter 10 (page 298) for more tips on writing messages for social networks and other social media.
USER-GENERATED CONTENT SITES
Watching entertaining video clips on YouTube is a favorite pastime for millions of web surfers. However, YouTube, Flickr, and other user-generated content (UGC) sites , on which users rather than website owners contribute most or all of the content, have also be- come serious business tools. In fact, a recent survey suggested that video company profi les on YouTube have more measurable impact than company profi les on Facebook, LinkedIn, and other prominent sites. 27
Video (including screencasts) is a powerful medium for product demonstrations, interviews, industry news, training, facility tours, and other uses. Moreover, the business communication value of sites such as YouTube goes beyond the mere ability to deliver content. Th e social aspects of these sites, including the ability to vote for, comment on, and share material, encourage enthusiasts to spread the word about the companies and products they endorse. 28
As with other social media, the keys to eff ective user-generated content are making it valuable and making it easy. First, provide content that people want to see and to share with colleagues. A video clip that explains how to use a product more eff ectively will be more popular than a clip that talks about how amazing the company behind the product is. Also, keep videos short, generally no longer than 3 to 5 minutes if possible. 29
Second, make material easy to fi nd, consume, and share. For example, a branded channel on YouTube (see the Lie-Nielsen Toolworks screen on page 183) lets a company organize all its videos in one place, making it easy for visitors to browse the selection or subscribe to get automatic updates of future videos. Sharing features let fans share videos through email or their accounts on Twitter, Facebook, and other platforms.
COMMUNITY Q&A SITES
Community Q&A sites , on which visitors answer questions posted by other visitors or by representatives of companies, are a contemporary twist on the early ethos of computer net- working, which was people helping each other. (Groups of like-minded people connected online long before the World Wide Web was even created.) Community Q&A sites include dedicated customer support communities such as those hosted on Get Satisfaction ( http:// getsatisfaction.com ), public sites such as Yahoo! Answers ( http://answers.yahoo.com ) and Quora ( www.quora.com ), and member-only sites such as LinkedIn Answers ( www .linkedin.com/answers ).
Responding to questions on Q&A sites can be a great way to build your personal brand, to demonstrate your company’s commitment to customer service, and to counter misin- formation about your company and its products. Keep in mind that when you respond to an individual query on a community Q&A site, you are also “responding in advance” to every person in the future who comes to the site with the same question. In other words, you are writing a type of reference material in addition to corresponding with the original questioner, so keep the long time frame and wider audience in mind.
COMMUNITY PARTICIPATION WEBSITES
Some of the more intriguing developments in business communication are taking place in a diverse group of community participation websites , designed to pool the inputs of multi- ple users in order to benefi t the community as a whole (see Figure 7.4 ). Th ese include social bookmarking or content recommendation sites such as Delicious ( http://delicious.com ), Digg ( www.digg.com ), and StumbleUpon ( www.stumbleupon.com ); group buying sites
YouTube is now a major channel for business communicators, hosting everything from product demonstration videos to television commercials.
Creating compelling and useful content is the key to leveraging the reach of social networks.
Community Q&A sites off er great opportunities for building your personal brand.
Community participation websites pool the inputs of multiple users in order to benefi t the community as a whole.
CHAPTER 7 Crafting Messages for Electronic Media 187
such as Groupon ( www.groupon.com ); crowdsourcing sites such as InnoCentive ( www .innocentive.com ) that invite people to submit or collaborate on research challenges and product designs; and product and service review websites that compile reviews from people who have purchased products or patronized particular businesses.
As one example of the way these sites are changing business communication, Yelp ( www.yelp.com ) has become a major infl uence on consumer behavior at a local level by aggregating millions of reviews of stores, restaurants, and other businesses in large cities across the United States 30 With the voice of the crowd aff ecting consumer behavior, busi- nesses need to (a) focus on performing at a high level so that customers reward them with positive reviews and (b) get involved on Yelp (the site encourages business owners to tell potential customers about themselves as well). Th ese eff orts could pay off much more hand- somely than advertising and other conventional communication eff orts.
