Critical Thinking
MyBCommLab
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Improves Student
Engagement Before, During, and After Class
Decision Making
Prep and
Engagement
• Video exercises – engaging videos that bring business concepts to life and explore business topics
related to the theory students are learning in class. Quizzes then assess students’ comprehension of
the concepts covered in each video.
• Learning Catalytics – a “bring your own device” student engagement, assessment, and classroom
intelligence system helps instructors analyze students’ critical-thinking skills during lecture.
• Dynamic Study Modules (DSMs) – through adaptive learning, students get personalized guidance
where and when they need it most, creating greater engagement, improving knowledge retention,
and supporting subject-matter mastery. Also available on mobile devices.
• Business Today – bring current events alive in your classroom with videos, discussion
questions, and author blogs. Be sure to check back often, this section changes daily.
• Decision-making simulations – place your
students in the role of a key decision maker. The
simulation will change and branch based on the
decisions students make, providing a variation of
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students receive a grade, as well as a detailed report
of the choices they made during the simulation and
the associated consequences of those decisions.
• Writing Space – better writers make great learners—who perform better in their courses. Providing
a single location to develop and assess concept mastery and critical thinking, the Writing Space offers
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BUSINESS
COMMUNICATION
Polishing Your Professional Presence
3RD
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BUSINESS
COMMUNICATION
Polishing Your Professional Presence
Boston Columbus Indianapolis New York San Francisco
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
3RD
Barbara Shwom
Northwestern University
Lisa Gueldenzoph Snyder
North Carolina A&T State University
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Editor in Chief: Stephanie Wall
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Library of Congress Cataloging-in-Publication Data
Shwom, Barbara Lynne.
Business communication : polishing your professional presence / Barbara Shwom and Lisa Gueldenzoph Snyder.
— Third edition.
pages cm
Includes index.
ISBN 978-0-13-386330-7 — ISBN 0-13-386330-1 1. Business communication. 2. Business writing. I. Snyder, Lisa
Gueldenzoph. II. Title.
HF5718.S525 2016
651.7–dc23
2014043504
10 9 8 7 6 5 4 3 2 1
ISBN 10: 0-13-386330-1
ISBN 13: 978-0-13-386330-7
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vii
Dedication
To our husbands for their partnership in both our personal and professional lives, and to our
families for their patience with and support of all our endeavors.
To our students for challenging us to learn more every day, to stretch our perspectives, and to be
better teachers.
To our colleagues in our universities, in the Association for Business Communication, and in business
for providing valuable feedback and insight about best practices in polishing professional presence.
–Barbara and Lisa
About the Authors
Barbara Shwom
Barbara Shwom, PhD, is Professor of Instruction in Writing at Northwestern University, where
she teaches in the Weinberg College of Arts and Sciences, Kellogg School of Management, and
McCormick School of Engineering and Applied Science. For more than 30 years, she has designed
and taught communication courses that have influenced this textbook, including Writing in Or-
ganizations, Communicating Complex Data, Engineering Design and Communication, and How to
Become an Expert in Roughly 10 Weeks. Professor Shwom’s teaching at Northwestern has been recog-
nized by both an outstanding teacher award and an appointment as a fellow of Northwestern’s Searle
Center for Teaching Excellence. Professor Shwom has gained industry experience as the managing
principal of Communication Partners, a consulting practice that works with clients from a range of
industries, including biotechnology, high tech research and development, pharmaceuticals, manage-
ment consulting, market research, financial services, engineering, and consumer products. Professor Shwom’s research interests include
evolving genres of business communication, visual communication of data, and methods of persuasion. In addition to many articles,
she is also the coauthor of a textbook on graphics and visual communication for managers. She currently sits on the Board of Directors
of the Association for Business Communication and the editorial review board of Business and Professional Communication Quarterly
and has served as president for both the Association for Business Communication and the Association of Professional Communication
Consultants.
Lisa Gueldenzoph Snyder
Lisa Gueldenzoph Snyder, PhD, is a Professor and the Chairperson of the Department of Business
Education in the School of Business and Economics at North Carolina Agricultural and Technical
State University in Greensboro. She earned a doctorate in Higher Education Administration from
Bowling Green State University in Ohio, where she also received a master’s degree in Business
Education. Her Bachelor’s in Business Education is from Northern Michigan University.
Dr. Snyder is widely published in journals such as the Business Communication Quarterly,
Journal of Business Communication, Business Education Digest, The Delta Pi Epsilon Journal,
and NABTE Review. She regularly presents sessions on business communication and instruc-
tional practices at local, regional, and national professional development events, workshops,
and conferences. Dr. Snyder received the Meada Gibbs Outstanding Teacher Award from the
Association for Business Communication, and the Distinguished Alumni Award from the Business Education program at Bowling
Green State University. She also has received the Innovative Instructional Practices Award from Delta Pi Epsilon, the Distinguished
Service Award from the Ohio Business Teachers Association, and the Collegiate Teacher of the Year Award from both the North
Carolina Business Education Association and the Southern Business Education Association.
Dr. Snyder currently serves as a Regional Vice President of the Association for Business Communication, the National Presi-
dent of the Association for Research in Business Education, the Research Coordinator for the National Association for Business
Teacher Education, and the Past-Chair of the Policies Commission for Business and Economic Education. She is also actively
involved with the National Business Education Association.
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viii
Brief Contents
VISUAL WALK-THROUGH xviii
ACKNOWLEDGMENTS xxii
PART 1 | Understanding the Foundations of Business Communication
1 Developing Your Professional Presence 2
2 Working with Others: Interpersonal, Intercultural, and Team Communication 30
3 Managing the Communication Process: Analyzing, Composing, Evaluating 74
PART 2 | Delivering Effective Messages
4 Communicating Routine Messages and Building Goodwill 114
5 Communicating Persuasive Messages 144
6 Communicating Bad News 182
7 Using Social Media in Business 218
PART 3 | Researching, Proposing, Reporting, and Presenting
8 Finding and Evaluating Business Information 256
9 Preparing Persuasive Business Proposals 296
10 Preparing Business Reports 330
11 Preparing and Delivering Business Presentations 396
PART 4 | Persuading an Employer to Hire You
12 Communicating Your Professional Brand: Social Media, Résumés, Cover Letters, and Interviews 450
APPENDIX A Formats for Business Documents 507
APPENDIX B Documentation and Reference Styles 522
APPENDIX C Grammar, Punctuation, Mechanics, and Conventions 538
APPENDIX D Answer Key to Grammar Exercises 566
APPENDIX E Proofreader’s Marks 574
GLOSSARY 579
INDEX 584
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Contents
VISUAL WALK-THROUGH xviii
ACKNOWLEDGMENTS xxii
PART 1 Understanding the Foundations of Business Communication
1 Developing Your Professional Presence 2
SQ1 Why is it challenging to communicate well? 4
Communication is a complex process 5
Communication is affected by context 5
Communication is more than transmission of messages 5
SQ2 What are the benefits of being a good communicator? 6
Effective business communicators have a competitive edge in the job market 6
Communication skills will contribute to your company’s and your own success 7
SQ3 What characteristics will help you communicate effectively? 8
Being strategic 8
Being professional 10
Being adaptable 16
SUCCESSFUL COMMUNICATION @ WORK hhgregg 19
STUDY QUESTIONS IN REVIEW 20 ◾ VISUAL SUMMARY 21 ◾ KEY TERMS 22 ◾
REVIEW QUESTIONS 22 ◾ CRITICAL THINKING QUESTIONS 22 ◾ KEY CONCEPT EXERCISES 23 ◾
WRITING EXERCISES 25 ◾ COLLABORATION EXERCISES 26 ◾ SOCIAL MEDIA EXERCISES 27 ◾
SPEAKING EXERCISES 27 ◾ GRAMMAR EXERCISES 27 ◾ REFERENCES 28
2 Working with Others: Interpersonal, Intercultural, and Team Communication 30
SQ1 What listening skills will help you communicate better with others? 32
Hearing accurately 33
Comprehending and interpreting 33
CULTURE Facial Expressions Are Not Universal 36
Evaluating 37
Responding 37
SQ2 How can you help others listen well when you speak? 38
Focus on your audience 39
Share the conversation 39
Use clear, concrete, unambiguous language 39
Support your message with good nonverbal communication 40
Avoid language that triggers a negative response 40
Frame negative comments positively 41
SQ3 How can you manage interpersonal conflict? 41
Identify the cause of the conflict 42
Select an appropriate management technique 45
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SQ4 How can you improve your communication with people
from different cultures? 47
Understand how cultures differ 47
Develop strategies that help you communicate with diverse groups 50
ETHICS Apple Faces Ethical Challenges Abroad 50
SQ5 How can you work effectively as part of a team? 51
Assemble an effective team 52
Agree on team goals and standards 52
Pay attention to team development and dynamics 53
Develop good leadership practices 54
Plan for effective meetings 55
Be a good team member 56
TECHNOLOGY Using Social Media to Collaborate 58
CONVERSATIONS @ WORK ESPN Radio 59
CASE SCENARIO Working as a Cross Cultural Team 60
STUDY QUESTIONS IN REVIEW 62 ◾ VISUAL SUMMARY 63 ◾ KEY TERMS 64 ◾
REVIEW QUESTIONS 64 ◾ CRITICAL THINKING QUESTIONS 64 ◾ KEY CONCEPT EXERCISES 65 ◾
WRITING EXERCISES 69 ◾ COLLABORATION EXERCISES 69 ◾ SOCIAL MEDIA EXERCISES 70 ◾
SPEAKING EXERCISES 70 ◾ GRAMMAR EXERCISES 71 ◾ REFERENCES 71
3 Managing the Communication Process: Analyzing, Composing, Evaluating 74
SQ1 What are the benefits of analyzing? 77
Analyzing the purpose focuses the message 77
Analyzing the audience helps you meet their needs 78
Analyzing the content ensures a complete message 78
Analyzing the medium helps you choose the best delivery option 80
ETHICS How to Handle information That Conflicts with Your Position 80
SQ2 What is involved in composing? 82
Deciding when and where to compose 82
Organizing the message 82
Drafting the content 85
Designing a professional format and delivery 85
CULTURE Composing for a Global Audience 90
SQ3 How does evaluating improve your communication? 91
Evaluating content helps you achieve your purpose and outcome 91
Evaluating for clarity and conciseness improves comprehension 91
Evaluating for style and tone helps you project a professional image 94
Evaluating for correctness increases your credibility 95
Reviewing feedback helps you become a better communicator 96
TECHNOLOGY Using “Track Changes” to Get Feedback on a Draft 97
ACE @ WORK Coca-Cola Company 99
CASE SCENARIO Using ACE to Improve Communication Results 100
STUDY QUESTIONS IN REVIEW 102 ◾ VISUAL SUMMARY 103 ◾ KEY TERMS 104 ◾
REVIEW QUESTIONS 104 ◾ CRITICAL THINKING QUESTIONS 104 ◾ KEY CONCEPT EXERCISES 105 ◾
WRITING EXERCISES 110 ◾ COLLABORATION EXERCISES 111 ◾ SPEAKING EXERCISES 112 ◾
SOCIAL MEDIA EXERCISES 112 ◾ GRAMMAR EXERCISES 112 ◾ REFERENCES 113
Analyze
Com
po
se
ACE
Evaluate
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PART 2 Delivering Effective Messages
4 Communicating Routine Messages and Building Goodwill 114
SQ1 How do you compose messages containing questions and requests? 116
Decide between a direct or an indirect message 116
Provide reasons for the request 117
Adopt a “you” perspective and include audience benefits 118
Conclude with gratitude and a call for action 119
SQ2 How do you compose informational messages? 120
Reply to questions with a direct answer 120
Respond to customer requests and comments by creating goodwill 121
TECHNOLOGY Using Technology to Simplify Routine Communication:
Scheduling a Meeting 122
Highlight key points in confirmation messages 124
Organize routine announcements so they are easy to skim 125
Format instructions so readers can easily follow the steps 126
Keep text and IM messages short and focused 126
ETHICS Is Blind Carbon Copy (bcc) Like Spying? 127
SQ3 What kinds of messages build goodwill in business relationships? 128
Thank-you messages 128
Congratulatory messages 128
Sympathy messages 128
“For-your-information” messages 128
CULTURE Differences in Saying Thank You 130
PAPERLESS OFFICES @ WORK Trend Hunter 133
CASE SCENARIO A Days Work of Routine Messages 134
STUDY QUESTIONS IN REVIEW 136 ◾ VISUAL SUMMARY 137 ◾ KEY TERMS 138 ◾
REVIEW QUESTIONS 138 ◾ CRITICAL THINKING QUESTIONS 138 ◾ KEY CONCEPT EXERCISES 139 ◾
WRITING EXERCISES 141 ◾ COLLABORATION EXERCISES 142 ◾ SOCIAL MEDIA EXERCISES 142 ◾
SPEAKING EXERCISES 142 ◾ GRAMMAR EXERCISES 143 ◾ REFERENCES 143
5 Communicating Persuasive Messages 144
SQ1 How can the ACE process help you persuade your audience? 146
Analyzing helps you plan your message 146
Composing implements the persuasive plan 148
Evaluating helps you review the draft for effectiveness 150
SQ2 What are the basic elements of persuasion? 151
Building credibility 152
Constructing a logical argument 152
Appealing to your audience’s emotions 154
ETHICS Avoiding Logical Fallacies 156
SQ3 What types of business messages typically require persuasion? 159
Recommendations for action 159
Requests for favors 159
Persuasive customer claims 161
TECHNOLOGY Composing a Persuasive Recommendation with Presentation
Software 162
Sales messages 164
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SQ4 How can you use persuasion to improve teamwork and collaboration? 167
Use persuasion to motivate others 167
Incorporate persuasion into the team decision-making process 167
CULTURE Adapting Persuasive Appeals 168
SOCIAL PERSUASION @ WORK Earthjustice 169
CASE SCENARIO Starting a New Businesss 170
STUDY QUESTIONS IN REVIEW 172 ◾ VISUAL SUMMARY 173 ◾ KEY TERMS 175 ◾
REVIEW QUESTIONS 175 ◾ CRITICAL THINKING QUESTIONS 175 ◾ KEY CONCEPT EXERCISES 176 ◾
WRITING EXERCISES 178 ◾ COLLABORATION EXERCISES 179 ◾ SOCIAL MEDIA EXERCISES 179 ◾
SPEAKING EXERCISES 179 ◾ GRAMMAR EXERCISES 180 ◾ REFERENCES 181
6 Communicating Bad News 182
SQ1 How should you analyze and plan a bad-news message? 186
Ask questions that help you develop content 186
Select the best medium to achieve your goal 187
TECHNOLOGY Can You Email, Text, or Tweet Bad News? 188
SQ2 What are effective strategies for composing bad-news messages? 189
Decide where to state the bad news 189
Phrase the bad news clearly 192
Soften the bad news 192
Close the message positively 194
CULTURE Did You Hear the Bad News? 194
SQ3 How should you evaluate bad-news messages? 195
Evaluate the message’s clarity, honesty, and sense of goodwill 195
Evaluate the business result 196
SQ4 What types of bad-news messages are common in business? 196
Denying requests or turning down invitations 196
Denying customer claims 196
Rejecting recommendations or proposals 197
Acknowledging mistakes or problems 197
Communicating performance problems 200
Communicating negative change 200
ETHICS Apologizing for Mistakes 203
BAD NEWS @ WORK Kosta Browne Winery 204
CASE SCENARIO Making the Best of Bad News 205
STUDY QUESTIONS IN REVIEW 208 ◾ VISUAL SUMMARY 209 ◾ KEY TERMS 210 ◾
REVIEW QUESTIONS 210 ◾ CRITICAL THINKING QUESTIONS 210 ◾ KEY CONCEPT EXERCISES 211 ◾
WRITING EXERCISES 213 ◾ COLLABORATION EXERCISES 214 ◾ SOCIAL MEDIA EXERCISES 215 ◾
SPEAKING EXERCISES 215 ◾ GRAMMAR EXERCISES 215 ◾ REFERENCES 216
7 Using Social Media in Business 218
SQ1 How can businesses plan, implement, and evaluate a social media
strategy? 220
Analyze goals, audience, and social media options to develop a social media strategy 220
Compose effective social media content for each platform 221
Evaluate the success of your social media efforts 221
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CULTURE The Effect of Culture on Social Media and E-Commerce 224
SQ2 What are good practices for composing and publishing social media
content? 225
Facebook: Post Strategically 226
Twitter: Be short and focused 227
Pinterest: Engage with visual content 228
Blogs: Offer insights, advice, and information 229
TECHNOLOGY Making Social Media More Efficient 230
SQ3 How can businesses use social media to accomplish specific
communication goals? 232
Use social media to build goodwill 232
Use social media to persuade 236
Control the spread of bad news through social media 240
ETHICS Can You Trust Consumer Reviews in Social Media? 242
SQ4 How can you, as an employee, use social media responsibly? 242
Follow guidelines to avoid damage to you and your company’s reputations 242
SOCIAL MEDIA @ WORK Northwestern University Press 243
CASE SCENARIO Developing a Social Media Program 244
STUDY QUESTIONS IN REVIEW 246 ◾ VISUAL SUMMARY 247 ◾ KEY TERMS 248 ◾
REVIEW QUESTIONS 248 ◾ CRITICAL THINKING QUESTIONS 248 ◾ KEY CONCEPT EXERCISES 249 ◾
WRITING EXERCISES 250 ◾ COLLABORATION EXERCISES 250 ◾ SOCIAL MEDIA EXERCISES 251 ◾
SPEAKING EXERCISES 251 ◾ GRAMMAR EXERCISES 251 ◾ REFERENCES 252
PART 3 Researching, Proposing, Reporting, and Presenting
8 Finding and Evaluating Business Information 256
SQ1 How do you determine what information you need? 258
Analyze the research question and topic 259
Identify audience concerns and needs 260
Establish the scope of the research 261
Define research activities 261
Develop a work plan 262
SQ2 How do you conduct research in print and online sources? 263
Gather relevant print and electronic files 264
Search the web strategically 264
Use an online index or database to find articles and business data 265
Use a library or bookseller to find relevant books 265
Follow leads in good sources 267
Evaluate your sources for credibility 267
TECHNOLOGY Going Beneath the Surface of the Web 268
CULTURE Researching Countries and Cultures Online 270
SQ3 How do you conduct primary research? 271
Conduct survey research to gather information that is easy to compare 271
Conduct interview research to gather in-depth information 274
Conduct observational research to understand how people act 276
ETHICS How to Be an Ethical Researcher 277
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xiv
SQ4 How can you use social media in your research? 278
Search for experts 278
Post questions to your network and beyond 278
Gather anecdotal evidence 279
SQ5 How can you effectively organize the results of your research? 279
Build your reference list as you research 279
Organize documents and notes on your computer and “in the cloud” 280
Organize your findings by research questions 281
CONDUCTING RESEARCH @ WORK HealthScape Advisors 283
CASE SCENARIO Researching to Answer Business Questions 284
STUDY QUESTIONS IN REVIEW 286 ◾ VISUAL SUMMARY 287 ◾ KEY TERMS 288 ◾
REVIEW QUESTIONS 288 ◾ CRITICAL THINKING QUESTIONS 288 ◾ KEY CONCEPT EXERCISES 289 ◾
WRITING EXERCISES 291 ◾ COLLABORATION EXERCISES 293 ◾ SOCIAL MEDIA EXERCISES 293 ◾
SPEAKING EXERCISES 293 ◾ GRAMMAR EXERCISES 294 ◾ REFERENCES 295
9 Preparing Persuasive Business Proposals 296
SQ1 How do you use ACE to prepare an effective proposal? 298
Analyze: Understand the purpose, context, and content 298
Compose: Develop persuasive content 300
Evaluate: Assess the effectiveness of the proposal 303
SQ2 What types of business proposals should you be prepared
to write? 303
Proposals for action or change 303
Solicited sales proposals 304
Unsolicited sales proposals 307
Grant proposals and other proposals for funding 308
ETHICS Does Your Proposal Demonstrate Integrity? 311
TECHNOLOGY Submitting Online Proposals 312
SQ3 How do you structure and format a formal proposal? 313
Read RFPs carefully to identify content requirements 313
Structure a formal proposal like a formal report 313
Use proposal-writing software to increase efficiency 313
CULTURE Writing Proposals for Different Cultures 318
PROPOSALS @ WORK TapWalk 320
CASE SCENARIO Proposing a Corporate Volunteer Program 321
STUDY QUESTIONS IN REVIEW 322 ◾ VISUAL SUMMARY 323 ◾ KEY TERMS 324 ◾
REVIEW QUESTIONS 324 ◾ CRITICAL THINKING QUESTIONS 324 ◾ KEY CONCEPT EXERCISES 325 ◾
WRITING EXERCISES 327 ◾ COLLABORATION EXERCISES 327 ◾ SOCIAL MEDIA EXERCISES 328 ◾
SPEAKING EXERCISES 328 ◾ GRAMMAR EXERCISES 328 ◾ REFERENCES 329
10 Preparing Business Reports 330
SQ1 How can ACE help you write a business report? 332
Analyze to understand purpose and report type 332
Analyze to understand audience needs 333
Analyze to choose the best medium 333
Compose your report to meet audience expectations 333
Compose using an objective and easy-to-read style 336
Evaluate by reviewing on your own and getting feedback from others 336
CULTURE Making Reports Reader-Friendly for International Audiences 337
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xv
SQ2 What types of short, routine reports are typical in business? 338
Progress reports 338
Meeting minutes 338
Trip reports 338
Feasibility reports 338
SQ3 How should you structure longer, formal reports for print and online
distribution? 344
Organize the report into useful sections 344
Design the report for your audience and purpose 344
TECHNOLOGY How to Use Software Features to Help Format Formal
Reports 362
Choose the best electronic format for online distribution 362
SQ4 What guidelines should you follow for writing report decks? 365
Understand why and when to use report decks 365
Design the deck effectively 365
Design the deck content to be easy to follow 365
SQ5 How do you integrate tables and graphs into reports? 369
Choose the best form of display: table or graph 370
Choose the best type of graph 370
Design graphs and tables to communicate 370
Integrate data displays within the text 374
ETHICS Representing Data Ethically 376
SQ6 How should you document your research? 377
Determine what needs to be documented 377
Prepare the documentation 378
CASE SCENARIO Reporting Results to a Client 379
REPORTS @ WORK Pew Research Center 381
STUDY QUESTIONS IN REVIEW 382 ◾ VISUAL SUMMARY 383 ◾ KEY TERMS 384 ◾
REVIEW QUESTIONS 384 ◾ CRITICAL THINKING QUESTIONS 384 ◾ KEY CONCEPT EXERCISES 385 ◾
WRITING EXERCISES 390 ◾ COLLABORATION EXERCISES 392 ◾ SOCIAL MEDIA EXERCISES 392 ◾
SPEAKING EXERCISES 393 ◾ GRAMMAR EXERCISES 393 ◾ REFERENCES 394
11 Preparing and Delivering Business Presentations 396
SQ1 What do you analyze when planning a business presentation? 398
Analyze your purpose and desired outcome: Why are you presenting? 399
Analyze your audience: Who will be listening, and what do they care about? 400
Analyze your message: What will you say to achieve your desired outcome? 400
Analyze your setting: Where will you present? 401
Analyze your medium options: How will you deliver your message? 401
SQ2 How do you compose the presentation? 403
Organize the content 403
Identify the role that slides will play 407
Create a storyboard 409
Develop a template 409
Design individual slides 409
Evaluate your slides in a practice session 413
Create effective handouts 421
TECHNOLOGY The Pros and Cons of Prezi 422
SQ3 How do you deliver and evaluate the presentation? 423
Set the stage 423
Control your body 424
Use your voice effectively 424
Present your visuals effectively 425
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Coordinate with your team 425
Evaluate the audience’s response 427
ETHICS Avoiding Plagiarism in Presentations 427
SQ4 How do you handle questions and answers? 428
Plan for a question-and-answer (Q&A) session 428
Answer questions skillfully 428
SQ5 How do you adapt your approach for online presentations? 429
In a live online presentation, manage the audience experience 430
In a podcast, provide content that offers lasting value 430
CULTURE Meeting Audience Expectations 432
PRESENTATIONS @ WORK SwipeSense 434
CASE SCENARIO Culinary Adventure Tour Presentation 435
STUDY QUESTIONS IN REVIEW 440 ◾ VISUAL SUMMARY 441 ◾ KEY TERMS 442 ◾
REVIEW QUESTIONS 442 ◾ CRITICAL THINKING QUESTIONS 442 ◾ KEY CONCEPT EXERCISES 443 ◾
WRITING EXERCISES 446 ◾ COLLABORATION EXERCISES 447 ◾ SOCIAL MEDIA EXERCISES 447 ◾
SPEAKING EXERCISES 448 ◾ GRAMMAR EXERCISES 448 ◾ REFERENCES 449
PART 4 Persuading an Employer to Hire You
12 Communicating Your Professional Brand: Social Media, Résumés, Cover Letters, and Interviews 450
SQ1 How do you polish your professional presence for a job search? 452
Analyze your career goals, strengths, and skills 452
Compose your brand message and strategic social media content 453
Evaluate your virtual professional image 455
SQ2 How do you compose an effective résumé? 459
Analyze your options for organizing your résumé 459
Compose effective résumé content 461
ETHICS Exaggerating Your Résumé Is Dangerous 465
Evaluate your content and design 466
CULTURE Selling Your Cross-Cultural Skills 467
SQ3 How do you find job opportunities and submit applications? 468
Analyze your options for finding job opportunities 468
Compose persuasive cover letters 468
Select a medium for submission and follow up as necessary 471
SQ4 How do you prepare for a job interview? 476
Analyze how to benefit from different types of interviews 476
Compose good answers—and good questions 476
TECHNOLOGY Preparing for Virtual Interviews with Skype 479
Evaluate your professional appearance 480
SQ5 How can you make a positive impression during and after an interview? 481
Project a professional presence 481
Compose effective post-interview messages 481
Evaluate your performance 490
SOCIAL RECRUITING @ WORK Silicon Labs 491
CASE SCENARIO Starting an Employment Search 492
A01_SHWO3307_03_SE_FM.indd 16 07/05/15 1:33 am
STUDY QUESTIONS IN REVIEW 494 ◾ VISUAL SUMMARY 495 ◾ KEY TERMS 496 ◾
REVIEW QUESTIONS 496 ◾ CRITICAL THINKING QUESTIONS 496 ◾ KEY CONCEPT EXERCISES 497 ◾
WRITING EXERCISES 501 ◾ COLLABORATION EXERCISES 501 ◾ SOCIAL MEDIA EXERCISES 502 ◾
SPEAKING EXERCISES 502 ◾ GRAMMAR EXERCISES 503 ◾ REFERENCES 503
APPENDIX A Formats for Business Documents 507
APPENDIX B Documentation and Reference Styles 522
APPENDIX C Grammar, Punctuation, Mechanics, and Conventions 538
APPENDIX D Answer Key to Grammar Exercises 566
APPENDIX E Proofreader’s Marks 574
GLOSSARY 579
INDEX 584
xvii
A01_SHWO3307_03_SE_FM.indd 17 07/05/15 1:33 am
xviii
Visual Walk-Through
NEW
A new chapter focuses on how businesses develop
a social media strategy and use social media to
communicate with stakeholders. This chapter
complements integrated social media content throughout
the text, including relevant and timely social media
applications and examples, as well as social media
exercises in every end-of-chapter section.
218
7
Using Social
Media in
Business
Email is the most widely used written business communication
medium* and is appropriate for both informal and formal
messages. To ensure you use an effective writing process, apply
the ACE model—even for short, informal messages.
Analyze your purpose, audience, and content before you begin
writing.
Compose by organizing the content, creating a first draft, and
designing a professional format.
Evaluate by revising, editing, proofreading, and—when possible—
incorporating feedback.
This reference guide provides advice about how to write an effective
business email from the top down, from entering the recipients on the
“To” line to the complimentary closing and signature block.
Recipients
What are the To, Cc, and Bcc lines used for?
• To: The “To” line is for the primary audience of your message.
When writing to several people, separate email addresses with
commas.
• Cc: The “Cc” line (“courtesy copy”) is for the secondary audience
of your message—people who may need to know the information
but are not the primary audience. For example, you might Cc your
supervisor as an FYI or your assistant to help you follow up.
• Bcc: The “Bcc” line (“blind courtesy copy”) is used in two
circumstances: (1) when you have a long distribution list that
you don’t want to show and (2) when you need to send the
message to someone without the knowledge of the primary
(or secondary) audience. In this second situation, you could
alternatively forward your sent message with an explanation.
Subject Line
How do you write a good subject line?
• Keep the subject line short, but meaningful.
• If the subject line needs to be longer than five words, begin
the subject line with the most important information so the
recipients can determine whether they need to read your email
now or later. Examples: “Meeting request”, “Important: Buy your
plane tickets today”, and “Response needed: Is any money left in
the account?”.
Analyze
Analyze
Com
po
se
Com
po
se
ACEACE
Evaluate
Evaluate
Attachments
How should you announce that an attachment is included?
• If the recipient requested the information in the attachment,
mention the attachment in the first paragraph.
• If you are including the attachment as supplemental
information, mention the attachment in the body or closing of
the message.
What guidelines should you use for attachments?
• Size: Try to keep attachments to 10 Mb or less. Many businesses
impose a size limit on attachments. For larger files, ensure your
audience can receive them, or upload your files to an online
service like DropBox and include a link in your email.
• Format: If the recipient needs to modify the attachment, send it
in its original format, such as a Word or Excel file. However, if
you don’t want the recipient to modify the file, send it as a PDF,
which also reduces the file size.
Salutation
What’s the best salutation to use? And how do you
punctuate salutations?
• When writing to co-workers you know well, use just their first
name or precede it with “Hi” as a friendly gesture. Punctuate
this in one of two ways. You can use a comma to separate the
greeting from the person’s name and add a colon at the end (“Hi,
John:”). Alternatively, you can use just a comma at the end (“Hi
John,”).
• When writing to superiors, colleagues you don’t know well, or
people outside your organization, use good judgment based
on how you would address the recipient in person. In formal
situations, last names may be appropriate (“Dear Mr. Smith:” or
“Hello, Mr. Smith:”). Note that no comma separates “Dear” from
the name. End with a colon or comma, depending on the level
How to Write Effective Business Email
Get the Best Results from Your
Communication
At the heart of the book is a flexible communication
process called ACE—Analyzing, Composing, and
Evaluating—that applies to any situation, from simple
email messages to formal business presentations.
As you go through the book, you continue to acquire
knowledge about how to apply this framework and why it
is important.
“I anticipate using the ACE communication process beyond
this course when I write emails, prepare papers, and apply for
internships and jobs because the first impression of writing is
very important.”
—Andronico P., Student at the University of California–Santa Barbara
NEW
A laminated pull-out reference card on how to
write business email is provided that you can use
throughout the course and after the course ends.
ACE
Analyze
ACE
Compose
ACE
Evaluate
Analyze
Com
po
se
ACE
Evaluate
A01_SHWO3307_03_SE_FM.indd 18 07/05/15 1:33 am
xix
Business Focus
An “@ WORK” section in each chapter highlights contemporary
businesses and professionals who are implementing the core
concepts of each chapter.
3
I’ve built credibility in two ways: intelligent communication and
dependability. The way you ask for something is just as impor-
tant as what you’re asking for. When I request a favor, I offer
something in return. Even if there isn’t much I can do for that
person, he will remember (and appreciate!) the gesture. It’s also
important to be reliable. If somebody asks you to do something,
do it—and get it back to her before the deadline. You earn more
responsibility as you build a dependable reputation.
Ryan Croy
University of Tennessee
Content Writer @ Asurion
New Hires @ Work
P
h
o
to
c
o
u
rt
e
sy
o
f
R
ya
n
C
ro
y
“I like all the examples of the various
communications, such as emails, memos,
thank-you notes, etc. I use them as a guide
when I am writing.”
—Kenneth P., Student at
Middle Tennessee State University
UPDATED
New Hires @ Work
The New Hires @ Work
feature helps you imagine
yourself as part of a larger
business communication
community. At the
beginning of each chapter,
and on select pages
within each chapter, a
recent graduate describes
communication challenges
on the job and how
communication skills help
meet those challenges.
ACE @ WORK Coca-Cola Company
Social media has revolutionized how people communicate.
Facebook, for example, has more than 800 million users
who use the site to stay in touch with family, friends, and
coworkers. Like individuals, companies recognize and use
the power of social media to communicate in creative
ways. The Coca-Cola Company is world-renowned for
being an effective user of social media. For many years,
Coca-Cola has ranked first in the number of Facebook fans
among all companies. As of October 2014, Coca-Cola had
almost 90 million likes. Redbull was a distant second with
45 million. 12
Coca-Cola has achieved this level of social media
participation—an average of 5,000 social media conversa-
tions a day about the Coca-Cola Company 13 —by following
a well-designed social media strategy that involves collabo-
rating with customers to build stories about the brand. 14
The ACE communication model can help us understand
how Coca-Cola achieves its social media goals.
• Analyzing. According to Jonathan Mildenhall, Coca-
Cola’s Vice-President of Global Advertising Strategy
and Creative Excellence, Coca-Cola’s goal is to com-
pose the “world’s most engaging content” by telling
verbal and visual stories about Coke that are so lively,
positive, and “contagious” that they encourage people
to tell their own Coke stories, earning Coca-Cola a
“disproportionate share of popular culture.” Being suc-
cessful at this strategy requires Coca-Cola to analyze
which stories will provoke interest and show people’s
emotional attachment to the brand and determine
which technology platforms—or mediums—can best
tell the story. A YouTube video about a Coke Happi-
ness Machine, which generated more than 15,000
“likes,” is the kind of social media entry that prompts
people to tell their own Coca-Cola stories. 15
• Composing. How does Coca-Cola go about compos-
ing stories that provoke interest and encourage others
to tell Coke stories? The company uses an approach
it calls “dynamic storytelling.” This approach involves
breaking a story down into small incremental ele-
ments that can be dispersed through multiple social
media channels to involve its audiences in a conversa-
tion about the brand. Consumer responses via social
media expand the story. On Flickr, consumers are in-
vited to post photographs—visual stories—of their ex-
periences with Coca-Cola. 16 On the “Heritage” portion
of the Coca-Cola website and on Facebook, consum-
ers are invited to share their verbal stories. 17
• This distribution of creativity expands connectivity,
empowers consumers, and creates new content. Ac-
cording to Mildenhall, “consumer-generated stories
outnumber Coca-Cola company-generated stories on
most of our brands.” 18
• Evaluating. Coca-Cola continuously monitors all of
its social media communication. Coke’s social me-
dia team reads consumers’ stories and feedback to
evaluate the success of the social media strategy as
a whole, and to respond to individual issues as they
arise. In addition, Wendy Clark, Coke’s Senior Vice
President of Integrated Marketing, states that Coke
answers every question posted to the Twitter account,
which requires more personnel than its customer ser-
vice telephone lines. 19
Clearly, Coca-Cola has leveraged social media outlets
as an effective method of communicating. CEO Muhtar
Kent stated, “The world of communication is evolving at
a fast pace. . . . Today consumers are much more empow-
ered. You need to communicate with them. . . . [We have]
the largest Facebook page of any single brand—and it
wasn’t even created by us. . . . Five years ago social media
was 3% of our total media spending. Today it’s more than
20% and growing fast.” 20
picturesbyrob/Alamy
Icamerastock/Alamy
EFFECTIVE
John:
Please review the attached revised policies for our proposed summer-hours
work schedule. We will discuss these revisions plus any additional revisions
you propose, at our next meeting scheduled for Wednesday, April 10.
If you have the opportunity to review the revisions and suggest additional
changes by the 8th, please send me your input so I can update the agenda.
Otherwise, plan to present your findings at the meeting on the 10th.
Thank you for your time and effort in helping us with this proposal.
Sincerely,
Tonya
Tonya Wyoll
Assistant Manager, Sales
ABC Communication, Inc.
PH: (419) 555-4533
FX: (419) 555-4501
Summer-Hours Policy Changes
John Harris
Practical Advice
A01_SHWO3307_03_SE_FM.indd 19 07/05/15 1:33 am
mailto:J.Harriss@abccomm.com
xx
Ethics, Technology, and Culture
Every chapter includes an in-depth focus
on ethics, technology, and culture. To build
your skills in these areas, you will see end-
of-chapter exercises linked to each feature
that challenge you to think critically about
these topics and provide you with hands-on
practice.
“We encounter all three in the
modern workplace and to exclude
them from our teaching would be
negligent. I like the integration into
each chapter because it mirrors actual practice where these features are
married to our day-to-day business communication functions and part of
our response consideration.”
—Gina L. Genova, Professor at University of California–Santa Barbara
ETHICS
IS BLIND CARBON COPY (bcc) LIKE SPYING?
In your email program, the bcc— blind carbon copy —feature
allows you to copy someone on an email without the recipient
knowing it. Does sharing an email “secretly” with someone else
raise any ethical issues? Consider three different scenarios for
sending a bcc :
• Using bcc to reduce long recipient lists. You send an email to
all employees who are late submitting their travel reimburse-
ment requests and warn them that they will not be reimbursed
unless they submit their requests today. The list of names is
long, and if you pasted all the email addresses into the email
cc box, it would fill the screen. By using the bcc feature, you
help ensure that your recipients focus on the message content
rather than be distracted by an overly long header.
In this case, the use of bcc is very functional. You can also
argue that it is more ethical than including everyone on the
cc line. Recipients don’t need to know the names and email
addresses of all the others who have missed the deadline.
Making this information visible in the email may embarrass
some people on the list.
• Using bcc to enable centralized tracking of information. You
report a problem to the technical support group for one of the
The technical support people would act no differently if they
knew the head of IT was copied or if the copying was blind.
• Using bcc to share information with interested parties. You
write an email to negotiate the price of a product with a new sup-
plier. Your colleague in another department in your company
has asked to be bcc’d on your messages to this supplier. She wants
inside information so that she can negotiate a low price with
the same supplier on a different product she intends to buy. She
would prefer that the supplier not know that she has this infor-
mation. Your colleague argues that her main responsibility is to
get the lowest price possible for your company. She has an obliga-
tion to use whatever information is available to get that low price.
This use of a bcc could be considered unethical since your
colleague intends to use the information to disadvantage the
recipient.
As you compose emails, how do you decide if you should use a bcc
and if it is ethical? Apply these two tests:
1. Are you trying to deceive the “to” recipient by hiding the fact
that other people also will receive the email?
2. Can the recipient be disadvantaged or hurt if the content in
the email is shared with the bcc readers and the recipient
TECHNOLOGY
COMPOSING A PERSUASIVE RECOMMENDATION WITH PRESENTATION
SOFTWARE
When you need to make a recommendation to a small group or
even to just one person, you may decide to present the informa-
tion in slide format rather than create a word-processed report or
handout. Businesses are increasingly using presentation software
as a composing tool for sharing information that needs to be read,
presented, and discussed interactively. These boardroom presenta-
tions are designed so that they can stand alone and be read inde-
pendently, in contrast to ballroom presentations that are designed
to be visual support for a presenter. 27
Recommendation presentations, like all boardroom presenta-
tions, provide all their evidence and reasoning clearly on the slides
so that the audience can refer to the slides later when making
decisions. Four key principles will help you create a logical and
persuasive recommendation presentation:
1. Organize your presentation into well-defined sections that
3. Write message headlines : short sentences or meaningful
phrases at the top of the slide that represent your main ideas.
4. Present material in the body of the slide that supports the
main idea in your headline.
To see these four principles in action, review the following rec-
ommendation presentation prepared by a not-for-profit organization
focused on health and nutrition. The slides are designed to be pre-
sented in meetings with individual state legislators to persuade them to
introduce legislation requiring calorie labeling in Illinois restaurants.
As you read the presentation, notice how it follows the four
principles. The presentation is divided into three sections: Prob-
lem, Causes, and Proposed Solution. Every slide supports one
main idea. Message headlines help the persuasive argument flow
from slide to slide. And, the material on each slide supports the
slide’s headline.
CULTURE
DID YOU HEAR THE BAD NEWS?
In the United States and many other Western business cultures,
people tend to communicate bad news explicitly. They may soften
the bad news by using a buffer or subordinating it, but at some
point in the message, they will state the bad news. For example, if
you ask an American whether he has finished analyzing data for a
meeting, a bad-news answer might sound like this:
• Although the analysis isn’t complete, we have enough for the
meeting.
• The analysis was more difficult than I anticipated, so I’m not
quite ready.
Sometimes an American will imply the bad news, but even then
the message is obvious.
• If we can move the meeting to Friday, I’ll be able to complete
the analysis.
By contrast, in many Eastern cultures, including India, people say
“no” in a very different way. They may ignore the question, change
the subject, respond with another question, or make a statement
• Is tomorrow good for you?
• Let me ask my team.
• We’ll try our best.
• We have been working late every night.
Within the Indian culture, these answers would not be considered
evasive. The audience would understand that all these answers
equally mean that the analysis is not ready and the speaker is un-
comfortable saying “no.”
When you communicate with people from different cultures,
listen very carefully to be sure you hear the bad news and do not
assume a positive answer. Similarly, you may need to change the
way you deliver bad news—and even good news. For example, if
an American answers “ the analysis will probably be ready ,” someone
from India may assume that you are saying “no.” Any kind of quali-
fication or hesitation will be perceived as a negative reply. The best
way to say yes in India is to say “yes” and to repeat the detail:
• Yes, we will be ready tomorrow.
We have created a focused book that
effectively presents and practices the
core communication competencies
in 12 chapters. Part 1 addresses the
core communication competencies of
business communication, ranging from
audience analysis and the communication
process to document design, intercultural
communication, and collaboration.
The remaining parts focus on specific
applications of these competencies:
delivering effective messages through
traditional, electronic, and social media;
researching, proposing, reporting, and
presenting; and applying and interviewing
for a job.
A01_SHWO3307_03_SE_FM.indd 20 07/05/15 1:34 am
xxi
The book’s main headings are structured as numbered study questions. These
questions are answered in subheadings throughout the section. The end-of-chapter
summary and “Key Concept Exercises” are also grouped by both the study question
and the subheadings. This structure helps you focus on the key points of the
chapter, assess what you know, and complete exercises that help you polish your
skills.
Case Scenario
Each chapter concludes with a realistic case scenario
that relates to the content of the chapter. This feature
is an excellent tool for reviewing the chapter content to
ensure that you have learned it and can apply it.
Comprehensive Grammar
Review
Appendix C includes a complete grammar
text that you can use for reference or for
independent review. You can test your
knowledge with exercises at the end of each
chapter. Answers are in Appendix D.
This case scenario will help you review the chapter material by applying
it to a specific situation.
The first three weeks of your internship at Baer, Kramer, & Dreslin
Market Research in Nashville were great. You enjoyed brainstorm-
ing marketing ideas with your manager and designing a survey for an
important client. However, the past week has been pure misery. Your
supervisor assigned you to join three other interns on a team to create
a comprehensive online handbook for interns. Each summer, the com-
pany hires seven interns at your location in Nashville and seven more
in the company’s data processing department in New Delhi, India. You
will work on your project with one other intern from the Nashville of-
fice and two interns from New Delhi.
Planning the first meeting was difficult. You lost two days of work
trying to set a meeting time because there is a 10 1/2-hour time differ-
ence between Nashville and New Delhi: at 9 am Central Daylight Time
in Nashville, it is 7:30 pm in New Delhi. You suggested a 7 am telecon-
ference, but your Nashville teammate, Roberto, said he could not arrive
in the office early for a meeting. You suggest an 8:30 am teleconference,
which would be 7 pm in New Delhi, but both your New Delhi team-
mates, Maansi and Anant, are vague about whether they could stay late.
You beg Roberto to arrange to get to work early just one day so that
your team can hold a kick-off meeting. Roberto admits that he could
easily get to the office early, but prefers to sleep later. “And anyway,” he
admits, “I didn’t sign up for human resources work when I accepted
an internship in consumer research. How will this help me get a job?”
Finally, you are able to convince Roberto to accommodate Maansi
and Anant. The first meeting is scheduled for 7:30 am Central Daylight
Time. The meeting seems to begin well enough. Everyone arrives on
time, the teleconferencing system works, and the meeting starts with
friendly introductions. Within five minutes, though, you know you are
in trouble. When Anant introduces himself, he speaks so quickly that
you miss everything he says. You would be too embarrassed to ask him
to repeat it, so you remain quiet and pretend to understand. After the
introductions, things get worse. No one has thought to make an agenda,
so no one knows what the team is trying to accomplish. After a few
moments of painful silence, you say, “Well maybe we should just start
sharing ideas about coming up with a plan for the online handbook.”