Email Email had a long head start on other forms of electronic communication and has been a primary medium for many companies. Over the years, email began to be used (and occasionally misused) for many communication tasks, simply because it was the only widely available electronic medium for written messages and millions of users were comfortable with it. However, newer tools such as instant messaging, blogs, microblogs, social networks, and shared workspaces are taking over specialized tasks for which they are better suited. 31 For example, email is usually not the best choice for conversations (IM is one of the better alternatives for this) or project management updates (blogs, wikis, and various purpose- built systems are oft en better for this).
Experienced users can upload in-depth video tutorials to give other members of the community step-by-step guidance.
Members can rate tutorials to help the community find the most helpful videos.
RSS subscription options make it easy for community members to get new advice when it is posted.
Information sharing is encouraged with the handy upload features.
Figure 7.4 Community Participation Sites The software company Autodesk hosts this community participation website for customers who work in the fi elds of digital entertainment and visualization. Users share quick tips, advice, and in-depth tutorials about using Autodesk software in video games, animations, product designs, and other creative projects.
Describe the evolving role of email in business communication, and explain how to adapt the three- step writing process to email messages.
3 LEARNING OBJECTIVE
188 PART 3 Crafting Brief Messages
In a sense, email can seem out of step in a world of in- stantaneous and open communication, where many users are accustomed to rapid-fi re updates from Twitter, public forums on social networks, and never-ending streams of in- coming information. 32 However, email still has compelling advantages that will keep it in steady use in many compa- nies, even as it evolves and becomes integrated with other electronic media. First, email is universal. Anybody with an email address can reach anybody else with an email address, no matter which systems the senders and receivers are on. You don’t need to join a special group or be friended by anyone in order to correspond. Second, email is still the best
medium for many private, short- to medium-length messages. Unlike microblogs and IM, for instance, midsize messages are easy to compose and easy to read on email. Th ird, email’s noninstantaneous nature is an advantage when used properly. Many business mes- sages don’t need the rapid update rates of IM or Twitter, and the implied urgency of those systems can be a productivity-sapping interruption. Email allows senders to compose substantial messages in private and on their own schedule, and it allows recipients to read those messages at their leisure.
PLANNING EMAIL MESSAGES
Th e biggest complaints about email are that there is just too much of it and too many mes- sages are of little or no value. You can help with this problem during the planning step by making sure every message has a useful, business-related purpose, and when you’re ready to distribute each message, don’t “cc” (courtesy copy) additional recipients unless those other people really and truly need to receive the message. For instance, suppose you send a message to your boss and cc fi ve colleagues because you want everyone to see that you’re giving the boss some good information. Th ose fi ve people now not only have to read your message but also might feel compelled to reply so that the boss doesn’t think they’re being negligent. Th en everyone will start replying to those replies, and on and on. What should have been a single exchange between you and your boss quickly multiplies into a fl urry of messages that wastes everybody’s time.
Be aware that many companies now have formal email policies that specify how employ- ees can use email, including restrictions against using company email service for personal messages and sending material that might be deemed objectionable. In addition, many employers now monitor email, either automatically with soft ware programmed to look for sensitive content or manually via security staff actually reading selected email messages. Regardless of formal policies, though, every email user has a responsibility to avoid actions that could cause trouble, from downloading virus-infected soft ware to sending objectionable photographs. Email hygiene refers to all the eff orts that companies are making to keep email clean and safe—from spam blocking and virus protection to content fi ltering. 33
Finally, be sure to respect the chain of command. In many companies, any employee can email anyone else, including the president and CEO. However, take care that you don’t abuse this freedom. For instance, don’t send a complaint straight to the top just because it’s easy to do so. Your eff orts will be more eff ective if you follow the organizational hierarchy and give each person a chance to address the situation in turn.