Anant jumps right in. You don’t understand much of what he says,
but you do hear the words “user interface,” “programming,” “database,”
and “search functions.” You and Roberto look at each other in amaze-
ment. Why is Anant talking about computer programming? And why
is he continuing to talk without stopping for five minutes? Is it rude to
interrupt? Finally, Roberto says, “Anant, it sounds like you may have
some good ideas, but we don’t understand. We thought our job was
to plan an online handbook.” Anant replied, “That’s what I’m talking
about.” Throughout all of this Maansi remains silent. After the first
meeting, you feel that it is going to be a long five weeks until the end of
your summer internship.
Question 1: What interpersonal, intercultural, and teamwork com-
munication issues are emerging in this scenario?
Listening for Understanding
After your first team meeting, Roberto says, “It doesn’t sound like
Maansi and Anant will be too helpful on this project. Maybe we should
a good point. The project would be easier to complete without partici-
pating in a cross-cultural team. And you ask yourself “Why are Maansi
and Anant on this team? Why am I on this team? What are we sup-
posed to be doing?”
You decide that this confusion stems from a communication
problem—not with Maansi and Anant but with your supervisor. You
thought you were listening intently when she asked you to “come up
with a plan for an online handbook.” But did you really understand
what she meant? You were too intimidated to ask any clarifying
questions:
• What does “plan” mean? What is the goal of the team?
• Is there some reason you and Roberto were put on the team? Is
there some specific reason Maansi and Anant are on the team?
• What should be the final deliverable this summer?
With these questions in mind, you propose this plan to Roberto: “Let’s
try to arrange a meeting with our supervisor this afternoon. Rather
than just sitting there and listening, let’s ask lots of questions to be sure
we understand. At the end of the meeting, we can summarize what we
learned and email it to Maansi and Anant. We need to be sure we all
have the same idea of what we are supposed to do.”
Question 2: Listening involves a number of specific skills: hearing,
comprehending and interpreting, evaluating, and responding. Which
of these areas contributed to the communication problem in this
scenario? Identify specific examples.
Framing Negative Criticism Positively
Fortunately, the meeting with your supervisor is helpful. Through
much questioning and paraphrasing, you and Roberto identify four
tasks for the summer: evaluate the material in the current paper hand-
book, gather information from current interns in both locations, put
together a content outline for the website, and develop an easy-to-use
structure for the website.
Although the meeting is successful, you are angry at Roberto be-
cause he simply cannot hide his contempt for this project. Before the
meeting, he whispers to you, “Let’s just get this meeting over with. No
one needs a handbook. This project is just more busywork for interns.”
You find it difficult to begin focusing on content in the meeting be-
cause you are fuming about Roberto’s attitude. Originally, you were
looking forward to working with Roberto because he is smart and cre-
ative, but now you are afraid that his attitude may stand in the way of
completing the project.
You prepare two different ways to talk with Roberto about this:
• Option 1. “Roberto, you are so negative all the time. I know you
really don’t want to do this project, but that’s our job. We both
need good evaluations from this internship. If you don’t change
your mind-set, you’ll cause us both to fail.”
• Option 2. “Roberto, I’m really looking forward to working with
you. You always have such great ideas. But, I’m worried that you
don’t think this project is important and won’t give it your best
effort. I want to get a strong evaluation from this internship.
I know if we work together we can plan a great handbook—and
I think we can have a good time working together.”
Question 3: How would you describe the difference between the
two approaches? Which approach would help Roberto accept the
CASE SCENARIO
Working as a Cross-Cultural Team
–
e
–
f
e
e
Sentence-level skills
diagnostic test
The following test covers common sentence-level errors. After
you have completed the test, ask your instructor for the answer
sheet to score your answers. Use the Skills Assessment Table
following the test to record your scores in each category. The as-
sessment will identify the skill areas you need to strengthen and
where to find their associated rules in this appendix.
Use and Formation of Nouns
and Pronouns
Each of the following sentences is either correct or contains an
error. If the sentence is correct, write “C” in the blank. If the
sentence contains an error, underline the error and write the
correct form in the blank.
1. _____ Our supervisor wanted George and I to come in early
on Tuesday.
2. _____ If your sure that everyone has left, turn out the lights.
3. _____ I will speak with whoever is in the office this morning.
4. _____ For three months in a row this Dealership had the
highest sales.
5. _____ There are fewer jobs and less employments during a
recession.
Use and Formation of Adjectives
and Adverbs
Each of the following sentences is either correct or contains an
error. If the sentence is correct, write “C” in the blank. If the
sentence contains an error, underline the error and write the
correct form in the blank.
6. _____ Most consumers prefer the least costly of the two
service plans.
7. _____ He sees badly in the dark because of his cataracts.
8. _____ Remember to drive slow in a school zone.
9. _____ Wasn’t it snowing real hard last evening?
10. _____ The timing of the winter sale was absolutely perfect.
Sentence Fragments, Run-On (Fused)
Sentences, and Comma Splices
Each of the following sentences is either correct or incor-
rect. If the sentence is correct, write “C” in the blank. If it
is incorrect, insert the punctuation and/or wording that
would make the sentence correct. Adjust capitalization as
necessary.
11. _____ When people enjoy their jobs. They usually perform
better.
12. _____ Many younger employees rate job satisfaction over
high salary, they want meaningful work.
13. _____ Baby boomers, on the other hand, have spent their
lives working to get ahead their goal has been to reach
the top.
14. _____ Finding the right balance between work, family, and
leisure that fits a person’s personal and professional
goals.
15. _____ Women usually have a more difficult time than men,
however, achieving this balance.
Subject–Verb Agreement and
Pronoun–Antecedent Agreement
Each of the following sentences is either correct or contains an
error. If the sentence is correct, write “C” in the blank. If the
sentence contains an error, write the correction in the blank.
16. _____ Each generation defines their relationship to work.
17. _____ There is sometimes considerable differences in
attitudes.
18. _____ Members of one generation believes in “living to work.”
19. _____ Conversely, the goals and philosophy of the next
generation is “working to live.”
20. _____ To be satisfied, everybody has to find what works best
for them.
Commas
Each of the following sentences is either correct or incorrect in
its use of commas. If the sentence is correct, write “C” next to it.
If it is incorrect, insert or delete punctuation to make it correct.
21. _____ Many cultures value recreation, and family time highly
and business practices reflect these norms.
22. _____ In Europe for example workers get at least a month of
vacation in the summer.
23. _____ Although some businesses stay open many are closed
for most of August.
24. _____ Posting an “On Vacation” sign in the window collect-
ing the family and gassing up the car business owners
across the continent head for the beach or the moun-
tains.
25. _____ This practice of closing up shop and going on vacation
for a month which annoys Americans traveling abroad
in August is considered “therapeutic and necessary for
good physical and mental health” says Doris Perneg-
ger an Austrian travel agent.
Commas and Semicolons
Each of the following sentences is either correct or incorrect in
its use of commas and semicolons. If the sentence is correct,
write “C” next to it. If it is incorrect, insert or delete punctuation
to make it correct.
26. _____ In France the workweek is 35 hours; but most Ameri-
cans still work a 40-hour week.
A01_SHWO3307_03_SE_FM.indd 21 07/05/15 1:34 am
xxii
Instructor Resources
At the Instructor Resource Center, www.pearsonhighered.com/irc, instructors can easily register to gain access
to a variety of instructor resources available with this text in downloadable format. If assistance is needed, our
dedicated technical support team is ready to help with the media supplements that accompany this text. Visit
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The following supplements are available with this text:
• Instructor’s Resource Manual
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A Word of Thanks
Writing a textbook requires a high-
performing team to complement what
we, as authors, can do. We have been for-
tunate to work with such a team of tal-
ented and dedicated people at Pearson.
The following publishing professionals
have guided our experience. Some have
been with us since the first edition; oth-
ers have joined the team for this third
edition. We are grateful to all of them for
their dedication and commitment.
Judy Leale
Jackie Martin
Ginny Munroe
Lenny Ann Raper
Nicole Sam
Janet Slowik
Denise Weiss
Stephanie Wall
The feedback and guidance of many
business communication instructors and
their students helped shape the content
and features of this book. We greatly
appreciate their assistance and commit-
ment to the craft of preparing students to
communicate effectively in business.
Class Testers
We are grateful to both the instructors
who class tested manuscript versions of
each chapter and to the more than 1,000
students who provided recommenda-
tions on how to make the chapters the
best they could be.
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Houston–Downtown
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College
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Florida
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Barbara
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California
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Illinois–Chicago
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Barbara
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State University
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Santa Barbara
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University
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Joyce Lopez, Missouri State University
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retired
Acknowledgments
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Elizabeth Metzger, University of South
Florida
Lisa Murray, University of
Tennessee–Knoxville
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Wisconsin–Milwaukee
Deborah Richey, Owens Community College
Sandra S. Rothschild, University of Arizona,
retired
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Sally Stanton, University of Milwaukee
Jan Starnes, University of Texas–Austin
Reviewers
Some of the following instructors have
reviewed the entire book; others have
provided feedback on key sections. We
are grateful to everyone for their input
and advice to ensure the content is both
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University
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Community College
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University
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University
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Technical College
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of Texas at Austin, McCombs School
of Business
Joyce Lopez, Missouri State University
Anna Maheshwari, Schoolcraft College
A01_SHWO3307_03_SE_FM.indd 23 07/05/15 1:34 am
xxiv
Joan Mansfield, University of Central
Missouri
Jeanette S. Martin, University of Mississippi
Gary May, Clayton State University
Dorothy McCawley, University of Florida
Renee McConnell, University of Arizona,
retired
Lisa McCormick, Community College of
Allegheny County
Patricia McLaughlin, St. Ambrose University
Jane McPhail, College of William & Mary
Lisa Meloncon, University of Cincinnati
Elizabeth Metzger, University of South
Florida
Annie Laurie I. Meyers, Northampton
Community College
Gregory H. Morin, University of Nebraska,
Omaha
Charles Moses, Clark Atlanta University
Lisa Murray, University of
Tennessee–Knoxville
Pam Needham, Northeast Mississippi
Community College
Dawn New, Indiana University
Jim Nugent, Oakland University Department
of Writing and Rhetoric
Nancy Nygaard, University of
Wisconsin–Milwaukee
Ephraim Okoro, Howard University
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University
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Karen Otto, Florida State University at
Jacksonville
Marvin Parker, Fort Valley State University
Pamela Passen, School of Business—Office
Administration
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College
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(previously Penn State)
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Joy Roach-Duncan, Murray State University
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Florida
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University
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University
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College
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retired
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Accuracy Checkers
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Contributors to the
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Graduate Assistants
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Wisconsin–Milwaukee
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A01_SHWO3307_03_SE_FM.indd 24 07/05/15 1:34 am
BUSINESS
COMMUNICATION
Polishing Your Professional Presence
3RD
A01_SHWO3307_03_SE_FM.indd 25 07/05/15 1:34 am
1
Developing Your
Professional
Presence
2
S
e
rg
ey
N
iv
e
n
s/
S
h
u
tt
e
rs
to
ck
M01_SHWO3307_03_SE_CH01.indd 2 30/04/15 2:14 pm
3
SQ3SQ1
I’ve built credibility in two ways: intelligent communication and
dependability. The way you ask for something is just as impor-
tant as what you’re asking for. When I request a favor, I offer
something in return. Even if there isn’t much I can do for that
person, he will remember (and appreciate!) the gesture. It’s also
important to be reliable. If somebody asks you to do something,
do it—and get it back to her before the deadline. You earn more
responsibility as you build a dependable reputation.
Why is it challenging to communicate
well? pages 4–6
Communication is a complex process
Communication is affected by context
Communication is more than transmission of
messages
STUDY QUESTIONS
Ryan Croy
University of Tennessee
Content Writer @ Asurion
What characteristics will help you
communicate effectively? pages 8–19
Being strategic
Being professional
Being adaptable
New Hires @ Work
MyBCommLab®
Improve Your Grade!
Over 10 million students improved their results using the Pearson MyLabs.
Visit mybcommlab.com for simulations, tutorials, and end-of-chapter problems.
What are the benefits of being a
good communicator? pages 6–8
Effective business communicators have a
competitive edge in the job market
Communication skills will contribute to your
company’s and your own success
SQ2
P
h
o
to
c
o
u
rt
e
sy
o
f
R
ya
n
C
ro
y
M01_SHWO3307_03_SE_CH01.indd 3 30/04/15 2:14 pm
professional presence Your ability
to project competence, credibility, and
confidence in your communication.
communication The process by which
participants not only exchange messages
(information, ideas, and feelings) but also
co-create and share meaning.
Chapter 1 | Introduction
What do employers look for in people they hire to be future
leaders? Clearly, employers are looking for competence—
your ability or potential to do the job you are hired to do.
They are also looking for credibility. In other words, they
want employees who have good character and real substance,
who are trustworthy, and who will represent the organization
well. Just as importantly, they are looking for confidence. That
doesn’t mean that they admire arrogance. Instead, it means
they want employees and leaders who have an attitude and
style of communication that inspires confidence in others.
These three elements—competence, credibility, and
confidence—form the core of professional presence.1
Some people equate presence with the “wow” factor that
allows you to make a great first impression, similar to
the peacock that is the emblem of this book.2 While that
wow factor is certainly impressive, presence goes deeper
than that. Presence emanates from within, reflecting your
comfort with yourself and the rapport you develop with
people around you. In addition, your professional pres-
ence depends on your ability to communicate so that oth-
ers recognize your competence, are eager to listen to what
you have to say, trust you, and have confidence in you.
How do you develop presence? While you are in
school, you have undoubtedly been developing your
competence as you take courses in your major and other
fields. Ideally, you have also been learning how to learn,
so that you can continue to increase your competence
on the job. Your credibility is based in part on your char-
acter, which you have been developing since you were a
child. You also earn credibility by doing good work, be-
ing trustworthy, and empathizing with others, showing
that you understand their needs and point of view. You
develop confidence by believing in yourself and by learn-
ing communication skills that allow you to project that
belief as you communicate your ideas. Confidence also
comes from the knowledge that you can use your critical
thinking abilities to adapt what you have learned as new
situations arise.
This book and this course are designed to help you
polish your professional presence by developing the com-
munication competencies that will set you apart from
others, no matter what career you pursue. Communica-
tion is what makes presence possible. Think of this first
chapter as a preview of the book. It will help you under-
stand why communication is challenging, what benefits
you will receive by learning to communicate well, and
what characteristics you should be able to demonstrate
when you complete this course.
SQ1 Why is it challenging to communicate well?
Professional presence depends on communicating well, and that is not an easy task. Even in
its most basic form, communication is a complex process of encoding and decoding messages
(information, ideas, and feelings). However, as communication theory has developed, our un-
derstanding of communication has evolved. Communication is more than just the exchange
of messages. It is the process by which people co-create and share meaning. Success in com-
munication is affected by an array of factors that go beyond the language you use, including
the physical, social, and cultural context in which you communicate; your relationship with
your audience; and the audience’s knowledge and expectations. The following sections provide
more insight into why communication is so challenging.
4
M01_SHWO3307_03_SE_CH01.indd 4 30/04/15 2:14 pm
Why is it challenging to communicate well? 5
Communication is a complex process
Early models of the communication process began to uncover some of the complexities of
communication. The transmission model focused on a single communication exchange and
portrayed communication as the linear transmission of a message from a sender to a receiver.3
A sender has an intention; selects a medium of communication; encodes that intention into
words, images, or actions; and sends the message through that medium. The receiver gets that
message and decodes it to understand its meaning, unless the message is blocked by some kind
of noise or barrier.
The concept of barriers helps explain why communication often fails. Barriers come in
many forms. They may be physiological. For example, if you are speaking to someone who
has hearing loss or a migraine headache, he may not be able to listen effectively and interpret
what you are saying. Barriers may be psychological. If you compliment someone who does not
trust you, she may interpret that compliment as a subtle criticism. Semantic barriers arise from
language that is ambiguous or difficult to understand. If a colleague rushes late into a meeting
and says to you, “I was held up at the train station,” you might ask if the robber had a gun, when
your colleague simply meant that the train was delayed. Language barriers arise from senders
and receivers not using a shared language. Sometimes the problem is obvious: The sender
speaks only Spanish and the receiver speaks only English. Sometimes the problem is less obvi-
ous. For example, employees who are new to a company or industry may not yet understand
the jargon people use.
Despite its contributions to communication theory, the transmission model does not pro-
vide a rich enough view of communication. For example, it does not take into account the
iterative back-and-forth process that communicators use to ensure understanding. Receiv-
ers become senders as they provide verbal and nonverbal feedback. Messages and meanings
evolve in this back-and-forth exchange. Nor does the model account for the various contexts
that affect a sender’s encoding choices and a receiver’s decoding process.
Communication is affected by context
Later models of communication address the complexities of feedback and context. For exam-
ple, the interaction model of communication portrays communication as a dynamic process.4
Messages evolve as senders and receivers communicate in turn and give each other feedback.
The interaction model also introduced the concept of context—the external circumstances
and forces that influence communication. This model considers the physical context in which
communication takes place, including the physical distance between communicators as well
as what’s going on around you. For example, shouting across a noisy room is different from
whispering in someone’s ear. The model also considers psychological context: what’s going on
in the communicators’ minds. Someone who fears losing a job may interpret a boss’s comment
differently than someone who feels secure.
The transaction model of communication expands on the concept of context and recog-
nizes that communication is influenced by a broader set of external forces: social, relational,
and cultural.5 Social context refers to the set of learned behaviors and norms that guide com-
munication choices. In some social contexts (such as a classroom), you may wait to be ac-
knowledged before speaking. In other social contexts, you will talk more freely and may even
interrupt someone else. Relational context arises from past history and current relationships
with your audience. For example, if you have had a difficult relationship with someone, you
may choose to email that person rather than talk face to face. Cultural context acknowledges
that one group’s set of learned behaviors and norms may be different from another’s. For ex-
ample, if you come from a culture that is comfortable being direct and straightforward, you
may have difficulty communicating in a culture where people imply negative messages rather
than communicate them directly.
Communication is more than transmission of messages
The transactional model of communication also offers a different view of why people com-
municate. People communicate for an array of reasons other than just to transmit or clarify
messages—for example, to form and maintain relationships, to persuade others, to learn, to
increase self-esteem, to develop new ideas, and to work collaboratively. Communication is
medium The method you use to deliver
your message (for example, telephone,
face-to-face meeting, email, text message,
or website).
encode To translate the meaning of a
message into words, images, or actions.
decode To interpret the words, images,
and actions of a message and attach
meaning to them.
barrier An obstacle that gets in the way
of effective communication.
feedback Any form of verbal or nonverbal
response to a message.
context The external circumstances and
forces that influence communication.
M01_SHWO3307_03_SE_CH01.indd 5 30/04/15 2:14 pm
6 Chapter 1 | Developing Your Professional Presence
more than an exchange of information. It is the means by which we influence the world and
create meaning.
The communication model illustrated in Figure 1.1 builds on past models, incorporat-
ing the range of complexities recognized today. In a business communication class, you will
learn to account for all of these complexities as you make and implement your communication
decisions.
FIGURE 1.1 Model of Communication Process
Barriers Barriers
Medium
Medium
GOALS
GOALS
encoding
COMMUNICATOR
decoding
encoding
COMMUNICATOR
decoding
Ph
ys
ica
l c
on
te
xt
Psy
cho
logi
cal
con
text
Social context
Relational context
Cultural context
Physical context
Psychological context
Social context
Rela
tion
al c
onte
xt
Cu
ltu
ra
l c
on
te
xt
CO-CREATED
MEANING
As the previous section described, being an effective communicator is challenging. Not ev-
eryone is good at it. If you take advantage of this course to become a better communicator,
you will benefit in several ways. In addition to enhancing your professional presence, you will
also develop skills that will give you a competitive edge in the job market, contribute to your
company’s success, and contribute to your personal success.
Effective business communicators have
a competitive edge in the job market
Employers want to hire good communicators. Surveys and interviews of corporate recruiters
make this very clear. The National Association of Colleges and Employers (NACE) routinely
surveys employers to determine the skills and qualities that employers most value in employ-
ees. In a recent survey, employers rated the following communication-related skills as more
important than technical knowledge:6
• Ability to work in a team structure
• Ability to verbally communicate with people both inside and outside the organization
• Ability to obtain and process information
Communication also dominates the list of the “Skills Companies Demand in New Gradu-
ate Business School Hires,” compiled by the Graduate Management Admissions Council. Of
the 25 skills ranked in order of importance by the survey’s respondents, the top rated were oral
communication, listening skills, written communication, and presentation skills.7 Recruiters
interviewed at a university career fair made a similar point. They wanted to recruit people with
“communication and writing skills,” as well as “more polish, confidence, and passion,” which
are elements of nonverbal communication and professional presence.8
Ironically, although these communication skills are widely considered important, few
people in the workplace have mastered them well enough to meet employers’ needs. A report
produced collaboratively by American Express and Millennial Branding found that “managers
have an overall negative view of young workers, and point to their lack of soft skills regarding
SQ2 What are the benefits of being a good communicator?
M01_SHWO3307_03_SE_CH01.indd 6 30/04/15 2:14 pm
What are the benefits of being a good communicator? 7
communication and interpersonal interactions, time management abilities and willingness to
work as a team.”9 Similarly, the New Graduates’ Workforce Readiness study found that many
employers were dissatisfied with the communication skills of their college-graduate employ-
ees, specifically citing deficiencies in written communication, leadership, professionalism, and
creativity.10 Business blogger Jon Felperin goes so far as to call the current situation a “writing
skills deficit.”11 Many applicants themselves are aware of this problem; a recent survey by Lee
Hecht Harrison found that 24 percent of job seekers believed their writing skills needed im-
provement for success on the job market—again, more than any other skill.12
When employees come to the job with insufficient communication skills, employers need
to provide on-the-job training—and that costs time and money. A recent study conducted
by the American Management Association found that of the 721 senior-level professionals
interviewed, 66 percent said they invested company resources in training their employees in
communication skills—more than any other kind of professional activity.13
This bad news for the workforce may be good news for you. It means you have an op-
portunity to stand out in the crowd. If you are able to apply the range of skills you learn in this
course, you will be a valuable asset to your business, which will increase your professional suc-
cess and perhaps even your income. You will also be able to use these skills to be more effective
in your personal life.
Communication skills will contribute to your
company’s and your own success
Because communication is a valued commodity in the workplace, it can enhance your profes-
sional and personal success in a variety of ways.
Communication skills will make you a more valuable employee
Companies want good communicators because good communication is profitable: it saves
money and it makes money. Consider the following ways in which better communication skills
can increase your value to your company:
• Writing. Clear, effective writing can save organizations hundreds of thousands of dollars,
while ineffective communication can cost time and money. For example, Federal Express im-
proved the readability of a ground-operations manual, making it so much easier for employ-
ees to read that the company saved an estimated $400,000 in the first year due to increased
efficiency.14
In the public sector, the state of Washington found it was losing tax revenue because busi-
nesses did not clearly understand an important letter explaining the requirements about a spe-
cific type of tax. After the state simplified the letter, the improved communication led to an
additional $800,000 of tax revenue being collected.15
If you have good writing skills and good critical thinking ability, you can contribute to this
kind of cost savings and impress your employer.
• Listening and speaking. Writing is not the only communication skill that makes you a more
valuable employee. As a salesperson, you can bring in more sales if you know how to listen
effectively to customers’ needs, demonstrate how a product or service meets those needs, and
close the sale at the end of a conversation. As a customer service representative, you can retain
customers and attract new ones by answering their questions efficiently and communicating
solutions to their problems. As a team member who collaborates well with other team mem-
bers to solve problems, you may be able to bring a product to market earlier, increasing the
opportunity to sell the product.
• Developing communication strategy. If you work at a managerial or executive level, you may
have the opportunity to influence how your organization communicates with employees, in-
vestors, and the general public. That communication can directly impact the organization’s
success. Research by a global consulting firm found that companies that are highly effective
at communicating also experience greater employee satisfaction and productivity as well as
greater confidence by investors. As a result, these companies financially outperform their peers
more often than companies that communicate less effectively.16
• Implementing social media. Your expertise with social media also can benefit your company. Ef-
fective communication through social media—such as blogs, Facebook, and Twitter—improves
social media Web-based applications,
such as blogs, Facebook, and Twitter,
designed to promote social interaction.
M01_SHWO3307_03_SE_CH01.indd 7 30/04/15 2:14 pm
8 Chapter 1 | Developing Your Professional Presence
employee satisfaction and builds brand awareness to reach more customers.17 Additionally, if
you run your own small business as an entrepreneur, your communication abilities will be espe-
cially critical because you will be responsible for most, if not all, of your company’s social media
communication.18
Communication skills may improve your salary
Employers who recognize the value of communication skills may pay a premium to get em-
ployees with those skills. Kip Tindell, the CEO of the Container Store, explains that commu-
nication is at the heart of his company’s success, and he is willing to pay double the industry
average for a great employee who has the right skills. Tindell said, “one great person could
easily be as productive as three good people,” so paying twice as much is a bargain.19
Good communication skills can improve your personal life
If you learn good business communication skills—such as speaking and writing clearly, be-
ing aware of who will receive your message, listening to others, and persuading others—you
can apply those skills in your personal life to improve your relationships with friends and
family. In addition, you may be able to use your communication skills to persuade your
cell phone provider to give you a refund or negotiate a better deal on a car. These benefits
confirm that studying business communication and practicing your skills will generate a
positive return on your investment of time and energy, both for your professional career and
your personal life.
As you begin to polish your professional presence, consider your current skills and abilities.
Think about your core abilities: writing, speaking, and interpersonal communication. The best
business communicators—those who have real presence, are able to connect with other peo-
ple, and successfully deal with communication challenges—share the specific characteristics
illustrated in Figure 1.2. These are the characteristics that make writing, speaking, and other
interactions effective. The remainder of this chapter previews these characteristics, which you
will continue to develop throughout the course and throughout your career. As you read about
them, perform a quick self-assessment: What are your current strengths, and what gaps do you
need to fill to become a more effective communicator?
Being strategic
The best communicators always have a communication strategy—a plan for what and how to
communicate to ensure that their message achieves its purpose. Strategic communicators are
always making decisions, asking themselves these questions:
• What do I want to accomplish with this communication? What is my goal?
• Who is my audience? With whom should I communicate to accomplish my goal?
• What content will my audience need?
• What medium will work best: a face-to-face meeting, teleconference, email, presentation,
report—or a combination of medium options?
• How can I frame and organize the message to state the main point and effectively support it?
As these questions suggest, to be a strategic communicator, you must be purposeful, audience-
oriented, and—in many cases—persuasive.
Purposeful
Business communication involves more than self-expression. It needs to be purposeful and
constructed to achieve an intended outcome. You can judge the effectiveness of your com-
munication by whether it accomplishes its purpose. For example, when you write a cover
letter for a job, the letter is effective if you get an interview. Other features of effective
communication—such as grammatical correctness, clarity, and conciseness—will also help
you achieve your purpose.
SQ3 What characteristics will help you communicate effectively?
communication strategy A plan for
what and how you are going to communi-
cate to ensure your message achieves your
purpose.
purpose The reason why you are
communicating.
outcome The result of your communica-
tion; what you want the recipients of your
message to know, do, or feel about the
subject of your message.
New Hires @ Work
Shruti Shah
University of Florida
Operations Analyst Development
Program Intern @ JPMorgan Chase
I was surprised how broad
but significant being a good
communicator is. It does not
just involve giving power-
ful presentations; it
also involves asking
the right ques-
tions, carrying
conversations with
coworkers and
managers, and
contributing
during meetings.
Photo courtesy of Shruti Shah
M01_SHWO3307_03_SE_CH01.indd 8 30/04/15 2:14 pm
What characteristics will help you communicate effectively? 9
FIGURE 1.2 Characteristics of
Effective Business Communicators
Strategic
Professional
Adaptable
• Purposeful
• Audience-oriented
• Persuasive
Effective business communicators are . . .
• Appropriate to the situation
• Clear and concise
• Ethical
• Current with technology and
social media
• Able to work with many cultures
• Collaborative
Consider the two versions of the email message in Figure 1.3 by Zack Kramer, a business
major and a member of his university’s chapter of Students for a Cleaner Environment. The
two emails appear to have similar purposes: to get information from a civil engineering profes-
sor for one of the club’s projects. However, only one of them is likely to get Zack what he wants.
(You will learn more about being purposeful in Chapter 3: Managing the Communication
Process.)
FIGURE 1.3 How to Write a Purposeful Email
Hello. My name is Zack Kramer. I’m on a student team working on a
screening system that keeps sand out of a river intake (the Concord River,
to be exact). Our current problem now is that the water looks like chocolate
because it is so sandy, and because of that, the sand build-up at the bottom
of the river seeps through the holes of the deep intake, creating a mess
inside the intake because of the cementing, problems with filtrations, and
obviously unclean water. On behalf of our team, we are looking for
somebody in the civil engineering department with some experience in that
area who can enlighten us with some past ideas used in other rivers, or
perhaps recommend some of his/her own ideas and/or literature. Could you
please forward this email to the professors in your department so that we
can get some help?
Thanks
Zack
fluid dynamics
civilengineering@portola.edu
Request for Help in Fluid Dynamics
Dear Professor Smith:
Professor Jones, the faculty advisor for Students for a Cleaner Environment,
suggested that our design team contact you because you are an expert in
fluid dynamics. Our club is currently designing a screening system for an
intake valve on the Concord River, and your work on particles in rivers
relates to our project. I know that our group would benefit tremendously
from your expertise.
Would you be willing to meet with a few members of our team for about 15
minutes later this week to speak with us about the flow patterns of
suspended particles in river water? If you are willing to meet with us, please
let us know when would be a good time for you.
If you are not available, could you recommend someone else in your
department who may be able to help us?
We would be very grateful for any thoughts you might have on our project.
Thank you for your consideration.
Thank you,
Zack Kramer
zack.kramer@portola.edu
jonsmith@portola.edu
INEFFECTIVE
Avoid broad, untargeted email addresses and
vague subject lines.
Avoid long paragraphs that force the reader
to hunt for your point.
Address the email to a specific
person rather than an entire depart-
ment to ensure a response. Use a
formal salutation (“Dear Professor
Smith”) when writing to someone for
the first time.
Use a clear, specific subject line to
alert the reader to the email’s
purpose.
Get to the point quickly to show
respect for your reader’s time, and
keep sentences relatively short.
Ask a very specific question that is
easy for the receiver to answer.
Position the question in a visible
location, at the beginning of a
paragraph.
Avoid unclear questions that require extra
steps—here, asking the recipient to forward
your email on to someone else.
EFFECTIVE
MyBCommLab Apply
Figure 1.3’s key concepts by going
to mybcommlab.com
M01_SHWO3307_03_SE_CH01.indd 9 30/04/15 2:14 pm
mailto:civilengineering@portola.edu
mailto:jonsmith@portola.edu
mailto:zack.kramer@portola.edu
10 Chapter 1 | Developing Your Professional Presence
Audience-oriented
Good business communicators understand that their messages must reach and influence their
audience—the person or people for whom a message is intended. Being able to influence an
audience requires two complementary sets of skills. First, you must be a good reader and lis-
tener so that you can understand audience concerns. Second, you must be able to compose
messages that address those concerns and are also easy to understand.
Reading and listening provide you with insights into what is important to the audience. For ex-
ample, when a good communicator receives an email asking a question, she replies only after read-
ing it carefully to identify why the writer is asking the question and what kind of answer he needs.
Being a good listener is arguably even more important than being a good reader. Research
suggests that people in school and in the workplace spend much more of their communication
time listening than they do speaking, reading, or writing.20 Too often people assume they are
good listeners simply because they hear things every day. However, hearing is not the same
as listening. Active listening is a learned skill that requires you to focus on the speaker, make
sense of the information that he or she presents, and, when possible, provide feedback about
the information to ensure you understand it correctly.
An active listener works to interpret meaning to understand both what a person is say-
ing and why that person is saying it. An active listener will perceive emotional cues and body
language—and even think about what is not being said. For example, if a person’s voice sounds
strained, he may be nervous or concerned about the information he is communicating. Or if
a person is using defensive body language, such as crossing her arms, she may feel skeptical
or upset, although her words do not convey that same meaning. If you develop good listening
skills, your coworkers and customers will communicate with you more frequently and more
fully. As a result, you will be able to communicate with them more effectively. (You will learn
more about active listening in Chapter 2: Working with Others.)
Once you understand your audience, communicating effectively with that audience re-
quires answering two questions:
1. What content will your audience need or want? Your communication should address the
questions on the audience’s minds and anticipate the possible objections.
2. How can you make the message easy for your audience to understand? You will increase
the chances that people will accurately read or listen to the message if you organize it for easy
comprehension.
Figure 1.4 illustrates two versions of a business recommendation. To evaluate whether these
documents are audience-oriented, try reading them in two steps. First, glance at each version
for about 10 seconds to see what stands out and to determine which one is easier to read. Then,
read each version more carefully to identify which one more clearly provides reasons and ex-
planations that will be compelling to the audience.
Persuasive
When you want to influence people’s thoughts or actions, your message needs to be persuasive.
Persuasion is the process of influencing your audience to agree with your point of view, recom-
mendation, or request. In your daily life, you often need to communicate persuasively. You may
be persuading people to accept a proposal or recommendation, give you a refund, agree with
your argument, donate money to a charity, become a customer, or remain a customer—the list
goes on and on. The more persuasive you are, the more effective your communication will be.
Being persuasive requires thinking about the topic from your audience’s point of view.
What benefits do you offer? What audience objections do you need to address? What
reasons and factual evidence support your claim? In Figure 1.5 on page 12, Fran Patera of
MaxiWeb Web Hosting wants to persuade a potential customer to switch to MaxiWeb as its
Internet provider. As you read Fran’s message, notice how she stresses benefits, addresses
actual and potential objections, and provides support for her claims. (You will learn more
about persuasion in Chapter 5: Communicating Persuasive Messages.)
Being professional
A survey by York College of Pennsylvania’s Center for Professional Excellence found that pro-
fessionalism is a key issue for students entering the workforce: “Almost 40% of faculty re-
sponded that less than half of students demonstrate professionalism.”21 Professionalism refers
audience Anyone who receives a
message and for whom a message is
intended.
active listening A learned skill that
requires you to attentively focus on the
speaker’s communication, interpret the
meaning of the content, and respond with
feedback to ensure understanding.
New Hires @ Work
Bailey Anderson
University of Northern Iowa
IT Service Management—
Communications Team Intern
@ Principal Financial Group
The most surprising aspect of
being a good communicator
in my work has been
asking lots of questions.
Questions show you
care about the work you
are doing. You might
even ask a question
that your boss
hasn’t thought of,
which brings a
new perspective
to the table.
persuasion The process of influencing
your audience to agree with your point of
view, accept your recommendation, grant
your request, or change their beliefs or
actions in a way that facilitates a desired
outcome.
professionalism The qualities that
make you appear businesslike in the
workplace.
Photo courtesy of Bailey Anderson
M01_SHWO3307_03_SE_CH01.indd 10 30/04/15 2:14 pm
FIGURE 1.4 How to Compose an Audience-Oriented Business Recommendation
Matt Leonard
Santé Système Blood Pressure Monitor
I am enclosing for your examination a mock-up monitor produced by Santé. Please keep me
informed of progress as the evaluation continues.
Hello, Matt:
Best regards,
Chris
Santé Système has expressed interest in participating in the manufacture of our new home blood
pressure monitor in France. On my recent trip to Europe, I had the opportunity of discussing this
with George Bonet of our French subsidiary. The situation in France is that registration will take
upwards of 12–18 months unless some local assembly/manufacturing can occur within France. If
some assembly process could occur at Santé, George projects that registration could be
accomplished within six months. Currently, two competitors, Acme and Globics, are pressing for
large-scale automated programs of similar technology. Our French subsidiary has a number of
Santé units out on trial now, which have been well received but further activity will be extremely
difficult pending registration. Could I ask you and your people to investigate the possibility of
providing Santé with parts, which they can assemble and incorporate into locally produced final
packaging? George will be forwarding to Santé about 25 sets of parts that Santé can use to
develop an assembly procedure. Once they have assembled a complete monitor, we can test it
and make a decision. George projects first-year sales of such a blood pressure monitor in France to
be between 8,000–10,000 units.
Hello, Matt:
INEFFECTIVE
EFFECTIVE
Matt Leonard
Recommendation to Evaluate Partnership with Santé Système
On my recent trip to Europe, I met with George Bonet of our French subsidiary to discuss a partnership
with Santé Système for manufacturing our new home blood pressure monitors in France. I am writing
to get your approval on a recommended plan and to propose next steps.
Recommendation
Based on this conversation, I recommend that we evaluate the possibility of Santé’s participation by
allowing them to assemble several test units for us.
Rationale for Working with Santé
• Working with Santé will substantially speed the process of getting the product on the
market in France. Registration in France will take 12 to 18 months if assembly occurs in the
United States. If assembly takes place in France, registration will take only six months. Our
French subsidiary has a number of monitors out on trial now. The units have been well
received, but we will have difficulty growing sales until the product is registered.
• Working with Santé, we may be able to beat our competitors to market. Our
competitors, Acme and Globics, are pressing for large-scale production programs of
similar technology.
• Getting to market quickly will allow us to capture a share of a substantial market.
George projects first-year sales of such a monitor in France to be between 8,000 and 10,000 units.
Next Steps
Will you please:
• Investigate the possibility of providing Santé with components that they can assemble and
incorporate into locally produced final packages. George will be forwarding to Santé about
25 sets of parts to use to develop an assembly procedure. We can then (1) test a prototype
on an in-house machine to understand its performance and (2) make a decision.
• Examine the enclosed mock-up kit produced by Santé, which demonstrates their
proposed look of the product and confirm that it is acceptable.
Pleast let me know by February 25 if you anticipate any problems with the procedure.
Best regards,
Chris
chris.dillard@rumson.com
Avoid long, unbroken paragraphs,
which force your audience to look
for information that is important to
them. Instead, compose your
message with the audience’s needs
in mind.
Avoid mixing together
recommendations, requests, and
justifications for your proposals.
Structure a coherent,well-organized
proposal that leads your reader
through your recommendations,
rationales, and next steps.
Identify the purpose
of the message in the
subject line.
Make your
recommendation
easy to find.
Use bullets to list
reasons and next
steps.
Provide specific
content your
audience needs
to know.
Use headings to
outline the
organization.
Avoid generic subject lines
that do not convey the purpose
of the communication.
What characteristics will help you communicate effectively? 11
M01_SHWO3307_03_SE_CH01.indd 11 30/04/15 2:14 pm
mailto:chris.dillard@rumson.com
12 Chapter 1 | Developing Your Professional Presence
FIGURE 1.5 How to Compose a Persuasive Letter
June 25, 20XX
Mr. Will Johnson
SaveOnCrafts
1349 Lothrop Street
Topeka, KS 66605
Dear Mr. Johnson:
Thank you for meeting with me last week to discuss changing your web hosting company from
your current provider to MaxiWeb. We believe that MaxiWeb will offer you two important
benefits.
The first benefit is reliability. With our integrated backup systems, we average only five minutes
of outage time per month. According to an independent survey published in E-Commerce
Today, your current provider loses connectivity at least once per day. I have enclosed an article
from E-Commerce Today that provides a method for estimating what this amount of down time
may be costing your company in lost sales.
The second benefit is responsiveness and customer service. MaxiWeb has the highest customer
service rating in the industry. Unlike many other providers, we offer 24-hour telephone support
from our home office in Houston. Our average time for resolving problems is less than 30
minutes.
At the meeting, you expressed concern that MaxiWeb may cost more per month than your
current service. As an attachment to this letter, I’ve included a detailed comparison between
MaxiWeb’s flat fee, which includes all services, and Interflex’s fee structure, which requires you
to pay for each service separately. By the time you add up all the extra services you need, I think
you will find that Interflex’s yearly cost is 10 percent more than our flat fee.
Only a few days are necessary to set up and test your site. We will be glad to coordinate that
work with your IT department. In more than 95 percent of cases, the actual transfer is so quick
and seamless that you will not lose even one sale from your site.
I will call you next week to see if you have any additional questions. We are ready to begin the
transfer process as soon as you authorize it.
Sincerely,
Fran Patera
Director of Sales
Enclosures
Begin with a
clear
purpose.
Focus on benefits.
Present them in
separate,
clear paragraphs to
make them easier
to see and
provide support for
claims.
Respond to actual
objections
your audience has
raised.
Anticipate and
respond to
potential
objections
your audience
may raise.
Use the closing
to emphasize
next steps and to
make it easy for
your reader to
implement the
change you are
proposing.
letter
M01_SHWO3307_03_SE_CH01.indd 12 30/04/15 2:14 pm
to the qualities that make you appear businesslike in the workplace. Professionalism is ex-
pressed by your actions, your attire, your wording in an email, your body language during
a meeting, your tone of voice on the telephone, and your attention to correct grammar and
proofreading. However, professionalism goes beyond projecting a professional image. It also
involves living up to the standards of your profession, including ethical standards. An effective
professional communicator is appropriate to the situation, clear and concise, and ethical.
Appropriate to the situation
Different situations require different behavior. For example, if you have lunch with friends,
you may not think to stand up when a new person joins you at the table or to introduce that
person formally to the others. In addition, you may assume it is okay to tell your friends funny
stories about another student. However, during a business lunch, professionalism requires that
you observe etiquette and actively participate in conversations without disrespecting others.
Etiquette errors become barriers that negatively impact other people’s perceptions of you.
Professionalism is as important in writing as it is in speaking. For example, assume you just
found out you have to cancel your evening plans because your marketing team needs to finish a
new client proposal before an 8 am meeting. You may want to email this message to your team:
“hey guys, i hope you didn’t get too wasted last night, cuz we gotta pull an all-nighter tonite to get
that project done by 8 am or we’ll be in deep trouble! i’ll order pizza—what should I get?”
The informal style and wording may be appropriate for your friends. However, informality in
the workplace can be a problem because your email could be forwarded to others at the company.
The challenge is to be professional in your work email without being overly formal. A more pro-
fessional message would use standard English and eliminate references to personal life as well as
negative references to the project and supervisor: “Hi John, Deepa, and Elaine: It looks as if we will
have to work late tonight to meet the 8 am deadline. I’ll order a pizza for us—any requests?” Consider
the two emails in Figure 1.6 on page 14 and assess the level of professionalism in each one.
Clear and concise
In school, you may have developed a wordy writing style to fulfill word-count requirements
in assignments such as a 500-word essay. You may also have developed the habit of writing
complicated sentences to sound sophisticated and well educated. If you have developed these
bad habits, you will need to change them to sound professional in the workplace. In business,
people value clarity and conciseness. Clarity is the quality of being unambiguous and easy to
understand. Clear communication has only one possible meaning. In addition, it uses simple
words in well-constructed sentences and well-organized paragraphs. Conciseness means that
a message uses no more words than are necessary to accomplish its purpose. Clarity and con-
ciseness are valued in business because time is a scarce resource. Your audience will under-
stand a clear and concise message faster than a wordy and complicated one.
Consider the two versions of a voice mail message in Figure 1.7 on page 15. The ineffective
message is long and unorganized. The effective message is short and to the point.
Ethical
As a professional, you are likely to face a number of ethical dilemmas that are difficult to re-
solve. Ethics are the principles you use to guide decision making, leading you to do the right
thing. However, the right thing is not always immediately obvious, and making the wrong
decision may put your career, your colleagues, your customers, or your company at risk. Be-
ing ethical means telling the truth, taking responsibility for your actions, and imagining the
impact of your actions on others.
• Telling the truth. Assume your supervisor asks your team to prepare a persuasive presentation
to support her recommendation that your company move some of its manufacturing facilities
to Mexico. Most of your research supports the move because it will save the company money
without decreasing product quality. However, you are not certain you have done enough re-
search into the labor situation in Mexico. You have heard rumors that the move may expose the
company to risks resulting from excessive employee absenteeism and turnover. You don’t have
time to do more research because your supervisor is presenting the information tomorrow.
Here is your ethical dilemma: Should you mention the potential risk, which will weaken your
argument? Or should you ignore this potential risk and present the strongest case you can to
support the move to Mexico? After all, your supervisor has asked you to put together a strong
New Hires @ Work
Sam Sharp
Michigan State University
Planning Supervisor @ Team
Detroit
My advice for new hires:
Don’t ever be seen
without a notebook
or a pen. Write
everything down.
Take advantage of
being the new kid;
ask questions—
but don’t be the
person who
asks the same
one twice.
clarity The quality of being unambiguous
and easy to understand.
conciseness Using no more words than
necessary for a message to accomplish its
purpose.
ethics The principles used to guide
decision making and lead a person to do
the right thing.