WRITING EMAIL MESSAGES
When you approach email writing on the job, recognize that business email is a more for- mal medium than you are probably accustomed to with email for personal communication (see Figure 7.5 ). Th e expectations of writing quality for business email are higher than for personal email, and the consequences of bad writing or poor judgment can be much more serious. For example, email messages and other electronic documents have the same legal weight as printed documents, and they are oft en used as evidence in lawsuits and criminal investigations. 34
REAL-TIME UPDATES Learn More by Watching This PowerPoint Presentation
Take a crash course in email etiquette
Learn career-enhancing tips on using email in professional settings. Go to http://real-timeupdates.com/bct11 and click on “Learn More.” If you are using MyBcommLab, you can access Real-Time Updates within each chapter or under Student Study Tools.
Email can seem a bit “old school” in comparison to social networks and other technologies, but it is still one of the more important business communication media.
Do your part to stem the fl ood of email by making sure you don’t send unnecessary messages or cc people who don’t really need to see particular messages.
Email presents considerable legal hazards, and many companies have formal email policies.
Respect the chain of command in your company when sending email messages.
Business email messages are more formal than the email messages you send to family and friends.
CHAPTER 7 Crafting Messages for Electronic Media 189
Th e email subject line might seem like a small detail, but it is actually one of the most important parts of an email message because it helps recipients decide which messages to read and when to read them. To capture your audience’s attention, make your sub- ject lines informative and compelling. Go beyond simply describing or classifying your message; use the opportunity to build interest with keywords, quotations, directions, or questions. 35
For example, “July sales results” accurately describes the content of the message, but “July sales results: good news and bad news” is more intriguing. Readers will want to know why some news is good and some is bad.
In addition, many email programs display the fi rst few words or lines of incoming messages, even before the recipient opens them. As noted by social media public relations expert Steve Rubel, you can “tweetify” the opening lines of your email messages to make them stand out. In other words, choose the fi rst few words carefully to grab your reader’s attention. 36 Th ink of the fi rst sentence as an extension of your subject line.
COMPLETING EMAIL MESSAGES
Particularly for important messages, taking a few moments to revise and proofread might save you hours of headaches and damage control. Th e more important the message, the more carefully you need to revise. Also, favor simplicity when it comes to producing your
Opens with an informal salutation appropriate for communication between colleagues
Includes the URL of the website she wants Williams to visit, so all he needs to do is click on the link
Ends with a warm complimentary close
Includes enough of the original message to remind Williams why she is writing— but doesn’t clutter the screen with the entire original message
Uses the numbered list feature to itemize the steps she wants Williams to follow
Uses the email signature feature to include her contact information
Figure 7.5 Email for Business Communication In this response to an email query from a colleague, Elaine Burgman takes advantage of her email system’s features to create an effi cient and effective message.
A poorly written subject line could lead to a message being deleted or ignored.
MyBcommLab
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190 PART 3 Crafting Brief Messages
email messages. A clean, easily readable font, in black on a white background, is suffi cient for nearly all email messages. Take advantage of your email system’s ability to include an email signature , a small fi le that automatically includes such items as your full name, title, company, and contact information at the end of your messages.
When you’re ready to distribute your message, pause to verify what you’re doing before you click “Send.” Make sure you’ve included everyone necessary—and no one else. Don’t click “Reply all” when you mean to click only “Reply.” Th e diff erence could be embarrassing or even career threatening. Don’t include people in the “cc” (courtesy copy) or “bcc” (blind courtesy copy) fi elds unless you know how these features work. (Everyone who receives the message can see who is on the cc line but not who is on the bcc line.) Also, don’t set the message priority to “high” or “urgent” unless your message is truly urgent. And if you intend to include an attachment, be sure that it is indeed attached.
To review the tips and techniques for successful email, see Table 7.2 and “Checklist: Creating Eff ective Email Messages” or click on Chapter 7 at http://real-timeupdates .com/bct11 .