What characteristics will help you communicate effectively? 13
Photo courtesy of Samantha Sharp
ook
n.
of
kikid;d;
—
M01_SHWO3307_03_SE_CH01.indd 13 30/04/15 2:14 pm
14 Chapter 1 | Developing Your Professional Presence
FIGURE 1.6 How to Convey Professionalism in an Email
INEFFECTIVE
EFFECTIVE
Hello All!!!!!
Here’s the latest on the Ice Glide Hockey Study.
So far, we’ve completed 26 interviews (9 NHL pros) in 3 cities. Because we
weren’t able to secure more professionals for the interviews on such a short
recruitment timeline, we’ve decided to supplement the research with 6 additional
NHL player telephine interviews. Today, i will send out invites for listeing to the
telephone interviews on Mon. and Tues. It’ll be ALMOST LIKE an on-site
research situation in that you will be able to sen in “notes” to the moderator for
additional probes or questions during the interview. Too bad thought the call itself
will be for listening only, so our side of the phone line will be muted. If you do
have follow up questions for the moderator, we can notify the “conference call
host to pass the question along to the moderator. There are a limited number if
phone lines for the calls, so pelase plan on listening to the interviews in the
conference rooms noted on the invitations. Do not try calling from your
invidual offices!! i am attaching an Interim Topline Report of the research so far.
Bob
Regards,
Bob
Robert Parker
Senior Marketing Manager
Matrix Marketing, Inc.
Columbus, Ohio 43085
www.MatrixMarketing.com
O: 614.555.2843
F: 614.555.2801
To All Members of the Ice Glide Hockey Skates Marketing Team:
We are planning to do six telephone interviews with NHL professionals as part of
the Ice Glide Image Study. You will be able to listen in on these calls.
Current Situation
So far, we’ve completed 26 in-person interviews (nine of which were with NHL
professionals) in three cities. Because we were not able to secure more NHL
professionals for the interviews on such a short recruitment timeline, we’ve
decided to supplement the research with six additional NHL player telephone
interviews.
Invitations and Dates for Interviews
Today, I will send invitations for listening to the telephone interviews, which will
occur on Monday and Tuesday (November 15 and 16).
Ground Rules for Listening In
• The call will be for listening only. Our side of the phone line will be muted.
• Much like an on-site research situation, you will be able to send “notes” to the
moderator for additional probes or questions during the interview. If you do
have follow-up questions for the moderator, we can notify the “conference call
host” to pass along the question to the moderator.
• There are a limited number of phone lines for the calls, so please plan to listen
to the interviews in the conference rooms noted on the invitations. Do not try
calling from your individual offices.
I am attaching an Interim Topline Report of the research so far.
NHL Interviews for Glide Image Study
NHL Interviews for Glide Image Study
greg.jones@MatrixMarketing.com; whitney.haines@MatrixMarketing.com;
sydney.quinn@MatrixMarketing.com; paige.madison@MatrixMarketing.com;
elise.kaylin@MatrixMarketing.com; gavin.alexander@MatrixMarketing.com
greg.jones@MatrixMarketing.com; whitney.haines@MatrixMarketing.com;
sydney.quinn@MatrixMarketing.com; paige.madison@MatrixMarketing.com;
elise.kaylin@MatrixMarketing.com; gavin.alexander@MatrixMarketing.com
Avoid informal elements
such as vague greetings,
exclamation points and
emoticons in business
messages.
Avoid a single, long
paragraph, which shows a
lack of forethought and
organization.
Avoid typos. Nothing is
less professional than a
carelessly composed
business message.
Address emails to
specific recipients.
Use headings and
paragraphs to provide
clear organization and
content.
Proofread to ensure
proper spelling,
capitalization, and
punctuation.
Use bullets to make
items easy to scan.
End your email with a
complimentary closing
to project a professional
image.
Sign all emails with a
signature block that
identifies you, your
position, and your
contact information.
argument because management really wants to move several facilities to Mexico. In addition,
you have no actual evidence that there will be a labor problem.
This scenario places you in an ethical dilemma in which you must choose between two
competing responsibilities. The first is your responsibility to tell the truth. If your presentation
gives the impression that no problems exist in moving facilities to Mexico, you would not be
living up to that responsibility. The second is your responsibility to your supervisor and your
organization. If your supervisor wants a change that you believe may be risky to the organi-
zation, you face a difficult decision. You might think, “I’ll just give my supervisor the strong
MyBCommLab Apply
Figure 1.6’s key concepts by going
to mybcommlab.com
M01_SHWO3307_03_SE_CH01.indd 14 30/04/15 2:14 pm
mailto:greg.jones@MatrixMarketing.com
mailto:whitney.haines@MatrixMarketing.com
mailto:sydney.quinn@MatrixMarketing.com
mailto:paige.madison@MatrixMarketing.com
mailto:elise.kaylin@MatrixMarketing.com
mailto:gavin.alexander@MatrixMarketing.com
mailto:greg.jones@MatrixMarketing.com
mailto:whitney.haines@MatrixMarketing.com
mailto:sydney.quinn@MatrixMarketing.com
mailto:paige.madison@MatrixMarketing.com
mailto:elise.kaylin@MatrixMarketing.com
mailto:gavin.alexander@MatrixMarketing.com
http://www.MatrixMarketing.com
argument she asked for, and she can do with it what she likes.” However, if you feel tempted to
respond in this way you might want to impose the headline test on your actions. How would
you feel if the company had problems in Mexico, and you logged on to your favorite news site
to read this headline: “Business analyst failed to inform company of potential labor risks”? If the
headline makes you feel uncomfortable or guilty, then you have probably acted against your
own ethical principles. In general, it is better to tell your supervisor the entire truth: There are
unconfirmed rumors of labor unrest in Mexico that should be investigated before reaching a
final decision. This allows everyone to make the best and most informed decision.
• Taking responsibility for your actions. As a business communicator, you may not always eas-
ily identify the best and most ethical course of action to take. However, a good communicator
recognizes the responsibility to try. Jeff Bezos, the CEO of Amazon.com, illustrated this charac-
teristic in handling an ethical and public relations crisis. Amazon realized it was inadvertently
acting unethically by selling electronic access to books that it did not own the digital copyrights
to sell, including George Orwell’s novel 1984. To correct that ethical mistake, Amazon deleted
the book from customers’ online libraries and returned the purchase price to the customers.
Amazon thought this was the ethical thing to do, but customers who had purchased the
book were angry. What right did Amazon have to delete the book from their libraries without any
warning or communication? Imagine how you would feel if you needed a book from your elec-
tronic library to study for an exam the next day and the book had simply disappeared. Custom-
ers did not expect this type of treatment from a company that presents itself as customer-centric.
While Bezos could easily have explained or defended his actions, instead he posted an apology
on the Amazon discussion forum, taking responsibility for a decision that hurt customers, acknowl-
edging that the company deserved the criticism it received, and vowing to make better decisions
moving forward.22 Customer response in the discussion forum was overwhelmingly positive, and
the media picked up the story, praising Bezos for taking responsibility for the company’s actions.
• Imagining the impact of your actions on others. As you begin your professional career, you
may need to think carefully about the distinction between the behaviors you consider person-
ally acceptable and those considered acceptable in business. For example, people who actively
participate in social networking are so comfortable with openness and sharing that they may
not always maintain the boundary between material that a business owns and material that
an individual employee may keep and share. In fact, a recent national business ethics survey,
conducted by the Ethics Resource Center, found that active social networkers were more likely
than others in the workplace to believe it is acceptable to keep copies of confidential company
documents in case they need them in the next job with a different employer or to take copies
of work software home to use on personal computers.23
In most businesses, this behavior would be considered ethically questionable. Imagine the
potential impact of these actions on others. For example, if you take electronic copies of con-
fidential documents when you leave a job and if your computer gets lost or stolen, you are not
likely to report the incident to your previous employer. If the documents contain trade secrets
or other proprietary information, you put the company at risk.
INEFFECTIVE
Hi, Ahmad. This is Don. The meeting yes-
terday went on for two hours after you left
and there was a lot of discussion about
the new pricing system and how it will
affect our sales and marketing campaign.
No one could really agree about what the
impact will be, which isn’t surprising since
we didn’t have your charts to review, and
we never agree about anything right away,
so we decided to hold another meeting on
Friday, which you are welcome to come to
but you don’t really have to. But what we
do need from you are the sales projections
for the four regions, which you never got a
chance to present yesterday. Can you get
those to Mary by Friday morning? Also, if
you don’t plan to come and there’s anything
else you want us to discuss, let me know.
EFFECTIVE
Hi, Ahmad. This is Don. I’m sorry we didn’t
have a chance to discuss your sales pro-
jections at the meeting yesterday. We’ve
scheduled a new meeting to discuss them
at 2 PM on Friday. Could you let me know
if you are available to attend? If not, please
get the sales projections to Mary by noon
on Friday so she can distribute them at the
meeting. Thanks.
FIGURE 1.7 How to Compose a
Voice Message That Is Clear and
Concise
What characteristics will help you communicate effectively? 15
You will learn more about
ethics and communication throughout
the book. Each chapter includes an ethics
feature that focuses on an aspect of ethics
relevant to the chapter topic. Look for the
ethics icon.
M01_SHWO3307_03_SE_CH01.indd 15 30/04/15 2:14 pm
16 Chapter 1 | Developing Your Professional Presence
Being adaptable
The business world evolves continually, requiring you to adapt both as an employee and a
communicator. Think of all the changes that occur during a typical person’s business career.
For example, a person who began to work for IBM in the mid-1980s joined a company whose
key business was building and selling stand-alone mainframe computers for large corporate
clients. IBM basically had one product to make and one product to sell to one kind of cus-
tomer. Communication with those clients—and with colleagues—took place by phone calls,
letters, memos, and face-to-face meetings.
However, in a few short years, the world changed dramatically. IBM employees saw the
company’s one product being overshadowed by the personal computer and networks. The In-
ternet was rapidly growing as both a means of communication and a business platform. Clients
began looking for software solutions, not hardware products. So IBM changed its focus from
being a product provider to a service provider.
During this change, an employee who wanted to remain at IBM had to learn to adapt—no
longer focusing on communicating the benefits of one product, but listening to client needs
and providing a solution to those needs. Employees also had to adapt to other cultures because
IBM’s customer base outside the United States was growing. In addition, employees needed to
become more collaborative as IBM created more global teams to serve its global customers. New
communication media—email, video conferencing, online meetings—replaced the old ones.24
These kinds of huge transformations continue today. Before 2003, Facebook and social
networking between businesses and customers did not exist, and before YouTube launched in
2005, there was no easy way to post videos on the web. Now Facebook and YouTube are two of
the most standard tools of business communication.
It is impossible to predict how business will change in the future and how communication
will change as a result. Only one thing is certain: More change will come, and as a business
communicator, you must learn to adapt—to new technologies, new cultures, and new ways of
working with others.
Current with technology and social media
Being an effective business communicator requires that you take advantage of new commu-
nication technologies such as smartphones and tablets as well as new communication media
such as Web 2.0 applications and social media. Technology changes so quickly that the hard-
ware and software applications you use now will likely be outdated by the time you reach the
workplace. New options—and new challenges—will arise to make your business communica-
tion both more efficient and more prone to error. You will need to adapt to these changes as
well as to the ways businesses use familiar platforms. To take the best advantage of technology,
communicators continually need to address three questions: What is the best technology for
the task? How can I avoid the technology traps that hinder effective communication? And how
can I use technology to enable the most effective communication?
Choosing the best technology for the task. Imagine you are working for a company in Palo
Alto, California. You are collaborating on a project with a team in your company’s Tokyo office
where the time zone is 16 hours ahead. At the end of your workday at 5 pm, it is 9 am the next
day in Tokyo. You need to update your Tokyo colleagues about your progress on the project
for the day so they can continue the work. What technologies can you use to do this? As the
following analysis shows, no technology is perfect. You will need to make thoughtful decisions.
• Should you call your colleagues to let them know the status of the project? The advantage
of a phone call is that your colleagues can ask questions. The disadvantage is that there is no
written documentation of your update. If someone in Tokyo misses your phone call, he won’t
have access to the information.
• Should you email your colleagues? Email is very efficient, and it allows you to communicate
with many people at once. But sending an email does not guarantee that your colleagues will
read it, especially if they receive many emails in a day. In addition, email is not always reliable
because there may be network delays or someone’s spam filter may block your message.
• Should you upload your documents to the company intranet? Uploading to an intranet or
a shared server offers the advantage of having all the documents in a central location that
employees with the password can access. The disadvantage, though, is that your colleagues in
Tokyo will need to remember to go to the site to download documents. The documents aren’t
delivered to their mailboxes.
LinkedIn, a social networking site,
grew from half a million members
in 2004 to more than 300 million
members in 2014.
M01_SHWO3307_03_SE_CH01.indd 16 30/04/15 2:14 pm
• Should you use a team wiki? A wiki is a collaborative web application accessible by multiple
users that allows everyone to update material within a shared space. Wikis offer the same ad-
vantages and disadvantages as a company intranet. In addition, wikis allow people to track the
history of changes.
Avoiding technology traps. Technological competence goes beyond selecting a commu-
nication technology. It also requires knowing how to avoid traps. Have you experienced any of
the following situations?
• You’ve created a PowerPoint presentation that includes some specialized fonts. When you pre-
sent it using someone else’s computer, your specialized fonts don’t work. All you see is gib-
berish. (To solve this problem, communicators need to learn how to “embed” fonts within a
PowerPoint or Word document.)
• Your classmate sends you a web document filled with pictures. When you open the document,
you see no pictures. Instead, you see boxes with red Xs in them. (This problem is solved by
“inserting” graphics rather than pasting them.)
• You’ve written a post for your company’s blog that unexpectedly draws controversy in the com-
ments section. It is important to be aware of potential miscommunications, culturally insensi-
tive language, or other interpretations of your words that do not match your intentions. (A
smart communicator expresses herself carefully and in clear language to avoid these problems.)
• You are starting a Facebook page for your new business, and a fan of your company tags you
in an offensive post, which then appears on your own wall. (This problem is solved by paying
attention to privacy and access settings on your page, controlling who can tag you in their posts
and enabling you to review any posts before they reach the public.)
As a good communicator, you don’t need to know all technologies, but you do need to think
about the implications of technology choices and use your options wisely.
Adapting familiar technology to business use. You will also need to adapt to the business uses
of familiar social media platforms such as Facebook, Twitter, Skype, and YouTube as well as
social media platforms that are used primarily for business, such as LinkedIn and SlideShare.
You may already be using social media to connect with friends, to broadcast your current
activities, to share pictures, and even to play games. However, businesses use social media
strategically to accomplish a number of different goals:
• Reach customers. Think of all the ways that companies use social media to reach customers,
promote their products and services, enhance brand awareness, and build a community of
fans.25 Examples include YouTube videos of new products, community discussion boards on
corporate websites, coupons and discounts distributed through Facebook fan pages, and social
media promotions designed to generate customer interest. When Eastman Kodak asked its so-
cial media followers for input on a name for a new product, the company received over 20,000
submissions in four days. In response to growing social media coverage, Kodak created a chief
listening officer position to serve as an “air traffic controller” of the company’s incoming and
outgoing social media communications.26
• Provide customer support and education. For example, salesforce.com, the enterprise cloud-
computing company, uses YouTube to host training videos and best-practice webinars about
its software. Potential customers also have access to the videos and comments from current
customers. This education and validation builds consumer confidence.
• Find new employees through social recruiting.27,28 Social media outlets such as LinkedIn and
Facebook are excellent places to publicize jobs and search for new employees. The real estate
company Trulia, named one of the best places to work in the San Francisco Bay area, even
rewards employees for creating a buzz about the company and sharing the company culture
through their own social media networks. Trulia estimates that it attracts 80 percent of its new
hires through social media channels.29
• Strengthen employee satisfaction. The e-commerce company Shopify developed a social me-
dia site it calls Unicorn, where employees post their ideas and accomplishments. When em-
ployees read something on Unicorn that they think is a particularly good idea, they can vote
to reward the innovator, using a pool of funds that the company has set aside for this purpose.
Shopify has found that this use of social media increases employee communication, creativity,
collaboration, and satisfaction.30
By being adaptable to changes in technology, businesses create communication opportunities
and strengthen their connections with employees, customers, and the general public.
wiki A collaborative web application that
allows multiple users to contribute and
update material within a shared space.
Screenshot from Salesforce.com.
Copyright © salesforce.com, inc.
What characteristics will help you communicate effectively? 17
You will learn more about busi-
ness uses of social media in Chapter 7: Using
Social Media in Business. In addition, each
chapter includes a technology feature that
focuses on an aspect of communication tech-
nology relevant to the chapter topic. Look for
the technology icon.
M01_SHWO3307_03_SE_CH01.indd 17 30/04/15 2:14 pm
18 Chapter 1 | Developing Your Professional Presence
Able to work with many cultures
As workplaces become more diverse and companies become more global, the chances increase
that you will communicate with people from many countries and backgrounds, including peo-
ple who are not native English speakers. To keep your writing and speaking easy to understand
by a diverse audience, use short sentences and avoid idioms—expressions that mean some-
thing different from the literal meaning of their words. Idioms, such as “we are on the same
page,” may confuse people who are unfamiliar with them.
Even people who are adept at English may come from cultures that approach business
and communication differently than you do. Culture refers to the learned and shared pat-
terns in a society. People demonstrate their culture through values, ideas, and attitudes—
and their approach to communication. Some cultures, such as the Chinese, are more
formal than others. Chinese businesspeople follow a prescribed set of rules about how to
show respect to managers and other senior colleagues. People from other cultures, such as
Germans, are more concerned with punctuality and may be offended if someone arrives at
a meeting 10 minutes late.
Cultural differences can lead to communication challenges. Consider this scenario fo-
cusing on a British and Chinese company doing business together.31 Communication chal-
lenges arise from one key difference between Chinese and British business cultures: Chinese
businesses are hierarchical. This means that in China, senior members of the company are
accorded special respect and treated differently than their employees. British businesses are
more democratic or egalitarian. This means that in Britain everyone is accorded equal respect.
The British company hired a Chinese firm to act as the sales representative for its prod-
ucts in China. The British regional manager in charge of Asia Pacific sales created an email
distribution list to communicate efficiently with the entire group in China. The head of sales
in China was insulted at being included in the list with junior colleagues. This method of com-
munication does not show enough respect to the head of sales.
As you can see from this scenario, basic communication decisions that seem normal in
your own cultural context may offend colleagues from another culture. By increasing your
awareness of cultural differences and keeping an open dialogue with your colleagues, you can
adapt your behavior as needed. If the British manager had learned more about Chinese cor-
porate culture, he probably would have sent the communication only to the Chinese director,
who then could decide how to communicate the information to his employees.
Cultural sensitivity does not apply only to international communication. People who dif-
fer in age and in gender may also be separated by cultural differences. Even within the same
country, younger people are likely to be less hierarchical and formal than their older counter-
parts. While the older head of sales from the Chinese firm may have been insulted at receiving
information at the same time as his junior colleagues, the junior members may have responded
differently. Like their younger British counterparts, they may have felt that respect is earned
rather than owed based on hierarchy.32
Even if you conduct comprehensive research on a culture, you will not be able to predict
every intercultural problem. However, your attempt to accommodate cultural differences will
communicate professionalism and respect.
Collaborative
In school, you complete much of your work on your own. Even when you work on a group
project with other students, the grade you earn at the end of the class is usually an individual
one. In business, although you will routinely have to communicate as an individual, many of
your projects will be team-based because they are too big to be completed by just one person.
As a result, collaboration—working together to achieve a common goal—is crucial in the
workplace.
Being collaborative requires that you adapt to the working style of many different peo-
ple. In addition, it requires that you coordinate, compromise, negotiate, and manage conflict.
For example, assume you work for an airline and have been assigned to a cross-disciplinary
team that is researching various ways to decrease costs. Your team has 30 days to complete its
idiom An expression that means some-
thing other than the literal meaning of its
words.
culture The learned and shared attitudes,
values, and behaviors that characterize a
group of people.
collaboration The process of working
together to achieve a common goal.
You will learn more about
working with other cultures in
Chapter 2: Working with Others.
In addition, each chapter
includes a culture feature that focuses on
an aspect of communication technology
relevant to the chapter topic. Look for the
culture icon.
M01_SHWO3307_03_SE_CH01.indd 18 30/04/15 2:14 pm
research and present findings and recommendations to management. Think about all the deci-
sions you need to make to coordinate your work:
• How to identify talents of team members and divide the research
• How and when to share information with each other
• What criteria to use to evaluate the options
• Which options to present to management
• How to organize your presentation
• How to divide the task of writing the presentation
• How to organize and deliver your recommendations to management
In the process of working together and making these decisions, you and your teammates are
likely to experience disagreements and conflicts. Perhaps one teammate, based on his research,
firmly believes that the best option for decreasing costs is to eliminate the lowest-volume routes
that the airline flies, while another teammate argues that her research shows this option has
hidden public relations costs. As this scenario suggests, effective communicators need to know
more than just how to research, write, and present. They also need to know how to coordinate
work, manage conflicts, and negotiate agreements. (You will learn more about communicating
effectively in groups in Chapter 2: Working with Others.)
◾ In summary, businesses and other organizations are looking for employees
with professional presence and strong communication skills. However, becoming a successful
communicator at work is not as simple as you may first believe. In addition to developing core
skills in writing, speaking, and interpersonal communication, a good communicator needs to
be strategic, professional, and adaptable. Practice is the key to gaining these competencies and
developing a competitive edge at work and in other facets of your life.
SUCCESSFUL COMMUNICATION @ WORK hhgregg
As one of the nation’s leading and fastest-growing retailers
of home appliances and consumer electronics, hhgregg
(www.hhgregg.com) has a growing need for store
managers who have the skills to be successful on the job.
According to Charlie Young, hhgregg’s chief human re-
sources officer, communication tops the list of those skills.
How a manager communicates is important for success.
Young divides communication skills into three
categories: interpersonal communication, writing, and
speaking.
• Interpersonal communication. In a retail environ-
ment, interpersonal communication is at the top of the
list. Young stresses that employees need the ability to
listen, understand, and build relationships with others.
“If you can’t build a relationship with subordinates,
peers, and managers, you’re going to have trouble.”
• Writing. At hhgregg, writing—especially email—
needs to be concise, specific, and direct. “Being
verbose in business is not looked on well. I may get
150 emails in a day, and I need them to be actionable.
If I have to write back and forth with you multiple
times, that will impact my ability to give you what you
want.” Young advises thinking through what you want
before writing and then stating it clearly.
• Speaking. The advice about writing applies to
speaking also. “People’s attention spans are short.
Unless you have someone cornered in a room, you
need to get your message out quickly. Think in
two-minute increments. Even if you have a more
complicated issue to discuss, begin with a two-minute
message.”
Young has some final advice for students who are
looking for a long and successful career at hhgregg or in
any business: “Remember that communication is
situational. You need to make different decisions in
different situations. But great communicators have one
thing in common: They can take a complex issue and break
it down into actionable items. If you want to get people
to act, you need to really understand your topic and boil
it down so that others understand.”
Source: Interview with Charlie Young. Copyright © 2012 by hhgregg.
Reprinted with permission.
What characteristics will help you communicate effectively? 19
M01_SHWO3307_03_SE_CH01.indd 19 30/04/15 2:14 pm
http://www.hhgregg.com
Why is it challenging to communicate
well? (pages 4–6)
Professional presence—your ability to project competence,
credibility, and confidence—depends on communicating well,
and that is not an easy task. Communicating well requires un-
derstanding some foundational principles.
• Communication is a complex process. Communicating
even a single message involves many steps: having an inten-
tion, encoding that intention into a message, selecting an
appropriate medium, decoding the message, and providing
effective feedback. Barriers often block successful commu-
nication. Successful communication requires overcoming
physiological, psychological, semantic, and linguistic barri-
ers. These complexities are magnified when you consider that
communication rarely involves a single exchange but instead
an interaction in which messages and meanings evolve.
• Communication is affected by context. Within a commu-
nication interaction, a range of contexts may affect someone’s
ability to understand your communication: that person’s physi-
cal or psychological state, the specific social situation that dic-
tates expectations, your relational history with that person, and
the broader cultural context of learned behaviors and norms.
• Communication is more than just transmission of messages.
Adding to the complexity is the fact that people communicate
not just to transmit messages but for an array of other reasons:
to form and maintain relationships, to persuade others, to learn,
to increase self-esteem, to work collaboratively and develop
new ideas, and to get work done. Communication is the means
by which we create meaning and influence the world.
even implement social media will increase your value as an
employee. Additionally, the skills that you use on the job
will help you in your personal life to improve relationships,
negotiate better deals, and persuade others.
Study Questions in Review
End of Chapter
SQ1
SQ2 What are the benefits of being a good
communicator? (pages 6–8)
Being a good communicator will benefit you and any organiza-
tion you work for.
• Effective business communicators have a competitive
edge in the job market. Research continually shows that
employers want to hire good communicators. Yet employers
find too few people who communicate well.
• Communication skills will contribute to your company’s
and your own success. Your ability to write well, listen and
speak effectively, develop communication strategies, and
SQ3 What characteristics will help you
communicate effectively? (pages 8–19)
Your writing, speaking, and interpersonal communication skills
are clearly important. But the best business communicators—
those who have real presence, share a number of specific
characteristics that make their writing, speaking, and other
communication effective.
• Being strategic. Effective communicators are purposeful
and design their communication to achieve a specific out-
come. They are also audience-oriented, considering what
content the audience requires and also what organization,
format, and language will make the content easy to under-
stand. Finally, when their communication purpose requires
persuading others to agree and/or to act, effective com-
municators know how to be persuasive and influence the
audience’s thoughts and actions. Three useful techniques for
persuasion are (1) identifying benefits, (2) anticipating audi-
ence objections, and (3) providing reasons and evidence to
support claims.
• Being professional. Professionalism refers to the qualities
that make you appear businesslike. Business communicators
appear professional when they act in a manner appropriate
to the situation, are clear and concise, and live up to the ethi-
cal standards of their profession.
• Being adaptable. Effective communicators are adaptable.
Being adaptable means being willing and able to change to
meet new business needs. In business, communicators must
adapt to remain current with technology, including social
media, which changes very quickly. In addition, because
business is increasingly global and values diversity, commu-
nicators must adapt to work well with other cultures. Finally,
since many business projects require teamwork and coordi-
nation with others, communicators must adapt their work
styles to collaborate well with others.
20
M01_SHWO3307_03_SE_CH01.indd 20 30/04/15 2:14 pm
Persuasive
Christian Tucker
Georgia Southern University
Intern @ Bank of America
Audience-Oriented
Anna Van Cleef
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Business Analyst – Audit Liaison
@ Georgia-Pacific, LLC
Purposeful
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Ethical
Alicia Carroll
Northwestern University
Social Media Supervisor
@ Resolution Media
Clear and Concise
Suzie Loveday
Eastern Kentucky University
Grants Management Officer
@ Frontier Nursing
University
Appropriate to
the Situation
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Collaborative
Able to Work with
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Rachelle Holloman
Belmont University
Business Continuity Administrator
@ HCA Healthcare
Current with Technology
and Social Media
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Bianca Robles
Eastern Kentucky University
Human Resources Representative
@ Hendrickson Trailer
Commercial Vehicle
Systems
Amber Klosterman
Megan Sugrue
Northwestern University
Social Media Coordinator
@ Viacom International
Media Networks
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My job requires me to communi-
cate with different cultures in
different countries. There are
always cultural communi-
cation barriers, and
these increase when
communicating from a
distance. But after a
year of daily calls, it
has become much
easier for me to
communicate across
cultures.
I didn’t always enjoy working with others on
the group projects in my classes, but the
collaborative skills I learned school
are very valuable in the workplace.
Teamwork can be intimidating,
especially when you’re new and
don’t know all the industry
terminology. But if you don’t
speak up and participate, no one
will know your strengths or what
you’re capable of accomplishing.
You have to ask questions
and build positive working
relationships so you can learn
how you can help the
company be successful.
In communicating via email, I
try to use an informative
subject that will be useful in
future searches for the
email. I begin with a
personal introduction and
then think about what I
want to convey and
communicate it clearly.
After completing the
e-mail, I proofread
and then send.
Writing professionally is extremely
important, especially in my position
as a grant writer. If I do not
show professionalism in my
writing and communica-
tion, people will not take
me seriously. This, in
turn, could negatively
impact funding
opportunities for my
employer.
I use WebEx because I communicate
with employees in twenty states.
With WebEx, I can share my
screen with them and record
the meetings if necessary.
WebEx also allows me
know who is on the call
without having to
stop and ask each
time someone
joins.
When you communicate clearly
and concisely, there isn’t a lot
of room for conflict and
misunderstanding.
Over-communicating is
much better than
under-communicating.
When developing our social
media strategy, it’s important
for us to be transparent
and authentic. If we
need to say “sorry, we
messed up,” we will.
When we develop internal apps
for BOA employees, our
proposals focus on what
the users can and can’t
do with the new app,
demonstrate how it’s
going to make their
work better, and
show them what’s
in it for them. It’s
all about focusing
on the end-user.
In manufacturing, the most
important thing is production
and numbers. But in HR, it’s
our job to persuade decision
makers to take people into
account, also. Without the
people to produce the
product, we have no
product.
University of Northern Iowa
Quality Control Analyst
@ Principal Financial
Group
Elon University
Distribution Relationship & Sales
Coordinator
@ Brown Advisory
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Active listening p. 10
Audience p. 10
Barrier p. 5
Clarity p. 13
Collaboration p. 18
Communication p. 4
Communication strategy p. 8
Conciseness p. 13
Context p. 5
Culture p. 18
Decode p. 5
Encode p. 5
Ethics p. 13
Feedback p. 5
Idiom p. 18
Medium p. 5
Outcome p. 8
Persuasion p. 10
Professional presence p. 4
Professionalism p. 10
Purpose p. 8
Social media p. 7
Wiki p. 17
Key Terms
MyBCommLab®
Go to mybcommlab.com to complete the problems marked with this icon .
1 What is professional presence?
2 What does it mean to encode and decode a message?
3 Identify three barriers to communication.
4 Identify three types of contexts that can influence communication.
5 In what ways can communication skills save money or make
money for a business?
6 Define active listening.
7 Define culture. How does it influence communication?
8 How does being concise differ from simply reducing the length of
your communication?
9 How does business use of social media differ from personal use?
10 Why are collaborative skills necessary in the workplace?
Review Questions
1 The chapter recommends that communicators address poten-
tial audience objections. Describe a communication scenario—
either from your personal experience or a hypothetical business
example—where you expect the audience might have objections.
What would the objections be, and how would you address them?
2 Imagine that you are trying to persuade a teammate to agree with
an idea for a presentation, and the teammate accuses you of be-
ing manipulative—trying to influence someone for your personal
benefit. What is the difference between being persuasive and be-
ing manipulative?
3 Assume that your supervisor asked you to lie to a customer in an
email about why a shipment is delayed. Would it be unethical for
you to write the email if you believe it is wrong to lie? Conversely,
would it be unethical for you to refuse to write the email if you
believe you have a responsibility to your employer? How would
you resolve this issue?
4 Imagine you have been asked to collaborate on a project with a
colleague whose work style is very different from yours. For exam-
ple, you like to plan carefully and follow a schedule, whereas your
colleague is spontaneous. You like to write thorough drafts that re-
quire only minimal revision, whereas your colleague likes to write
incomplete drafts and revise heavily later. Based on these differ-
ences, you think it would be more efficient and cost- effective for
the company to have you work on this project by yourself. Should
you make that argument to your supervisor? What might be the
benefits of collaborating? What are the drawbacks?
5 Although it is important to consider your audience’s potential
questions and objections when you communicate, you may not
always know a lot about the people in your audience in advance.
Imagine, for example, that you are sending a business proposal to
a new client you have never met before. How can you learn more
about your audience before writing the proposal?
6 Cross-cultural communication requires you to use clear language.
What are some of the other challenges of communicating across
cultures?
7 Students who are not used to writing professional emails some-
times make the mistake of composing them as if they were text
messages. What are some key elements of text messages that you
should avoid in professional emails?
8 Businesses use different social media tools for different purposes.
Based on your knowledge of Facebook, LinkedIn, and YouTube,
how do you expect businesses would use each tool?
9 Readers often judge a person’s professionalism based on whether a
document is spell-checked and free of grammatical errors. Do you
believe this is a fair basis for making a judgment?
10 Some people argue that using emoticons in business emails is un-
professional. Others say that emoticons are useful because they
help the audience interpret the writer’s intention more effectively.
Would you choose to use emoticons in your business email? Ex-
plain why or why not. Provide evidence or reasoning to support
your decision.
Critical Thinking Questions
22 Chapter 1 | Developing Your Professional Presence
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Why is it challenging to communicate well?
(pages 4–6)
1 Communication is a complex process
Think of a personal or business experience when someone “decoded”
your message incorrectly and misinterpreted your meaning. Write a
brief paragraph explaining the situation and the result.
2 Communication is affected by context
Think of a personal or business situation when you tried to persuade
someone with whom you have a personal or business relationship. In
that situation, how did the relational context affect your credibility? In
other words, was the audience more or less likely to believe you, based
on their personal history with you? Write a brief paragraph explaining
the situation and the result.
3 Communication is more than transmission of messages
Think of a personal or business situation when you had a conversation
with someone that resulted in a new and shared understanding, differ-
ent from what you originally intended to communicate. Write a brief
paragraph explaining the situation and the result.
What are the benefits of being a good
communicator? (pages 6–8)
4 Effective business communicators have a competitive
edge in the job market
Use an online job bank, such as Monster, to search for job advertise-
ments related to your career goals. How many of them include commu-
nication skills in their descriptions or requirements? Summarize your
findings in a paragraph that outlines your career goals, two or three
jobs you found, and the communication skills they require.
5 Communication skills will contribute to your company’s
and your own success
Typically when people think about business success, they think of fi-
nancial success. In addition to making and saving money, what other
business benefits can result from employees’ effective communication?
Write a paragraph identifying and explaining at least two additional
benefits.
What characteristics will help you
communicate effectively? (pages 8–19)
6 Being strategic—purposeful
Read the following memo and identify its main purpose. Rewrite the
subject line and the first sentence of the memo to make them clearer.
Key Concept Exercises
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memo
TO: Gloria Paradi
FROM: Josh Benson
DATE: March 23, 20XX
SUBJECT: Staffing
This office has not had the benefit of full staffing at any
time in the past year. There is no relief from continual
pressure due to a limitation of staff. An analysis of
overtime during the November/December time period
provides a clear indication of the inability of the office to
enjoy full coverage of all the required work within regular
work hours. Additional help can be usefully provided in
purchasing, design, fabrication, assembly, and shipping
since we are understaffed in all areas. As we can set
aside no time for training right now, it is required that all
new employees be experienced.
7 Being strategic—audience-oriented
Many years ago, the U.S. government’s General Services Adminis-
tration (GSA) posted the following bulletin on the walls of build-
ings around Washington, D.C., to warn workers about the dangers of
working around pigeon droppings. After you read this message, write
a memo to your instructor recommending three changes to make it
easier for the audience to find the most important ideas.
bulletin
Bulletin: Potential Biological Hazard
Background: During evaluations in a historic building
that GSA proposes to restore, a large accumulation of
pigeon droppings was discovered, which had collected
through long habitation of the birds. Samples of the
droppings were collected and analyzed by the Centers
for Disease Control in Atlanta, Georgia.
Discussion: The CDC identified the droppings
as containing a fungus capable of causing very
serious infection in humans. This fungus is called
“Cryptococcus Neoformans.” It attacks the lungs,
central nervous system, skin, eyes, liver, and joints and
has a marked target of the brain and meninges. It is
Chapter 1 End of Chapter 23
SQ1
SQ2
SQ3
(continued)
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8 Being strategic—persuasive
You are the manager of a large supermarket that borders a residential
neighborhood. A customer who lives nearby comes into the store and
says, “I am completely out of patience with the trucks that make deliv-
eries to your store. Deliveries start at 7 am and end at 9 pm. Early in the
morning and into the evening, trucks are banging their trailers into the
loading docks. And the engines! The drivers keep the trucks running
while they’re making deliveries. I can’t talk with friends in my yard
because of all the noise of the trucks. And it’s not just the noise. The
trucks also block the alley so I sometimes can’t get out of my garage to
get to work in the morning.”
To respond, you could just choose to explain the situation. Clear
reasons exist for each of the behaviors that the neighbor is complain-
ing about:
• Local laws have set truck delivery hours from 7 am to 9 pm. To
accommodate all the deliveries, management needs to spread
them throughout the day.
• The engines are on in refrigerator trucks because they run the
generators that keep food from spoiling.
• The trucks block the alley for only a short time while they are
waiting for other trucks to leave. Drivers politely move if they are
asked.
However, suppose your main goal is to retain this “neighbor”
as a customer and increase goodwill. In that case, you may choose to
respond in a way that is more persuasive. Brainstorm content to in-
clude in your response. As you brainstorm, consider these persuasive
techniques:
• Show that you understand your audience’s concern.
• Address the objections.
• Show the benefits to the audience.
As part of your brainstorming, think of possible solutions to the
problem. If you mention possible solutions, your response may be even
more persuasive. Be prepared to discuss in class or submit your re-
sponses, according to your instructor’s directions.
9 Being professional—appropriate
You work for HungerFighters United, a not-for-profit organization
dedicated to eradicating hunger in the United States. One of your
colleagues, Sheryl Greene, drafts a letter to a potential donor who has
also expressed an interest in volunteering for your organization. Sheryl
gives you a copy of the letter to review before sending it. You think it
sounds friendly, but you wonder if Sheryl is projecting a sufficiently
professional image of herself and HungerFighters. Identify at least five
changes you would suggest that Sheryl make.
contained in the accumulation of excretion of birds and
pigeons in old nesting areas and in soil contaminated
with bird and pigeon droppings.
Workers who work around or demolish bird and
especially pigeon habitations should use extreme
caution due to the potential risk of illness involved when
disturbing accumulation prior to decontamination.
Infection is primarily due to inhalation. Prevention
is possible by wearing appropriate face masks and
personal protective clothing.
Recommendation: If such an area is identified, do
not disturb it. Leave the area and report the finding
immediately to your supervisor. Supervisors will
coordinate with Regional Accident and Fire Prevention
Branches for evaluation, preventive measures, and
decontamination action.
Further information: Avoid a suspected area until it has
been determined not hazardous.
letter
December 14, 20XX
Ms. Anita Lawrence
4949 Daily Drive
Cleveland, OH 44101
Dear Anita:
As mentioned in my voice mail to you today, I am
enclosing my card and other information that you might
be interested in.
I have been with HungerFighters United in the Detroit
Office since 1997 and have just moved to Development
Director of the Midwest region … long title but the
work is pretty much the same except I’ve expanded
from Detroit to 11 states and am encouraged by the
wonderful reception I’ve received and especially by
the powerful resources Midwesterners are sharing with
the families we serve.
Steve Cannon mentioned that you might consider
reaching out to others in your circle of friends. If you
would like to host a gathering in or around your area,
that would be an idea. We have wonderful stories to tell,
literature to share, and handouts people can take home.
Or, a small group in a restaurant or your home is also
effective. At any rate, this serves as an introduction to
our efforts and ideas on expanding the help we need to
end hunger.
I wish you and yours a wonderful holiday season and
look forward to talking to you in the New Year.
Gratefully,
Sheryl Greene
Director of Development
10 Being professional—clear and concise
Select a message you received, such as a letter from a company or an
email from a colleague. Identify specific content that can be revised
to be clearer and more concise. Offer specific revisions based on the
content presented in the chapter. Prepare to present your suggestions
in class or submit it according to your instructor’s directions.
11 Being professional—ethical
Your supervisor is preparing a speech for the company’s chief executive
officer to distribute to shareholders. He asks you to read the speech
and provide feedback on how effective you think it will be. As you
read the speech, you think you recognize some of the points—and the
wording—from a speech by a financial analyst you heard a few weeks
ago on C-SPAN television. You fear parts of your supervisor’s speech
are plagiarized. You wonder if you should tell him that you recognize
some of that speech from another source, but you decide not to for two
reasons. First, if you tell your supervisor the speech sounds familiar, he
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may get angry or insulted. Second, the speech was televised very late at
night, so it’s unlikely that many people watched it. Evaluate the pros and
cons of that choice. Is your choice ethical? Be prepared to discuss your
decision in class or submit it according to your instructor’s directions.
12 Being adaptable—current with technology
You are planning to hold a conference call with three other people,
and you are looking for a technology that balances expense and con-
venience. Three kinds of conference call services are available to you:
• Option 1. Everyone calls in to a toll-free number. Your credit
card will be charged 4 cents per minute for each person on the
call. If people need to join the call late, they can do so without
inconveniencing the rest of the participants.
• Option 2. Everyone calls in to a long-distance number. Each
person pays whatever he or she would normally pay for a long-
distance call. For two people, it will be free because their tele-
phone service offers free long-distance calls. The remaining two
people will each pay 7 cents per minute. They will each need to
be reimbursed. This option offers the same call-in convenience
as Option 1.
• Option 3. You initiate a web-based conference call using Skype.
This call will be free for everyone. However, all participants need
to be available at the moment you call them. Otherwise, you will
need to repeatedly redial their numbers until they are available. If,
for some reason, any calls are dropped, participants will have no
easy way to rejoin the conference call.
The technology choice must balance costs versus convenience.
Which option would you choose—and why? Be prepared to dis-
cuss your choice in class or submit it according to your instructor’s
directions.
13 Being adaptable—current with social media
Choose a company that interests you, and search for it on Facebook,
LinkedIn, YouTube, and Twitter. Based on what you find, write a
message to your instructor explaining how the company uses each so-
cial media tool, whether you believe the company uses each tool effec-
tively, and why or why not.
14 Being adaptable—collaborative
You are working with a team of five colleagues to research and write a
report recommending a new sales strategy for your client. Because you
are a very good writer, you are designated the lead writer on the proj-
ect. Everyone else is writing drafts—except for one colleague, Emma
Yamaguchi. Emma has recently transferred to the United States from
the Tokyo office, and her English writing is weak. Your team thinks
Emma is contributing quite a lot to the project with her quantitative
analysis, which is strong. Everyone is happy with the distribution of
labor— except Emma. She transferred to the United States to improve
her written English, and now she finds she isn’t being given the op-
portunity. Fortunately, she confides in you and tells you that she’d like
to help with writing the report. How can Emma contribute in ways
that will help improve her English writing but will not compromise the
quality of the final product? Think of two or three ideas that you can
suggest to the team and to Emma. Be prepared to discuss your ideas in
class or submit them according to your instructor’s directions.
15 Being adaptable—able to work with other cultures
Reread Exercise 14. Assume that you suggested to Emma that she write
one short section of the report, which another teammate can then edit.
Emma writes her part, and you volunteer to edit that section. Emma
gasps when she sees all your edits. She looks down and tells you she is
ashamed to have submitted such poor-quality work.
You are shocked by her response because you thought you were
helping her learn to write better English. As you read more about Japa-
nese culture, you think that your response has made Emma “lose face,”
that is, feel embarrassed. How could you handle the situation differ-
ently in the future? What approach can you take that will make Emma
feel comfortable rather than ashamed? Be prepared to discuss your sug-
gestion in class or submit it according to your instructor’s directions.
16 Analyzing communication effectiveness
In January 1996, Philadelphia experienced one of the most paralyzing
snowstorms in its history. In one day, two and a half feet of snow fell,
making travel treacherous. Some employers closed their doors com-
pletely. Others encouraged their workers to stay at home. Still others
expected everyone to fight through the storm to get to work.
J. Richard Carnall, chair of PNC Bank’s mutual fund operation, was
one of the employers who expected workers to fight through the storm.
On the day following the snowstorm, Carnall was furious that only 30
percent of the staff reported to work. He wrote a memo to employees
expressing his outrage that so many employees decided to stay home.
He praised employees who came to work, stressing that the banking
profession requires uninterrupted service to bank customers. And he
scolded employees who did not come in, saying that they should have
taken advantage of local hotels the night before when weather reports
began predicting a major storm. He made it clear that, in the future,
he expects employees to use “common sense” if they expect weather to
interfere with their commute and to stay at local hotels rather than be
stranded at home when a storm is predicted.
Employees who received this memo were very upset. In fact, one
worker leaked the story to the Wall Street Journal, which published it,
causing significant embarrassment to the writer.33
Is Mr. Carnall being strategic and professional in writing this
memo? Write an email to your instructor, analyzing the effectiveness of
Mr. Carnall’s communication according to the following criteria:
• Strategic—Is it purposeful, audience-oriented, and persuasive?
• Professional—Is it appropriate to the situation, clear and concise,
and ethical?
Explain why you think the communication does or does not meet each
of those criteria.
17 Analyzing communication effectiveness
In July 2007, Apple released the iPhone at a price of $599. Only two
months later, the company dropped the price by 33 percent to $399.
The early iPhone customers were angry about the sudden drop in
price and felt they had overpaid for the product. See the letter on the
next page that Steve Jobs wrote to these customers. Not surprisingly,
members of the news media received the message and shared it with
the general public.34 Write a one- or two-paragraph email to your
instructor, providing your assessment of whether or not you think
this is an effective business communication. Provide support for your
answer.
Writing Exercises
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letter
To All iPhone Customers:
I have received hundreds of emails from iPhone customers who are upset about Apple
dropping the price of the iPhone by $200 two months after it went on sale. After reading
every one of these emails, I have some observations and conclusions.
First, I am sure that we are making the correct decision to lower the price of the
8GB iPhone from $599 to $399, and that now is the right time to do it. iPhone is a
breakthrough product, and we have the chance to ‘go for it’ this holiday season. iPhone
is so far ahead of the competition, and now it will be affordable by even more customers.
It benefits both Apple and every iPhone user to get as many new customers as possible
in the iPhone ‘tent.’ We strongly believe the $399 price will help us do just that this
holiday season.
Second, being in technology for 30+ years I can attest to the fact that the technology
road is bumpy. There is always change and improvement, and there is always someone
who bought a product before a particular cutoff date and misses the new price or the
new operating system or the new whatever. This is life in the technology lane. If you
always wait for the next price cut or to buy the new improved model, you’ll never buy any
technology product because there is always something better and less expensive on the
horizon. The good news is that if you buy products from companies that support them
well, like Apple tries to do, you will receive years of useful and satisfying service from
them even as newer models are introduced.
Third, even though we are making the right decision to lower the price of iPhone, and
even though the technology road is bumpy, we need to do a better job taking care of our
early iPhone customers as we aggressively go after new ones with a lower price. Our
early customers trusted us, and we must live up to that trust with our actions in moments
like these.
Therefore, we have decided to offer every iPhone customer who purchased an iPhone
from either Apple or AT&T, and who is not receiving a rebate or any other consideration,
a $100 store credit towards the purchase of any product at an Apple Retail Store or
the Apple Online Store. Details are still being worked out and will be posted on Apple’s
website next week. Stay tuned. We want to do the right thing for our valued iPhone
customers.
We apologize for disappointing some of you, and we are doing our best to live up to your
high expectations of Apple.
Steve Jobs
Apple CEO
18 Planning a virtual team meeting
Imagine that you are working on a team with members in the United
States, Singapore, and the Netherlands. You need to check in with each
other at least once a week to address issues and plan for the upcoming
week. This requires that you decide on a technology for your weekly
discussions. You are considering the following options:
• Email
• Wiki
• Internet chat
• Teleconferences
• Videoconferences
Use your favorite search engine to learn more about these technolo-
gies. If you have five members in your team, assign one technology to
each team member. Then collaborate to create a chart that analyzes the
pros and cons of each option. As a team, determine which technology
(or technologies) you would choose and explain why. Be prepared to
discuss your chart in class or submit it according to your instructor’s
directions.
19 Increasing cultural sensitivity
Divide into teams of three to five students—or work as a whole class.
Select at least three cultures not represented by anyone on your team.
When you identify cultures, do not limit yourself to thinking about dif-
ferent countries of origin. Also consider the following variables:
• Region of the country (for example, the South or the Northeast
in the United States)
• Ethnicity
• Age (for example, people in their teens, 20s, 30s, 40s, and so on)
• Gender
• Disability
Collaboration Exercises
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For each of the cultures you have identified, list two or three
“communication characteristics”—things to keep in mind when
communicating with people of that culture. Illustrate each with a con-
crete example.
Prepare a class presentation of your findings. If the findings of dif-
ferent teams conflict, have a class discussion about why the teams drew
different conclusions about a particular culture.
20 Analyzing business Facebook pages
Imagine you work for a local restaurant in a small city. The owner of the
restaurant would like to begin using social media—especially a Face-
book page—to publicize the restaurant and attract customers. She has
asked you to find two restaurant Facebook pages that you believe are
effective and to summarize the key features you believe make the pages
effective. Depending on your instructor’s preferences, write a brief re-
port or prepare a brief presentation analyzing the two fan pages.
21 Identifying how for-profit and not-for-profit
organizations use Twitter
Go to Twitter.com and search for one for-profit company you like and
one not-for-profit organization whose cause you support. Both must
have Twitter accounts. Select at least three tweets produced by each
organization. Identify the purpose of each tweet and then write a brief
summary (less than 100 words) analyzing how each organization uses
Twitter to communicate.
Social Media Exercises
22 Informal impromptu presentations
a. Describe a time when you were very successful at achieving a
specific communication goal, such as persuading someone to do
something. Identify at least one reason for your success.
b. Describe a time when you wanted to achieve a specific goal with
communication but were unsuccessful. Identify at least one rea-
son that you were not successful.
c. Based on your experience, give your classmates one or two tips
about collaborating successfully with a teammate.
d. Do you think you are better at writing or at speaking? Provide
examples to support your answer.
e. Think of a time when you have communicated with people from a
different culture. What was your biggest challenge?
23 Executive briefings
a. Are they thinking like business communicators? Find an “of-
ficial email” that you have received from an organization you do
business with—for example, your school, employer, bank, insur-
ance company, or a retail store. Analyze the message to determine
if the writers were thinking like effective business communicators
as described in this chapter. Identify two features of the email that
you can discuss: both can be effective, both can be ineffective, or
you can discuss one example of each.
b. Analyzing cultures. Select a country that you have visited or
would like to visit in the future, and conduct a web or library
search about communication in that country. (Be sure your
sources are authoritative. Do not use Wikipedia.) Make two or
three recommendations about communication for colleagues who
will be traveling to that country.
c. Analyzing professionalism. Imagine you are a small business
owner and need to purchase a product or service (for example, ex-
ecutive coaching). Find two competitive websites that offer what
you’ve chosen. Imagine you were going to choose a vendor based
on the professionalism of the website. Prepare a brief presentation
about which site inspires more confidence, and explain why.
Speaking Exercises
24 Nouns and pronouns (see Appendix C—Section 1.1.1)
Type the following two paragraphs, correcting the errors in use or for-
mation of nouns and pronouns. Underline all your corrections.
Whomever answers the phone may be the only contact a caller
has with a business. Everyone has their own personal prefer-
ences. However, find out how your employer wants the tele-
phone answered, what your expected to say. When you pick up
the phone, it’s important to speak politely and provide identi-
fying information. Clearly state the company’s name and you’re
name. Should you identify the Department, too?
These are the kinds of question’s to settle before the phone
rings. If the caller asks for you by name, say, “This is me.” Don’t
leave the caller wondering who he or she has reached. Remem-
ber that when on the telephone at work, you are the Company.
Grammar Exercises
MyBCommLab
Go to mybcommlab.com for Auto-graded writing questions as well as the following
Assisted-graded writing questions:
1 What benefits do companies receive from communicating with social media?
2 In audience-oriented writing, you can make key ideas easy to find by using
headings. How can you make important ideas stand out in a voice mail message?
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ence: How to project competence, confidence, and credibility at
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2. Goudreau, J. (2012, October 29). Do you have ‘executive pres-
ence’? Forbes. Retrieved from http://www.forbes.com/sites/
jennagoudreau/2012/10/29/do-you-have-executive-presence/
3. Shannon, C., & Weaver, W. (1949). The mathematical theory of
communication. Urbana, IL: University of Illinois Press.
4. Schramm, W. (1997). The beginnings of communication study
in America. Thousand Oaks, CA: Sage Publishing.
5. Barnlund, D. (1970). A transactional model of communica-
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communication theory (pp. 83–102). New York: Harper & Row.
6. National Association of Colleges and Employers. (2013). The
candidate skills/qualities employers want. Retrieved from
http://www.naceweb.org/about-us/press/skills-qualities-
employers-want.aspx
7. Graduate Management Admissions Council. (2014). Cor-
porate Recruiters Survey: 2014 Survey Report. Retrieved
from http://www.gmac.com/~/media/Files/gmac/Research/
Employment%20Outlook/2014-corporaterecruiters-final-
release
8. Voices across the skills gap: Recruiters and students at a col-
lege career fair. (2014, April 11). Retrieved from http://www
.skilledup.com/blog/voices-across-skills-gap-recruiters-and-
students-at-career-fair/
9. Vasel, K. B. (2014, January 30). The skills employers wish
college grads had. Retrieved from http://www.foxbusiness
.com/personal-finance/2014/01/30/skills-employers-wish-
college-grads-had/
10. The Conference Board. (2008). New graduates’ workforce
readiness: The mid-market perspective. Retrieved from http://
www.conference-board.org/publications/publicationdetail
.cfm?publicationid=1422
11. Felperin, J. (2014, April 21). The writing skills deficit and how
business can navigate it. Retrieved from http://www.skilledup
.com/blog/navigating-writing-skills-deficit/
12. Twenty-eight percent of job seekers feel confident in basic
reading, writing, math and computer skills. (2014, February
26). Retrieved from http://www.lhh.com/about-us/press-
room/twenty-eight-percent-of-job-seekers-feel-confident-in-
basic-reading-writing-math-and-computer-skills.aspx
13. Communication skills rank tops in developing individual
contributors says new survey. (2014). Retrieved from http://
hr.blr.com/HR-news/HR-Administration/Communication/
Communication-skills-rank-tops-in-developing-indiv#
14. Hackos, J., & Winstead, J. (1995). Finding out what users need
and giving it to them: A case study at Federal Express. Techni-
cal Communication, 42(2), 322–327.
15. Washington sees results from plain talk initiative. (2006, De-
cember 10). USA Today. Retrieved from http://www.usatoday
.com/news/nation/2006-12-10-washington-plain-talk_x.htm
16. Towers Watson. (2011). Clear direction in a complex world:
How top companies create clarity, confidence and commu-
nity to build sustainable performance. 2011/2012 Commu-
nication ROI Study™. Summary retrieved from http://www
.towerswatson.com/assets/pdf/5995/Towers-Watson-ROI-
Survey
References
17. Marketing Profs Research. (2009). The state of social media
marketing. Los Angeles, CA: Marketing Profs LLC. Cited in
Harte, B. (2009, December 10). Introducing “The State of Social
Media Marketing” report. [Web log message]. Retrieved from
http://www.mpdailyfix.com/introducing-the-state-of-social-
media-marketing-report/
18. Mitchelmore, S., & Rowley, J. (2010). Entrepreneurial
competencies: A literature review and development agenda.
International Journal of Entrepreneurial Behavior & Research,
16(2), 92.
19. Bryant, A. (2010, March 12). Three good hires? He’ll pay
more for one who’s great. New York Times. Retrieved from
http://www.nytimes.com/2010/03/14/business/14corners
.html?scp=1&sq=tindell&st=cse
20. See Janusik, L. A., & Wolvin, A. D. (2009). 24 hours in a day: A
listening update to the time studies. International Journal of Lis-
tening, 23(2), 104–120. See also Flynn, J., Valikoski, T., & Grau, J.
(2008). Listening in the business context: Reviewing the state of
research. International Journal of Listening, 22(2), 141–151.
21. Vasel, K. B. (2014, January 30). The skills employers wish col-
lege grads had. Retrieved from http://www.foxbusiness.com/
personal-finance/2014/01/30/skills-employers-wish-college-
grads-had/
22. Bezos, J. (2009). An apology from Amazon. [Discussion board
message]. Retrieved from http://www.amazon.com/tag/kindle/
forum/?_encoding=UTF8&cdForum=Fx1D7SY3BVSES
G&cdMsgNo=1&cdPage=1&cdSort=oldest&cdThread=
Tx1FXQPSF67X1IU&displayType=tagsDetail&cdMsgID=
Mx2G7WLMRCU49NO#Mx2G7WLMRCU49NO&tag=
kwab-20
23. Ethics Resource Center. (2012). 2011 national business
ethics survey. Retrieved from http://www.ethics.org/files/u5/
FinalNBES-web
24. Gerstner, L. (2002). Who says elephants can’t dance? Lead-
ing a great enterprise through dramatic change. New York:
HarperCollins Publishers, Inc.
25. Stelzner, M. (2012). 2012 social media marketing indus-
try report. Social Media Examiner. Retrieved from http://
www.socialmediaexaminer.com/social-media-marketing-
industry-report-2012/
26. Selling Power (Producer). (2010, April 4). How Kodak lever-
ages social media. [Video file]. Retrieved from http://www
.youtube.com/watch?v=GlE8_mKjPnQ
27. Culik, A. (2010, August 21). How 35 percent of companies are us-
ing social media, and what turns workers on—and off—to com-
panies. CareerBuilder.com. Retrieved from http://thehiringsite
.careerbuilder.com/2010/08/21/how-35-percent-of-companies-
are-using-social-media-and-what-turns-workers-on-and-off-
to-companies/
28. CareerBuilder.com. (2012, April 18). Thirty-seven percent
of companies use social networks to research potential job
candidates, according to new CareerBuilder survey. Re-
trieved from http://www.prnewswire.com/news-releases/
thirty-seven-percent-of-companies-use-social-networks-
to-research-potential-job-candidates-according-to-new-
careerbuilder-survey-147885445.html
29. Webster, J. (2012, February 13). Your employees are your
best social recruiters. [Blog]. SocialRecruitingReport.com.
C
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1
28 Chapter 1 | Developing Your Professional Presence
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http://www.forbes.com/sites/jennagoudreau/2012/10/29/do-you-have-executive-presence/
http://www.naceweb.org/about-us/press/skills-qualities-employers-want.aspx
http://www.naceweb.org/about-us/press/skills-qualities-employers-want.aspx
http://www.gmac.com/~/media/Files/gmac/Research/Employment%20Outlook/2014-corporaterecruiters-finalrelease
http://www.skilledup.com/blog/voices-across-skills-gap-recruiters-andstudents-at-career-fair/
http://www.foxbusiness.com/personal-finance/2014/01/30/skills-employers-wishcollege-grads-had/
http://www.conference-board.org/publications/publicationdetail
http://www.conference-board.org/publications/publicationdetail.cfm?publicationid=1422
http://www.skilledup.com/blog/navigating-writing-skills-deficit/
http://www.lhh.com/about-us/press-room/twenty-eight-percent-of-job-seekers-feel-confident-in-basic-reading-writing-math-and-computer-skills.aspx
http://www.lhh.com/about-us/press-room/twenty-eight-percent-of-job-seekers-feel-confident-in-basic-reading-writing-math-and-computer-skills.aspx
http://www.lhh.com/about-us/press-room/twenty-eight-percent-of-job-seekers-feel-confident-in-basic-reading-writing-math-and-computer-skills.aspx
http://hr.blr.com/HR-news/HR-Administration/Communication/Communication-skills-rank-tops-in-developing-indiv#
http://www.usatoday.com/news/nation/2006-12-10-washington-plain-talk_x.htm
http://www.towerswatson.com/assets/pdf/5995/Towers-Watson-ROISurvey
http://www.mpdailyfix.com/introducing-the-state-of-social-media-marketing-report/
http://www.mpdailyfix.com/introducing-the-state-of-social-media-marketing-report/
http://www.foxbusiness.com/personal-finance/2014/01/30/skills-employers-wish-collegegrads-had/
http://www.amazon.com/tag/kindle/forum/?_encoding=UTF8&cdForum=Fx1D7SY3BVSES
http://www.ethics.org/files/u5/FinalNBES-web
http://thehiringsite.careerbuilder.com/2010/08/21/how-35-percent-of-companiesare-using-social-media-and-what-turns-workers-on-and-offto-to -companies
http://www.prnewswire.com/news-releases/thirty-seven-percent-of-companies-use-social-networksto-research-potential-job-candidates-according-to-newcareerbuilder-survey-147885445.html
http://www.forbes.com/sites/jennagoudreau/2012/10/29/do-you-have-executive-presence/
http://www.gmac.com/~/media/Files/gmac/Research/Employment%20Outlook/2014-corporaterecruiters-finalrelease
http://www.gmac.com/~/media/Files/gmac/Research/Employment%20Outlook/2014-corporaterecruiters-finalrelease
http://www.foxbusiness.com/personal-finance/2014/01/30/skills-employers-wishcollege-grads-had/
http://www.foxbusiness.com/personal-finance/2014/01/30/skills-employers-wishcollege-grads-had/
http://www.skilledup.com/blog/voices-across-skills-gap-recruiters-andstudents-at-career-fair/
http://www.skilledup.com/blog/voices-across-skills-gap-recruiters-andstudents-at-career-fair/
http://www.conference-board.org/publications/publicationdetail.cfm?publicationid=1422
http://www.skilledup.com/blog/navigating-writing-skills-deficit/
http://hr.blr.com/HR-news/HR-Administration/Communication/Communication-skills-rank-tops-in-developing-indiv#
http://hr.blr.com/HR-news/HR-Administration/Communication/Communication-skills-rank-tops-in-developing-indiv#
http://www.usatoday.com/news/nation/2006-12-10-washington-plain-talk_x.htm
http://www.towerswatson.com/assets/pdf/5995/Towers-Watson-ROISurvey
http://www.towerswatson.com/assets/pdf/5995/Towers-Watson-ROISurvey
http://www.foxbusiness.com/personal-finance/2014/01/30/skills-employers-wish-collegegrads-had/
http://www.foxbusiness.com/personal-finance/2014/01/30/skills-employers-wish-collegegrads-had/
http://www.amazon.com/tag/kindle/forum/?_encoding=UTF8&cdForum=Fx1D7SY3BVSES
http://www.amazon.com/tag/kindle/forum/?_encoding=UTF8&cdForum=Fx1D7SY3BVSES
http://www.ethics.org/files/u5/FinalNBES-web
http://thehiringsite.careerbuilder.com/2010/08/21/how-35-percent-of-companiesare-using-social-media-and-what-turns-workers-on-and-offto-to -companies
http://thehiringsite.careerbuilder.com/2010/08/21/how-35-percent-of-companiesare-using-social-media-and-what-turns-workers-on-and-offto-to -companies
http://thehiringsite.careerbuilder.com/2010/08/21/how-35-percent-of-companiesare-using-social-media-and-what-turns-workers-on-and-offto-to -companies
http://www.prnewswire.com/news-releases/thirty-seven-percent-of-companies-use-social-networksto-research-potential-job-candidates-according-to-newcareerbuilder-survey-147885445.html
http://www.prnewswire.com/news-releases/thirty-seven-percent-of-companies-use-social-networksto-research-potential-job-candidates-according-to-newcareerbuilder-survey-147885445.html
http://www.prnewswire.com/news-releases/thirty-seven-percent-of-companies-use-social-networksto-research-potential-job-candidates-according-to-newcareerbuilder-survey-147885445.html
Chapter 3 End of Chapter 29
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1
Retrieved from http://socialrecruitingreport.com/2012/02/13/
your-employees-are-your-best-social-recruiters/
30. Graham, S. (2011, August 2). Using social media to improve
employee communication, collaboration, and even compen-
sation. [Expert blog]. FastCompany.com. Retrieved from
http://www.fastcompany.com/1770955/using-social-media-
improve-employee-communication-collaboration-and-even-
compensation
31. Spencer-Oatley, H. (2007). Rapport in an international
business meeting: A case study. [Online forum comment].
Retrieved from http://dialogin.com/index.php?id=58&tx_
mmforum_pi1[action]=list_post&tx_mmforum_pi1[tid]=
54&tx_mmforum_pi1[page]=1&tx_mmforum_pi1[sword]=
international%20business%20meetings#pid275
32. For insight into China’s younger workforce, see Lynton, N., &
Thøgersen, K. H. (2010, January 25). Reckoning with Chi-
nese Gen Y. Bloomberg Businessweek. Retrieved from http://
www.businessweek.com/print/globalbiz/content/jan2010/
gb20100125_065225.htm; also see Lynton, N., & Thøgersen,
K. H. (2010, February 16). Working with China’s Gen-
eration Y. Bloomberg Businessweek. Retrieved from http://
www.businessweek.com/print/globalbiz/content/feb2010/
gb20100216_566561.htm
33. Power, W. (1996, January 15). Neither rain nor snow shall keep
workers from calculating NAVs. Wall Street Journal, p. B1.
34. Jobs, S. (2007, September 6). Steve Jobs’ letter to iPhone cus-
tomers. Wall Street Journal. Retrieved from http://online.wsj
.com/article/SB118910674094519630.html
Chapter 1 End of Chapter 29
M01_SHWO3307_03_SE_CH01.indd 29 30/04/15 2:16 pm
http://socialrecruitingreport.com/2012/02/13/employees-are-your-best-social-recruiters/
http://www.fastcompany.com/1770955/using-social-media-improve-employee-communication-collaboration-and-even-compensation
http://www.fastcompany.com/1770955/using-social-media-improve-employee-communication-collaboration-and-even-compensation
http://dialogin.com/index.php?id=58&tx_mmforum_pi1[action]=list_post&tx_mmforum_pi1[tid]= 54&tx_mmforum_pi1[page]=1&tx_mmforum_pi1[sword]= international%20business%20meetings#pid275
http://www.businessweek.com/print/globalbiz/content/jan2010/
http://www.businessweek.com/print/globalbiz/content/jan2010/
http://www.businessweek.com/print/globalbiz/content/feb2010/
http://www.businessweek.com/print/globalbiz/content/feb2010/gb20100216_566561.htm
http://online.wsj.com/article/SB118910674094519630.html
http://socialrecruitingreport.com/2012/02/13/employees-are-your-best-social-recruiters/
http://www.fastcompany.com/1770955/using-social-media-improve-employee-communication-collaboration-and-even-compensation
http://dialogin.com/index.php?id=58&tx_mmforum_pi1[action]=list_post&tx_mmforum_pi1[tid]= 54&tx_mmforum_pi1[page]=1&tx_mmforum_pi1[sword]= international%20business%20meetings#pid275
http://dialogin.com/index.php?id=58&tx_mmforum_pi1[action]=list_post&tx_mmforum_pi1[tid]= 54&tx_mmforum_pi1[page]=1&tx_mmforum_pi1[sword]= international%20business%20meetings#pid275
http://dialogin.com/index.php?id=58&tx_mmforum_pi1[action]=list_post&tx_mmforum_pi1[tid]= 54&tx_mmforum_pi1[page]=1&tx_mmforum_pi1[sword]= international%20business%20meetings#pid275
http://www.businessweek.com/print/globalbiz/content/feb2010/gb20100216_566561.htm
http://online.wsj.com/article/SB118910674094519630.html
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2
Working
with Others
Interpersonal, Intercultural,
and Team Communication
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Working in the Credit Union call center, I learned how to listen care-
fully and match my communication style with the person I am talking
to. If a member gets to the point immediately, I provide information
promptly. If she begins by chatting, I chat, too. And if the member
seems to need a lot of support, I know not to pressure him. Instead,
I give him time to decide and then provide reassurance when he
makes a decision. Great member service involves understanding the
member.
Shannon Rocheleau
Western Michigan University
Member Service Representative @ Consumers Credit Union
New Hires @ Work
31
MyBCommLab®
Improve Your Grade!
Over 10 million students
improved their results using
the Pearson MyLabs. Visit
mybcommlab.com for
simulations, tutorials, and
end-of-chapter problems.
What listening skills will help you
communicate better with others?
pages 32–38
Hearing accurately
Comprehending and interpreting
Evaluating
Responding
STUDY QUESTIONS
SQ4
SQ5
How can you improve your
communication with people from
different cultures? pages 47–51
Understand how cultures differ
Develop strategies that help you communicate
with diverse groups
How can you help others listen well
when you speak? pages 38–41
Focus on your audience
Share the conversation
Use clear, concrete, unambiguous language
Support your message with good nonverbal
communication
Avoid language that triggers a negative response
Frame negative comments positively
SQ2
How can you manage interpersonal
conflict? pages 41–47
Identify the cause of the conflict
Select an appropriate management technique
SQ3
How can you work effectively as part
of a team? pages 51–58
Assemble an effective team
Agree on team goals and standards
Pay attention to team development and dynamics
Develop good leadership practices
Plan for effective meetings
Be a good team member
SQ1
P
h
o
to
c
o
u
rt
e
sy
o
f
S
h
an
n
o
n
R
o
ch
e
le
au
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interpersonal communication The
ongoing process of interacting with others
and exchanging information and meaning to
achieve understanding.
emotional intelligence The ability
to perceive and understand emotions and
to use that knowledge to guide your own
behavior and respond to others.
synchronous communication Com-
munication in which all communicators
are present at the same time: face-to-face
conversations, telephone conversations,
and meetings are examples of synchronous
communication.
Chapter 2 | Introduction
Unless you work completely by yourself, your success on the
job depends on working well—and communicating well—
with others: coworkers and teammates, supervisors and
managers, vendors and service providers, and customers
and clients. This ongoing process of interacting with others,
exchanging information and meaning, and achieving un-
derstanding is called interpersonal communication. People
who are good at it typically have what experts call emotional
intelligence—the ability to perceive and understand emo-
tions and to use that knowledge to guide their own behavior
and respond to others.1 Research by experts such as psychol-
ogist Daniel Goleman has shown that emotional intelligence
is as important to good leadership and effective teamwork as
are more traditionally valued skills and capacities.2
Many businesses are concerned that as the world be-
comes more digital, people spend less time developing
their emotional intelligence and interpersonal commu-
nication abilities and, as a result, feel more comfortable
emailing and texting rather than talking with others in
“real-time” conversations and discussions.3 While no one
disputes the value of digital communication, it cannot
replace conversations that encourage people to under-
stand each other’s point of view more deeply rather than
exchange short bursts of information. In a conversation,
you learn to listen actively and pay attention to tone, facial
expressions, and body language—all of which are critical
aspects of emotional intelligence. This kind of synchronous
communication—where all the communicators are present
at the same time—will help you forge the positive and pro-
ductive working relationships that are critical to business.
This chapter will help you strengthen your interpersonal
communication skills, develop your emotional intelligence,
and improve your ability to work well with others. First, the
chapter addresses how to be an effective listener and speaker.
Then, it helps you apply your listening and speaking skills
in three challenging contexts that arise when you work with
others: managing conflict, communicating with people from
diverse cultures, and communicating in teams.
Every day, without thinking about it, you engage in an important communication skill—
listening. In fact, research shows that college students spend more than half their communica-
tion time listening.4,5 In the workplace, listening is widely considered to be one of the most
important communication skills.6 Listening is also a key element of emotional intelligence.
Only when you listen deeply to others (rather than interrupting or thinking about what you’re
going to say next) can you accurately assess the emotional significance of a message. This un-
derstanding will help you respond in a way that shows others that you understand and care.
Most people assume they are good listeners because they have listening experience that
spans their entire lives. Yet decades of research show that listening is a complex process. With-
out good listening skills, people often mishear, misinterpret, misunderstand, and misremem-
ber.7 One common problem is passive listening—hearing what someone says without actively
paying attention to ensure understanding. In business, passive listening leads to costly mis-
takes, unhappy employees, and customer complaints. Here are examples:
• An employee does not pay close attention to a customer providing a mailing address and then
sends a shipment of 1,000 computers to Springfield, Massachusetts, rather than Springfield,
SQ1 What listening skills will help you communicate better
with others?
passive listening Hearing what some-
one says without actively paying attention to
ensure understanding.
32
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What listening skills will help you communicate better with others? 33
Illinois. The shipping and return charges are extremely high, and the customer is angry be-
cause the computers arrive late.
• A manager does not listen carefully—or ask good follow-up questions—when an employee
says she is sick and needs to go home. The manager insists that the employee stay, which ex-
poses the entire office to a contagious flu.
• The social media team does not pay attention to customer complaints on Twitter and product
review sites, and negative product reviews spread throughout the social network.
People rarely become better listeners on their own. However, with study and training, you
can become an active listener and significantly improve your communication skills. This
section will help you master each of the steps necessary for active listening,8 which are il-
lustrated in Figure 2.1. The process begins with focusing attentively on what a speaker says,
actively working to interpret and evaluate the content, and then responding to acknowledge
understanding.
Most active listening skills—especially interpreting and evaluating—are equally useful
when you “listen” to what people say in their writing. Understanding the meaning of an email
message, tweet, or social media posting can be as difficult as understanding the meaning of a
conversation.
active listening A learned skill that
requires you to attentively focus on the
speaker’s communication, interpret
the meaning of the content, and respond
with feedback to ensure understanding.
comprehension How well you
understand what you hear or read.
jargon The specialized language
of a specific field.
FIGURE 2.1 The Active Listening Process
Speaker’s Message
Listener’s 4-Step Response
Hearing
accurately
Comprehending
and interpreting
Evaluating Responding
Listener Speaker
Hearing accurately
Listening typically starts with hearing: perceiving sounds and focusing on them. Because
sounds are all around us, listening requires that you first distinguish the sounds you need and
want to listen to, and then concentrate on fully hearing those sounds.
Some barriers to hearing are physiological. For example, you might have a temporary
hearing problem, such as blocked ears due to a head cold. One significant physiological barrier
to hearing is the speed at which your brain can process what you hear. Most people can process
information twice as fast as the average person speaks. While you are waiting to process more
information, your brain is not fully engaged and you may begin to think of other things rather
than actively listen and focus on the words you hear. Similarly, if you choose to multitask while
listening, your brain becomes engaged in a different task, and you won’t accurately hear what
the speaker says.
The environment around you may also distract you from hearing well. Think about the
last time you tried to have a conversation in a noisy restaurant or talk on your cell phone while
standing at a busy intersection. You probably found it difficult to concentrate on what the
other person was saying. At work, you may be distracted by ringing telephones, people passing
by your desk, or noise from the next office.
The key to hearing accurately is focus. Look at the speaker and concentrate on what he
or she says. Make a comment or ask a question to keep yourself engaged. A benefit of this ap-
proach is that you earn the respect of the speaker by being attentive.
Comprehending and interpreting
You might very clearly hear someone speaking in Portuguese, Dutch, or Arabic, but you prob-
ably can’t comprehend all those languages. Listening comprehension refers to how well you
understand what you hear. In culturally diverse workplaces, language differences—including
accents—can become significant barriers, but they are not the only obstacles to comprehen-
sion. You may have difficulty comprehending vocabulary or jargon that is unfamiliar to you.
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For example, imagine that you accompany a sick friend to a medical appointment. You hear
the physician tell an assistant: “The patient presented with acute febrile illness.” Unless you have
medical training, you probably won’t comprehend that this means your friend suddenly got a
high fever. You may also have difficulty comprehending something that is explained badly, is
confusing, or is contradictory.
Interpretation is different from comprehension. Interpretation involves analyzing the
meaning of what you hear, read, or see to determine its intention. You might misunderstand a
comment because you interpret it from a different frame of reference. For example, imagine you
work in your company’s Los Angeles office and your colleague is meeting with clients in Boston.
Late in the evening, you receive an email from your colleague saying he needs information for a
client meeting and he’d like you to email it to him first thing in the morning. You could interpret
that statement in two different ways. Does he want the information by 9 am in Boston (eastern
time) or by 9 am in Los Angeles (Pacific time)? If you interpret the statement from your frame
of reference—Pacific time—you may be sending the summary too late (noon eastern time).
Understanding what someone really means also requires being empathetic and paying
attention to feelings. Being an empathetic listener does not come naturally to everyone. Both
research and experience show that there is a wide range of individual differences.9,10 Some peo-
ple tend to pay attention to the literal content of communication. Others are skilled at focusing
on the emotional content. Consider this scenario: Ron rushes late into a meeting with Dan and
Erica. Dan asks Ron if everything is okay. Ron looks distracted and tense but says, “I’m okay.”
After Ron leaves the meeting room, Erica comments that Ron seemed very upset when he ar-
rived. Dan responds, “There’s no problem. He said he’s okay.” Dan focused on the content of the
words, and Erica focused on the emotional meaning behind them.
Even if you are not naturally empathetic, you can train yourself to comprehend and inter-
pret more effectively in three ways:
• “listen” to nonverbal communication
• ask questions and paraphrase to ensure understanding
• be aware of gender-specific communication styles
“Listen” to nonverbal communication
Nonverbal communication refers to messages that are conveyed through something other
than words—for example, tone of voice, facial expressions, gestures, body language, or other
behavior. These forms of nonverbal communication can help you better understand the nu-
ances of a message and its emotional content:
• Emphasis and tone of voice. Words carry different meanings depending on how they are said.
Imagine someone speaking the simple phrase “I called him.” Say that phrase three times, each
time emphasizing a different word: “I called him”—“I called him”—“I called him.” What three
different meanings do those three statements convey? Now imagine saying those three words
in an angry tone of voice and a happy tone of voice. Each time, you will be conveying a different
meaning. As a good listener, you will benefit from paying close attention to tone of voice and
letting it influence your interpretation of what you hear.
• Facial expressions. If someone says “hello” with a smile, you will interpret a very different
meaning than if someone says “hello” with lowered eyebrows and a clenched jaw. While experts
may disagree about whether facial expression is an unconscious reflection of emotion or a
conscious technique that people use to convey meaning, most people agree that facial expres-
sion is an important element of communication. Beware, though, of assuming that all people
interpret facial expressions in the same way. As you will read in the Culture feature (page 36),
biologists have determined that facial expressions are not universal among all cultures.11
• Body language, posture, and gestures. You can uncover clues about a person’s attitude to-
ward what he or she is saying by observing body language. Is that person ashamed, proud, or
uncertain? The speaker’s posture—and even eye contact or lack of it—can help you interpret
that attitude. In fact, you can often interpret attitude from body language without listening to
any words.
Remember, though, that body language and gestures may be ambiguous. As Figure 2.2
illustrates, gestures can mean different things in different contexts. Accurate interpretation
requires analyzing gestures and facial expressions together.
In addition, gestures must be interpreted within the context of culture. In Japan, it is a
sign of respect to avoid eye contact and look down when an older or more powerful person is
interpretation Analyzing the meaning
of what you hear, read, or see to determine
its intention.
nonverbal communication Messages
conveyed through means other than
words, for example, tone of voice, facial
expressions, gestures, and body language.
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FIGURE 2.2 How to Interpret Nonverbal Signals in Context
NONVERBAL SIGNAL
MEANING COMMUNICATED
IN IMAGE A
MEANING COMMUNICATED
IN IMAGE B
Leaning forward Openness Hostility
Eye contact Friendliness Anger
Extended hands Welcome Accusation, frustration
Chin forward Greeting, openness Irritation
talking to you. In the United States, looking away when someone is talking is often interpreted
as a sign of disrespect or guilt. Before reaching a conclusion about what nonverbal communi-
cation means, consider alternative meanings.
• Behavior. Observing behavior can also help you interpret meaning, especially if the behavior is
inconsistent with a spoken statement. For example, imagine that you work in a clothing store. A
customer complains that the zipper on a jacket is broken and asks you to find a duplicate with
a functioning zipper. As you observe the customer struggle with the zipper, you realize that this
particular zipper is not broken but instead requires more fine motor control than the customer
has. Rather than searching for a duplicate item, you might respond, “Some people have a hard
time with this zipper because it is so small and hard to grip. Can I help you find a jacket with a larger
zipper?” In this case, observing behavior provides more information than listening to language.
Ask questions and paraphrase to ensure understanding
In addition to “listening” to nonverbal behavior, you can improve comprehension and under-
standing by asking questions and by paraphrasing. Questions are straightforward. You can ask
someone to repeat what he or she is saying, or you can offer two alternative meanings and ask
which is correct. For example, you can ask your colleague, “By ‘first thing in the morning,’ do
you mean 9 am Boston time or when I get in to work in the morning in Los Angeles?”
Paraphrasing is a little more complicated than asking for clarification. Paraphrasing in-
volves restating what you hear in different words to ensure that you completely understand.
Because meaning has multiple dimensions, you might paraphrase in multiple ways to cap-
ture those dimensions. As Figure 2.3 illustrates, you can paraphrase to ensure you understand
the literal content, the ultimate intention, and the emotional content—or feeling—behind the
speaker’s statement.
Be aware of gender-specific communication styles
Men and women are often socialized to behave differently from each other and may develop
different gender-related styles of communication.12 Neither style is better than the other.
paraphrasing Restating someone’s point
in different words to ensure you completely
understand.
What listening skills will help you communicate better with others? 35
IMAGE A IMAGE B
Blend Images/Shutterstock Hypestock/Shutterstock
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CULTURE
FACIAL EXPRESSIONS ARE NOT UNIVERSAL
Not all cultures around the world interpret facial expressions the
same way. In fact, research suggests that people from East Asia
(for example, China, Japan, and Korea) focus mainly on the eyes
when they are reading facial expressions. By contrast, people from
the West (for example, the United States, Germany, and Mexico)
focus on the entire face, including both the eyes and the mouth.13
As a result of this difference in perception, people from East
Asia sometimes confuse surprise, shock, fear, and anger because
these emotions are difficult to extract from the eyes alone. As the
figure to the left illustrates, key differences in these emotions are
reflected by the mouth.
The East Asian focus on the eyes is also reflected in their
emoticons—the series of characters used to represent facial ex-
pressions in emails and texts. As the following table illustrates, in
American emoticons, the face is represented on its side, and dif-
ferences of emotion are represented by the mouth. In East Asian
emoticons, the face is right-side up, and differences in emotion are
expressed by the eyes.
How Emoticons Differ between Eastern and Western
Cultures
EMOTION WEST EAST
Surprise :-0 o.o
Sad 🙁 (;_;)
For a CULTURE exercise, go to Exercise 29 on page 70.
FIGURE 2.3 How to Paraphrase for
Content, Intent, and Feeling
INTENT FEELINGCONTENT
Confirm your
understanding
of the speaker’s
emotions.
“You sound
frustrated that
people seem
to be saving their
vacation time and
burning out
on the job.”
Restate the message
in different words
to ensure you
understand it.
“So you are saying
that you want us
to use our vacation
days before the
end of the year.”
Dig beneath the
content to understand
the reason for
the statement.
“Are you concerned
that too many people
will want to take
vacations in
December?”
“Are you concerned
that people are
working too hard and
need a break?”
Comment from the supervisor:
“I’d like all employees to take at least half of their vacation days by November 1.”
However, communication can break down if people are intolerant of other speaking styles or
draw incorrect judgments about a speaker based on his or her style.
As sociolinguist Deborah Tannen points out, men are often socialized to value autonomy
and independence and therefore learn to communicate in ways that assert independence,
power, and their place in the social hierarchy.14 For example, in conversations, men tend to
interrupt more than women do. In contrast to men, women are often socialized to value con-
nections with other people and to communicate in ways that preserve equity and relation-
ships.15 Therefore, women tend to wait their turn to speak as an act of respect to the speaker.
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In addition, women more often minimize the assertiveness of what they say by using what
linguists call hedges, hesitations, and tag questions:16
Hedge: I don’t know if this is a good idea, but we could get an editor for our
presentation slides.
Hesitation: Um, well, we could, uh, we could get an editor for our presentation
slides.
Tag Question: We can get an editor, can’t we?
Gender-specific characteristics may have negative results in conversation. Interruptions can
easily lead to a communication breakdown, especially when men interrupt women. Males are
often very comfortable with both interrupting others and being interrupted, whereas women
are more likely to get angry or feel silenced. Tag questions, hesitations, and hedges also cause
problems. They lead some listeners to conclude that the speaker lacks confidence and does not
deserve to be taken seriously.17 However, by recognizing gendered characteristics of your own
and others’ language, you can avoid drawing incorrect conclusions about others and instead
pay more attention to their ideas.
Evaluating
Once you fully understand what someone says, you can evaluate. Evaluating is the practice of
critically reviewing and judging what you hear. Is it accurate, well supported, and convincing?
As a listener, you may find it difficult to reach a fair evaluation. Think of all the things that can
block your ability to evaluate fairly. First, you may prejudge a speaker, especially if you find that
speaker to be annoying or distracting. Second, you may prejudge an idea, especially if it is an
idea you have already considered and dismissed. If you don’t listen carefully to the speaker’s ra-
tionale or explanation, you lose the opportunity to reconsider your previous evaluation. Third,
you may jump to conclusions based on the beginning of a message and interrupt the speaker
or tune out while you wait your turn to speak.
Making good business decisions depends on your ability to evaluate as you listen. For ex-
ample, imagine that you own a children’s clothing store. In a meeting with your employees, the
assistant manager suggests that you open another store in an up-and-coming neighborhood on
the west side of the city. For support, she points to the growing population in the neighborhood
and the fact that the three new stores that opened in that neighborhood are doing very well.
Evaluating that proposal fairly requires that you remain open-minded. Even if you live far
away from the west side of the city and would prefer a closer location, you need to consider the
business arguments. Evaluating fairly also requires that you critically analyze what you hear.
Does the success of other new stores necessarily mean that a children’s clothing store will suc-
ceed? To evaluate that opinion, you would need to know how many children live in the area
and what competition exists.
Finally, evaluating fairly requires that you separate emotions from logic. Your assis-
tant manager may try to convince you that a store in that neighborhood will be a path to
wealth and prestige because the neighborhood is so desirable. These emotional appeals may
be strong enough to make you want a store in that neighborhood, even if the rent is ex-
tremely expensive and the children’s clothing market in the neighborhood is not big enough
to ensure a profit.
Responding
Responding has two roles in the listening process: It lets the speaker know that you un-
derstand the point, and it initiates the next step in the conversation. Some responses will
quickly stop any further exchange; others will move the discussion forward. For example, a
response such as “That’s a ridiculous idea” may discourage someone’s further input. By con-
trast, a more tactful response would encourage the speaker: “That’s interesting. How would
that work?”
New Hires @ Work
Suzie Loveday
Eastern Kentucky University
Grants Management Officer @
Frontier Nursing University
People are only human, and we
often focus on getting our
own point across. We do
not take time to listen to
and accept input from
others. Communi-
cation becomes
a lot easier
once we listen
and see the
whole picture.
evaluating The process of critically
reviewing your communication to ensure it is
complete, clear, concise, easy to understand,
and error free.
What listening skills will help you communicate better with others? 37
Photo courtesy of Suzie Loveday
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Responses can be verbal and nonverbal. On some occasions, the nonverbal messages com-
municate more information than the verbal ones. Imagine a coworker says, “I need some advice
about how to describe our new product.” You verbally respond, “Okay.” But what is your non-
verbal message? Did you make eye contact with your colleague and smile as you said “okay”?
Did you gesture for her to take a seat? Or did you keep your eyes on your computer, sigh
deeply, and tense your body? Whichever approach you take, your colleague will interpret your
response based on your nonverbal message. In other words, how you say something is often
taken more seriously than what you say.
To become a more effective responder, pay attention to the type of response you offer.
As Figure 2.4 illustrates, you can respond to a speaker in many different ways. For example,
you can ask a question, give your opinion or advice, disagree, or express empathy.
This set of active listening skills—hearing, comprehending and interpreting, evaluat-
ing, and responding—will help you put your emotional intelligence to work, and thereby
increase opportunities for successful collaboration. As one organizational leader explains,
“If people feel they were listened to, that their views were taken into account, that they had
a chance to show you the world from their point of view, they’re going to be much more
likely to go along with a decision.”18 In addition, active listening can also be self-directed.
Remember that emotional intelligence is also about recognizing your own emotions. Listen-
ing deeply to yourself and your own nonverbal signals (such as a knot in your stomach or a
crack in your voice) can help you identify your emotional responses to workplace situations.
Equipping yourself with knowledge of your own feelings is key to identifying what makes
you most productive and engaged at work and to facilitating a work environment where
others can also thrive.
FIGURE 2.4 How to Respond
in Different Ways
YOUR RESPONSE OPTIONS
Ask a Question What do we need to do to get ready? How long do you think it
will take?
Give an Opinion I think if you have most of the documents they wiII need
tomorrow, they can get a good start.
Give Advice Let’s try to reschedule the audit until next week.
Argue/Disagree Actually, I think we are ready. We have completed everything
on the checklist.
Express Empathy It’s nerve-wracking to get everything ready for a major audit.
You’re doing fine, and I’ll be glad to help.
SPEAKER: “The auditors are coming tomorrow to look at our books. We’re not ready.
I don’t know what to do.”
SQ2 How can you help others listen well when you speak?
Engaging your emotional intelligence is just as important in speaking as it is in listening. Think
of listeners and speakers as partners in the communication process. Just as listeners need to
work hard to understand meaning, speakers need to work hard to engage listeners and make
meaning clear. This section provides six general speaking strategies that help listeners pay at-
tention and interpret your meaning effectively:
• Focus on your audience.