Th ink twice before hitting “Send.” A simple mistake in your content or distribution can cause major headaches.
TABLE 7.2 Tips for Effective Email Messages
Tip Why It’s Important
When you request information or action, make it clear what you’re asking for, why it’s important, and how soon you need it; don’t make your reader write back for details.
People will be tempted to ignore your messages if they’re not clear about what you want or how soon you want it.
When responding to a request, either paraphrase the request or include enough of the original message to remind the reader what you’re replying to.
Some businesspeople get hundreds of email messages a day and may need reminding what your specifi c response is about.
If possible, avoid sending long, complex messages via email. Long messages are easier to read as attached reports or web content.
Adjust the level of formality to the message and the audience. Overly formal messages to colleagues can be perceived as stuffy and distant; overly informal messages to customers or top executives can be perceived as disrespectful.
Activate a signature fi le, which automatically pastes your contact information into every message you create.
A signature saves you the trouble of retyping vital information and ensures that recipients know how to reach you through other means.
Don’t let unread messages pile up in your in-basket. You’ll miss important information and create the impression that you’re ignoring other people.
Never type in all caps. ALL CAPS ARE INTERPRETED AS SCREAMING.
Don’t overformat your messages with background colors, multicolored type, unusual fonts, and so on.
Such messages can be diffi cult and annoying to read on screen.
Remember that messages can be forwarded anywhere and saved forever.
Don’t let a moment of anger or poor judgment haunt you for the rest of your career.
Use the “return receipt requested” feature only for the most critical messages.
This feature triggers a message back to you whenever someone receives or opens your message; many consider this an invasion of privacy.
Make sure your computer has up-to-date virus protection. One of the worst breaches of “netiquette” is infecting other computers because you haven’t bothered to protect your own system.
Pay attention to grammar, spelling, and capitalization. Some people don’t think email needs formal rules, but careless messages make you look unprofessional and can annoy readers.
Use acronyms sparingly. Shorthand such as IMHO (in my humble opinion) and LOL (laughing out loud) can be useful in informal correspondence with colleagues, but avoid using them in more formal messages.
CHAPTER 7 Crafting Messages for Electronic Media 191
Instant Messaging and Text Messaging While email is here to stay as a business medium, its disadvantages—including viruses, spam, and rampant overuse—are driving many people to explore alternatives. 37 One of the most popular of those alternatives is instant messaging (IM) , in which users’ messages appear on each other’s screens instantly, without the need to be opened individually, as with email. For both routine communication and exchanges during online meetings, IM is now widely used throughout the business world and is beginning to overtake and even replace email for internal communication in many companies. 38 IM capabilities are also being embedded into other communication media, including email and social networks, further extending the reach of this convenient technology. 39 Business-grade IM systems off er a range of capabilities, including basic chat, presence awareness (the ability to quickly see which people are at their desks and available to IM), remote display of documents, video capabilities, remote control of other computers, automated newsfeeds from blogs and web- sites, and automated bot (derived from the word robot ) capabilities in which a computer can carry on simple conversations. 40
Phone-based text messaging , also known as short messaging service ( SMS ), has long been popular in other parts of the world, where it was widely available for years before it caught on in North America. Text-messaging applications in business include marketing (alerting customers about new sale prices, for example), customer service (such as airline fl ight status, order status, package tracking, and appointment reminders), security (for example, authenticating mobile banking transactions), crisis management (such as updat- ing all employees working at a disaster scene), and process monitoring (alerting computer technicians to system failures, for example). 41 With text messaging being integrated into systems such as Facebook Messages and GMail, it is likely to fi nd even more widespread use in business communication.
Th e advice off ered here applies primarily to IM but is relevant to text messaging as well.
UNDERSTANDING THE BENEFITS AND RISKS OF IM
Th e benefi ts of IM include the possibility of rapid response to urgent messages, lower cost than phone calls, ability to mimic conversation more closely than email, and availability on a wide range of devices and systems. 42 In addition, because it more closely resembles
A. Planning email messages: ● Make sure every email message you send is necessary. ● Don’t cc or bcc anyone who doesn’t really need to see
the message. ● Follow company email policy; understand the
restrictions your company places on email usage. ● Practice good email hygiene by not opening suspicious
messages, keeping virus protection up to date, and following other company guidelines.
● Follow the chain of command. B. Writing email messages:
● Remember that business email is more formal than personal email.
● Recognize that email messages carry the same legal weight as other business documents.
● Pay attention to the quality of your writing and use correct grammar, spelling, and punctuation.
● Make your subject lines informative by clearly identifying the purpose of your message.
● Make your subject lines compelling by wording them in a way that intrigues your audiences.
● Use the fi rst few words of the email body to catch the reader’s attention.
C. Completing email messages: ● Revise and proofread carefully to avoid embarrassing
mistakes. ● Keep the layout of your messages simple and clean. ● Use an email signature fi le to give recipients your
contact information. ● Double-check your recipient list before sending. ● Don’t mark messages as “urgent” unless they truly are
urgent.
✓Checklist Creating Effective Email Messages
Describe the business benefi ts of instant messaging (IM), and identify guidelines for effective IM in the workplace.
4 LEARNING OBJECTIVE
IM is taking the place of email for routine communication in many companies.
Phone-based text messaging is fi nding more business applications as it becomes more tightly integrated with email and other communication systems.
IM off ers many benefi ts: • Rapid response • Low cost • Ability to mimic conversation • Wide availability
192 PART 3 Crafting Brief Messages
one-on-one conversation, IM doesn’t get misused as a one-to-many broadcast method as oft en as email does. 43
Of course, wherever technology goes, trouble seems to follow. Th e potential drawbacks of IM include security problems (computer viruses, network infi ltration, and the possibility that sensitive messages might be intercepted by outsiders), the need for user authentication (making sure that online correspondents are really who they appear to be), the challenge of logging messages for later review and archiving, incompatibility between competing IM systems, and spim (unsolicited commercial messages, similar to email spam). Fortu- nately, with the growth of enterprise instant messaging ( EIM ), or IM systems designed for large-scale corporate use, many of these problems are being overcome. However, security remains a signifi cant concern for corporate IM systems. 44
ADAPTING THE THREE-STEP PROCESS FOR SUCCESSFUL IM
Although instant messages are oft en conceived, written, and sent within a matter of sec- onds, the principles of the three-step process still apply:
● Planning instant messages. View every IM exchange as a conversation; while you may not deliberately plan every individual statement you make or question you pose, take a moment to plan the overall exchange. If you’re requesting something, think through exactly what you need and the most eff ective way to ask for it. If someone is asking you for something, consider his or her needs and your ability to meet them before you respond. And although you rarely organize instant messages in the sense of creating an outline, try to deliver information in a coherent, complete way that minimizes the number of individual messages required.
● Writing instant messages. As with email, the appropriate writing style for business IM is more formal than the style you may be accustomed to with personal IM or text messaging. You should generally avoid IM acronyms (such as FWIW for “for what it’s worth” or HTH for “hope that helps”) except when communicating with close col- leagues. In the IM exchange in Figure 7.6 , notice how the participants communicate quickly and rather informally but still maintain good etiquette and a professional tone. Th is style is even more important if you or your staff use IM to communicate with customers and other outside audiences.
● Completing instant messages. One of the biggest attractions of IM is that the complet- ing step is so easy. You don’t have to produce the message in the usual sense, and dis- tribution is as simple as clicking the Send button. However, don’t skip over the revising and proofreading tasks. Quickly scan each message before you send it, to make sure you don’t have any missing or misspelled words and that your message is clear and complete.