• Share the conversation.
• Use clear, concrete, unambiguous language.
• Support your message with good nonverbal communication.
• Avoid language that triggers a negative response.
• Frame negative comments positively.
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How can you help others listen well when you speak? 39
Focus on your audience
Many speakers fail to connect with the audience’s interests or knowledge about a topic and, as
a result, the audience tunes out. To avoid that problem, follow this advice:
DON’T… DO…
Stay trapped in your own perspective
and fail to connect with your audience’s
interests and knowledge.
Take time to analyze the following questions
about your audience:
• Why will they be interested in what you are
saying?
• What barriers will prevent them from
listening carefully?
• What questions or objections might they
have?
• What is the best way to connect with
them?
For example…
If you want a busy colleague to help you
with a project, don’t begin with details
about the project and state the request
at the end.
For example…
To obtain your colleague’s help, begin by ex-
plaining how your message relates to him or
her. “I could really use your help on my cur-
rent project. It requires the kind of database
programming that you learned on your last
project.”
Share the conversation
Have you ever noticed how some speakers, once they have “the floor,” continue talking for a
long time and resist all attempts of other people to share the conversation? To encourage your
audience to listen to your point, follow this advice:
DON’T… DO…
Monologue or talk for a long time without
letting other participants speak.
Make your point concisely and invite your
audience to respond.
For example…
Don’t say “Please let me finish” or “Don’t
interrupt me” when someone interrupts
you before you finish. This strategy may
give you more time to talk, but your
audience won’t be listening.
For example…
Finish by asking questions to move the
conversation forward: “What do you
think?” or “Has anyone else tried this
approach in the past?”
Use clear, concrete, unambiguous language
When language can be interpreted multiple ways, your audience may arrive at a different
meaning than you intended. To help your audience interpret correctly, follow this advice:
DON’T… DO…
Use ambiguous language—that is,
phrasing that may mean different things to
different people. Pay particular attention to
pronouns.
Make sure your language is specific
and can be interpreted in only one way.
For example…
The pronoun “they” is ambiguous in the
statement: “I called the purchasing man-
agers about the new vendors we want to
use. They are too busy to meet with us
for a few weeks.” Does “they” refer to the
purchasing managers or vendors?
For example…
Replace ambiguous pronouns with nouns:
“I called the purchasing managers about
the new vendors we want to use. The
managers are too busy to meet with us
for a few weeks.”
New Hires @ Work
Ben Lahue
University of Northern Iowa
Quality Engineer
@ John Deere
When working with
our team in India, I
am very care-
ful about the
words I use.
Slang doesn’t
translate well.
Photo courtesy of Ben Lahue
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Support your message with good nonverbal communication
Many studies on the role of nonverbal communication have found that a speaker’s body lan-
guage, facial expressions, gestures, and tone of voice carry more significance than the speaker’s
words.19 To ensure that your nonverbal communication supports your message, follow this
advice:
DON’T… DO…
Turn your back to your audience, or tense
your face and body. Using a hesitant tone
of voice or body language that conflicts
with your message can also undermine
your persuasiveness.
Face your audience and maintain eye con-
tact. Keep your face and body language
open and energetic, and speak in an en-
thusiastic tone of voice to help prime your
audience to be receptive to your ideas.20
Use nonverbal signals to reinforce your
ideas and help listeners remember lon-
ger.21 Mirroring the body language of your
audience may also lead to a more positive
response.22
For example…
If you say you are confident, but you fidget
or frown while you speak, your audience
will not have confidence in your words.
For example…
If you smile and maintain eye contact while
you say you are confident, your audience
will more likely believe you.
Avoid language that triggers a negative response
Just as your choice of language can encourage listeners to pay careful attention, it can also
evoke negative emotional responses. If you make your audience defensive or angry, they may
refuse to pay attention to your ideas.
DON’T… DO…
• Use biased language, which suggests
prejudice, prejudgment, or disrespect.
For example, “Kevin, as our resident
geek, tell us your opinion on whether we
should upgrade our computer operating
system.”
• Use neutral language that is more
respectful. For example, “Kevin, you’re
familiar with the pros and cons of the
new operating system upgrade. Do you
think we should implement it now or
wait?”
• Ask provocative questions, which
are designed to annoy and inflame.
For example, “We have three days of
bad data now. Why didn’t you find the
solution earlier?”
• Ask authentic questions, which are
genuine requests for information and
opinions. For example, “How did you
figure the problem out?”
• Use accusatory language, which
focuses negatively on the person rather
than the issue. Examples:
– “Your instructions are confusing.”
– “This is the third time this month that
you have been late.”
• Use positive language, or “I”
language, which focuses on your
perception or response and does not
assign blame. Examples:
– “I got lost on step three of the in-
structions. Could you please explain
further?”
– “I am uncomfortable making excuses
when people call for you. That’s why
I hope you can arrive on time.”
However, if you begin every sentence
with “I” your audience will think
you are egotistical. Remember to
use “you” when you are giving a
compliment.23
(continued)
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How can you manage interpersonal conflict? 41
DON’T… DO…
Use trigger words and phrases that
make people feel dismissed, such as “That
doesn’t concern you.” Other triggers in-
clude absolutes and exaggerations such as
“always” and “never.”24 For example, “You
never get to work on time.”
Use respectful language or “I” language.
Pay attention to people’s emotional
responses to identify trigger words so
that you can find alternatives. For example,
“I feel frustrated that we have started our
morning meetings late for the past
few days.”
Frame negative comments positively
You may find that you need to offer constructive criticism to a coworker or an employee. If
you phrase that criticism simply as a negative statement, your listener may become defensive
or tune out. David C. Novak, president, chairman, and CEO of Yum Brands—whose chains
include KFC, Pizza Hut, Taco Bell, and Long John Silver’s—offers two pieces of advice for giv-
ing feedback: Start out positively and avoid the word but.
The best way to give feedback is to start out with, “This is what I appreciate
about you.” They might have great strategy, good vision, they’re good at ex-
ecution, or whatever you think they’re really doing well. When you start out
by talking to people about what they’re doing well, that makes them very
receptive for feedback because at least you’re giving them credit for what
they’ve done.
Then I say, “And you can be even more effective if you do this.” I think that
really works.25
Novak recommends introducing constructive criticism with the word and, instead of but,
which will undermine the good feelings generated by the opening statement.
SQ3 How can you manage interpersonal conflict?
Even if you follow all of this chapter’s advice about listening and speaking, conflict will
inevitably arise when you work with others. Conflict can include differences in opinion,
disagreements about how to handle issues, complaints about performance or fairness, criti-
cism about the behavior of others, and personality conflicts between people who just do not
get along.
Conflict is one of the most significant and costly problems in a workplace. A study by
CPP, Inc., a company that specializes in conflict management, found that U.S. companies
spend more than 2.8 hours per week addressing workplace conflict, which adds up to ap-
proximately $359 billion in paid hours per year.26 When companies do not effectively ad-
dress conflict and workplace incivility, the negative emotions result in wasted time, loss
of productivity, poor work performance, and decreased work effort, which are also costly
to an organization.27 They may also lead to people leaving their jobs. In fact, a study of
exit interviews from people who voluntarily left jobs found that more than 50 percent of
all resignations resulted from unresolved interpersonal conflict.28 For every employee who
leaves, a business needs to hire and train a new employee, which costs at least 1.5 times that
employee’s salary.29
Of course, not all workplace conflict is bad—in fact, conflict is often productive.
Conflict can be divided into two broad categories: cognitive conflict, which results from
differences in understanding content or tasks, and affective conflict, which results from dif-
ferences in personalities and relationships. All high-performing work teams experience dis-
agreements (cognitive conflict) while collaborating. Working through these disagreements
can have positive results on the quality of team decisions and the final work product.30 As
teamwork expert Paul Glover points out, “If a team always agreed on everything, they’d be
satisfied with the first answer to the problem instead of working, arguing, and debating to
cognitive conflict A conflict that results
from differences in understanding content or
tasks. Working through a cognitive conflict
often leads to better decisions and work
products.
affective conflict A conflict that re-
sults from differences in personalities and
relationships. If affective conflicts remain
unstated and unaddressed, they can lead
to tension, stress, and dysfunctional work
processes.
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figure out the best answer.”31 In fact, some organizations encourage active disagreement and
clashes of opinion. For example, Southwest Airlines teaches managers how to spark conflict
and debate among their staff in order to reach better decisions faster.32 Similarly, at Bridge-
water Associates, one of the world’s biggest hedge funds, founder Ray Dalio encourages his
employees to challenge one another’s views. Dalio says, “I believe that the biggest problem
humanity faces is ego sensitivity to finding out whether one is right or wrong and identify-
ing what one’s strengths and weaknesses are.”33 In an atmosphere where people know how to
challenge others’ ideas respectfully, people’s sensitivity about their ego decreases and their
productivity increases.
However, problems arise if teams allow these cognitive conflicts to become affective con-
flicts. For example, two people working on a marketing plan may disagree about the best way
to reach the company’s target market. If they work through the cognitive conflict, listen care-
fully to each other’s concerns, and achieve consensus, the result may be better than if they
pursued only one idea without challenging it. But if the two people cannot reach agreement
and leave the meeting in anger, this emotional conflict may damage the working relationship.
Problems also arise if conflicts remain unstated and unaddressed, leading to tension, stress,
and dysfunctional work processes.
Although people often use the term conflict resolution to discuss handling conflict, conflict
management is a more helpful term. “Conflict resolution” implies that the conflict will go away.
By contrast, “conflict management” recognizes that some conflicts cannot be resolved. The
next section of the chapter offers you a two-step process for managing conflict: first identify
the cause of the conflict and then decide how to respond.
Identify the cause of the conflict
As Figure 2.5 illustrates, cognitive and affective conflicts generally occur for a few well-defined
reasons. Note in Figure 2.5 that the line between cognitive and affective conflicts is not defini-
tive. In fact, it is sometimes difficult to know whether a conflict is cognitive or affective—for
example, whether you truly object to that person’s idea (cognitive) or you simply do not like
that person (affective). However, analyzing the cause of a conflict is useful because different
causes call for different conflict management strategies.
Competing goals
People who collaborate may not always be motivated to achieve the same goals. In fact, for a
business to succeed, it must work toward a number of goals that are sometimes in competition
with each other. A business strives to make a profit while planning for future growth, keeping
employees and customers satisfied, and meeting governmental requirements for employee and
consumer safety. Employees have their own goals, such as increasing their income, enhancing
their reputation, gaining new customers, getting a promotion, or spending more quality time
with family and friends.
FIGURE 2.5 Causes of Conflict
Faulty
assumptions
Differences
of opinion
Competing
goals
Ego
issues
Relational
issues
Affective conflictsCognitive conflicts
Conflict
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Conflicts routinely arise because people work with different goals in mind. Consider this
scenario:
EXAMPLE ANALYSIS
Marcus and Allison of Green Earth Land-
scapes are barely speaking to each other.
This morning, Marcus promised one of
the company’s best customers, a large
museum, that Green Earth could complete
a major landscape installation by the end
of October. Marcus’s supervisor had told
him that keeping this customer happy
was a high priority because the museum
was responsible for 30 percent of Green
Earth’s revenue last year. When Marcus
approached Allison, who does the schedul-
ing, Allison exploded: “We are 100 percent
booked through the end of the year! We
cannot take on any new projects, no matter
who the client is. I received explicit instruc-
tions from the head of project manage-
ment that we need to keep costs down.
I’m not going to schedule any overtime.
We’d lose money rather than make it. Why
didn’t you talk to me before you made a
promise?”
Marcus’s Goal: To keep the customer
happy.
Allison’s Goal: To keep costs in line by
eliminating overtime.
Conflict: Allison thinks Marcus does what
he wants without concern for the conse-
quences. Marcus thinks Allison always
argues with him and that she doesn’t
understand the big picture of how the
company works. This example illustrates
how easily competing goals—a cognitive
conflict—can disintegrate into an affective
conflict.
RESOLUTION
By recognizing that they each are trying to achieve different goals, they can discuss the
issue with their supervisors to determine which goal has priority. At that point, they can
agree to satisfy the most important goal or collaborate to find a solution that addresses
both goals.
Differences of opinion
Even if people agree on a goal, they may have differences of opinion about how to achieve it.
Consider this scenario:
EXAMPLE ANALYSIS
Rotel Plumbing Supplies wants to be-
come the premier plumbing distributor
in the Southwest. What is the best way
to accomplish this goal? Valerie argues
that investing in marketing and customer
relations is the key because Rotel needs
more and bigger customers. Corrinne
argues that investing in distribution is the
key. To be the premier distributor, Rotel
needs to guarantee next-day delivery,
which will require creating more distribu-
tion centers.
Valerie’s Opinion: Rotel should invest in
marketing and customer relations.
Corrine’s Opinion: Rotel should invest in
distribution.
Conflict: Even though Valerie and Corrine
both want the same thing, they have dif-
ferent opinions about the right strategy.
Differences of opinion also can easily lead
to affective conflicts, especially if the differ-
ences result in a contest of wills.
RESOLUTION
By using a rational decision-making process, which evaluates the pros and cons of each
strategy and may involve some compromise for both parties, Valerie and Corrine can avoid
escalating into an affective conflict.
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Faulty assumptions
People often draw conclusions or make decisions based on faulty assumptions. They do not
have all the information they need, and jump to conclusions. Consider this scenario:
EXAMPLE ANALYSIS
Janelle gave her sales team a schedule of
dates to submit quarterly sales data. She
told them she expected them to meet
these dates. On the due date for the fourth-
quarter data, Shawn realized that he could
include a very large sale worth hundreds of
thousands of dollars if he waited just a few
days to submit his figures. He knew that
Janelle, his supervisor, was interested in in-
creased sales figures, so he decided to wait
and surprise her with unexpectedly positive
results. The next morning, Shawn arrived
to work at 9 am to find an angry email from
Janelle: “Where are your sales figures? I
was up all night preparing a presentation for
management at 8 am and didn’t realize until
4 am that you hadn’t submitted your num-
bers. You knew they were due yesterday. I
looked like a fool at the meeting.”
Shawn’s Assumption: That Janelle cares
more about an increase in reported sales
than about his punctuality.
Janelle’s Assumptions: That Shawn
understands the importance of sending his
reports on time this quarter.
Conflict: Janelle did not consider that her
staff might need to know she had sched-
uled an 8 am presentation that required
up-to-date data. From her perspective,
she had already told them she expected
them to deliver the figures on time. She as-
sumed that they would follow instructions
and no further information was necessary.
Shawn did not consider telling Janelle in
advance the reason why he wanted to sub-
mit his sales numbers later. He assumed
that a few days would not make a major
difference.
RESOLUTION
By sharing more information with each other, Janelle and Shawn can avoid such conflicts.
When Janelle sends the schedule of dates to her sales team, she can explain why she
needs the sales figures by the specific date. More importantly, Shawn can ask Janelle for
an extension on deadlines so he can include the increased sales numbers.
Relational issues
Sometimes people just don’t get along well, and they don’t work to overcome their differences.
You may have heard the old adage, “We like those most who are most like us.” In a workplace
context, this means that most of us prefer to work with people whose styles resemble our own.
For example, if you are detail-oriented, you most likely feel comfortable working with other
detail-oriented people. If you like to make quick decisions, you enjoy working with other de-
cisive people. Styles that differ from our own often create tension—they violate our comfort
zones—and we may place a negative label on that behavior. We may also begin to treat the
other person badly, which leads to conflict. A more productive perspective is to realize that
different styles may complement each other and help a team achieve balance.
The following example illustrates how relational conflicts can stand in the way of produc-
tive discussions about content and substance:
EXAMPLE ANALYSIS
At first, Derek was excited to work on a
new project with his consulting company’s
biggest client because it would give him
a chance to learn new skills and gain valu-
able exposure. However, from the first day
of the project, he has been in conflict with
his new teammate Ed. Ed interrupts him,
argues against his ideas, and then tries to
take credit for his ideas when they work.
Sometimes Ed has a good idea of his own,
but Derek has difficulty acknowledging it be-
cause he is so angry at Ed most of the time.
Derek often finds himself arguing against an
idea just because Ed brought it up.
Derek’s Style: Collaborative, prioritizing
reflective and respectful discussion
Ed’s Style: Antagonistic, prioritizing
fast-pace disputes and debates
Conflict: Different work styles and lack of
understanding of each other’s approaches.
Personality conflicts such as this are
costly to a business. A survey conducted
by researchers at the University of North
Carolina found that:
• 53 percent of workers said they lost
time at work because they worried about
confrontations with coworkers.
(continued)
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• 37 percent said that arguments with
colleagues caused them to reduce their
commitment to the job.
• 22 percent said that they put less effort
into their work because of conflicts with
colleagues.34
RESOLUTION
Derek and Ed’s relational conflict will not simply go away if they ignore it. When you have
a personality clash with someone, explore ways to resolve it. Pick your battles, and argue
only about things that make a real difference. Ask if you can meet to discuss the cause of
the conflict, being sure to listen actively by focusing on the content rather than person-
alities. Use neutral rather than accusatory language. Ask for help from managers, if you
need it. Mediation from supervisors may sometimes be necessary.
Ego issues
Ego conflicts threaten someone’s sense of professional identity or self-image. In professional
contexts, people typically see themselves as honest, reasonable, intelligent, and committed to
the well-being of the organization. When someone accuses you of something negative or chal-
lenges your sense of identity, you may find it difficult to work productively with that person.
Consider the following scenario:
EXAMPLE ANALYSIS
Nadia is the youngest customer relation-
ship manager in the company, and she is
proud of her quick rise through the ranks.
In three years, she has progressed faster
than any other employee and is responsible
for 35 percent of the company’s sales. Yet
whenever she meets with Brian, the head
of engineering, to discuss her customers’
needs, she feels personally insulted. If
Brian does not like what she proposes for
a project, he often says, “We can’t do that.
You’re not an engineer. You don’t know
what you’re talking about.” Or he might
say, “How old are you? You’ve only been
here for three years. I’ve been doing this
kind of work for 20 years, and I know the
best way to get it done.” Things are so
strained between Brian and Nadia that they
avoid face-to-face encounters, resorting to
email to discuss projects.
Nadia’s Perception: Brian won’t take her
seriously despite her rapid advancement.
Brian’s Perception: Nadia doesn’t appropri-
ately value his age and experience despite
his many years on the job.
Conflict: A business disagreement has
become personal, producing an affective
conflict. Both Brian and Nadia feel that the
other person doesn’t adequately value his
or her skills.
RESOLUTION
One wise approach is to shift the focus back to business. Nadia might say, “I know you
have 20 years of experience. That’s why I’m sure you can help me meet this customer’s
needs.” This approach not only shifts the focus of the conversation, but it also offers Brian
a subtle compliment and may make him more willing to take Nadia seriously.
Select an appropriate management technique
As the scenarios in the previous section suggest, not all conflicts are best managed the same way.
If you are involved in affective conflict—one that focuses on relationships or ego—you will need
to address the emotional issues before you can productively discuss the content of your work.
If you are involved in a cognitive conflict, however, consider the five different techniques illus-
trated in Figure 2.6—avoid confrontation, accommodate or give in, compete to win, compromise,
or collaborate.35 This figure provides guidance for choosing a strategy based on the situation.
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TECHNIQUE
USE THIS TECHNIQUE
WHEN…
AVOID THIS
TECHNIQUE WHEN…
EXAMPLE
Avoid confrontation
Deny the problem
exists, change the
topic, screen your
telephone calls, or
avoid the person
completely.
you believe you have no
chance of resolving the
conflict and the conflict
does not interfere with
productivity.
you have any other alter-
native. Problems that are
not addressed tend to
get worse.
Nadia and Brian (introduced on page 45)
used this technique, and it was not ef-
fective. Because of an ego conflict, they
avoided personal interaction. If they con-
tinue to avoid each other and communicate
only by email, they will have no opportunity
to develop shared goals; ultimately, the
customers will suffer.
Accommodate
or give in
Allow the other person
to have his or her own
way.
• you decide that your
position was wrong.
• the conflict is trivial.
• you are negotiating;
sacrifice something
less important to gain
something you want
more.
• maintaining a harmoni-
ous relationship is more
important than the out-
come of the issue.
When accommodation
means sacrificing your
principles and beliefs.
Such accommodation
can lead to loss of self-
esteem or groupthink.
Groupthink is a practice
of achieving unanimity
by eliminating all critical
thinking that threatens
consensus. A groupthink
approach to eliminat-
ing conflict can lead a
group to ignore differing
opinions that may be
valuable.
Imagine you are on a marketing team with
people of diverse backgrounds. Your team’s
goal is to generate cutting-edge marketing
ideas for a new product. During the first
brainstorming session, many ideas come
up. But as soon as the marketing manager
endorses one idea, everyone agrees with
him. You think a different idea might work
better, but don’t want to be the only dis-
senting voice. To show that you “fit with
the company,” you “go along to get along.”
This is an example of groupthink that may
cause the team to settle on a solution that
is wrong, or may sacrifice creativity and
innovation.36
Compete to win
Turn the conflict into a
contest with a winner
and loser, often deter-
mined by a third party.
• a quick resolution is
needed or demanded
and compromise isn’t
possible.
• a third-party, such as
a supervisor, CEO, or
board of directors—is
available to decide the
issue.
immediate action isn’t
critical, and if a more
collaborative strategy is
workable. Competition
can lead to relational
conflicts, especially
when you use competi-
tive tactics such as
rejecting others’ points
of view, finding fault,
and assigning blame.
Marcus and Allison of Green Earth (intro-
duced on page 43) bring their conflict to
the president of the company to decide
which goal to prioritize: keeping custom-
ers happy or keeping costs down. The
president decides to accommodate current
customers. This decision gives Marcus and
Allison a clear direction, but they still need
to work out the personal anger that has de-
veloped between them.
Compromise
Approach the problem
cooperatively so that
all the parties involved
get something they
want or can accept,
but everyone also
sacrifices.
• a quick resolution is
needed or demanded.
• people have differences
of opinion or competing
goals, and a compro-
mise allows each to be
partially satisfied.
the outcome will fail to
adequately resolve the
conflict or achieve the
ultimate goal.
Valerie and Corrinne of Rotel Plumbing
( introduced on page 43) need to present a
budget to the board of directors the next
day, even though they continue to have
differences of opinion: Should they invest
in marketing or distribution? They reach
a compromise and create budgets for
two smaller projects—one on marketing
and another on distribution. Neither gets
e verything she wants, but this solution
offers several benefits: Each gets part of
what she wants, they are able to project a
united front at the board of directors meet-
ing, and they will gather data from the two
projects that may help them resolve their
difference of opinion.
FIGURE 2.6 How to Select an Appropriate Management Technique
groupthink A process by which a group
reaches a decision by eliminating all critical
thinking that threatens consensus.
(continued)
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How can you improve your communication with people from different cultures? 47
TECHNIQUE
USE THIS TECHNIQUE
WHEN…
AVOID THIS
TECHNIQUE WHEN…
EXAMPLE
Collaborate
Work with all parties
to determine the best
possible solution.
collaboration is possible.
This is the best approach
for managing complex
conflicts in the absence of
pressing deadlines. Col-
laboration has the benefit
not only of providing a
solution but also ensuring
buy-in from all parties and
strengthening the rela-
tionships among people.
an immediate resolu-
tion is needed, because
collaboration is a time-
consuming process.
Marcus and Allison of Green Earth realize
they will not be able to easily resolve their
conflict because their supervisors gave
them conflicting requirements. Although
they could individually talk to their supervi-
sors, they decide to work together to find
a solution in the best interest of the com-
pany. Perhaps the company could charge
more for rush jobs, give clients the option
of paying a retainer to leave space on the
Green Earth schedule, or develop a new
procedure for calculating revenues versus
overtime costs. Marcus and Allison then
present these collaborative solutions in a
meeting with their two supervisors.
FIGURE 2.6 (Continued)
You may have heard the saying, “We cannot escape our culture.” Culture describes the learned
and shared patterns in a society. Differences in culture exist among countries, such as the
United States and China, as well as subsets of a population, such as urban and rural. People
are shaped by the cultures they come from, and they develop a set of assumptions about how
to act based on these cultures. For example, for most Americans, the following statements are
noncontroversial truths:
• If you have a 10 am appointment, you should arrive a little before 10 am to be on time.
• If someone makes a mistake, it’s best to be honest (though polite) and point it out so that he or
she has an opportunity to correct the mistake.
• To be efficient, it is important to get right to business quickly at a meeting.
• If you are a man, as a sign of politeness, you should allow a woman to enter a doorway before
you or exit an elevator before you.
Not every culture subscribes to these codes of behavior, however. For example, in a Latin
American culture—that is, in the cultures of North or South American countries where Span-
ish or Portuguese are spoken—you would be rude to jump immediately to business at the
beginning of a meeting, especially a first meeting. Latin American cultures value getting to
know the other person and building a relationship of trust. In Korea, a young woman would be
rude to exit an elevator before an elderly man because respecting elders is highly valued in the
Korean culture. Although it would be unrealistic to try to learn about every culture all at once,
you can prepare yourself to communicate with people from other cultures by taking two im-
portant steps. First, understand some of the key ways that cultures differ, and second, develop
communication strategies that help you communicate with diverse groups.
Understand how cultures differ
Because workplaces are increasingly multicultural and businesses are increasingly global,
learning about other cultures is required, not optional. Cultural understanding will help you
avoid misinterpreting the verbal and nonverbal communication of colleagues and customers
who do not share your culture. It will also help you to avoid displaying ethnocentrism—an
inappropriate belief that your own culture is superior to all others. People who are ethnocen-
tric are often trapped by cultural stereotypes—oversimplified images or generalizations of a
group. Although stereotypes may describe a generally observed cultural norm, if you assume
everyone from that culture follows that norm, you ignore the fact that individuals are, in fact,
SQ4 How can you improve your communication with people
from different cultures?
New Hires @ Work
Winston Taira
Loyola Marymount University
Project Manager @
King’s Hawaiian Holding Company
At King’s Hawaiian Bakery,
our company culture
embraces the Aloha
spirit. This means
we communicate
to each other with
respect and
compassion.
culture The learned and shared attitudes,
values, and behaviors that characterize a
group of people.
ethnocentrism An inappropriate belief
that your own culture is superior to all
others.
stereotypes Oversimplified images or
generalizations of a group.
Photo courtesy of Winston Taira
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individual. People are influenced by many different factors in their lives, including educa-
tion, travel, family values, friendships, and job requirements. Just as it is wrong to assume that
all Americans are loud (a common stereotype), it would be equally wrong to assume that all
French people are rude.
Although it is important to avoid cultural stereotypes, it is equally important to recognize
that cultures do differ. Over the years, anthropologists, sociologists, and intercultural experts
have identified many dimensions of those differences. This section covers five of those dimen-
sions, all of which have implications for business communication.
High context versus low context
Anthropologist Edward T. Hall first used the term context to describe how people deliver,
receive, and interpret messages.37 Hall proposed that cultures exist on a continuum from high
context to low context, as illustrated in Figure 2.7. In a high-context culture, such as in China
or Japan, communicators intend to convey meaning not just through words but also through
the context surrounding the words: how something is said, the nonverbal behavior of the com-
municator and audience, the history of the relationship between the two communicators, and
even the silences in the conversation. In a low-context culture, such as in the United States or
Canada, communicators rely less on context and more on explicit language to communicate a
message as clearly and unambiguously as possible.
Reflecting this difference, people in the United States typically value direct conversa-
tions that immediately get to the point, in contrast to people from Japan, who rely on more
subtle cues. If a Japanese businessperson wants to say “no,” she may not actually use that
word but instead may respond with silence or with a reserved reply such as “That is very
FIGURE 2.7 Continuum of Low- to High-Context Cultures
Rely heavily on
context to
communicate
meaning
Swiss
German
Scandinavian
(for example, Danish, Swedish, Norwegian)
Latin American
(for example, Mexican, Brazilian, Chilean)
United States and Canadian
French
British
Italian
Arabic
Chinese
Japanese
High-Context
Cultures
Low-Context
Cultures
Rely heavily on
explicit language
to communicate
meaning
Context (relating to culture) A term
that describes how people in a culture
deliver, receive, and interpret messages.
Low-context cultures rely on explicit
language to communicate. High-context
cultures derive meaning not just from words
but from everything surrounding the words.
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interesting.” She will rely on you to interpret the message correctly, based on the context of
the communication.
Individualism versus collectivism
Individualism versus collectivism is one of the key dimensions of culture identified by Dutch
intercultural expert Geert Hofstede.38 In an individualistic culture, people value an individu-
al’s achievements, satisfaction, and independent thinking. By contrast, in collectivist cultures,
people put the good of the group or organization before their own individual interests. Obli-
gation and loyalty to the group are more important than one’s own achievement. Harmony is
important.
Individualist and collectivist values influence communication and business in a number
of ways. In the individualistic United States, many companies reward individual leaders—for
example, CEOs and other executives—with multimillion-dollar bonuses for the companies’
successes. By contrast, in more collectivist China, PepsiCo learned during its early years in that
country that rewarding an individual leader was not an effective incentive. When one highly
regarded manager chose to divide his bonus equally among his employees, PepsiCo changed
its practice to reward an entire group when goals are met.39 Similarly, in collectivist cultures,
employees may be embarrassed—or even ashamed—if they are singled out and praised for
accomplishments, whereas in individualist cultures, employees expect to be acknowledged for
individual achievements. Although people in the United States tend to think of individualism
as the norm, there are significantly more collectivist cultures in the world than individualist
cultures.40 U.S. companies that respect these collectivist values and build business practices
around them, as Pepsi did, can be extremely successful. Recently, Pepsi was named one of the
best employers in China.41
Power distance
Power distance is the term Hofstede developed to describe how cultures perceive inequality
and authority. In cultures with high power distance, organizations are formal and hierarchical,
with a clear separation between superiors and subordinates. People are granted respect based
on their position alone. In high-power-distance cultures, people typically expect to conduct
business with others of equal rank. To send a junior executive to meet with a CEO would be
considered an insult to the CEO.
By contrast, cultures with low power distance believe in social equality and therefore have
a more relaxed attitude about title and status. Seniority and age alone do not earn someone re-
spect. Younger workers expect to be taken seriously and respected for the quality of their work
despite their lower status. In low-power-distance cultures, people progress to a first-name ba-
sis much more quickly than in high-power-distance cultures.
Although there is often a correlation between power distance and context, this is not al-
ways the case. For example, French culture is relatively low context and direct. However, the
French have more respect for formality and authority than people from other low-context
cultures, such as Canadians.
Uncertainty avoidance
Uncertainty avoidance relates to how comfortable a culture is with ambiguity, risk, and
change. Cultures that are uncomfortable with uncertainty tend to rely on rituals, rules, and
codes of conduct that help make the future more predictable. For example, employees in these
cultures tend to like clear guidelines that lead to a predictable result. These employees value
learning by observation so that results are repeatable. By contrast, cultures that are more com-
fortable with uncertainty and ambiguity tend to like more flexible work environments that
allow risk-taking and entrepreneurial behavior. These employees value learning by doing, even
though the result may be less predictable.
Attitudes toward uncertainty and ambiguity affect communication on many levels. Cul-
tures that avoid uncertainty are often collectivist and tend to be cautious about integrating new
people into a group. They also value harmony and consensus. Cultures that tolerate uncer-
tainty are open to new people, new ideas, and risks.
individualistic culture A culture
that values an individual’s achievements,
satisfaction, and independent thinking.
collectivist culture A culture that puts
the good of the group or organization before
people’s individual interests.
power distance A characteristic of
cultures that describes how the culture
perceives inequality and authority.
uncertainty avoidance A measure of
how comfortable a culture is with ambiguity,
risk, and change.
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polychronic culture A culture that
has a relaxed attitude toward time and
punctuality.
Time orientation
In addition to cultural context, anthropologist Edward T. Hall introduced the terms mono-
chronic and polychronic to describe two very different cultural orientations toward time.
Monochronic cultures, such as the United States and Northern European countries, value
punctuality and efficiency. Meetings begin on time and are expected to follow a set agenda.
Deadlines are usually strict. Although most monochronic cultures are also individualistic,
some collectivist cultures, such as Japan, also value punctuality and efficiency. In their view,
keeping to an agreed schedule shows respect for the entire group. Polychronic cultures are
more relaxed about time and punctuality. Polychronic cultures typically put people and rela-
tionships before schedules. In a meeting, participants may easily change the order of items on
the agenda. While it is important for work to be completed, people may choose to spend time
building a relationship over completing a task. In polychronic cultures, deadlines can often be
adjusted.
Understanding the various approaches to time is crucial to maintaining smooth rela-
tionships. An American who lived for many years in both Denmark and Latin America said,
“When you are invited to dinner at 7 pm in Denmark, this means you’ll be sitting at the table
at 7 pm. When you are invited to dinner at 7 pm in Argentina, this means you’ll be expected to
arrive at around 8 pm. The only thing they have in common is this: For both cultures, to arrive
at 7 pm would be rude.”
Develop strategies that help you communicate
with diverse groups
You may not know the cultural backgrounds of the people you work with. Figure 2.8 presents
both verbal and nonverbal strategies to help you communicate and work well with people,
regardless of their backgrounds.
For an ETHICS exercise, go to Exercise 17 on page 67.
ETHICS
APPLE FACES ETHICAL CHALLENGES ABROAD
Even when you embrace diversity, overcome stereotypes, and re-
search the differences of other cultures, you may face ethical issues
or conflicts in values that stand in the way of successful business
relationships. Problems may arise when people from different
cultures assume that their way of doing business is the best or only
way. Even more serious problems may arise if a company based in
the United States works with a foreign partner that is involved in
practices considered unethical in U.S. culture. Examples of such
practices include the following:
• Bribery
• Use of child or slave labor
• Poor or unsafe working conditions
• No limit on working hours, no minimum for wages
• Unequal treatment of women
• Disregard for the environment
• Nepotism (for example, hiring or promoting only relatives of
managers or company owners)
Apple faced an ethical dilemma with one overseas partner. Like
many other electronics and computer companies, Apple con-
tracted with manufacturing facilities in countries, including
China, where laborers are paid less than in the United States. This
wage difference is not unethical. However, reports emerged that
the people were forced to work seven days a week and often more
than 10 hours a day. In addition, working conditions in these
factories were unsafe, which led to explosions in two iPad factories
in China, killing four people and injuring 77.42
Was Apple responsible for the abusive working conditions
and safety violations at these overseas facilities? Were the com-
pany’s local contractors responsible? The ethical issues in this
situation are complex. Apple has a supplier code of conduct that
all suppliers agree to follow.43 And following the explosions in the
two Chinese factories, Apple made a commitment to monitor the
plants more closely. However, the abuses continued and critics ac-
cused Apple of ignoring reports of unsafe working conditions and
taking advantage of different ethical practices to increase profits.
As Nicholas Ashford, a former chair of the National Advisory
Committee on Occupational Health and Safety, said, “What’s mor-
ally repugnant in one country is accepted business practices in
another, and companies take advantage of that.”44
Apple, however, contends that it does not want to take advantage
of workers. CEO Tim Cook said that “We believe that workers every-
where have the right to a safe and fair work environment.” To ensure
this safe work environment, Apple engaged an intermediary—the in-
dependent Fair Labor Association—to conduct voluntary audits of all
suppliers’ facilities in China by inspecting the plants and interviewing
workers. Apple’s suppliers have agreed to abide by the results of the
audits and to make changes in wages and working conditions.45
monochronic culture A culture that
values punctuality and efficiency.
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FIGURE 2.8 How to Communicate with Diverse Groups
CATEGORY DO DON’T
Nonverbal
Communication
Pay attention to the other person’s nonverbal
communication and, when appropriate, mirror
it. If you are doing business with someone from
another culture, pay attention to how that person
acts. For example, in the United States, a comfort-
able conversational distance ranges from four feet
to seven feet; in the Middle East, the distance
may be as close as one foot.46 By observing and
learning, you can avoid cultural mistakes.
• Ignore or discount how people from other cultures
maintain eye contact, shake hands, or stand when
talking.
Smile. Look like you are friendly, open, and willing
to communicate.
• Presume that an unsmiling countenance will be
taken more seriously.
Verbal
Communication
Be clear and concise. Remember to talk rela-
tively slowly and pronounce words clearly. To
ensure your meaning is understood, also be very
specific with your choice of words.
• Use idioms, expressions that mean something
other than the literal meaning of their words. For
example, “drive me up the wall” and “pass with
flying colors” are culture-specific and as a result
may confuse people from other cultures
• Use jargon, specialized language of a specific
field. Even business jargon like “in the red” or
“ headcount” may be unfamiliar to people from
other cultures.
Listen carefully. Listen to more than the words
to ensure you understand the intended meaning.
Listen for tone and emphasis.47
• Get distracted by differences in accent and dialect.
Request feedback to ensure understanding.
Ask friendly questions that encourage people
to give you verbal feedback so you can ensure
mutual understanding.
• Assume that smiles and head nodding mean that
people from other cultures understand what you
are saying. These nonverbal responses mean
different things in different countries.
Both Exhibit formality and respect. Americans are
often less formal than people from European and
Eastern cultures. When in doubt, be polite, courte-
ous, and respectful. For example, address people
by their last names (“Hello, Ms. Tsai”) until they ask
you to call them by their first names (“Hi, Fu-Nien”).
• Assume that people from other cultures are
impersonal and distant, as they may be behaving
with decorum appropriate to their culture.
• Attempt humor, since humor often doesn’t
translate across cultures.
This chapter focuses on developing communication skills to help you work effectively with
others. In workplace environments, your work with others will often be accomplished in
teams. A team is more than a group of people working together. An effective team involves
two or more people who recognize and share a commitment to a specific, common goal and
who collaborate in their efforts to achieve that goal.
Teams are integral to an organization’s success largely because one individual does not
have all the skills needed to compete in today’s business world. In addition, if a company needs
to bring a product to market before a competitor does, it cannot wait for one or two people
to do all the work involved. Instead, the company must rely on a well-coordinated team, with
each person doing his or her part to achieve the common goal. Individuals benefit from team-
work, too. By working on a team, you will improve your interpersonal skills, expand your per-
sonal network, and use your best individual strengths while learning new skills from others.
This section suggests six ways you and your teammates can improve team performance and
make teamwork an enjoyable and productive experience.
SQ5 How can you work effectively as part of a team?
idiom An expression that means
something other than the literal meaning
of its words.
team Two or more people who recognize
and share a commitment to a specific,
common goal and who collaborate in their
efforts to achieve that goal.
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Assemble an effective team
If you have the opportunity to assemble a team for a project, choose team members carefully.
Friends are not always the best choices for teammates. The most effective team will be one
composed of individuals with the right skills and attitudes to get the job done well. To select
strong team members, consider the following questions and strategies:
QUESTIONS STRATEGIES
1. How big should my team be? • Create teams of three to five people,
which are typically more productive
than larger ones. Research in teamwork
has shown that as teams grow larger,
individuals contribute less effort.48
• Appoint an odd number of people to
eliminate the possibility of a 50/50 split if
the team votes on a decision.49
• Break into subteams to complete
different parts of the project if you need
more people on a team to complete a
more complex project.
2. What are the skills needed to
complete this team project
effectively?
Identify the work that needs to be done
and the skills necessary for doing it. For
example, if your project involves market
research, identify who has experience
conducting surveys.
3. Who has the time and resources
to contribute effectively to the
team project?
Ask colleagues with area expertise to join
the team or to recommend a substitute.
You may have someone in mind, but if that
person is too busy to do a good job on your
team, get a personal recommendation for an
alternative.
4. Who may be most interested in this
topic (and therefore motivated to
participate)?
Consider prior experience and
professional development. You may
know someone who has worked on the
topic before, or you might consider a new
employee who you know is eager to learn
about the topic.
5. Who is easy to work with? Consider interpersonal skills as well as
project-specific skills. To do their project
well, team members need more than just
skills and knowledge. They also need to
know how to work with others and be able
to identify, confront, and resolve issues as
they arise.
Agree on team goals and standards
For a team to be successful, all team members need to agree on key elements at the beginning
of the project:50
• Goals. Good teams are goal-oriented. All members understand their purpose as a team, share
a concrete goal and vision for success, and believe that what they are doing is worthwhile.
They know their work will make a significant contribution to their organization, their client,
the community, or something they care about. In addition, each individual member must be
willing to do whatever it takes to make the team successful, including helping each other if the
need arises. To promote commitment, teams should make sure that all members get a chance
to participate in decisions and feel they are being heard.
New Hires @ Work
Erica Bowen
University of West Georgia
Advanced Staff Auditor
@ Georgia Department of
Audits and Accounts
At my job, our work requires
collaboration and
teamwork among
auditors of vari-
ous experience
levels and back-
grounds. To
be effective,
everyone has
to share the
same goal.
Photo courtesy of Erica Bowen
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• Expected results. Good teams are also results-oriented. In other words, the team’s success is
measured by results, not effort, and the team is organized to achieve those results. Specifically:
• All team members have a clear role and are held accountable for their contributions.
• Workload is divided equitably. Some tasks may require more effort than others, so it is im-
portant to discuss the work to ensure that the team is aware of each member’s responsibili-
ties and no one is overburdened with too much work.
• The team has an effective communication system to keep all team members informed in a
timely way.
• Team members give each other prompt and helpful feedback on their performance so each
person can do his or her best work.
• Team standards. Finally, good teams have standards and hold each team member accountable
for them. You may develop standards about any or all of the following topics: conducting meet-
ings, communicating between meetings, keeping records, making decisions, and managing
conflict. Working together to create team standards helps a team get off to a strong start. If con-
flict begins to arise during a project, the team standards can help a team resolve the conflict.
Pay attention to team development and dynamics
There is more than one way to approach team dynamics. Different approaches will work better
in different contexts.
For teams that aim to work together for the long term, it can be productive to give team
members time to develop their collaborative working relationship. Figure 2.9 illustrates a model
for understanding team development first proposed by Bruce W. Tuckman. He identified
four stages of development in teams that had no formal team training: forming, storming,
norming, and performing.51
Here is what happens in each stage:
• Forming. When a team first begins to form, everyone is usually polite and considerate. You
exchange information about your schedules, when and where you can meet, and how you can
contact each other. Usually, expectations for the team and its success are high, and conflicts
are not evident.
• Storming. The team eventually begins to encounter problems that aren’t easily resolved. Mem-
bers begin to feel tense and anxious about the success of the project. Some team members
may begin to feel disillusioned and discouraged. As you experience conflict, try to identify the
reasons for the conflict to help the group move to the next stage of development.
• Norming. Norming begins when team members start to manage conflict and establish a con-
sensus about how to work together efficiently. This is the stage at which many teams decide to
create standards about communication and accountability.
• Performing. At the performing stage of team development, team members have learned how
to work collaboratively and are able to use their differences as a source of strength, not weak-
ness. Although problems will continue to arise, a performing team feels comfortable confront-
ing and resolving the problems that might jeopardize the success of the project. Members
begin to enjoy working together and are glad they don’t have to complete the project alone.
They often get so involved and excited about what they are doing that they lose track of time,
and the success of the project becomes more important than individual goals.
FIGURE 2.9 Stages of Team
Development: What Team Members
Do at Each Stage
NORMING PERFORMINGSTORMINGFORMING
Discuss and
resolve problems
Create
standards for
communicating
Plan regular
meetings
Hold members
accountable
Work
collaboratively
Use individual
differences as a
source of strength
Put project above
individual goals
Achieve high level
of productivity
Experience
conflict
and tension
Feel
disillusioned
and
discouraged
Identify
reasons
for conflict
Exchange vital
information
Learn about
each other
Have high
expectations
for success
Act politely and
considerately
forming A stage of team development in
which members get to know each other.
storming A stage of team development in
which teams experience conflict and begin
to confront differences.
norming A stage of team development
in which team members learn how to
manage conflict and work with each other
effectively.
performing A stage of team development
in which team members work collaboratively
and achieve a high level of productivity.
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One reason to study teamwork in a business communication course is so that you can move
more quickly to the performing stage. A performing team may also evolve into a high- performing
team: a team whose members are deeply committed to each other’s growth and success.52
Harvard Business School professor Amy Edmondson provides an alternative model for
achieving high performance in short-term teams that don’t have time to progress through
Tuckman’s four stages. Because teams often come together and dissolve so quickly, she argues
that the concept of a stable “team” should be replaced by that of a fluid process: teaming.