Regardless of the system you’re using, you can make IM more effi cient and eff ective by following these tips: 45
● Unless a meeting is scheduled, make yourself unavailable when you need to focus on other work.
● If you’re not on a secure system, don’t send confi dential information. ● Be extremely careful about sending personal messages—they have a tendency to pop
up on other people’s computers at embarrassing moments. ● Don’t use IM for important but impromptu meetings if you can’t verify that everyone
concerned will be available. ● Unless your system is set up for it, don’t use IM for lengthy, complex messages; email
is better for those. ● Try to avoid carrying on multiple IM conversations at once, to minimize the chance
of sending messages to the wrong people or making one person wait while you tend to another conversation.
● Follow all security guidelines designed to keep your company’s information and sys- tems safe from attack.
To review the advice for eff ective IM in the workplace, see “Checklist: Using IM Pro- ductively” or click on Chapter 7 at http://real-timeupdates.com/bct11 .
Although you don’t plan individual instant messages in the usual way, view important IM exchanges as conversations with specifi c goals in mind.
Understand the guidelines for successful business IM before you begin to use it.
CHAPTER 7 Crafting Messages for Electronic Media 193
The colleagues communicate in a style that is concise and conversational but still professional.
System provides position and contact information and a photo of the person on the other end, which helps to personalize this purely electronic communication.
System provides simple formatting tools and a spell checker.
Even in a fast, informal medium such as IM, she quickly reviews her message before sending it each time.
Figure 7.6 Instant Messaging for Business Communication Instant messaging is widely used in business, but you should not use the same informal style of communication you probably use for IM with your friends and family.
● Pay attention to security and privacy issues and be sure to follow all company guidelines.
● Treat IM as a professional communication medium, not an informal, personal tool; avoid using IM slang with all but close colleagues.
● Maintain good etiquette, even during simple exchanges. ● Protect your own productivity by making yourself
unavailable when you need to focus. ● In most instances, don’t use IM for confi dential messages,
complex messages, or personal messages.
✓Checklist Using IM Productively
Blogging and Microblogging A blog (short for weblog ) is an easily updatable online journal that can combine the global reach and reference value of a conventional website with the conversational exchanges of email or IM. Blogging fi rst began to catch on in business communication because blogs provided a much easier way for senders to update and distribute fresh content and for receivers to get new information automatically (through feeds or newsfeeds , of which RSS is the best known). Blogging also began to take on a more personal and informal tone than
Describe the role of blogging and microblogging in business communication today, and explain how to adapt the three-step writing process to blogging.
5 LEARNING OBJECTIVE
MyBcommLab
Apply Figure 7.6’s key concepts by revising a new document. Go to Chapter 7 in mybcommlab.com and select Document Makeovers.
194 PART 3 Crafting Brief Messages
regular business websites, which helped “put a human face” on companies and increase the lines of communication between experts and executives on the inside and customers and other stakeholders on the outside. Another important role of blogging is making individu- als and companies more easily fi ndable through search engines. 46 With all these benefi ts, blogs are now a common tool in business communication, and many companies have multiple bloggers, writing either as a team on an individual blog (as with Southwest) or on their own blogs (as with Xerox, see page 21).
Good business bloggers pay close attention to several important elements:
● Communicating with personal style and an authentic voice. Traditional business messages designed for large audiences tend to be carefully scripted and written in a “corporate voice” that is impersonal and objective. In contrast, successful business blogs such as Southwest Airlines’s are written by individuals and exhibit their personal style. Audiences relate to this fresh approach and oft en build closer emotional bonds with the blogger’s organization as a result.
● Delivering new information quickly. Th e ability to post new material as soon as you create it helps you to respond quickly when needed (such as during a crisis), and it lets your audiences know that an active conversation is taking place.