“Teaming is a verb,” she maintains. “It is a dynamic activity, not a bounded, static entity.”53 This
shift reflects the needs of a complex contemporary work environment, where businesses must
be flexible enough to shift gears quickly and effectively. Because people are often grouped to-
gether only temporarily for specific projects, they often don’t have the opportunity to “gel” over
time and develop stable structures and relationships. Working in these dynamic conditions
requires team members to communicate frequently in order to learn collectively, fix issues
quickly as they arise, and ensure that the best ideas are put into action. To achieve these goals,
Edmondson recommends that participants do the following:
• Ask for help and clarification early and often
• Share information quickly and broadly
• Discuss mistakes
• Try out new strategies and ideas
• Continuously seek out feedback to improve ideas and processes54
Develop good leadership practices
While different team development strategies fit different needs, both Tuckman and Edmondson
emphasize that successful teamwork depends on the vision and guidance that can be provided
only by effective leadership. A team leader may not be the team member who has the most
creative ideas. An effective leader is the person who has the skills to motivate people, manage
work processes, and help the team succeed.
A team can establish leadership in a number of ways. One person can serve as leader, lead-
ership can rotate during phases of the project, or different leaders can take responsibility for
different aspects of the project. It is not crucial for the team to have one single leader. However,
it is crucial for the team to have capable leadership that keeps the good of the team in mind.
Remember that if you volunteer to be a team leader, that role does not put you in charge of the
team. Instead, it puts you in service of the team.
Here is a partial list of ways that a leader can serve the team and help it succeed:
• Establish and maintain a vision of the future. One of the most valuable roles for any leader
is to keep the team focused on the ultimate goal and remind the team why that goal is valu-
able. Teams can easily get bogged down in the details of the work and forget why the project is
worthwhile. A good leader will reenergize team members, refocus them on the goal, and make
the team believe in itself.
• Create a supportive climate. Teams work best when team members feel that they can take
risks and that they will be listened to and respected. A team leader can set the tone for the team
by encouraging creativity and being respectful to everyone.
• Delegate responsibility and assign tasks equitably. Delegating responsibility and assigning
tasks is a balancing act. On the one hand, the team needs to take full advantage of its human
resources and assign people tasks that call on their strengths. On the other hand, teams need
to provide members with opportunities to learn, stretch, and develop new skills. A good leader
can help maintain this balance by considering each individual’s talents and goals. In addition, a
good team leader can help ensure that workloads are shared equitably. As a project progresses,
work assignments may need to shift: Some tasks may prove to be bigger than anticipated, some
may be smaller, and new tasks may arise.
• Establish a timeline. Once the team collaboratively determines a plan for the project, a team
leader can oversee the creation of a timeline to help the team progress and ensure deadlines
will be met. Then, throughout the process, a leader can help the team reevaluate and reassess
the plan. One project scheduling tool that teams often use to establish a timeline and track
the project is a Gantt chart (named after its inventor, Henry Gantt). As Figure 2.10 shows, one
advantage of a Gantt chart is that it helps you manage time by identifying tasks that can take
place simultaneously versus those that need to be completed sequentially.
teaming The process of bringing people
together for a short period of time to solve
a specific problem or complete a specific
project.
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• Keep the project on track. Although individual members of the team may work on separate
tasks, a good leader will bring the team together throughout the project to discuss progress,
encourage group feedback, and share ideas. Scheduling regular meetings keeps the project on
track to meet established deadlines while also allowing for changes in the plan based on con-
tinual input and feedback.
• Manage meetings effectively and encourage positive collaboration. A good leader will use
effective listening, questioning, and restating techniques to ensure that all members of the
team participate in meetings and provide input. Leaders also encourage positive collaboration
among team members and referee any unconstructive feedback or personality conflicts.
• Ensure effective decision making. Although teams can take many approaches to decision
making, important decisions should never be made by giving in to the team member who is
the loudest and most assertive. A team leader can ensure that the team makes fact-based judg-
ments and is able to support all its decisions with sound evidence and reasoning. Although a
good leader will help a team work toward consensus, the leader must also protect the team
against engaging in groupthink, the practice of achieving unanimity by eliminating all critical
thinking that threatens consensus.
• Resolve differences. When team members have differences of opinion and need an impar-
tial point of view, a team leader can take responsibility for listening carefully and offering a
resolution.
Plan for effective meetings
Team meetings are crucial for determining tasks, sharing ideas, and making decisions. To
avoid falling into the trap of holding too many meetings where not enough gets done, plan
your meetings in advance following these guidelines:
• Create an agenda. Base the agenda—a detailed plan or outline for the meeting—on input
from each team member. Figure 2.11 shows an agenda for a team that is developing an on-
line handbook for summer interns. Notice that the agenda provides the list of topics to be
discussed, the names of the individuals responsible for each item, and the amount of time to
spend discussing each item.
FIGURE 2.10 Gantt Chart
agenda A detailed plan or outline of the
items to be discussed at a meeting.
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• Distribute the agenda sufficiently in advance. Distributing the agenda before the meeting
ensures that all the team members know what will be expected, who is responsible, and what
their roles will be during the meeting.
• Assign someone to serve as a timekeeper during the meeting. The timekeeper can keep track
of how well the meeting follows the agenda. If the meeting becomes sidetracked on unrelated
matters or if participants get stuck on unproductive tangents, the timekeeper can bring the
conversation back to the necessary topic.
• Assign someone to serve as a note taker during the meeting. The note taker will pro-
duce meeting minutes, a written description of what was discussed, what was decided,
and what actions will follow. Figure 2.12 shows the minutes of the online handbook team’s
meeting.
• Plan for follow-up. Include a wrap-up as the last item on your agenda. This reminds you to
end the meeting by reviewing the actions and deadlines that everyone agreed upon and sched-
uling the next meeting’s time and place.
Be a good team member
Although a team works together to achieve a common goal, it is still made up of individu-
als. Each individual needs to take responsibility for his or her own tasks and also contribute
FIGURE 2.11 How to Create a Meeting Agenda
agenda
AGENDA
Online Internship Handbook Team
Human Resources Conference Room
Tuesday, July 31, 20XX
4:00–5:00 PM
MEETING PURPOSE:
To kick off the internship handbook project and develop a six-week plan.
I. Introductions 5–10 min.
a. Jay Macintosh, Intern to Director for Human Resources, Team Leader
b. Rachel Ferrera, Intern to Assistant to CEO
c. Arnie Glover, Intern to Temp Pool Supervisor
d. Roberto Washington, Intern, Web Development Department
II. Project Overview – Jay Macintosh 10–15 min.
a. Brainstorm Initial Ideas for Topic Content
b. Assign Responsibilities
III. Web Development Support – Roberto Washington 10–15 min.
a. Discuss Format / Layout Options
b. Determine Resource Needs (Materials)
IV. Six-Week Timeline – Jay Macintosh 10–15 min.
a. Meeting Times
b. Progress Reports and Submission Schedule
c. Interns Who Will Provide Feedback:
1. Sarah Fernandez, Marketing Department
2. Paul Mason, Research & Development
3. Soren Afzabi, Research & Development
4. Melanie Godfarb, Accounting
V. Other? 5–10 min.
VI. Due Next Week: Content Reports
Include the day, time, and place of
the meeting at the top of the agenda.
State the purpose of the meeting to
keep the discussion on track.
List all the topics to be discussed or
all the decisions to be made.
Estimate the amount of time each
item will take. Although you may need
to be �exible with time during the
meeting, the time estimates will help
the team get through all the topics
ef�ciently.
Assign each topic to a team member
and ensure that all team members
have some responsibility during the
meeting. If team members are not
responsible for anything on the agenda,
reconsider whether they need to attend
the meeting.
End by looking ahead to due dates or
the next meeting.
meeting minutes Notes that describe
what was discussed at a meeting, what was
decided, and what actions will follow.
MyBCommLab Apply
Figure 2.11’s key concepts by going
to mybcommlab.com
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to a productive working relationship with others. To be a good team member, follow these
guidelines:
• Make a commitment to the team and its goals. At times, it may be tempting to do minimal
work for the team and assume that others will take up the slack. But a team will succeed only
if everyone shares a similar level of commitment. Every member must be reliable and pull his
or her own weight. In addition, every team member must be willing to do whatever it takes to
make the team successful, including helping each other if the need arises.
• Create a collaborative working climate. To work well together, team members need to trust
each other and believe that everyone is working in the team’s best interests. This means that, as
a good team member, you need to be worthy of that trust. Listen to your teammates without
criticism or judgment and give everyone a chance to participate in decision making. Respond
constructively to feedback from others, and address conflicts when they arise rather than let-
ting them grow silently and weaken team cohesion.
minutes
MINUTES
Online Internship Handbook Team
Human Resources Conference Room
July 31, 20XX
Present: Jay Macintosh, Intern to Director for Human Resources, Team Leader
Rachel Ferrera, Intern to Assistant to CEO
Arnie Glover, Intern for Temp Pool Supervisor
Roberto Washington, Intern, Web Development Department
I. Introductions: Jay Macintosh called the meeting to order, introduced himself,
and asked the others to state their department, experience, and skills.
II. Project Overview: Jay Macintosh explained the project goals. The team brain-
stormed ideas for topics and assigned content as follows:
a. Welcome to the Company – Rachel Ferrera
1. History of the Organization
2. Mission / Vision Statements
3. Organizational Chart
4. Your Role as an Intern
b. Policies and Procedures – Arnie Glover
1. Maintaining Work Hours and Reporting Absences
2. Sending and Responding to Email
3. Logging Telephone Calls
4. Using the Internet
5. Using Social Media
6. Submitting Reimbursement Requests
c. Human Resources – Jay Macintosh
1. Salary and Payroll Procedures
2. Health Benefits
3. Educational Resources
4. Applying for Permanent Employment
III. Web Development Support: Roberto Washington explained company policies
about website format, layout, and design options. The team discussed where on
the current company website the internship handbook should be located.
Decision: Roberto will check with his supervisor about content and resource
needs and report to the team by email before the end of the week.
IV. Six-Week Timeline: Decisions:
1. We will meet on Tuesdays from 3–5 PM. Between meetings we will
update each other by email.
2. Jay will send our weekly meeting minutes to his supervisor as our progress
reports.
3. We will send the completed version of our first draft to the other interns
who volunteered for this project to get their feedback by Week 3.
4. We will submit a draft to the Director of Human Resources by Week 4.
5. Roberto will begin putting the material on the web in Week 5.
V. Next Meeting: The team will meet on August 7 to discuss the content reports.
Include the day, time, and place of
the meeting at the top of the agenda.
Include a list of who attended.
Organize content by categories. If
possible, match the agenda.
Focus on what the team decided and
do not repeat everything that was said.
Include assignments (who agreed to do
what) and deadlines (when you agreed
to submit deliverables).
End with decisions about the next
meeting.
FIGURE 2.12 How to Create Meeting Minutes
How can you work effectively as part of a team? 57
MyBCommLab Apply
Figure 2.12’s key concepts by going
to mybcommlab.com
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• Support and encourage your teammates. Individuals appreciate recognition, even when they
are working as a team. A good team member will show gratitude for the efforts of others and
identify how individual contributions support the larger team effort.
• Support team decisions. Even if the team has made a decision that differs from what you
wanted, once the decision is made, support that decision and work toward implementing it. If
you have concern about the decision or believe it may cause problems, voice your concerns to
the team. Do not try to undermine the decision.
• Focus on continuous quality improvement. No matter how well your team is performing,
individual team members may see ways that the team can do better. By making productive
suggestions, you can help improve the team and its results.
◾ In summary, the interpersonal skills you learned in this chapter are
wide-ranging—spanning from basic listening and speaking skills to the more complex skills
of emotional intelligence, managing conflict, working with people from other cultures, and
working well in teams. As you move forward through the course, you will find many opportu-
nities to apply these skills both in the classroom and within team projects.
TECHNOLOGY
USING SOCIAL MEDIA TO COLLABORATE
Most of the conversation about social media in business focuses
on public social media—for example, using Facebook and Twitter
to reach new customers and maintain customer satisfaction, or us-
ing LinkedIn to recruit job candidates. But companies are increas-
ingly investing in social media for internal communication and
collaboration. The terms social collaboration and internal social
media (ISM) are sometimes used to describe this use of technology
to enhance communication and teamwork within an organization.
How do companies use social media and collaboration tools?
• File sharing and real-time collaborative writing. When
teammates need to work on the same document or spread-
sheet, file-sharing tools such as Google Docs ensure that
everyone can access the most up-to-date version available.
Team members who are working in different offices, or even
on different sides of the world, can access a document and
write or edit at the same time. Many companies use wikis
such as ThoughtFarmer for this purpose.55 In a global survey
on social collaboration, sponsored by Microsoft, half of the
10,000 respondents indicated they use social tools for docu-
ment collaboration.56
• Brainstorming and getting feedback on ideas. Companies
that value innovation encourage employees to share ideas and
engage in discussions that develop new ideas. Whiteboards,
blogs, and microblogs, such as Twitter or Yammer, help people
communicate their ideas.
• Sharing knowledge. Wikis have proven to be a great col-
laboration tool for sales teams. Sales representatives need the
newest and best product information available at all times
to understand and sell the goods and services their compa-
nies offer. Wikis ensure everyone has access to up-to-date
information.57
Because organizations adopt internal social media to support
information sharing and collaboration, they often encour-
age employees to suggest ideas for making social media more
effective and functional. As Lisa Bonner, assistant vice president
of contemporary work practices at The Hartford, an insurance
company, attests, developing the best collaborative tools is in
itself a collaborative effort: “After launching weConnect, The
Hartford’s professional social network, many of the ideas came
from our users. We incorporated their ideas, AND invited them
to join our team!”58
For TECHNOLOGY exercises, go to Exercises 25 and 26
on page 69.
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CONVERSATIONS @ WORK ESPN Radio
Mike Greenberg and Mike Golic co-host the ESPN sports
talk show Mike & Mike in the Morning, which airs on both
the radio and television. Five days a week, Mike and Mike
(or their guest hosts) conduct extended conversations with
each other and with guests who visit the studio or call in.
For more than 14 years, the show has been extremely
successful, largely because of Greenberg’s and Golic’s
conversational style.
Greenberg, a broadcast journalist, and Golic, a former
NFL football player, clearly have good chemistry, which
helps them talk comfortably with each other, even when
they disagree. Nonetheless, they both admit that they
work hard to make the conversation flow and ensure ev-
eryone has a chance to voice an opinion. Based on their
experience in the world of broadcasting, Mike and Mike
offer the following advice about how to carry on a good
conversation with colleagues and business acquaintances.
MIKE GREENBERG MIKE GOLIC
Have a plan for a conversation but be open to changes in direction.
“The best conversations are the ones that come about
by accident. It’s good to have a plan, but someone in the
conversation may say something that raises a question, and
then we are off and running in a different direction.”
Find topics that you feel strongly about.
“If you don’t care about a topic, you may just skim the
surface and talk generally, whereas if you really have an
opinion, you can dive down into the details and have a more
interesting conversation.”
Keep the forward momentum.
“A conversation can be anything you want it to be: a
free-flowing exchange of anything. But a conversation can
become stagnant if you are not vigilant. Don’t stay too long
on one point or make the same point over and over again.
When you are in the midst of a conversation, keep moving
toward a goal.”
Put people at ease.
“One thing I try to do is to inject humor in the conversation
to put people at ease. Someone who is at ease will be more
willing to talk and go deeper in conversation with us. If you
get people on edge at the beginning of the conversation,
they tend to be more guarded.”
Don’t talk over each other.
“That has been a huge issue of mine. We are both fairly
cognizant of trying not to talk over each other. We live in
a society where everyone has the ability to say whatever
they want, as quickly as they can. But if you’re talking—and
talking over others—you’re not listening.”
Don’t inject your opinion into a question.
“Because I was an athlete and was asking sports questions,
I used to interject my opinion into a question and make my
question about a minute long. I learned to ask basic how,
what, and where open-ended questions that give the other
person a chance to talk. Ask open-ended questions and let
the other person give his or her opinion. Everyone’s opinion
matters.”
Listen.
“The single most important thing that makes a good
conversation is that everyone involved in it spends as much
time listening as they do talking. Too much conversation
consists of people in two states: talking and waiting to talk.
For me, when I’m in conversation with Mike, I’m listening
to what he says and reacting to what he says—and for me
that’s a conversation.”
Listen.
“You can’t follow-up on what someone says if you don’t
listen. Sometimes one of us or a guest will say something
that begs for follow-up. And if you aren’t listening and just go
on to your next point, you aren’t getting any real value out of
the comment.”
Source: Interviews with Mike Greenberg and Mike Golic.
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This case scenario will help you review the chapter material by applying
it to a specific situation.
The first three weeks of your internship at Baer, Kramer, & Dreslin
Market Research in Nashville were great. You enjoyed brainstorm-
ing marketing ideas with your manager and designing a survey for an
important client. However, the past week has been pure misery. Your
supervisor assigned you to join three other interns on a team to create
a comprehensive online handbook for interns. Each summer, the com-
pany hires seven interns at your location in Nashville and seven more
in the company’s data processing department in New Delhi, India. You
will work on your project with one other intern from the Nashville of-
fice and two interns from New Delhi.
Planning the first meeting was difficult. You lost two days of work
trying to set a meeting time because there is a 10 1/2-hour time differ-
ence between Nashville and New Delhi: at 9 am Central Daylight Time
in Nashville, it is 7:30 pm in New Delhi. You suggested a 7 am telecon-
ference, but your Nashville teammate, Roberto, said he could not arrive
in the office early for a meeting. You suggest an 8:30 am teleconference,
which would be 7 pm in New Delhi, but both your New Delhi team-
mates, Maansi and Anant, are vague about whether they could stay late.
You beg Roberto to arrange to get to work early just one day so that
your team can hold a kick-off meeting. Roberto admits that he could
easily get to the office early, but prefers to sleep later. “And anyway,” he
admits, “I didn’t sign up for human resources work when I accepted
an internship in consumer research. How will this help me get a job?”
Finally, you are able to convince Roberto to accommodate Maansi
and Anant. The first meeting is scheduled for 7:30 am Central Daylight
Time. The meeting seems to begin well enough. Everyone arrives on
time, the teleconferencing system works, and the meeting starts with
friendly introductions. Within five minutes, though, you know you are
in trouble. When Anant introduces himself, he speaks so quickly that
you miss everything he says. You would be too embarrassed to ask him
to repeat it, so you remain quiet and pretend to understand. After the
introductions, things get worse. No one has thought to make an agenda,
so no one knows what the team is trying to accomplish. After a few
moments of painful silence, you say, “Well maybe we should just start
sharing ideas about coming up with a plan for the online handbook.”
Anant jumps right in. You don’t understand much of what he says,
but you do hear the words “user interface,” “programming,” “database,”
and “search functions.” You and Roberto look at each other in amaze-
ment. Why is Anant talking about computer programming? And why
is he continuing to talk without stopping for five minutes? Is it rude to
interrupt? Finally, Roberto says, “Anant, it sounds like you may have
some good ideas, but we don’t understand. We thought our job was
to plan an online handbook.” Anant replied, “That’s what I’m talking
about.” Throughout all of this Maansi remains silent. After the first
meeting, you feel that it is going to be a long five weeks until the end of
your summer internship.
Question 1: What interpersonal, intercultural, and teamwork com-
munication issues are emerging in this scenario?
Listening for Understanding
After your first team meeting, Roberto says, “It doesn’t sound like
Maansi and Anant will be too helpful on this project. Maybe we should
do it on our own. We can come up with a plan for a handbook in a week
and then coast through the rest of the summer.” You think Roberto has
a good point. The project would be easier to complete without partici-
pating in a cross-cultural team. And you ask yourself “Why are Maansi
and Anant on this team? Why am I on this team? What are we sup-
posed to be doing?”
You decide that this confusion stems from a communication
problem—not with Maansi and Anant but with your supervisor. You
thought you were listening intently when she asked you to “come up
with a plan for an online handbook.” But did you really understand
what she meant? You were too intimidated to ask any clarifying
questions:
• What does “plan” mean? What is the goal of the team?
• Is there some reason you and Roberto were put on the team? Is
there some specific reason Maansi and Anant are on the team?
• What should be the final deliverable this summer?
With these questions in mind, you propose this plan to Roberto: “Let’s
try to arrange a meeting with our supervisor this afternoon. Rather
than just sitting there and listening, let’s ask lots of questions to be sure
we understand. At the end of the meeting, we can summarize what we
learned and email it to Maansi and Anant. We need to be sure we all
have the same idea of what we are supposed to do.”
Question 2: Listening involves a number of specific skills: hearing,
comprehending and interpreting, evaluating, and responding. Which
of these areas contributed to the communication problem in this
scenario? Identify specific examples.
Framing Negative Criticism Positively
Fortunately, the meeting with your supervisor is helpful. Through
much questioning and paraphrasing, you and Roberto identify four
tasks for the summer: evaluate the material in the current paper hand-
book, gather information from current interns in both locations, put
together a content outline for the website, and develop an easy-to-use
structure for the website.
Although the meeting is successful, you are angry at Roberto be-
cause he simply cannot hide his contempt for this project. Before the
meeting, he whispers to you, “Let’s just get this meeting over with. No
one needs a handbook. This project is just more busywork for interns.”
You find it difficult to begin focusing on content in the meeting be-
cause you are fuming about Roberto’s attitude. Originally, you were
looking forward to working with Roberto because he is smart and cre-
ative, but now you are afraid that his attitude may stand in the way of
completing the project.
You prepare two different ways to talk with Roberto about this:
• Option 1. “Roberto, you are so negative all the time. I know you
really don’t want to do this project, but that’s our job. We both
need good evaluations from this internship. If you don’t change
your mind-set, you’ll cause us both to fail.”
• Option 2. “Roberto, I’m really looking forward to working with
you. You always have such great ideas. But, I’m worried that you
don’t think this project is important and won’t give it your best
effort. I want to get a strong evaluation from this internship.
I know if we work together we can plan a great handbook—and
I think we can have a good time working together.”
Question 3: How would you describe the difference between the
two approaches? Which approach would help Roberto accept the
criticism?
CASE SCENARIO
Working as a Cross-Cultural Team
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Understanding Conflict
By the second week of the project, the team is working efficiently, with
all team members doing their tasks. Yet there is tension at every team
meeting. Roberto appears to be looking for the fastest way through the
project, and he gets frustrated with your attention to detail. You also
are losing patience with Roberto. He is capable of great work, but it is
never quite finished. Meanwhile, Maansi and Anant continue to focus
just on the programming aspects of the online handbook and aren’t
interested in talking about content. When you ask Maansi to help you
gather information about content needs from New Delhi interns, she
says, “I won’t have time to do that. We can take content from the cur-
rent handbook. To have an excellent handbook, what’s really important
is developing an interactive website.” You find this insulting because
you have been working hard to develop content.
Before bad feelings take over, you decide to schedule a meeting
with your supervisor to talk about these conflicts and see if she has any
ideas about how to handle them. She asks, “What kind of conflicts are
these? Are these personality conflicts? Or do the conflicts stem from
differences of opinion about how to get the best handbook? Or do team
members have competing goals?” As you think about the problems,
you realize these conflicts go beyond simple personality clashes.
The conflict with Roberto seems to be one of competing goals.
Your goal is to create a great handbook. Roberto’s goal from the start
has been to work on a project that will look good on his résumé. Per-
haps you and Roberto can talk and find common ground between
these two goals.
The conflict with Maansi and Anant is different. They seem to
want an excellent handbook. However, they have a very different opin-
ion about what is required to achieve that goal. They believe that pro-
gramming is the key. Existing content can simply be imported into the
new site. As a result, they are not interested in interviewing their fellow
interns to gather information. The New Delhi interns may need dif-
ferent information from the handbook, but you have no way to find
out. Perhaps the best way to address this conflict is simply to accom-
modate Maansi and Anant and let them focus solely on programming.
You and Roberto can determine a different way to gather information
from New Delhi interns.
Question 4: Besides accommodating, what specific actions could
you take to manage the conflict with Maansi and Anant if you de-
cided to avoid, compete, compromise, or collaborate? Which ap-
proach do you believe would lead to the best outcome?
Managing Cultural Diversity
To streamline communication while working with Anant and Maansi,
you set weekly meeting times on Tuesdays and Thursdays at 8 am
Central Daylight Time, which fortunately works well for both the U.S.
and India team members. Every meeting has an agenda, and teams ex-
change important information in writing before and after the meeting,
which eases the problem of understanding foreign accents. (You were
surprised that Anant had as much difficulty understanding your south-
ern American accent as you had understanding his Indian accent. But
he had learned British English.)
Nonetheless, your team has had some real difficulties working to-
gether. Anant and Maansi always seem busy with several projects, not
just the internship project, and do not treat this one with any urgency.
They are indirect in presenting what they have accomplished, and you
are never confident about how far along they are. At one meeting, when
you ask Maansi to see their prototype website so that you can figure out
how to structure your content, she becomes silent. You hadn’t meant
the question as a criticism, but perhaps she understood it that way.
Anant, by contrast, is never silent and is always trying to engage in an
intellectual debate about various programming techniques. Trying to
figure out how to communicate with people from other cultures with-
out knowing them or their culture has proved challenging.
Question 5: What factors may explain the cultural differences be-
tween the U.S. and Indian team members?
Reaping the Benefits of Teamwork
At the end of the summer internship, despite the conflicts and your
communication challenges, you are surprised at all your team accom-
plished. Working as a team, you:
• Interviewed all the current interns and compiled the results
into a report identifying the most important content for the
handbook
• Developed a site map for the handbook
• Wrote content for two sections of the handbook
• Gathered inspirational quotations from senior management
• Programmed a prototype site
• Conducted a round of user testing
• Developed a list of necessary revisions
You think about two of Roberto’s comments from earlier in the sum-
mer. At one point he complained, “You know, it doesn’t sound like
Maansi and Anant will be too helpful on this project. Maybe we should
do it on our own.” It would have been easier to create the content with
just you and Roberto, but consider how much less work would have
been done: no site mapping, no programming, and no user testing. You
needed people with programming expertise on your team to get that
done. At another point, Roberto asked, “How will this help me get a
job?” The answer to that question is now obvious: You learned to work
collaboratively with others, manage conflict, and complete a compli-
cated project. Compared to other interns who learned only technical
skills in market research, you have developed a transferrable set of
skills that will be crucial on the job no matter what field you enter.
Question 6: Study Question 5 (pages 51–58) describes some of the
characteristics that successful teams share. This team ultimately
was successful. How did it demonstrate these characteristics?
Case scenario 61
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Study Questions in Review
End of Chapter
What listening skills will help you
communicate better with others?
(pages 32–38)
Use active listening techniques to ensure understanding:
• Hear accurately by eliminating distractions and focusing on
the speaker.
• Comprehend and interpret what is being said by observing
people’s behavior, listening to their nonverbal com-
munication, being aware of tone of voice and emphasis,
asking questions and paraphrasing, and being aware of
gender-specific communication styles.
• Objectively evaluate what you hear by remaining
open-minded, focusing on ideas instead of prejudgments
about the speaker, and using sound reasoning.
• Respond to let the speaker know you understand and to
initiate the next step in the conversation.
SQ1
How can you help others listen well
when you speak? (pages 38–41)
Engage listeners and make meaning clear by doing the
following:
• Focus on your audience to analyze the audience’s interests.
• Share the conversation by inviting others to speak.
• Use clear, concrete, unambiguous language to avoid
misinterpretation.
• Support your message with good nonverbal communica-
tion that reinforces your spoken message.
• Avoid language that triggers a negative response.
• Frame negative comments positively.
SQ2
How can you manage interpersonal
conflict? (pages 41–47)
Although cognitive conflict can be productive in improving
team outcomes, affective conflict focusing on personalities does
not enhance team performance. To manage conflict:
• Identify the cause of the conflict, which can include com-
peting goals, differences of opinion, lack of information,
relational issues, and ego issues.
• Select an appropriate management technique. You might
avoid confrontation, accommodate or give in, compete to
win, compromise, or collaborate to find the best solution.
SQ3
How can you improve your
communication with people from
different cultures? (pages 47–51)
Cultural differences affect communication style. To prepare
yourself to communicate with people from other cultures, do
the following:
• Understand how cultures differ. Low-context cultures value
explicit communication, whereas high-context cultures rely
more on subtle cues. Individualist cultures value an individ-
ual’s achievements. By contrast, collectivist cultures put the
good of the group first. Cultures with high-power distance
are very hierarchical. Low-power-distance cultures are less
formal. Cultures also differ in their tolerance for uncertainty
(including ambiguity, risk, and change) and their orientation
toward time.
• Develop strategies that help you communicate with
diverse groups. Be relatively formal, mirror the other
person’s behavior, be clear and concise, talk slowly, request
feedback to ensure understanding, and smile to express
friendliness and willingness to communicate.
SQ4
How can you work effectively as part
of a team? (pages 51–58)
To improve team performance and make teamwork an
enjoyable and productive experience, do the following:
• Assemble an effective team. A group of people with the
correct skills, resources, and attitude is needed to succeed.
• Agree on team goals and standards. Do not expect the
team to perform at a high level immediately.
• Pay attention to team development and dynamics. For
long-term teams, let teams gel through states of forming,
storming, norming, and performing. For short-term teams,
take advantage of “teaming” strategies to learn collectively
and fix issues quickly.
• Develop good leadership practices.
• Plan for effective meetings.
• Be a good team member by doing your job and supporting
other team members.
SQ5
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Visual Summary
LISTENING
• Hear accurately to comprehend and interpret meaning.
• “Listen” to nonverbal communication.
• Ask questions and paraphrase to ensure understanding.
• Evaluate information: is it accurate, well-supported, and convincing?
• Respond to provide feedback.
SPEAKING
• Focus on your audience.
• Share the conversation.
• Use clear, concrete, unambiguous language.
• Support your message with good eye contact, strong and positive
tone, and complementary gestures and facial expressions.
• Avoid biased, provocative, or accusatory language.
MANAGING CONFLICT
• Identify conflict as affective or
cognitive.
• Identify the reason for the conflict.
• Shift focus away from ego and back to
business.
• Decide how to manage conflict: avoid
confrontation, accommodate, give in,
compete to win, compromise, or
collaborate to find the best solution.
WORKING IN TEAMS
• Assemble effective teams by identifying
skills, resources, and interests.
• Determine goals and standards.
• Plan time to form, storm, norm, and perform.
• Develop good leadership by focusing on the
purpose, encouraging participation, creating
timelines, assigning tasks, keeping the project on
track, and resolving differences.
• Plan effective meetings supported by agendas and
minutes.
• Be a good team member through commitment,
collaboration, and continuous quality improvement.
COMMUNICATING ACROSS CULTURES
• Understand how cultures differ.
• Identify dimensions of the specific culture: high or low context?
individualistic or collectivistic? high or low power distance?
comfortable or uncomfortable with uncertainty? monochronic or
polychronic?
• Develop strategies to communicate with diverse groups: use
formality and respect, pay attention to nonverbal cues, be clear
and concise, talk slowly, and request feedback to ensure
understanding.
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64 Chapter 2 | Working with Others: Interpersonal, Intercultural, and Team Communication
Active listening p. 33
Affective conflict p. 41
Agenda p. 55
Cognitive conflict p. 41
Collectivist culture p. 49
Comprehension p. 33
Context p. 48
Culture p. 47
Emotional intelligence p. 32
Ethnocentrism p. 47
Evaluating p. 37
Forming p. 53
Groupthink p. 46
Idiom p. 51
Individualistic culture p. 49
Interpersonal
communication p. 32
Interpretation p. 34
Jargon p. 33
Meeting minutes p. 56
Monochronic culture p. 50
Nonverbal
communication p. 34
Norming p. 53
Paraphrasing p. 35
Passive listening p. 32
Performing p. 53
Polychronic culture p. 50
Power distance p. 49
Stereotypes p. 47
Storming p. 53
Synchronous
communication p. 32
Team p. 51
Teaming p. 54
Uncertainty avoidance p. 49
Key Terms
MyBCommLab®
Go to mybcommlab.com to complete the problems marked with this icon .
1 Name two barriers that interfere with hearing.
2 How does comprehension differ from interpretation?
3 What are three types of paraphrasing?
4 Describe how a person “listens” to nonverbal communication.
5 What is the difference between a provocative question and an
authentic question?
6 Under what circumstances is it a good idea to accommodate (or
give in) during a conflict?
7 What is ethnocentrism?
8 Name one way that an individualistic culture differs from a
collectivist culture.
9 What are the four stages of team formation?
10 Describe two ways that file-sharing tools such as Google Docs
help teams collaborate.
Review Questions
1 Some research suggests that emotional intelligence is a stronger
predictor of job success than traditional intelligence—how smart
you are.59 Why do you think emotional intelligence is so impor-
tant for many jobs?
2 Explain a situation—either at home, school, or work—in which you
listened passively and neglected to hear important information.
Describe the negative result and identify how you could have used
active listening strategies to improve your communication process.
3 Designers of consumer products argue that to understand what
customers really need, you have to do more than listen to what
they say. You have to observe what they do. Why do you think
there is often a gap between what people say and what they do?
4 Review the speaking strategies listed at the beginning of SQ2 on
page 38. Divide them into two lists: strategies that you currently
try to use when you speak and strategies that you typically do
not think about. Of the strategies that you typically do not think
about, identify one that you’d like to begin using immediately and
explain why.
5 What words or phrases trigger a negative emotional response from
you? If someone repeatedly uses one of your “trigger words,” what
are your options for responding? Which option would you choose?
6 Some organizations provide the services of mediators to help re-
solve workplace conflicts. What are the advantages of having a
disinterested party resolve a conflict? What are the advantages of
having people involved in the conflict work it out on their own?
7 Imagine you have been hired by a global company that is holding
a two-week orientation for all new employees at the head office in
San Francisco. You will be staying in a hotel for two weeks, and
you have been assigned to share a room with a new employee from
Zurich, Switzerland. What can you do to find out in advance a
little bit about the culture in Zurich? Once you have identified
some characteristics of that culture, what can you do to ensure
that you do not stereotype your roommate?
8 Explain a team situation in which you experienced conflict. What
was the purpose of the team? Why did the affective and/or cogni-
tive conflict occur? How did the team resolve the conflict? What
was the impact on the final product?
9 Imagine you have a teammate who wants to do all the project
work himself because he does not trust anyone else on the team
to produce high-quality results. How would you respond to that
teammate?
10 Social loafing refers to the tendency of certain people to do less
work when they are part of a team than they would when working
independently. What strategies can a team use to minimize social
loafing of team members?
Critical Thinking Questions
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Chapter 2 End of Chapter 65
What listening skills will help you communicate
better with others? (pages 32–38)
1 Hearing accurately
In each of the following situations, identify what you can do to improve
the ability of listeners to hear accurately.
a. One member of your team has a hearing impairment and often
misses key things that are said at meetings. Suggest at least
four things that you and the rest of the team can do to make
it easier for your teammate to hear well. Suggest at least four
things your hearing-impaired teammate can do to hear you
better.
b. At departmental meetings, your mind wanders when your boss is
speaking because he has a monotonous tone of voice and rarely
gets to the point. As a result, during the last two meetings you have
missed important information. What can you do to improve your
ability to hear what your boss says?
2 Comprehending and interpreting—listening to tone of
voice
A speaker’s tone of voice and emphasis provide clues about his or her
attitudes and feelings. Imagine at least two different ways that you can
say each of the following four statements. What are the different mean-
ings conveyed by the different sets of nonverbal cues?
a. I didn’t do anything wrong.
b. We need to talk now.
c. I’ll give you my phone number after the meeting.
d. When did you come up with that idea?
3 Comprehending and interpreting—paraphrasing to
ensure understanding
Learning how to paraphrase in multiple ways is challenging. Note the
two conversational exchanges that follow, with paraphrases in italics.
Identify which italicized statements are paraphrases of content, intent,
and feeling. Remember, when you paraphrase for content, you state
your understanding of the explicit message. When you paraphrase for
intent, you try to uncover why someone made that statement. When
you paraphrase for feelings, you try to uncover the emotions in the
statement.
a. Accounts payable: We keep getting invoices for partial shipments,
and I can’t figure out when a purchase order is completely filled. I
can’t pay an invoice for a partial shipment. The purchase order has
to be closed out before we pay the invoice.
Purchasing: So you are saying that our computer system will not
allow you to pay a partial invoice?
Accounts payable: I don’t know. The computer system might
allow it.
Purchasing: So, it’s company policy not to pay partial invoices?
Accounts payable: Well, it’s not really a company policy. It’s
just so confusing to match these partial invoices with purchase
orders. I’m never sure I get it right, so I don’t think it’s a good
idea for us to do this.
Purchasing: You sound like you might want some help with
the invoices since you’re spending so much time matching the
invoices with the purchase order. Would you like me to match
Key Concept Excercises
them for you? Because I wrote the purchase orders, I can do it
more easily.
Accounts payable: That sounds like a good idea.
b. Interviewer: What gets you excited about public relations?
Interviewee: I’ve been thinking about public relations for a long
time.
Interviewer: Your goal has always been to go into public
relations?
Interviewee: Well, no. My original goal was to be a lawyer, and
I worked as a paralegal for a few years, but there was really no
career path, so I decided to do something else.
Interviewer: So, you were frustrated and that led to a career
change?
Interviewee: Yes, exactly. I want to do something that al-
lows me to be more creative and contribute more to an
organization.
Interviewer: You believe that public relations will make better use
of your talents.
4 Comprehending and interpreting—being aware of
gender-specific communication styles
Although there is no absolute “female” communication style or
“male” communication style, researchers in sociolinguistics have
identified a number of widespread differences between the way men
and women typically communicate. In business, people need to ac-
commodate different styles in order to work well together. In small
groups (or as a whole class), discuss the following three scenarios.
In your past experience, have you noticed these types of differ-
ences? What would you recommend the participants do to bridge
the differences?
a. Ella and Michael are assigned to work on a project together. Ella
goes to her supervisor to ask for clarification of details and to
ensure she understands what the project requires. By contrast,
Michael jumps right in and begins to work. He says he’ll figure
it out along the way. Michael tells Ella she’s wasting time. Ella
believes Michael hates to ask for help or directions.
b. In meetings, Richard illustrates his points with metaphors about
war and sports: “I think we’ll score a touchdown with this new
product. But if we don’t get it to market soon, the competition
will outflank us.” By contrast, Alice uses anecdotes and meta-
phors about relationships and home: “Our products are always
the bridesmaids. This one will be the bride.” Richard and Alice
understand the other person’s metaphors, but they are not com-
fortable with them.
c. At the monthly department meeting, Denise and James’s man-
ager asked for suggestions about how to research a client prob-
lem. Denise spoke immediately and began to make a suggestion.
Before she had time to finish, James interrupted and said, “That
gives me another idea,” and he began presenting his thoughts.
The conversation in the meeting then focused on James’s idea.
Denise waited for a break in the conversation to return to her
point. She quietly tried to interrupt, but could not break the mo-
mentum of the conversation. She left the meeting feeling angry
with James.
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c. Our presentation needs to be perfect.
d. There are just a few small problems to clear up before signing the
contract.
e. Clean up the conference room before the end of the day.
f. Let’s talk after the project is finished.
10 Support your message with good nonverbal
communication
Ask someone you do not know for directions to a nearby loca-
tion, and pay attention to that person’s verbal and nonverbal
communication.
• What is that person’s verbal message; in other words, does the
person provide directions or decline to help, or say something
else?
• What nonverbal elements support that message?
• Are there any nonverbal elements that conflict with that
message?
11 Avoid language that triggers a negative response
Read the following scenario and identify alternatives for the biased
language.
Your first job after graduating is as an internal consultant with
a small, local company. On your first day of work, the vice president
who hired you asked you to come to a meeting where he will introduce
you to the head of every department in the company. As you stand up
at the front of the conference room, the vice president says, “I’d like to
introduce the _______ who has been hired to help us.” Imagine that the
blank was filled in with each of the following terms (consider only the
gender terms appropriate for you):
• Young lady/Young man
• Woman/Man
• Gal/Guy
• Expert
• Consultant
• Genius
• College girl/College boy
Which term(s) would you prefer the vice president use to introduce
you? What are the problems with each of the remaining terms? What
kinds of bias, if any, do they represent?
12 Frame negative comments positively
Although most people do not enjoy providing negative feedback, it is
necessary in most work environments. People respond better to nega-
tive feedback if it is framed in a positive way and if the criticism is not
preceded by “but.” For each of the following scenarios, provide criti-
cism, starting out with a positive comment and avoiding “but.”
a. You asked your assistant, Paolo, to make 50 photocopies of 15 in-
dividual handout sheets that you will use during the training ses-
sion you are conducting tomorrow. Paolo decided that it would be
easier for you to distribute the handouts as one set, so he collated
and stapled the photocopies. However, your plan was to distribute
each handout separately at specific points throughout the training
session. How do you respond to Paolo?
b. Your supervisor, Jean, asks you to suggest how the department
can improve employee morale, which has been low since she took
over six months ago. The former supervisor often told people they
were doing a good job, but Jean has not mentioned anything to
anyone—positive or negative. You are sure that employee morale
5 Evaluating
Your coworker Bob is always complaining about something and makes
only negative comments at meetings. He came into your office this
morning to share a proposal he plans to make in a manager’s meeting
tomorrow. He proposes that the department change the hiring require-
ments so that all new hires have three years of experience in addition to
a bachelor’s degree. He claims that “A college education is not sufficient
for the job.” He supports his claim with this evidence: “The two newest
employees, fresh out of college, have been making mistakes and cannot
seem to learn the details of the job. We have no time to train them. We
need to hire people who are already trained.” He asks if you will sup-
port his idea at the meeting.
Your immediate reaction is “I don’t know.” You have made friends
with one of the new hires, and you know from your own experience it
takes time to learn a job. You were hired right out of college too. You
will need to evaluate this proposal critically before you take a stance.
What steps would you take to evaluate what you heard?
6 Responding
Assume you are working on a project with three other people. One of
your teammates provides great ideas during team meetings, but con-
sistently misses deadlines and provides only partial work. Her lack of
follow-through has significantly slowed the project, and you are now
concerned that your team will not complete the project on time. Your
teammate says she will meet the next deadline. How could you ef-
fectively respond to her statement? Practice six different kinds of re-
sponses: (1) ask a question, (2) make a judgment, (3) contribute an
opinion, (4) give advice, (5) argue or disagree, and (6) express empathy.
Identify the one response you think is best and be prepared to
discuss your answer in class.
How can you help others listen well when
you speak? (pages 38–41)
7 Focus on your audience
Imagine you receive a phone call from an actual friend or relative who
asks you “How is school going?” or “How is your job?” Write a two-
paragraph email to your instructor identifying how you will respond
to this specific audience:
• In the first paragraph, identify the friend or relative you have
in mind and explain what you think that person really wants to
know in asking that question.
• In the second paragraph, explain how you will respond. What will
you tell your friend or relative and why? What won’t you tell him
or her and why?
8 Share the conversation
Observe a conversation at a meeting or between two or three people at
lunch or dinner. Does any one person monopolize the conversation?
If so, does that have any negative results? If the conversation is shared
fairly, how long is each person’s typical turn? How do people signal that
they want to speak?
9 Use clear, concrete, unambiguous language
Each of the following sentences contains at least one ambiguous
phrase. Identify the possible ambiguity and rephrase the statement so
that it has one clear, concrete meaning. Feel free to make up details if
necessary.
a. You did a great job on that report.
b. Mary’s job performance hasn’t been satisfactory this year.
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would improve dramatically if she would share encouraging feed-
back once in a while. How do you tell her this?
c. You and Sheena met during your company orientation two years
ago and were placed in similar positions in two different depart-
ments. Since then, you have met for lunch once a week. Sheena is
known for gossiping about coworkers, and even though you know
it’s not appropriate, you often look forward to her tantalizing tales.
You don’t share the gossip with others, but you know Sheena does,
and you believe this may be why you have been promoted twice
while she has remained in the same position. After the standard
gossip-fest at lunch today, Sheena mentions that she was passed
over yet again for a promotion. She asks you why you think she
can’t seem to get ahead in the company. You do not want to hurt
her feelings, but you do want to see her succeed. How do you
respond?
How can you manage interpersonal conflict?
(pages 41–47)
13 Identify the cause of the conflict
Identifying the cause of conflict is not always easy. Review the five dif-
ferent causes of conflict you learned in this chapter: competing goals,
differences of opinion, faulty assumptions, relational issues, and ego
issues. For each of the following scenarios, identify the cause—or
causes—of the conflict and explain your reasoning.
a. Your company is planning to install a new air-conditioning sys-
tem for the administrative offices. The vice president of opera-
tions has asked you and a coworker to research air conditioning
systems and to recommend one. You and your coworker have nar-
rowed your search to two systems, but you’ve reached an impasse.
Your coworker argues that you should propose the AirCo system
because it is the most cost-efficient to install. You, by contrast,
want to propose CoolRite because it has the best long-term reli-
ability record.
b. You and two classmates have decided to start a small business to
help fund your college education. As part of your planning, you
have asked an art student friend to design a logo for you. You have
all decided that, above all else, the logo must look professional.
Your friend gives you four options to choose from, but you and
your business partners cannot agree on an option.
c. It’s 9 am on Tuesday morning, and it doesn’t look as if your team
paper will be finished and edited to hand in by the 10 am dead-
line. When you received the parts from everyone on Monday at
8 pm, you saw many grammatical and formatting errors that you
needed to fix. You’ve been working on the paper all night. Your
teammates say, “Just print it out and hand it in. It’s good enough—
and it’s important that the paper be in on time.” You say, “We’ll get
points off for grammar errors—and the paper will only be an hour
or so late.” Your teammates are getting angry and feel as though
you are holding them hostage because the edited version of the
paper is on your computer. One of your teammates says, “You are
such a nit-picky perfectionist. That’s what we get for having an
English major on our team!”
14 Select an appropriate management technique
You and a teammate are working on a presentation that will be given
at a budget meeting on Monday. On Thursday night, you think the
project is far from complete. You’d like the presentation to be as
polished as possible, so you suggest to your teammate that you get
together over the weekend to finish it. He says that he wants to fin-
ish the presentation by Friday because he wants to relax over the
weekend. You begin to argue. You know you won’t be able to complete
the presentation in one day. What is the cause of this conflict and how
would you respond?
In a memo to your instructor, explain how you could use each of
the following conflict management techniques:
• Avoid. How could you avoid dealing with the conflict?
• Accommodate. What would you do to accommodate your
teammate?
• Compete. What would a competitive approach look like?
• Compromise. What would a compromise look like?
• Collaborate. What would you do to try to collaborate?
Then identify the approach you would recommend and explain your
selection.
How can you improve your
communication with people from
different cultures? (pages 47–51)
15 Understand how cultures differ
Nonverbal communication differs among cultures. For example,
eye contact is important to establish credibility in the United States.
However, people in Japan and other Asian cultures often show re-
spect by avoiding direct eye contact. Using an Internet search en-
gine or sources recommended by your instructor, research nonverbal
communication in a country or culture other than the United States.
(Tip: Use the search terms nonverbal communication and the name
of the country of your choice.) Be prepared to share your findings
with the class.
16 Develop strategies that help you communicate with
diverse groups
Imagine you are talking to a group of international businesspeople and
in conversation you use one of the following idiomatic phrases (or an-
other one of your choice):
• Drive me up the wall
• Out of sync
• Out of the box
• Threw me for a loop
• That’s cool
Your international visitors ask you to explain. How would you explain
that phrase? What could you have said instead of that phrase in the first
place to be more easily understood?
17 Intercultural issues [Related to the Ethics feature
on page 50]
As you learned in this chapter, different cultures often have differ-
ent perceptions about ethical issues, which can affect international
business interactions. Using your library’s online index of business-
related publications, find at least two recent articles about instances of
bribery between the United States and foreign countries. What com-
panies were involved? How large were the bribes? What did the coun-
tries offer in exchange for the bribes? Were either of the companies
charged under the Foreign Corrupt Practices Act? Summarize your
findings in a paragraph or two. Then use your favorite web-searching
tool—such as Google or Bing—to find one of the online “Bribe Pay-
ers’ Indexes.” How do the countries in your articles rank on the list?
Add this documentation to your summary and be prepared to share
your findings in class.
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experience that could have benefited from a team contract. What ele-
ments from the sample contracts would you recommend? Create an
outline of the topics you would include in a team contract for a similar
group experience.
20 Pay attention to team development and dynamics
Some teams do not advance through all stages of the forming, storm-
ing, norming, and performing process. Some teams get stuck in the
storming stage and never reach norming, which is the stage where
team members work effectively with each other. Other teams work
through their conflicts but run out of time before they can effectively
perform. Summarize one of your recent team experiences, using some
(but not necessarily all) of the following questions to help you describe
the development of your team:
• What was the goal or purpose of the team?
• How was the team formed (for example, assigned or selected)?
• What happened during the forming stage?
• Did the team experience any storming? If so, describe what
happened.
• Did your team develop an approach to working together well? If
so, what was it? If not, why not?
• Did the team end up accomplishing its goal?
• Would you want to work with that team again?
21 Develop good leadership practices
Some people are born leaders. Other people have to work hard to de-
velop good leadership skills. Researchers have investigated leadership
styles for decades. As early as 1939, Kurt Lewin identified three ma-
jor leadership styles—authoritarian (autocratic), participative (demo-
cratic), and delegative (laissez-faire).60 Search the web to learn more
about leadership styles and identify one that best represents a lead-
ership style with which you would be comfortable. Document your
source, describe the leadership style, and explain how it best fits your
personality. Summarize your findings in a few paragraphs.
22 Plan for effective meetings
Meetings are common—often daily—events for most businesspeople.
You may be asked to take minutes at a meeting, either as one of your
team assignments or for someone who is not able to attend the meeting.
To practice your note-taking skills, watch a half-hour news broadcast,
either by a local news station or a national network; or attend a semi-
nar or workshop offered by your school. Record the important infor-
mation you hear, and organize the content for easy reference. Because
you won’t have an agenda, you will need to listen (and watch) carefully
for major ideas. Create a professional-looking document similar to the
sample provided in the chapter. Proofread carefully before submitting
your minutes to your instructor.
23 Be a good team member
For each of the following scenarios, identify the conflict and describe
how you would respond. Explain your reasoning.
a. You and four other students have just been assigned to work to-
gether on a presentation that will be delivered in three weeks. You
are appointed as the team leader. After class, you meet briefly with
your team to determine when you can schedule time in the next
few days to meet in the library to plan your project. However, a sin-
gle day and time does not seem to work well for the entire group.
Joe, who is already late for his next class, gets impatient and says
How can you work effectively as part of a team?
(pages 51–58)
18 Assemble an effective team
Assume you are the president of your school’s student investment
club. The provost emailed you to let you know that your group is eli-
gible to apply for a $5,000 grant to support students’ travel expenses
to attend professional development opportunities, such as conferences
and symposiums. You need to submit a three- to five-page proposal
that justifies your group’s financial need, outlines the potential use of
the funds, and demonstrates how your group will benefit. The grant
is competitive, and proposals are due in two weeks. You have eight
people on your executive board but know that’s too many people to
collaborate on this project. Select three or four of the following people
to help you write the proposal. Justify your selections both in terms
of how they would benefit the project as well as how the remaining
people would not.
• Jill Hawthorne, Vice President. Jill is a junior and has been a
member of the group since her freshman year. She will run for
president next year. She admits her writing skills are not good,
but she is creative and never misses a meeting.
• Amber Robinson, Treasurer. Amber is a senior accounting
major. She has been the treasurer for the last two years. She will
graduate this semester and has missed the last several meetings
because she has been out of town on job interviews.
• Pilar Seehorn, Secretary. Pilar is a sophomore. She never says
anything during meetings but takes excellent minutes. She writes
well and regularly sends emails to the executive board and mem-
bership about upcoming events and activities.
• Michael Anderson, Professional Development. Michael is a
senior, but needs another year to graduate. He arranges all the
group’s educational activities. He’s a self-proclaimed people
person and is very outgoing, but he struggles with written
assignments.
• David Miller, Membership. David is a junior marketing major.
He is very creative and outgoing. He managed to increase your
group’s membership by 50 percent in the last two semesters. He
writes well and helped write a similar proposal for a different
group last year.
• Manuel Hernandez, Publicity. Manuel is a sophomore account-
ing major. He is new on the executive board, but he attends every
meeting, writes well, and is very eager to help the group. He is
interested in taking over as treasurer next semester after Amber
graduates.
• Jon Sawyer, Fundraising. Jon is a junior finance major. With
Michael’s help, he raised over $1,000 last semester for the group’s
professional development fund. Jon is very task-oriented, works
hard, and writes well. He has already asked if he could help you
with the proposal.
• Sabrina Trotter, Service Learning. Sabrina is a junior manage-
ment major. She organizes the club’s volunteer activities. With
David’s help, she has managed to double the level of charitable
involvement. She has also asked if she could help you with the
proposal.
19 Agree on team goals and standards
Search the web for “team contract,” and find three examples that out-
line goals and standards for productive working teams. What content
do the examples share? What differences exist? Consider a recent team
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to go ahead and meet without him. He’ll go along with whatever
the group decides and walks away. When asked for his contact in-
formation, he says, “Don’t bother. I’ll catch up with you next class.”
b. Your group meets later that evening without Joe and assigns tasks
to all team members. At the next class session, you tell Joe that the
rest of the team members will research the content and that he has
been assigned to put the content together in a PowerPoint file and
present the summary slide. Joe says, “That’s nuts! I’d have to wait
to work on the file until the rest of you guys have finished your
work, which will probably be the night before the presentation.
No way! That’s not fair!” You disagree.
c. You agree to swap assignments with Joe, but he does not send his
part of the content to you by the deadline. You call him to ask if
you can help, and he says, “Don’t worry. I’m working on it now,
and I’ll bring it to the presentation tomorrow.” You tell him that
you can’t create a summary slide if you don’t have his information.
He says, “You can work it in tomorrow before class and fake your
way through a summary. No problem.” You disagree.
d. During your presentation, Joe’s part takes less than one minute,
which means you have to fill the extra time during the summary
to ensure your team meets the 10-minute requirement. Although
you manage to fake your way through the presentation, you do
not feel that you did as well as you could have if Joe had provided
his information on time. Back at your seats, Joe says to you, “Great
job! We pulled it together. I think we had the best presentation in
the class.” You disagree.
e. At the next class session, your instructor asks your team to write a
one-paragraph assessment of its effectiveness, both in terms of the
team’s collaborative process and the quality of the presentation.
Each team member must sign the assessment. Joe thinks every-
thing was great. You disagree.
24 Analyzing team effectiveness
Select a recent team experience in which you participated, whether
for a sport, organization, or class project. In a few paragraphs, de-
scribe the team and identify the goal for the activity. Then out-
line the pros and cons of the experience. Was the team successful?
Which benefits of effective teamwork did your group experience?
Did conflict occur? What changes may have improved the team’s
effectiveness?
25 Selecting social collaboration tools [Related to the
Technology feature on page 58]
Assume your company is looking to invest in collaboration tools to
support teamwork. Currently, teams in your company share files via
email or by uploading them to a server. You brainstorm on flip charts
and then type up your brainstorming lists. Your supervisor, Maury
Phillips, specifically thinks that web-based collaboration tools will help
teams be more productive. Research at least three of these tools and
write a brief memo (no more than one page) identifying all three tools
and then persuasively recommending one. Be sure to identify key fea-
tures of the tool and why those features will help teams.
26 Using Google Docs for collaboration [Related to the
Technology feature on page 58]
Go to Google Drive at www.drive.google.com and create a Google
account if you do not already have one. If you are not familiar with
the applications, learn about them by reading the support files on the
Google Drive site. Once you are familiar with the applications, create
a few sample files—a document, spreadsheet, and presentation—to
become familiar with the file-creation process. Practice sharing files
with others and publishing them as web pages. Email your sample
documents to your instructor to document your Google Docs
experience.
Writing Exercises
27 Improving active listening skills
In groups of four, assign one of these roles to each group member:
Speaker, Listener 1, Listener 2, and Observer. Complete the following
exercise:
• Speaker: Talk for two to three minutes about a problem you
faced in a past job search or a concern you have about a future
job search.
• Listeners: Use clarifying questions and paraphrases to under-
stand the speaker’s content, intent, and feelings. Consider non-
verbal messages as you paraphrase.
• Speaker: After the conversation ends, describe the degree to
which you feel satisfied that the paraphrasing represented mean-
ing accurately.
• Observer: Point out specific examples of effective and ineffective
techniques the listeners used.
Collaboration Exercises
• Listeners: Discuss how the paraphrasing and questioning felt.
Was it difficult? Awkward? Useful in uncovering additional
meaning? How did you pick up on nonverbal cues?
• Each Individual: Based on what you learned from this exercise,
write an email to your instructor explaining the challenges and
benefits of active listening. Use examples from the exercise to
support your analysis.
28 Analyzing trigger words
Work with a group of three or four classmates to analyze trigger words.
Each person should identify at least two words or phrases that he or she
reacts to negatively. Tell your team how you react when you hear the
words you suggest. Also try to identify the source of this reaction. Does
it result from your upbringing, your past experiences, or an associa-
tion with a particular person? Summarize your team’s discussion and
prepare to report to the rest of the class the most interesting insights.
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web, using the search terms “doing business in Country,” or “business
etiquette in Country,” inserting the name of the country you are re-
searching.) Then compare your findings with your teammates. If you
were hosting a business meeting with representatives from each coun-
try, what factors would you have to consider? As a team, write a memo
to your instructor that summarizes your findings.
29 Comparing cultural differences [Related to the Culture
feature on page 36]
Have each person in your team select a different country. Be sure the
countries represent a range of geographical regions. Research your se-
lected country to determine the cultural differences, such as customs
and body language, that could affect your ability to communicate ef-
fectively with people from this country. (Tip: Begin your search on the
30 Social media and interpersonal communication
Some people argue that reliance on social media prevents a person
from developing good interpersonal communication skills. Other
people take the opposite point of view, arguing that use of social
media may help a person improve interpersonal communication
skills. Take a position on this issue and write a one-page paper argu-
ing your position. Be sure to provide clear reasons and supporting
evidence.
31 Social media conversations and customer support
Research shows that customers appreciate being able to receive cus-
tomer support through social media, for example, through chats,
tweets, or Facebook. Employees who provide this customer support
will be more effective if they have good interpersonal communication
skills. Review this chapter, and identify three specific interpersonal
communication skills that you believe are important in communicat-
ing with customers through social media. Provide explanations and
examples for your three choices.
Social Media Exercises
32 Making informal impromptu presentations
For each of the following topics, prepare a five-minute presentation:
a. Identify your collaborative strengths and weaknesses and describe
one way you could improve your communication skills to become
a better team member.
b. Describe a recent team experience in which your group suffered
from an affective conflict. How was the conflict resolved? If it
wasn’t, how could it have been resolved?
c. Describe a team situation in which your group experienced
groupthink. How could it have been avoided?
d. Have you used an electronic collaboration tool that you have
found effective? Describe the tool, how you have used it, and why
you like it.
33 Presenting executive briefings
As a team, prepare a five-minute presentation on one of the following
topics. Include at least one visual aid.
a. You work for a company in Detroit, Michigan, and the vice presi-
dent of purchasing is planning a series of teleconferences with
business suppliers in various parts of the world: China, Saudi Ara-
bia, Israel, India, and Costa Rica. Each country is in a different
time zone. The vice president has asked you to help schedule these
meetings. He would like each meeting to take place during the
standard workweek for the country and he wants to avoid offend-
ing any participants by suggesting a meeting time that conflicts
with any weekly or daily religious observations for the dominant
religions in these countries: Buddhism, Islam, Judaism, Hindu-
ism, and Christianity. Research the time zones, standard work-
week, and days of religious observation in the various countries.
Prepare a five-minute briefing for the vice president, proposing a
series of meeting times and supporting your proposal with your
research. Include at least one visual aid.
b. Your company is considering installing videoconferencing
equipment to support meetings between employees in distant
locations. However, your manager is concerned that the chal-
lenges of videoconferencing will outweigh the benefits. Your
manager has asked you to prepare a five-minute presentation
outlining some challenges and benefits of videoconferencing,
which you will present at the beginning of an executive com-
mittee meeting. Prepare that presentation, including at least one
visual aid. You can find information about videoconferencing by
conducting a web search using combinations of the terms vid-
eoconferencing benefits challenges. Also try virtual collaboration
and telepresence.
c. Your company is considering offering a seminar or workshop in
conflict management. You have been asked to research possible
courses. Conduct a web search to identify three training seminars
in conflict management. Prepare a five-minute executive brief-
ing providing details about the three courses; comparing them
in terms of length, content, and cost; and recommending one of
them. Include at least one visual aid.
Speaking Exercises
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Chapter 2 End of Chapter 71
34 Verbs (See Appendix C: Grammar, Punctuation,
Mechanics, and Conventions—Section 1.1.2)
Type the following paragraph, correcting the errors in use or formation
of verbs. Underline all your corrections.
If my first boss had ran his businesses the way he answered the
phone, he would have went broke long ago. Usually he grabbed
the receiver and growls, “Barker.” The person at the other end
probably thought, “That don’t sound like a human, more like a
rottweiler.” If George Barker was a dog, he would probably be
more courteous on the phone. No doubt there was lots of of-
fended customers. The other day he asked my coworker, Jess,
and me to stop by his office. He still answered the phone the
same way. George’s phone offenses amounts to quite a long list.
Instead of “barking,” there is several other things he could say.
“Hello, Barker Contracting” or “This is George Barker” make a
better impression.
Grammar Exercises
MyBCommLab
Go to mybcommlab.com for Auto-graded writing questions as well as the following
Assisted-graded writing questions:
1 As described in this chapter, people from the United States are typically both
individualistic and monochronic. How do these characteristics complement each
other? How might they contradict each other? Explain your reasoning.
2 Groupthink occurs when people convince each other to agree. What are
the problems with groupthink, and what can you do to avoid the groupthink
syndrome?
1. Bradberry, T., Greaves, J., & Lencioni, P. (2009). Emotional
Intelligence 2.0. San Diego, CA: TalentSmart. For the original
definition of Emotional Intelligence, see Mayer, J., & Salovey,
P. (1990). Emotional Intelligence. Imagination, Cognition, and
Personality, 9, 185–211.
2. Goleman, D. (2004, January). What makes a leader? Harvard
Business Review. Retrieved from http://hbr.org/2004/01/
what-makes-a-leader/ar/1
3. Turkle, S. (2012, April 22). The flight from conversation.
New York Times. Retrieved from http://www.nytimes.com/
2012/04/22/opinion/sunday/the-flight-from-conversation
.html?_r=1
4. Janusik, L., & Wolvin, A. (2009). 24 hours in a day. Interna-
tional Journal of Listening, 23(2), 104–120.
5. Emanuel, R., Adams, J., Baker, K., Daufin, E., Ellington, C.,
Fitts, E., & Okeowo, D. (2008). How college students spend
their time communicating. International Journal of Listening,
22(1), 13–28.
6. Flynn, J., Valikoski, T., & Grau, J. (2008). Listening in the busi-
ness context: Reviewing the state of research. International
Journal of Listening, 22(2), 141–151.
7. Wolvin, A. D. (Ed.). (2010). Listening and human communica-
tion in the 21st century. Chichester, U.K.: Wiley-Blackwell.
8. For more detail on the HURIER model of listening, which
this discussion adapts, see Brownell, J. (2010). The skills of
listening-centered communication. In A. D. Wolvin (Ed.),
Listening and human communication in the 21st century
(pp. 141–157). Chichester, U.K.: Wiley-Blackwell.
9. Brody, L., & Hall, J. (2008). Gender and emotion in context. In
M. Lewis, J. Haviland-Jones, & L. Barrett (Eds.), Handbook of
emotions (pp. 395–408). New York: Guildford Press.
10. Spahn, J., & Purses, J. (2012, March/April). 3 steps to em-
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2012/3StepstoEmpathicActiveListening/
11. Gendron, M., Roberson, D., van der Vyver, J. M., & Barrett, L. F
(2014). Perceptions of emotion from facial expressions are not
culturally universal: Evidence from a remote culture. Emotion,
14, 251–262.
12. McHugh, M., & Hambaugh, J. (2010). She said, he said:
Gender, language and power. In J. Chrisler & D. McCreary
(Eds.), Handbook of gender research in psychology (Vol. 1,
pp. 379–410). New York: Springer.
13. Jack, R. E., Blais, C., Scheepers, C., Schyns, P., & Caldera, R.
(2009). Cultural confusions show that facial expressions are
not universal. Current Biology, 19, 1543–1548.
14. Tannen, D. (1991). You just don’t understand: Women and men
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15. Wood, J. (2013). Gendered lives: Communication, gender, &
culture (10th ed.). Boston, MA: Wadsworth.
16. Palomares, N. (2009). Women are sort of more tentative than
men, aren’t they? How men and women use tentative language
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http://www.geert-hofstede.com/�hofstede_united_states.shtml
http://www.geert-hofstede.com/�hofstede_united_states.shtml
http://pepsico.com.cn/downloads/pdfs/gongsixinxi_en_20110809
http://www.nytimes.com/2012/01/26/business/ieconomy-apples-ipad-and-the-human-costs-for-workers-inchina. html?pagewanted=all
http://images.apple.com/supplierresponsibility/pdf/Apple_Supplier_Code_of_Conduct
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http://www.industryweek.com/articles/global_business_basics_1907.aspx
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http://www.cuttingedgepr.com/articles/ideal-number-people-in-team.asp
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http://www.management-issues.com/opinion/3291/the-hidden-costs-of-conflict/
http://www.management-issues.com/opinion/3291/the-hidden-costs-of-conflict/
http://www.isquare.com/turnover.cfm
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http://www.nytimes.com/2012/01/26/business/ieconomy-apples-ipad-and-the-human-costs-for-workers-inchina. html?pagewanted=all
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(1965). Developmental sequence in small groups. Psychologi-
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52. Thompson, L. L. (2011). Making the team: A guide for good
managers (4th ed.). Upper Saddle River, NJ: Pearson. For
the classic discussion on high-performance teams, see
Katzenbach, J., & Smith, D. (1993). The wisdom of teams:
Creating the high performance organization. Boston: Harvard
Business School Press.
53. Edmondson, A. (2012, April 25). The importance of teaming.
Harvard Business School. Retrieved from http://hbswk.hbs
.edu/item/6997.html
54. Edmondson, A. (2012). Teaming: How organizations learn, in-
novate, and compete in the knowledge economy. San Francisco,
CA: Jossey-Bass.
55. Thoughtfarmer. (2012). Retrieved from http://www
.thoughtfarmer.com
56. Microsoft. (2013, May 27). Bring your own service: Employ-
ees want social tools at work, despite company restrictions
and hesitation, reports new Microsoft survey. Retrieved from
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05-27socialtoolspr.aspx
57. Fiorella, S. (2011, July 30). Bringing the sales organization into
the social relationship. [Blog post]. The Social CMO Blog.
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bringing-the-sales-organization-into-the-social-relationship/
58. Bonner, L. (2012, March 26). Five mistakes to avoid when
implementing internal collaboration tools. [Blog post]. Blog-
ging4Jobs. Retrieved from http://www.blogging4jobs.com/
social-media/5-mistakes-to-avoid-when-implementing
internal-collaboration-tool/
59. O’Boyle, E. H., Humphrey, R. H., Pollack, J. M., Hawver, T. H., &
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Managing the
Communication
Process
Analyzing, Composing, Evaluating
74
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Good communication requires a good process. I start by
thinking about why I’m communicating and to whom. I al-
ways try to anticipate the audience’s questions or comments.
This helps me determine what I want to say and how the
reader will interpret my words and the tone of my message.
When writing even a simple email, I carefully edit and proof-
read. A poor choice of words can be embarrassing. I also
keep this in mind when presenting information in meetings.
Feedback is key, especially nonverbal responses during
presentations. My goal is to communicate—both orally and
in writing—in a way that projects a professional image of
both me and my company.
Doug Williams
Elon University
Distribution Relationship & Sales Coordinator @
Brown Advisory
New Hires @ Work
75
What are the benefits of analyzing?
pages 77–81
Analyzing the purpose focuses the message
Analyzing the audience helps you meet their
needs
Analyzing the content ensures a complete
message
Analyzing the medium helps you choose the best
delivery option
STUDY QUESTIONS
SQ1 SQ3 How does evaluating improve your
communication? pages 91–98
Evaluating content helps you achieve your
purpose and outcome
Evaluating for clarity and conciseness improves
comprehension
Evaluating for style and tone helps you project a
professional image
Evaluating for correctness increases your
credibility
Reviewing feedback helps you become a better
communicator
SQ2 What is involved in composing?
pages 82–90
Deciding when and where to compose
Organizing the message
Drafting the content
Designing a professional format and delivery
MyBCommLab®
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Over 10 million students improved their results using the Pearson MyLabs.
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Chapter 3 | Introduction
Imagine that a friend asks if you’d like to use his tickets
to attend a professional golf tournament next Friday af-
ternoon. How do you ask your boss for time off on such
short notice? Or imagine that you want to apply for a job
at a company that is not advertising any positions. How
do you decide the best way to contact this company, and
what you should say? This chapter explains a flexible
communication process called ACE—Analyzing, Com-
posing, and Evaluating—that will help you communicate
successfully in any situation. As Figure 3.1 illustrates, ACE
is a circular process, and each ACE step plays a unique
role in effectively communicating a message.
Analyzing “sets the stage” for your business message
and helps you make good decisions. Before you begin to
compose, analyze four important elements. First, determine
your purpose, the reason why you are communicating and
the outcome you want to achieve. Second, analyze your
audience—the recipients of your message. Who are they?
What are their concerns and interests? Third, determine the
content your audience needs—the specific information to
include—which is the substance of your message. If you
do not have all the content you need, determine
where to find it. Finally, determine the best
medium—how you will deliver your
message—by analyzing your options.
Should you communicate by telephone,
face-to-face, email, text message, Twit-
ter, or some other choice? Taking the
time to analyze the purpose, audience,
content, and medium will help you com-
plete the second ACE step: composing.
Composing involves more than putting words on the
page or speaking them aloud. Use your analysis of the
purpose, audience, content, and medium to make deci-
sions about how you will compose the message. Will you
state the main idea first, or after explaining the details?
How much detail do you need to provide? How will you
organize the details? Do you need to be persuasive? How
should you format the message? Once you have a plan in
place, you are better able to draft your message.
Evaluating is the process of reviewing your message
by asking yourself questions, such as these: Have you in-
cluded all the necessary content to achieve your purpose?
Is the message organized well? Is it worded effectively?
Is it formatted professionally? As part of the evaluation
process, share your draft or plan with others to get feed-
back. Reviewing your message and considering feedback
may lead you to return to the first step of the process—
analyzing—to reconsider the decisions you made about
purpose, audience, content, and medium. This circular
approach helps ensure effective communication.
At first, you may be concerned that following the ACE
process will be too time-consuming. However,
with practice these steps will become a
familiar part of your normal commu-
nication routine—even for informal
conversations and email messages.
The more you practice the ACE
process, the more successful your
communication will be. This chapter
will guide you through the ACE process,
providing strategies for each step.
ACE
Analyze
ACE
Compose
ACE
Evaluate
Analyze
Com
po
se
ACE
Evaluate
FIGURE 3.1
The ACE Communication Process
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What are the benefits of analyzing? 77
SQ1 What are the benefits of analyzing?
Analyzing is the process of looking critically at four elements of your message: purpose, audi-
ence, content, and medium. Analyzing each element offers a distinct benefit. When people fail
to communicate effectively, it’s often because they skip analyzing and planning, and instead
jump ahead to composing the message.
Analyzing the purpose focuses the message
Before thinking about what you are communicating, analyze why you are communicating.
Think about “why” from two points of view: (1) what do you want to do in the communica-
tion, and (2) what outcome would you like to achieve?
Business communication always has a purpose or reason. For example, you may want to:
• inform a client about a problem
• persuade a supervisor to implement a new program
• request permission to extend a deadline
• report financial information to a client
• propose a solution to a problem
By contrast, your desired outcome is what you want your audience to know or do as a result of
the communication. Notice the difference between general purpose statements and outcome
statements in Figure 3.2.
Keeping both your overall purpose and your desired outcome in mind as you write your
message helps you evaluate whether your content supports your goal. For example, consider how
you would address the first item in Figure 3.2. If you think only about your general purpose—to
inform your client that you cannot take on the project—you might draft a message that thanks
the client for his interest, explains that you cannot take on the project right now because you are
fully booked, and concludes with a forward-looking goodwill statement intended to reinforce a
positive relationship between you (or your company) and the audience.
However, if you try to visualize your desired outcome, you may decide that you want the
opportunity to do this project for the client and you do not want the client to look for another
vendor. What kind of message will best help you achieve that outcome? Compare the two ver-
sions of the message in Figure 3.3. The draft message considers only the purpose. The revised
message is designed to achieve a better outcome.
analyzing The process of looking critically
at four elements of your message: purpose,
audience, content, and medium.
purpose The reason why you are
communicating.
content The substance of your message.
medium The method you use to deliver
your message (for example, telephone,
face-to-face meeting, email, text message,
or website).
composing The multistep process of
producing content, organizing it so that
it is understandable from the audience’s
perspective, putting it into coherent
sentences and logical paragraphs,
and then designing a format or delivery
approach that is professional and makes the
communication easy to follow.
evaluating The process of critically
reviewing your communication to ensure it is
complete, clear, concise, easy to understand,
and error free.
outcome The result of your communica-
tion; what you want the recipients of your
message to know, do, or feel about the
subject of your message.
FIGURE 3.2 Examples of Purpose
and Outcome Statements
PURPOSE DESIRED OUTCOME
• To inform my client that I cannot take on a
new project right now.
• My client will postpone the project rather
than hire someone else to do it.
• To persuade my supervisor to approve a
summer-hours work schedule.
• My supervisor will present the plan to
upper management.
• To ask my supervisor for an extension on
a project deadline.
• My supervisor will let me submit the
project next Friday so I can finish it during
the week.
goodwill The positive relationship
between you (or your company) and your
audience.
Analyze
FIGURE 3.3 Achieving a Desired
Outcome
DRAFT REVISION
PURPOSE: To inform my client that I cannot
take on a new project right now.
Thank you for contacting us. We are fully
booked right now and cannot meet your
schedule. We are grateful that you thought
of us and look forward to working with you
in the future.
DESIRED OUTCOME: My client will postpone
the project rather than hire someone else
to do it.
Thank you for contacting us about your
new project. We would like to help you with
this project, and are confident we can do a
fast and outstanding job because we have
worked with you so closely in the past.
However, we are fully booked until June.
If you are able to postpone your project for
six weeks, we can provide you with our top
marketing team and will be glad to extend a
10% discount below our regular rates.
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Analyzing your purpose and desired outcome also helps you determine how persuasive
you need to be. Persuasion is the ability to influence an audience to agree with your point of
view, accept your recommendation, or grant your request. If your communication is purely
informative, no persuasion is necessary. For example, an email to all department employees
about a room change for a meeting simply needs to provide clear and complete information,
as shown in Figure 3.4.
However, many business messages require a persuasive strategy. They need to influence a
recipient either to agree with an idea or to take action. For example, assume you want to con-
vince your supervisor, Cherilyn Martins, to implement a summer-hours work schedule for your
department. Your standard workday hours begin at 9 am and end at 5 pm. A flexible summer-
hours schedule would allow employees to begin and end an hour earlier so that they can take
advantage of the increased daylight and warmer weather during the summer. You propose that
your department’s workday hours begin at 8 am between June 1 and August 31. Because you
want to motivate action, this message clearly needs to be persuasive. Figure 3.5 shows your pur-
pose statement and desired outcome statement. With this desired outcome in mind, you can an-
alyze your audience to get a clearer idea of how you can persuade her and achieve the outcome.
Analyzing the audience helps you meet their needs
When analyzing your audience, consider both primary and secondary audiences:
• The primary audience is the direct recipient of your message—the person or people to whom
your message is addressed.
• The secondary audience is anyone else who may receive a copy of your message (or hear about
it), either from you or from the primary audience.
For example, if you email your supervisor about incorporating a flexible summer-hours sched-
ule and she likes the idea, she may forward your message to the vice president of operations.
Although you planned your message for your supervisor—the primary audience—the vice
president becomes a secondary audience.
Once you have identified your audience, consider the questions listed in Figure 3.6 to de-
termine what content to include as well as how and when to deliver the message. Figure 3.6
also illustrates how you might answer these questions for the summer-hours work schedule
scenario.
To be persuasive, it is important to analyze audience benefits—advantages the recipient
gains from agreeing with or acting on your message. People are more likely to go along with
what you propose if they understand the advantages they—or their business—will gain from
granting your request.
Unfortunately, when trying to persuade others, people often make the mistake of empha-
sizing their own benefits. Focusing on the benefits to you is easy. For example, by implement-
ing a summer-hours schedule, you get to leave work an hour earlier each day. You have more
time to enjoy outdoor activities, family, and friends. Further, if you have the option to choose
summer hours or regular hours each day, you can take advantage of the flexibility to schedule
your work hours to meet your own needs. These outcomes are good for you, but they do not
suggest any benefits for your supervisor or company. Therefore, those benefits are not likely to
persuade your audience.
The challenge is to identify audience-focused benefits, such as those listed in Figure 3.6,
item 6, and then select the ones that will be most effective. You would certainly want to stress
that a flexible summer schedule may improve morale, reduce turnover rates, and increase pro-
ductivity. However, you may choose to leave out the other potential benefits. It will be difficult
to prove that quarterly sales figures will increase, and it would be unwise to suggest that sum-
mer hours will improve employees’ perceptions of your supervisor. Although your supervisor
may consider this a valid reason to change the work schedule, your secondary audience—the
vice president—may not.
Analyzing the content ensures a complete message
In addition to analyzing your purpose and audience, also analyze what content you need to
include. Do you have enough information about the topic or situation to compose your mes-
sage? Do you have enough data to support your main ideas? Or do you need to do additional
research?
Room change for Wednesday’s
meeting
March 28, 2015 2:54 PM
Bill Wembly
Purchasing Manager
Radnor Partners, Inc.
bwembly@radnorpartners.com
To all Department Employees:
Because of scheduling conflicts,
Wednesday’s 2:30 PM meeting will be
held in the second floor lounge rather
than Conference Room B.
Bill
From: DetailsBill Wembly
1 of 50All Mail (31)
FIGURE 3.4 Informational
Message—No Persuasion Needed
persuasion The process of influencing
your audience to agree with your point of
view, accept your recommendation, grant
your request, or change their beliefs or
actions in a way that facilitates a desired
outcome.
audience The recipients of your
communication.
primary audience The person or people
to whom your message is addressed.
secondary audience People other than
the primary audience who may read or hear
your message.
audience benefits The positive out-
comes your audience will experience by
agreeing with or acting on your message.
Photo courtesy of L_amica/Fotolia
New Hires @ Work
Rachelle Holloman
Belmont University
Business Continuity
Administrator @ HCA Healthcare
Your communications precede
you, and you never know
if something you write
will be forwarded
on to others.
Make sure all of
your messages
represent you
well.
Photo courtesy of Rachelle Holloman
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FIGURE 3.5 Sample Purpose
and Outcome Statements
PURPOSE DESIRED OUTCOME
To persuade my supervisor to approve a
summer-hours work schedule.
My supervisor will support the proposal and
believe it is in the best interest of the de-
partment to adopt the plan. She will forward
the proposal to upper management and re-
quest a meeting to discuss it, with the goal
of having the proposal accepted in time to
implement it for the summer.
1. What does the primary and secondary audience already know?
My supervisor and upper management already know about the structure of our
current workday, so I do not need to explain that.
2. What information does the audience need to know—and why?
Both audiences need to know what I mean by “summer hours,” how summer hours
will work in our department, and how the change will affect the productivity of the
department during the summer months.
3. When does the audience need this information?
My supervisor needs the information soon so we can gain support from upper
management in time to implement the change for the coming summer.
4. How will the audience react to this information?
I don’t know how my supervisor or upper management will react, so I will try to
anticipate potential problems and provide solutions.
If the purpose is primarily persuasive, also consider these questions:
5. What questions or objections will my audience have?
My audience may ask these questions:
• How will we ensure that someone is available to answer phone calls after 4 pm if
all employees ask to start and end their day earlier?
• When workdays begin and end earlier, will we have to rearrange lunch hours and
breaks? How will we handle that?
• Will there be additional costs?
• Has this plan worked well in other departments or companies?
• Will anyone think this schedule is unfair?
• Is there any evidence to support the benefits?
6. How will my audience benefit from my idea or proposal?
• Providing flexible summer hours may improve employee morale, which may lead
to the following additional benefits:
a. reduced employee turnover rates
b. increased employee productivity
c. Increased quarterly sales figures
• Providing flexible summer hours may improve employees’ perceptions of my
supervisor.
FIGURE 3.6 Audience Analysis
Questions
For example, assume you have identified the list of potential benefits for a summer-hours
plan illustrated in Figure 3.6 as well as the list of questions your supervisor may ask. Before
composing, you will need to gather the required information. You may be able to get it from
internal sources such as company reports, databases, and experts. Or you may have to consult
external sources such as industry journals, web-based search tools, or experts outside your
company. The following research would provide you with strong content:
• Investigate existing company information. To learn whether other departments in the com-
pany have implemented summer hours, you will need to consult internal sources. You may
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call or email other managers, contact your human resources office, or research the company’s
employee handbook.
• Survey people’s opinions or perceptions. To learn whether employees will support the sum-
mer schedule or think it is unfair, you may need to survey employees.
• Research external sources of information. To learn if other companies have found a summer-
hours schedule to provide tangible benefits, such as increased productivity, you will need to
search external sources. You can conduct primary research, which involves collecting your
own original data. For example, you might call the human resources departments of other
local companies. A more efficient method might be to look in libraries or online sources for
secondary research, which is information other people have collected. For example, the U.S.
Department of Labor provides several articles about flexible schedules.1
You may decide to postpone some of this time-consuming research until you learn whether
your supervisor is receptive to the idea of summer work hours. However, your initial commu-
nication with your supervisor will be stronger if you can communicate that you have done at
least a little research and have objective support for your proposal. More detailed information
about finding and evaluating sources is available in Chapter 8: Finding and Evaluating Busi-
ness Information.
Analyzing the medium helps you choose
the best delivery option
For a message to be effective, it also has to be delivered through the right medium. Figure 3.7
lists many common methods of communication and identifies the advantages and disadvan-
tages of each. Making a good choice about the best medium to use is challenging. For example,
if you need to send detailed financial data to your supervisor, you might choose to present that
information in a spreadsheet and attach it to an email that summarizes the data. However, if
the spreadsheet requires a more detailed explanation, a face-to-face meeting will be more ef-
fective. Social media has expanded the number of medium options available, and companies
are finding creative ways to use them to communicate not only externally with customers but
also internally with employees.2 For example, when Jim Whitelaw, the president of software
company Red Hat, needs to make a major company decision, he solicits employee opinions
and suggestions through an internal social media site called Memo List. He gains good ideas,
and the employees gain a deeper understanding of the issues involved.3 You might use social
media in a similar way and begin a departmental blog about summer hours to give employ-
ees an opportunity to express their points of view and contribute critical information to the
decision-making process.
For an ETHICS exercise, go to Critical Thinking Question 3 on
page 104.
ETHICS
HOW TO HANDLE INFORMATION THAT CONFLICTS WITH YOUR POSITION
Inexperienced communicators often make the mistake of looking
for content that supports their own point of view, rather than look-
ing for content that provides a complete picture of the issue. As an
ethical business communicator, you have the responsibility to pro-
vide information that allows your audience to make good business
decisions—even if that information conflicts with your own ideas.
For example, assume you found positive information about
flexible work hours from a not-for-profit workforce newsletter and
two independent news agencies. You select information from each
source to prepare a short email report intended to persuade your
supervisor to adopt flexible summer hours. However, suppose you
also find a source that suggests that some employees take advan-
tage of the flexibility by arriving to work late and leaving early.
Should you ignore this source because it will weaken your point?
No! If you fail to analyze and address relevant information
that contradicts your point of view, you are committing an ethical
error of omission.
Decide how to deal with that information. Is it strong
enough to make you modify your point of view? Is it weak
enough that you can argue against it? Does it bring up a problem
that you can solve? To be ethical, report the information, cite
the source, and then argue against it or provide a solution to the
problem the source raises. For example, you could suggest that
the company implement a reporting process that documents
employees’ actual work hours. By addressing potentially nega-
tive information, you demonstrate your integrity as a business
communicator as well as your ability to think critically and solve
problems.
primary research The process of
collecting your own data from original
sources.
secondary research The process of
searching published reports, articles, and
books for information other people have
collected.
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FIGURE 3.7 Selecting the Best Medium to Communicate Your Message
MEDIUM ADVANTAGES DISADVANTAGES
Face to Face
(one-to-one conversation)
• Allows personal explanation targeted to an individual
• Provides for immediate feedback
• Is not efficient for disseminating information to
many people
• Is not usually permanently documented
(recorded)
Meeting
(several people)
• Disseminates information to many people
• Provides for immediate feedback
• Is documented by minutes
• Can be difficult to schedule
• Is time consuming—takes employees away from
assigned duties
Telephone • Allows personal explanation targeted to an individual
• Allows short messages to be delivered via voice mail
if individuals are not at their desks
• Can provide for immediate feedback if the person
answers the phone
• Is time consuming if individual calls need to be
made to several people
• Is not usually permanently documented
(recorded)
Text Message,
Instant Message
• Allows quick communication
• Creates a permanent record (if saved)
• Is not efficient if message is long,
complex, or sensitive
• Does not ensure immediate feedback
Email • Allows quick communication
• Disseminates information to one or many people
• Creates a permanent record if saved or printed
• May not be a private and secure medium for
sending sensitive content
• Does not ensure immediate feedback because
not everyone checks email regularly
Memo
(printed hardcopy to
audiences within the
organization)
• Can accompany original documents or forms that
need signatures
• Can be used for employees who have no access
to email
• Creates a permanent record
• Incurs costs to copy to many people
• Is delivered more slowly than email
• Does not provide for immediate feedback
Letter
(formatted on letterhead
and either mailed or
emailed to audiences
outside the organization)
• Projects a more “official” or formal image than email
• Can accompany original documents, such as
forms with signatures
• Can be emailed as an attachment for fast delivery
• Creates a permanent record
• Incurs cost of letterhead and postage
• Takes at least a day to deliver unless emailed as
an attachment
• Does not provide for immediate feedback unless
emailed as an attachment
Newsletter
(printed hardcopy,
html-designed email,
or attachment)
• Disseminates a lot of information to many people
simultaneously
• Creates a permanent record
• Incurs cost to copy and distribute by mail
• Does not provide for immediate feedback
Website • Makes information available to anyone with access
• Can be password protected to limit access
• Enables combinations of text, video, and audio
through podcasts, MP3 files, webcasts, webinars,
and webconferencing tools
• Is easy to keep up to date
• May provide for feedback (by linking to feedback
forms)
• Is not effective with audiences who have limited
Internet access
• Requires the audience to access the site
• May not reach the audience
• Does not provide for immediate feedback
• May not provide a permanent record, unless web
files are archived
Social Media:
Networking Websites
(for example, Facebook,
LinkedIn)
• Allows you to communicate to a community of people
who have linked with you and expressed an interest
• Allows interactive communication
• Is easy to keep up to date
• Requires the audience to access the site
• May not reach the audience
• May reach unintended audiences
Social Media: Wikis,
Blogs, and Microblogs
(for example, Twitter)
• Disseminates information to many people
simultaneously
• Encourages discussion
• Is easy to keep up to date
• Allows interactive communication
• Provides a complete record
• Is not effective with audiences who have limited
Internet access
• Requires the audience to access the site or
actively request messages be sent to them
• May not reach the audience
What are the benefits of analyzing? 81
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SQ2 What is involved in composing?
Composing involves more than just putting your thoughts into words. Composing in-
cludes organizing the content so that it is understandable from the audience’s perspective,
putting that content into coherent sentences and logical paragraphs, selecting a medium
that is professional, and then designing a format that makes the communication easy to
follow.
Composing is much easier if you have effectively analyzed your communication situa-
tion first. However, even a simple and well-planned message benefits from at least two drafts.
The first draft allows you to get your thoughts on paper. The second draft allows you to refine
your thoughts and pay more attention to evaluating the language and grammar. More complex
messages may require more drafts to make the message complete, clear, and persuasive. This
section helps you think through some key elements of the composing process: deciding when
and where to compose, organizing the message, drafting the message, and designing a profes-
sional format and delivery.
Deciding when and where to compose
When you write a short email or plan a brief telephone call, you may not need to analyze how
you will manage your time or control your environment. However, when you are preparing a
complex report or presentation, you’ll benefit from making good decisions about the following
factors:
1. Time management. How much time will you need to compose? If you’re working on a
lengthy document or presentation, spread the time across a few days to balance your
workload and ensure “down time” between drafts to give you a more objective perspective
of the content.
2. Environment. Are you able to concentrate on your writing in a quiet location with no distrac-
tions? Or are you more effective in an energetic atmosphere with sounds and movement, such
as a crowded coffee shop? Select an environment that helps you focus.