● Choosing topics of peak interest to audiences. Successful blogs cover topics that readers care about and emphasize useful information while downplaying product promotion. 47 These topics don’t need to be earth shaking or cutting edge—they just need to be things that people care about and are willing to spend time reading. For instance, a pair of researchers at Clorox blog for the company under the name “Dr. Laundry,” dispensing helpful advice on removing stains and tackling other household chores. 48
● Encouraging audiences to join the conversation. Not all blogs invite comments, al- though most do. Th ese comments can be a valuable source of news, information, and insights. In addition, the relatively informal nature of blogging seems to make it easier for company representatives to let their guards down and converse with their audiences. Of course, not all comments are helpful or appropriate, which is why many bloggers moderate comments, previewing them before allowing them to be displayed.
Table 7.3 off ers a number of specifi c suggestions for successful business blogging.
UNDERSTANDING THE BUSINESS APPLICATIONS OF BLOGGING
Blogs are a potential solution whenever you have a continuing stream of information to share with an online audience—and particularly when you want the audience to have the opportunity to respond. Here are some of the many ways businesses are using blogs: 49
● Anchoring the social media presence. As noted on page 185, the multiple threads of any social media program should be anchored in a central hub that the company or individual owns and controls. Blogs make an ideal social media hub.
● Project management and team communication. Using blogs is a good way to keep project teams up to date, particularly when team members are geographically dis- persed. For instance, the trip reports that employees fi le aft er visiting customers or other external parties can be enhanced vividly with mobile blogs , or moblogs . Th anks to the convenience of camera phones and other multimedia wireless devices, employ- ees on the go can send text, audio, images, and video to their colleagues. Conversely, mobile employees can also stay in touch with their team blogs by using handheld devices.
● Company news. Companies can use blogs to keep employees informed about general business matters, from facility news to benefi t updates. Blogs also serve as online com- munity forums, giving everyone in the company a chance to raise questions and voice concerns by using the commenting feature.
● Customer support. Building on the tradition of online customer support forums that have been around since the earliest days of the Internet, customer support blogs answer questions, off er tips and advice, and inform customers about new products.
Blogs can combine the global reach and reference value of a conventional website with the conversational exchanges of email or IM.
Most business blogs invite readers to leave comments.
Th e business applications of blogs include a wide range of internal and external communication tasks.
CHAPTER 7 Crafting Messages for Electronic Media 195
● Public relations and media relations. Many company employees and even high- ranking executives now share company news with both the general public and jour- nalists via their blogs.
● Recruiting. Using a blog is a great way to let potential employees know more about your company, the people who work there, and the nature of the company culture (see Figure 7.7 on page 197). Conversely, companies can scan blogs and microblogs to fi nd promising candidates. For instance, University of Oregon student Megan Soto caught the attention of the public relations and social media agency LaunchSquad aft er she wrote about one of the fi rm’s clients on her Twitter account. LaunchSquad managers then studied her blog writing, which impressed them enough to invite her to interview, aft er which they hired her. 50
TABLE 7.3 Tips for Effective Business Blogging
Tip Why It’s Important
Don’t blog without a clear plan. Without a clear plan, your blog is likely to wander from topic to topic and fail to build a sense of community with your audience.
Post frequently; the whole point of a blog is fresh material. If you won’t have a constant supply of new information or new links, create a traditional website instead.
Make it about your audience and the issues that are important to them.
Readers want to know how your blog will help them, entertain them, or give them a chance to communicate with others who have similar interests.
Write in an authentic voice; never create an artifi cial character who supposedly writes a blog.
Flogs , or fake blogs, violate the spirit of blogging, show disrespect for your audience, and will turn audiences against you as soon as they uncover the truth. Fake blogs used to promote products are now illegal in some countries.
Link generously—but carefully. Providing interesting links to other blogs and websites is a fundamental aspect of blogging, but make sure the links will be of value to your readers and don’t point to inappropriate material.
Keep it brief. Most online readers don’t have the patience to read lengthy reports. Rather than writing long, report-style posts, write brief posts that link to in-depth reports on your website.
Don’t post anything you wouldn’t want the enti