3. Interruptions. If the phone rings or someone stops by your office, will you stop composing to
chat? If your mind wanders while writing, will you be tempted to check your email? If you are
easily distracted, make a point to control your environment and focus on your task.
A more effective composing process will result in a more effective message.
Organizing the message
Whether you compose a short email or create a detailed presentation, every message you pre-
pare needs an organization that is logical and easy for your audience to follow. Outlining is
an all-purpose tool that can help you plan this organization. An outline allows you to break
a topic into major ideas and supporting details and then list that content in the order you will
present it. Figure 3.8 is an example of a traditional outline with several sections, each with a few
items. Figure 3.9 provides two short outlines, one for an email message and the other for a meet-
ing discussion. Finally, Figure 3.10 illustrates a tree chart outline that provides a visual context
about how the information is connected.
After you plan the overall organization of your communication, consider where you want
to place the main idea. In most business situations, stating the main point directly at the begin-
ning of the message is better than placing it after the details. Audiences will become impatient
if they don’t know why you are communicating with them and how the details support your
message. Figure 3.11A on page 84 illustrates a direct organization. However, in some circum-
stances, it may be more effective to lead up to the main point, using an indirect organization
as illustrated in Figure 3.11B on page 84—for example, when you communicate unexpected
negative news, when you anticipate that your audience will be resistant to your message, or
when you need to provide explanation before your main point makes sense. In the figures, note
the difference in the subject line—the line in the header of the email that communicates what
the message is about and influences whether the audience will read the message. In the direct
approach, the subject line previews the main message of the email. In the indirect approach,
the subject line just introduces the topic.
Compose
direct organization The method of
arranging content in a message to present
the main idea of the message before the
supporting details.
indirect organization The method of
arranging content in a message to present
the supporting details before the main idea.
subject line The line in the header of an
email that communicates what the message
is about and influences whether the audi-
ence will read the message.
outline An organizational plan that identi-
fies key topics in the order they will be
presented.
New Hires @ Work
Shruti Shah
University of Florida
Operations Analyst Development
Program Intern @ JPMorgan
Chase
In composing, I first think
about my audience and tailor
my salutation, message, and
closing accordingly. I use ac-
tive verbs and clear, succinct
sentences that get the mes-
sage across quickly and
accurately. If the message
is long, I break it into
separate sections with
headers and bullets.
The overall purpose
is to be clear and
concise, but
thorough.
Photo courtesy of Shruti Shah
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FIGURE 3.10 Tree Chart Outline
Improved
Morale
Reduced
Turnover
Increased
Productivity
Survey
Employees
Develop
Policies
Create
Assessment
Plan
Supporting Information
Topic
Main Sections
If you are a visual thinker, you might organize your communication using a tree chart, which lets
you see the hierarchical structure and connections between your ideas.
ImplementationBenefits
Proposal for a Flexible Summer-Hours Work Schedule
Introduction
Detailed
Description
outline for a proposal
Proposal for Summer-Hours Work Schedule
PURPOSE: To propose that ABC Communication’s Sales Department adopt a summer-
hours work schedule between June 1 and August 31.
Introduction
• Statement of problem
• Proposed solution
Detailed Description of Proposed Summer-Hours Work Schedule
• Flextime options emphasizing core workday hours
• Suggested policies to ensure balanced staffing
Benefits (documented by primary and secondary research)
• Increased employee morale
• Reduced employee turnover rates
• Increased employee productivity
Implementation Plan
• Survey employees to assess flextime preferences
• Develop policies and procedures
• Create an assessment plan
FIGURE 3.8 Traditional Outline
83
This traditional outline format
summarizes information gathered
for a report about a summer-hours
schedule. Long documents, such
as reports or proposals, may
require several heading levels with
multiple points under each topic.
FIGURE 3.9 Short Outlines
(A) NOTES FOR PLANNING
AN EMAIL
(B) OUTLINE FOR
DISCUSSION AT A MEETING
Notes for Email to Cherilyn
SUBJECT: Update on Summer-Hours
Schedule Proposal
• Ask for feedback on attached rough draft
• Briefly explain research gathered to date
• Outline information to be included
• Thank her for taking time to provide input
Not every outline needs to be
elaborate. This figure illustrates
an outline for a short, informative
email message. Each bullet point
will become a short paragraph in
the email message.
Outlining the content for a short
discussion during a meeting may
require a list of questions you will
answer.
Overview of Summer-Hours Schedule
Proposal
1. What is a flexible summer-hours
schedule?
2. How will the company benefit from
the schedule?
3. How will we avoid/overcome potential
problems?
4. When/how will we implement the
schedule?
5. How will we assess the schedule’s
effectiveness?
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FIGURE 3.11 Direct and Indirect Messages
INDIRECT ORGANIZATION
Cherilyn Martins
Research Supports Bene�ts of Flexible Schedule
According to a number of highly respected sources,
implementing a �exible work schedule can be a very effective
method of attracting and retaining employees. It also may
improve productivity.
A Scripps news article about the future of the workplace
(Erickson, 20XX) offers evidence that creative work schedules
are successful tools for attracting and retaining top talent.
The article further suggests that, given today’s
telecommuting capabilities, “face time is irrelevant …
and … balancing work and family is the priority among
today’s workers.”
The Center for Services Leadership (20XX) also supports
�exible work schedules (throughout the year) to “simultane-
ously achieve the seemingly con�icting goals of becoming
more �exible in employee work arrangements [while]
controlling costs and enhancing service.”
Finally, the Society for Human Resource Management argues
employees who have the option of �exible schedules have
fewer sickness-related absences, thus improving productivity
and pro�ts.
None of the research revealed negative consequences of
offering a �exible work schedule. Please let me know if you
need additional information to support your presentation of
our recommendation to upper management.
Cherilyn Martins
Industry Perspective on Flexible Schedules
DIRECT ORGANIZATION
A
B
As you requested, I researched several external resources
about industry’s perspectives of �exible work hours.
A Scripps news article about the future of the workplace
(Erickson, 20XX) offers evidence that creative work schedules
are successful tools for attracting and retaining top talent.
The article further suggests that, given today’s
telecommuting capabilities, “face time is irrelevant … and …
balancing work and family is the priority among
today’s workers.”
The Center for Services Leadership (20XX) also supports
�exible work schedules (throughout the year) to “simultane-
ously achieve the seemingly con�icting goals of becoming
more �exible in employee work arrangements [while]
controlling costs and enhancing service.”
Finally, the Society for Human Resource Management argues
employees who have the option of �exible schedules have
fewer sickness-related absences, thus improving productivity
and pro�ts.
All this research suggests that implementing a �exible work
schedule offers substantial bene�ts at very low or no
additional cost. None of the research revealed negative
consequences of offering a �exible work schedule. Please
let me know if you need additional information to support
your presentation of our recommendation to upper
management.
FIRST PARAGRAPH:
State main idea
SUBJECT LINE:
Preview main message
MIDDLE
PARAGRAPHS:
Provide support
LAST PARAGRAPH:
FIRST PARAGRAPH:
State the purpose
SUBJECT LINE:
Introduce the topic
MIDDLE
PARAGRAPHS:
Provide details
LAST PARAGRAPH:
Imagine that you presented the summer-hours proposal to your supervisor in a
meeting, and she requested that you email her some follow-up research to
provide an industry perspective of the advantages and disadvantages of summer
hours. If your supervisor liked your proposal, you would organize your email
directly. Note that in a direct email, the subject line previews the main message
of the email.
Use a DIRECT organization to emphasize the main idea
if the audience will have a positive or neutral reaction.
Conclude with any or all of the following:
• Restate main point
• Add a call to action
• Provide deadlines and contact information
Conclude by stating the main idea and any or all of the following:
• Restate main point
• Add a call to action
• Provide deadlines and contact information
If your supervisor was skeptical about your proposal, you would organize your
email indirectly with the main idea after the supporting details. Note that in
the indirect approach, the subject line is more neutral and indicates only the
purpose and topic.
Use an INDIRECT organization to explain the reasons before
the main idea if the audience will be resistant to your idea.
MyBCommLab Apply
Figure 3.11’s key concepts by going
to mybcommlab.com
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What is involved in composing? 85
Drafting the content
If you are speaking, drafting means saying your message aloud or in your head so that you can
hear it and evaluate it. If you are writing, drafting involves getting the information on paper
(or the computer screen). Drafting is a creative process. Using your outline as a guide, you can
begin to draft freely knowing that your first draft will not be your final product.
During the drafting stage, writers often experience problems that block their progress.
If you feel each sentence has to be perfect before you begin the next one, you suffer from
perfectionist syndrome. To solve this problem, ignore the editor in your brain while you write
and focus on getting words on the page without revising them. Switching between drafting
and revising is inefficient because the two activities require very different mental processes. In
contrast to the creative process of drafting, revising is a logical process that involves evaluating
the effectiveness of your message in relation to your audience and purpose, and then making
changes in content, organization, or wording, as necessary. Assuming you have given yourself
sufficient time to draft and revise, you can be more creative in your drafting and more logical
in your revising if you separate the activities.
A second problem you may experience when drafting is writer’s block: an inability to be-
gin to write or continue writing, which is often a result of procrastination or impatience. Using
the ACE process will help reduce the problem. Additionally, you can try several techniques to
unblock your thoughts:
1. Free write. Write down anything that comes to mind regardless of whether it is appropriate or
even meaningful. You might create some content that is usable, even if you won’t use all of it.
See Figure 3.12 for an example of free writing.
2. Think aloud. Rather than writing, you may find it more helpful to get your ideas out by speak-
ing anything that comes to mind. Some writers find it useful to record their thoughts, play back
the recording, and then type the most important points they hear.
3. Write the easiest parts first. You don’t have to begin your draft with the first sentence or even
the first paragraph. Begin at any point in the document that is easiest, and then cut and paste
or insert text throughout the writing and evaluating process.
Whether you are free writing, thinking aloud, or writing the easiest parts first, you may find
that once you have some words on the page, the rest of the content more easily falls into
place.
Designing a professional format and delivery
After you have composed your message, arrange it into a professional format that is easy to
read and understand. A document’s format plays a role similar to your dress and behavior
in face-to-face communication. If the style looks professional, then it communicates to an
FIGURE 3.12 Example of Free Writing
free writing
Okay … I need to start the introduction of this report with a statement of the problem and
the purpose of the report. There really wasn’t a serious problem, but the summer-hours
plan sounded like a good idea to me. A friend told me about it at his company, I mentioned
it to some colleagues here, and they thought I should recommend it. So what’s the
problem? Well, low morale could be contributing to our typical third-quarter sales slump.
The summer numbers are always the lowest each year. I can document this with the data I
collected from the last 10 years. But since I found that data after I started the research, it
shouldn’t really be the problem we’re trying to solve, just a possible benefit of the
schedule. So the summer flex hours could be a solution that boosts morale and productiv-
ity thereby potentially increasing third-quarter sales. If I start with that in the introduction
and then support the idea with findings from sources in the middle, I could close with a
recommendation to try summer hours and assess its effect on both morale and sales.
revising A logical process that involves
evaluating the effectiveness of your mes-
sage in relation to your audience and pur-
pose and then making changes in content,
organization, or wording, as necessary.
writer’s block An inability to begin or
continue writing.
drafting A creative process that involves
getting information on the paper or computer
screen before revising and editing it.
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audience that you are professional. If the format is difficult to read or confusing, then it under-
mines your credibility.
Although the specific techniques you use for designing your message will depend on the
medium you choose, some design principles apply to all medium options. For example, good
business communicators do the following:
• Start with an easily-identifiable introduction
• Break messages into short chunks (paragraphs)
• Begin each paragraph with a strong topic sentence that identifies the main point or overall
idea of the paragraph
• Indicate shifts in content by using headings or transitional terms such as first and second or as
a result
• Use bullet or numbered lists for easy comprehension and skimming
• End with a specific conclusion or recommendation
The following sections provide examples of professional formats for email messages, memos,
letters, voice mail messages, and social media postings. Other chapters discuss methods of
creating professional formats for longer and more complex documents, such as reports and
presentations. For a comprehensive formatting guide, see Appendix A: Formats for Business
Documents, or visit mybcommlab.com.
Email messages
Business email messages should focus on only one topic, which is clearly identified in the sub-
ject line. However, one topic does not mean the message should contain only one paragraph.
Consider the two versions of the email message in Figure 3.13. Both messages contain the same
information—the subject line and sentences are identical. However, the design is very differ-
ent. Examine the layout. Which one looks more readable? Which one looks better organized?
Which one looks more professional?
When you write longer emails, you can enhance the organization and design even further
by using five important techniques:
• Clearly identify the topic and purpose in the subject line.
• Begin with a focused first paragraph.
FIGURE 3.13 Poorly Designed versus Professionally Designed Email Messages
EFFECTIVE
John: Please review the attached revised policies for our proposed summer-hours
work schedule. We will discuss these revisions plus any additional revisions you
propose at our next meeting scheduled for Wednesday, April 10. If you have the
opportunity to review the revisions and suggest additional changes by the 8th,
please send me your input so I can update the agenda. Otherwise, plan to
present your �ndings at the meeting on the 10th. Thank you for your time
and effort to help us with this proposal. Sincerely, Tonya
John:
Please review the attached revised policies for our proposed summer-hours
work schedule. We will discuss these revisions plus any additional revisions
you propose, at our next meeting scheduled for Wednesday, April 10.
If you have the opportunity to review the revisions and suggest additional
changes by the 8th, please send me your input so I can update the agenda.
Otherwise, plan to present your �ndings at the meeting on the 10th.
Thank you for your time and effort in helping us with this proposal.
Sincerely,
Tonya
Tonya Wyoll
Assistant Manager, Sales
ABC Communication, Inc.
PH: (419) 555-4533
FX: (419) 555-4501
Summer-Hours Policy Changes Summer-Hours Policy Changes
John Harris
INEFFECTIVE
topic sentence A sentence that
identifies the main point or overall idea of
the paragraph. Most frequently, it is the first
sentence in a paragraph.
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• Use topic-specific headings.
• Format important lists as bullet point lists.
• End with a signature block.
The email in Figure 3.14 illustrates all these techniques.
Memos
Memos are hardcopy documents typically sent to internal audiences—people within your
organization. Before email existed, organizations relied on memos for most internal commu-
nication. Today, you are likely to see memos accompanying documents that cannot be sent
electronically, such as booklets, pamphlets, or contracts and legal documents that require sig-
natures. You may also see people producing memo reports if they have important information
that is too long for a typical email message but too short for a formal report with a title page
and table of contents.
topic-specific headings Section or
paragraph titles that are short but include
key ideas. They are often in the form of a
short sentence and include a verb.
bullet point lists Vertically formatted
lists, with each item preceded by a dot or
other simple shape.
memos Hardcopy documents, following
a set format, typically sent to internal
audiences.
internal audiences People with whom
you communicate inside your organization.
What is involved in composing? 87
FIGURE 3.14 How to Format and Design an Email
Cherilyn Martins
Summer-Hours Work Schedule Proposal
summer_hours_proposal
Cherilyn:
At our last department meeting, we brie�y discussed how a summer-hours work schedule
might improve employee morale. I’d like to propose that we try a summer schedule this year.
I believe this change will be very easy and will bene�t our company. This email summarizes
the detailed content in my attached proposal.
How the Schedule Will Work
The summer schedule will begin on June 1 and end on August 31. During those months,
employees can choose to work a normal 9 AM to 5 PM day or come in and leave an hour
earlier (8 AM to 4 PM). This means all employees will be present during the core hours of 9 AM
until 4 PM, when we are busiest. It also means we will not need to adjust lunch hours or
breaks, since the proposed hours are very similar to our current working hours.
Benefits of a Flexible Summer Schedule
In an informal survey, departmental employees responded very positively to the prospect of
having more �exibility in their schedules. In addition, industry research shows that �exible
work hours do the following:
• Attract top talent
• Reduce employee turnover
• Control costs
• Improve productivity
Next Steps
Please let me know if you need additional information or if you would like me to revise the
proposal before next week’s management meeting. I look forward to your response.
Regards,
Tonya
Tonya Wyoll
Assistant Manager, Sales
ABC Communication, Inc.
PH: (419) 555-4533
FX: (419) 555-4501
Clearly identify the topic and
purpose in the subject line.
Begin with a focused first
paragraph that identi�es your
purpose and previews your
content. Strong �rst paragraphs
are increasingly important as more
people read emails on mobile
devices with small screens. No
one wants to scroll to �nd the
main idea of the message.
Use topic-specific headings or
paragraph titles that are short but
include a key idea. For example,
instead of using a generic heading
such as “Bene�ts,” compose a
topic-speci�c heading such as
“Bene�ts of a Flexible Summer
Schedule” to help the audience
immediately grasp the content of
the paragraph.
End emails with a complimen-
tary closing, your name, and a
signature block. The signature
block helps readers quickly �nd
your contact information.
Format important lists as bullet
point lists to make the informa-
tion easy to skim. The listed
items should be parallel—each
using the same grammatical
structure. In this list, each item
begins with a verb.
MyBCommLab Apply
Figure 3.14’s key concepts by going
to mybcommlab.com
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Figure 3.15 provides a memo version of the email message in Figure 3.14. As the annota-
tions on this figure explain, memos have a lot in common with emails. For more detailed
advice on formatting memos, see Appendix A: Formats for Business Documents, or visit
mybcommlab.com.
FIGURE 3.15 How to Format a Memo
TO: Ms. Cherilyn Martins, Vice President, Sales
FROM: Ms. Tonya Wyoll, Assistant Manager, Sales
DATE: February 12, 20XX
SUBJECT: Summer-Hours Work Schedule Proposal
At our last department meeting, we brie�y discussed how a summer-hours work schedule might
improve employee morale. I’d like to propose that we try a summer schedule this year. I believe
this change will be very easy and will bene�t our company. This memo summarizes the content in
my detailed proposal, which is attached.
How the Schedule Will Work
The summer schedule will begin on June 1 and end on August 31. During that period,
employees can choose to work a normal 9 AM to 5 PM day or come in and leave an hour earlier
(8 AM to 4 PM). This means all employees will be present during the core hours of 9 AM until 4 PM,
when we are busiest. It also means we will not need to adjust lunch hours or breaks, since the
proposed hours are very similar to our current working hours.
Benefits of a Flexible Summer Schedule
In an informal survey, departmental employees responded very positively to the prospect of
having more �exibility in their schedules. In addition, industry research shows that �exible work
hours do the following:
• Attract top talent
• Reduce employee turnover
• Control costs
• Improve productivity
Next Steps
Please let me know if you need additional infor mation, or if you would like me to revise the
proposal befor e next week’s management meeting. I look forward to your response.
Attachment
memoWrite a header block similar to
that of an email, with the lines in
this order: To, From, Date, Subject.
Follow each of these headings
with a colon and then tab to add
content. The words following the
colon are left-aligned.
Do not include a salutation.
This is a difference between
emails and memos.
As in emails, use short
paragraphs and, if applicable,
headings to make the content
easier to skim.
If any additional documents
accompany the memo, include
the word “Attachment” at the
end of the memo.
Do not include a complimentary
closing or signature block.
letters Formal correspondence, generally
intended for external audiences. Letters
can be sent through postal mail or by email
attachment for quicker delivery.
external audiences People with whom
you communicate outside your organization.
Letters
In contrast to memos, which are intended for internal audiences, letters are generally intended
for external audiences—people outside your organization, such as customers or clients. A let-
ter is considered a more formal method of communication than an email message or memo.
As a result, letters are also used for internal communication when the situation calls for for-
mality. For example, you might receive a letter offering you a promotion, or you might write a
formal letter of resignation if you were leaving a job.
When letters are sent as hard copies, they are printed on company letterhead. Letters can
also be sent electronically as email attachments. In fact, many companies often use electronic
letterhead templates so that letters attached to emails will look the same as printed letters. An
attached letter maintains the formality of the message, while the email transmission takes ad-
vantage of the quick delivery and electronic documentation.
Several letter formats exist, such as block style, modified block, and simplified. However,
block style, as shown in Figure 3.16 and throughout this text, is the most efficient letter style and
the one most commonly used in business. Block-style letters use no indentions or centering.
Instead, all elements begin at the left margin. Paragraphs are separated with a double space.
For guidelines for formatting letters and examples of modified block style, see Appendix A:
Formats for Business Documents, and the resources on mybcommlab.com.
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Voice mail messages
You may think it is odd to consider the design of oral communication because design is typi-
cally considered visual concept. However, voice mail messages will be easier to understand if
you follow the same principles used in designing emails: focus on one topic, keep the message
short, make the main point easy to find, and provide contact information. Take a few minutes
to plan your message before calling. Figure 3.17 on page 90 illustrates two voice mail messages.
Although the version on the left is more formal than the version on the right, both include the
relevant elements described in the annotations.
FIGURE 3.16 How to Format a Letter
O : ( 4 1 9 ) 5 5 5 – 5 5 6 3 q u e r i e s @ c o n s u l t p r o . c o m
F : ( 4 1 9 ) 5 5 5 – 5 5 6 4 w w w . c o n s u l t p r o . c o m
March 21, 20XX
Ms. Tonya Wyoll
Assistant Manager, Sales
ABC Communication, Inc.
114 Main Street West
Newberry, OH 43431
Dear Ms. Wyoll:
Thank you for your interest in our consulting services. I enjoyed our telephone
conversation yesterday and am enclosing our proposal for the professional
development workshop “Engaging Customers with Social Media.”
The goal of this workshop is to help sales professionals harness the power of
social media to increase sales. Participants in this workshop will learn to use
social networks to find sales prospects, get past electronic gate keepers, create
a customer community, and drive customers to your website. Our clients report
that the techniques they learn in the workshop are both easy to implement and
effective.
Please contact me at r.nelson@consultpro.com or 555-5563 at your convenience
to discuss the workshop in more detail or to schedule a session. I look
forward to hearing from you.
Sincerely,
Regina Nelson
Training Director
Enclosure
letter
Prepare your letter on
letterhead stationery.
Center the content vertically
between the letterhead and
the bottom of the page. The
first line of content is the date.
The date is followed by three
blank lines.
Below the date, include the
name and address of the
recipient, called the inside
address.The inside address is
followed by a blank line.
Include a salutation. Saluta-
tions in a business letter
typically use the word “Dear”
before the recipient’s name.
However, some contemporary
writers omit “Dear.” End the
salutation with a colon,
followed by two blank lines.
Begin all paragraphs at the left
margin with no indentation.
Leave extra space between
paragraphs.
End the letter with a compli-
mentary closing, such as
“Sincerely,” followed by three
blank lines to make room for
the signature before the typed
name and title.
Add an “Enclosure” notation if
you are including one or more
additional documents in the
same envelope.
What is involved in composing? 89
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FIGURE 3.17 How to Compose a Voice Mail Message
FORMAL VOICE MAIL INFORMAL VOICE MAIL
Hello, Ms. Nelson. This is Tonya Wyoll
from ABC Communication. My number is
419-555-4533.
I am calling in response to the proposal for
professional development that you sent
recently. I have discussed this with my su-
pervisor and would like to arrange a date
for the workshop.
Again, this is Toyna Wyoll. Please call me
at 419-555-4533. I look forward to talking
with you soon.
Thank you.
Goodbye.
Greet the recipient by name to
personalize the message.
Identify yourself and include your
affiliation or position if the audience is
not familiar with you. Leave a callback
number if you want a return call.
State your purpose and main point.
Let your audience know why you are
calling.
Follow up with details. Use signal
words to help your audience keep track
of ideas. If you say at the beginning
of the message that you want to talk
about two topics, mention each of those
topics by signaling them with words
such as “first” and “second.”
Identify actions. Do you want your
audience to return your call, send you
something, or do something else? If you
are requesting an action, be both polite
and specific.
Provide contact information. Even
if you state your contact information
at the beginning, repeat it, and speak
slowly when leaving your telephone
number. Your audience should not
have to listen to your message again
to be able to write down the complete
number to call.
Sign off by saying goodbye.
Hi, John. This is Tonya.
I’m calling to check on dates when people
in your department are available for a pro-
fessional development seminar on social
media. We’d like everyone in your depart-
ment to attend.
Let me know two or three dates that will
be convenient. If you can send the informa-
tion by Wednesday, I’ll be able to confirm a
date with the presenter.
Please call me at extension 5-4533.
Thanks.
Bye.
CULTURE
COMPOSING FOR A GLOBAL AUDIENCE
When communicating directly with people from a different coun-
try or culture, think about cultural differences as part of the ACE
process. As you analyze your audience, consider how familiar they
are with American English, how your message will be perceived
when translated into a different language, and whether your mes-
sage reflects or clashes with the culture’s values. To avoid cultural
missteps, ask these three questions:
• Is the translation accurate and natural-sounding? When
Kentucky Fried Chicken opened its first restaurants in China,
the Chinese people liked the food but did not appreciate
the slogan. When translated into Mandarin, KFC’s “Finger
Lickin’ Good” slogan literally meant “Eat your fingers off.”4
• Is the content culturally appropriate? The California Milk
Processor Board found that the familiar “Got Milk?” ads
offended Hispanic consumers. Instead of seeing the ads as
comical, Hispanics found the idea of a Latino mother run-
ning out of milk to be insulting because it implied she was
not taking good care of her family.5 The Milk Processing
Board developed a more culturally effective campaign, with
the slogan “Family, Love, and Milk.”
• Will the visual images communicate as you intended? The
stylized version of the word “Air” printed on Nike Air shoes
offended Muslims because the image resembled the Arabic
word for Allah.6
If your company specifically targets global markets or interna-
tional customers, it’s important to follow standard conventions,
such as those outlined by Tangient LLC’s wiki titled “Editing for
International Audiences”7 and Cultural Savvy, a leading cross-
cultural consulting firm:8
• Use simple words to promote clear understanding. Define
terms that may be confusing and use them consistently
throughout the message.
• Avoid long sentences and complex phrases.
• Maximize visuals and minimize text to communicate your
message more quickly—after all, “a picture paints a thousand
words.”
• Evaluate the message from a non-native speaker’s perspective.
Look for any wording that may be difficult to understand.
Even when you’re not communicating directly to an international
audience, keep in mind that people around the globe who are con-
nected online may see the messages and images that you post to
social media sites, your company’s website, and other electronic
outlets.
For a CULTURE exercise, go to Exercise 26 on page 112.
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How does evaluating improve your communication? 91
SQ3 How does evaluating improve your communication?
The final step in the ACE process is to evaluate your communication to ensure it is complete,
clear, concise, professional-sounding, and correct.
Evaluation may occur at different points for written and oral communication. When you
write, you are able to evaluate these elements before delivering your message. Take the time
to reread, revise, and edit your written drafts several times before sending them. If you skip
the evaluating stage of writing, even for short messages, your message could include incom-
plete thoughts, awkward sentences, and grammatical errors that computer editing tools such
as spelling and grammar checkers may miss. In addition, by the time you get to the end of your
first draft, you may discover new ideas about what to say and how to say it. The evaluating
phase gives you the opportunity to make those changes before you send the message.
By contrast, oral communication allows you to evaluate while you are delivering the mes-
sage based on immediate feedback you receive. Imagine that you are making a point in a meet-
ing. As you look around the room, you can gauge your audience’s reaction and begin to adjust
or revise your explanation on the spot. Written communication does not provide this type of
immediate feedback or the opportunity to revise your message as you are communicating it.
This section describes five ways to evaluate your communication: evaluating for content,
evaluating for clarity and conciseness, evaluating for style and tone, proofreading, and using
feedback to improve your future communication.
Evaluating content helps you achieve
your purpose and outcome
As a first step in the evaluating process, reread the entire document from the audience’s per-
spective. Think about the analysis stage of the ACE process and the purpose and outcome you
identified for the communication. Ask yourself if the document has the right information and
the right approach to achieve your goal:
• Are your purpose and your main point clear? Underline your purpose and main point. If you
cannot find explicit statements to underline, you need to revise your draft.
• Have you provided all the information you need to support your purpose? Consider all the
pieces of information you believe your audience will need to know and mark each of them in
your draft. If any information is missing, revise. If you cannot imagine what your audience will
need to know, ask friends or colleagues to provide feedback.
• Will the organization of that information make sense to the audience? Read the topic sen-
tences of each paragraph. Does each topic sentence identify the main idea of the paragraph?
Do the details of the paragraph relate to the topic sentence? Does the progression from one
topic sentence to the next seem logical?
• Is the message persuasive enough to be successful? If your message is intended to be persua-
sive, identify key objections your audience may have. Also identify audience benefits. Addi-
tional persuasive techniques are addressed in Chapter 5: Communicating Persuasive Messages.
Evaluating for clarity and conciseness
improves comprehension
Achieving clarity means your audience can easily understand your intended meaning. When
language is unclear, the audience may need to read it multiple times and may still misinterpret
the text. To evaluate your writing for clarity, review and edit it to ensure that it complies with
the following advice:
• Use natural-sounding language rather than big words intended to impress. One of the first
mistakes many new employees make is to try to impress their audience by using big words in
long sentences. The best business writing communicates its meaning as quickly and as simply as
possible. People are rarely impressed by writing that is long and difficult to understand, such as
the poorly worded sentences in Figure 3.18 on page 92. The clearly worded sentences in that figure
have the same meaning, but use natural-sounding language that the audience can easily grasp.
• Use concrete language rather than abstract language. Abstract language refers to broad
concepts that an audience can interpret in multiple ways. Consider the sentence “We need
to solve the transportation problem ASAP.” In this sentence, the terms “transportation” and
clarity The quality of being unambiguous
and easy to understand.
abstract language Language that refers
to broad concepts that an audience can
interpret in multiple ways.
ACE
Evaluate
New Hires @ Work
Alison Clark
University of Florida
Assistant Buyer @ Macy’s
I spend more time evaluating
my messages than compos-
ing them. The details affect
audience understanding and
perception, so I evalu-
ate everything—even
short emails—and
revise to ensure the
message meets my
purpose and pro-
motes goodwill.
Photo courtesy of Alison Clark
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“ASAP” (as soon as possible) are abstract. What do they mean? A dictionary defines transpor-
tation as conveyance (carrying, moving, shipping, or hauling), but does everyone think of the
same kind of transportation when they visualize the word? Probably not. Does “ASAP” mean
by today, or by the end of the week, or whenever you have the time to do it? Concrete language
is specific. The more concrete the language is, the more likely it is that you and your audience
will interpret the same message in the same way. Here is a better way to word the original sen-
tence: “By tomorrow morning, we need to determine why trucking shipments are leaving the
warehouse one to two days late.”
If you have trouble looking for the right word to express your meaning, you can use your
word processing software’s thesaurus to identify options. A thesaurus is a reference tool that
provides synonyms and antonyms. Synonyms are words that have the same or similar mean-
ing, such as “quickly” and “rapidly.” Antonyms are words that have opposite meanings, such
as “clear” and “confusing.” However, choose carefully among the words that you see in the
thesaurus, and look up unfamiliar words in the dictionary before using them. Even when a
thesaurus lists two words as synonyms, they may not have the exact same meaning. For ex-
ample, a thesaurus usually lists the word “privileges” as a synonym for “benefits.”9 However, if
you were writing about “employee benefits,” you could not simply swap the word “privileges”
for “benefits.” “Employee benefits” has a different meaning than “employee privileges.”
• Use active voice instead of passive voice. Voice refers to the relationship between the subject
and verb in a sentence. In active voice sentences, the subject performs the action of the verb.
subject verb
ACTIVE VOICE: The employees completed the project early.
In passive voice sentences, the subject does not act. Instead, the subject receives the action
expressed by the verb.
subject verb phrase
PASSIVE VOICE: The project was completed early.
Good business communication relies on active voice because active voice is clearer and more
concise. However, passive voice works well when you do not want to assign blame. For ex-
ample, instead of “Camilla misfiled the contract” (active voice), you can say “The contract was
misfiled” (passive voice). Passive voice also works well when you want to emphasize a certain
word by making it the subject of the sentence. For example, instead of “Roger scheduled the
meeting for Friday at 2 pm” (active voice), you can focus on the meeting by saying “The meet-
ing is scheduled for Friday at 2 pm” (passive voice).
• Avoid slang and clichés. To communicate effectively in business, you need to use words that
your audience will understand. Slang is nonstandard, informal language that may work well
within a certain group but often excludes people from different countries, cultures, and so-
cial groups. Examples of slang include “cool,” “my bad,” “off the chain,” “plugged in,” and “go
missing.” Clichés are commonplace and often overused phrases that have lost their force and
meaning. Like slang, clichés are also specific to cultures and languages, and they may exclude
international audiences. Would a businessperson who learned English in India or China un-
derstand the clichés in Figure 3.19?
Conciseness is as important as clarity. Concise communication is short and to the point,
expressing ideas clearly in the fewest possible words. In business communication, shorter is
usually better. As explained by entrepreneur Guy Kawasaki, managing director of Garage Tech-
nology Ventures, schools “should teach students how to communicate in five-sentence emails
and with 10-slide PowerPoint presentations. If they just taught every student that, American
business would be much better off.” He goes on to say, “No one wants to read ‘War and Peace’
FIGURE 3.18 Using Natural
Language
POORLY WORDED CLEARLY WORDED
• Please apprise me of what transpired
during my absence.
• Please tell me what happened while
I was gone.
• I sincerely appreciate your exertion on
this critically important endeavor.
• Thank you for your work on this
important project.
conciseness The quality of using no
more words than necessary for a message
to accomplish its purpose.
concrete language Language that is
specific, making it likely that everyone will
interpret it the same way.
active voice A sentence structure in
which the subject performs the action of
the verb.
passive voice A sentence structure in
which the subject is passive and receives
the action expressed by the verb.
slang Nonstandard, informal language
that may communicate well within a certain
group but often excludes people from differ-
ent countries, cultures, and social groups.
clichés Commonplace and often overused
phrases that have lost their force and
meaning.
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FIGURE 3.19 Eliminating ClichésCLICHÉ MEANING
• His proposal is all over the map. • His proposal is disorganized.
• The bottom fell out of that investment. • The investment lost money.
• Hiring him was a bad call. • Hiring him was a bad decision.
emails. Who has the time? Ditto with 60 PowerPoint slides for a one-hour meeting.”10 The fol-
lowing advice will help you reduce wordiness in your writing and speaking:
• Edit wordy phrases. When possible, replace multiple words with a single word. Figure 3.20
provides examples of how you can edit wordy phrases to be more clear and concise.
• Eliminate obvious fillers and any information that is not necessary or helpful to achieve
your purpose. When you include extra words and unnecessary information, you waste your
time as you compose the message as well as the audience’s time as they read or listen to it.
Consider the examples in Figure 3.21.
• Eliminate redundancies, the unnecessary repetition of an idea. Consider the examples of
redundancies in Figure 3.22 (redundant phrases appear in the left column).
FIGURE 3.20 Using Concise
Wording
WORDY CONCISE
• This email is in reference to our approval
of your prior request . . .
• We approve your request . . .
• Enclosed in this mailing you will find
three photocopies . . .
• Enclosed are three copies . . .
• If you have any questions, please do not
hesitate to contact me at . . .
• Please contact me if you have any
questions . . .
FIGURE 3.21 Eliminating
Unnecessary Words
WORDY CONCISE
• As you know, we met yesterday to discuss
next year’s budget. Based on the auditor’s
review, I recommend that we . . .
• Based on the auditor’s review of our
budget, I recommend that we . . .
• As your assistant manager, I am sug-
gesting that we review our departmental
procedures.
• I suggest we review our departmental
procedures.
• There are three people who will attend the
meeting.
• Three people will attend the meeting.
FIGURE 3.22 Avoiding
Redundancies
REDUNDANT CONCISE
• Please refer back to the minutes from your
last department meeting.
• Please refer to the minutes from our
last department meeting.
• Advance planning on your project will
allow our departments to combine
together our resources and divide up the
work to be done.
• Good project planning will allow our
departments to combine resources and
divide the work.
• The first issue we need to address is travel
reimbursement. Travel reimbursement is
an important issue to address because
nearly 70% of our employees have ex-
pense accounts.
• First, we need to address travel
reimbursement because nearly 70% of
our employees have expense accounts.
redundancy Unnecessary repetition of
an idea.
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Evaluating for style and tone helps you project a
professional image
Style refers to how you express yourself rather than what you say. Do you use positive or nega-
tive language, big or small words, long or short sentences, strong active verbs or weak passive
voice? The style you choose will affect the tone of your communication. Tone is the image your
language projects about you based on how the message sounds to the audience. Tone in writing
is similar to your tone of voice when you speak. Your tone can be friendly or angry, positive or
negative, formal or casual, professional or unprofessional, courteous or rude.
As you work on conciseness and clarity, your style will become more professional.
You can also improve your style and tone by using positive wording and sounding
conversational.
• Use positive wording. Whenever possible, effective business writers choose positive word-
ing to communicate their messages, even in negative situations. Positive wording creates
an optimistic, encouraging, and often more informative message. For example, consider
the sentences in Figure 3.23. The sentences on the left focus on the negative meaning of the
messages. Note how in each example subtle changes in wording on the right focus on the
positive meaning.
• Sound conversational. Business writing should be conversational rather than academic. Aca-
demic writing often sounds too formal for everyday communication. Conversational writ-
ing style uses relatively short sentences and familiar words. When read aloud, the text should
sound as if the writer is talking with the audience. This style is especially important in social
media messages where the goal is to create interaction and build a positive image about your
corporate brand.
To test the power of reading out loud to achieve a conversational style, see the examples in
Figure 3.24. Read the sentences on the left aloud. Would you speak this way to someone? Prob-
ably not. The sentences on the right convey the same meaning but with a better conversational
style. Use this style of writing in all your messages—both written and spoken.
Another way to test whether your writing is using a conversational style is to use the read-
ing level analysis tool included with Microsoft Word. This tool assesses the readability of your
writing based on sentence length and the number of long, multisyllabic words it contains and
FIGURE 3.24 Using Conversational
Style
TOO FORMAL CONVERSATIONAL
• Henceforth all documentation is to be
completed within two business days.
• Please complete all forms within two
business days.
• As per your instructions, I have initiated
discussions with the previously identified
employees.
• I began talking with the employees you
mentioned last week.
• This new policy will facilitate the
implementation of more beneficial
scheduling decisions.
• This new policy will let us schedule
shipments more efficiently.
FIGURE 3.23 Using Positive
Wording
NEGATIVE POSITIVE
• We will not be able to approve a new
budget until the analysis is complete.
• We will be able to approve a new
budget when the analysis is complete.
• The board has not yet voted on the
salary increases.
• The board will vote on the salary
increases at the next meeting.
• If you do not sign the form before 5 pm,
we will not be able to fund your travel
request.
• If you sign the form before 5 pm,
we will be able to fund your travel
request.
style How you express yourself.
tone The image of yourself that your
language projects based on how the
message sounds to the recipient.
New Hires @ Work
Megan Sugrue
Northwestern University
Social Media Coordinator @
Viacom International Media
Networks
For social media, the lan-
guage you use depends on
the audience you’re address-
ing. For example, MTV’s
target audience is young
people ages 14 to 24.
The language we use
is their language—
we aim to sound
like a friend, not a
business.
Photo courtesy of Megan Sugrue
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Evaluating for correctness increases your credibility
You can spend hours writing a report, but if it is full of errors, your audience may focus more
on your mistakes than on your message. Even an email with typographical errors can give your
audience the impression that you lack attention to detail. A quick scan of a document is not
sufficient to catch problems. Instead, proofread by checking your documents carefully and
systematically for all types of errors, and take advantage of technology tools, such as spelling
and grammar checkers.
FIGURE 3.25 Examples of Reading
Levels
INAPPROPRIATE APPROPRIATE
Grade Level 12.3:
Henceforth, all documentation is to be
completed within two business days.
Grade Level 14.8:
As per your instructions, I have initiated
discussions with the previously identified
employees.
Grade Level 16.6:
This new policy will facilitate the imple-
mentation of more beneficial scheduling
decisions.
Grade Level 5.2:
Please complete all forms within two
business days.
Grade Level 6.0:
I began talking with the employees you
mentioned last week.
Grade Level 8.3:
This new policy will let us schedule
shipments more efficiently.
proofread A systematic process of
reviewing writing for errors.
How does evaluating improve your communication? 95
Familiarize yourself with five types of errors
Most writing errors fall into one of five categories: content errors, spelling and typographical
errors, usage errors, grammatical errors, or format errors.
• Content errors are mistakes in the substance of a message, such as incorrect or missing infor-
mation. To avoid content errors, make a mental list of all things that need to be included and
correct in your document, and review to check them—for example, prices, dates and days of
the week, locations and times of meetings, and deadlines. Ask a colleague to help you proof-
read to provide a more objective perspective.
• Spelling and typographical errors result from lack of knowledge about how to spell words and
from typing too quickly, transposing letters, and duplicating letters. Don’t assume automated
spelling checkers will catch all your errors. Instead, look up spellings of unfamiliar words and
proofread carefully just for spelling errors and typos. Also double check addresses, telephone
numbers, and spellings of names.
• Usage errors are errors in the way language is used, such as using “imply” instead of “infer”
or “economical” instead of “economic.” It is difficult to catch these errors on your own; ask a
colleague to help you find them.
• Grammatical errors are violations of grammar rules, such as sentence fragments, run-on sen-
tences, and incorrect subject-verb agreement (just to name a few). Although automated gram-
mar checkers can help you identify these problems, the tools will sometimes miss errors and
suggest inappropriate changes. You will need to validate suggested changes, and review for
additional grammar errors on your own. To refresh your memory, review the grammar rules in
Appendix C: Grammar, Punctuation, Mechanics, and Conventions and complete the grammar
exercises at the end of each chapter of this text.
• Format errors are inconsistencies in design techniques within a document, such as includ-
ing both indented and block-style paragraphs, bullets that do not align correctly, and dif-
ferences in font sizes or styles. To avoid formatting errors, reformat text copied and pasted
from other documents or paste it as unformatted text. Also, use tabs instead of spaces to
align text. Finally, take advantage of automatic formatting features, such as heading styles
and hanging indents.
then assigns your writing a grade level. Don’t assume that your documents should match the
grade level of your audience. Most messages should be written at the eighth-grade level or less
to keep your business writing short and simple. See Figure 3.25 for examples.
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Check systematically for errors
To check systematically for all these types of errors, follow these guidelines:
• Read your work multiple times. If you proofread just once for all errors, you most likely will
not find them all. However, if you narrow each proofreading to scan for a particular problem,
you will be more successful in finding your mistakes.
• Look for your own common errors. Most writers repeat the same kinds of errors based on
their individual writing style. Identify your common errors by reviewing your graded writing
assignments or asking your instructor for assistance. Make a list of these errors and look for
them in your drafts.
• Read your work later. If possible, put some time between your composing and evaluating
stages. Too often, writers quickly compose a first draft and immediately try to proofread their
work. Taking even a five-minute break can clear your thoughts and let you proofread with
a more objective and fresh perspective. Read each word and proofread slowly through the
message.
• Read from the bottom up. Start with the last sentence and read up the page sentence by sen-
tence. This backward approach slows your reading pace and lets you examine the information
out of context to help you find typos and missing words.
• Read your draft aloud. Generally, people speak more slowly than they read. Therefore, read-
ing your draft aloud slows your reading pace and helps you focus on the text and find more
errors. Also, when you hear what you have written, you are more likely to identify a missing
word or notice awkward phrasing.
• Ask a colleague for help. For a more objective perspective, ask a colleague to proofread your
draft. An objective reader can often find errors that you have overlooked. If you routinely proof-
read the work of others, you may want to familiarize yourself with the standard symbols that
professional proofreaders use to mark errors. (To learn proofreading marks, see Appendix E:
Proofreader’s Marks.)
Reviewing feedback helps you become
a better communicator
Whether you ask for it or not, you often get feedback that indicates how effectively you have
communicated. This feedback may take the form of a smile, a puzzled look, a phone call asking
for clarification, or compliance with your request. Even lack of response is a type of feedback.
One of the key advantages of social media communication is that it allows a company to get
continuous feedback on its communication and to adapt its message based on the audience’s
response. Tweets, Facebook postings, and social networking polls all allow companies to eval-
uate their communication as well as their business strategy and brands.11
To take full advantage of feedback, don’t wait for it. Instead, ask for it early in the commu-
nication process and use it to evaluate and revise your communication strategy. For example,
when you share your summer-hours proposal with your supervisor, she may suggest that you
reorganize your content, include additional possible disadvantages, or develop an assessment
plan as part of the proposal. This feedback will require you to spend more time analyzing,
composing, and evaluating, which may be disappointing if you thought you were done with
the writing process. However, the additional work will lead to a more successful proposal.
Also, pay attention to more subtle feedback that you may receive without asking. For ex-
ample, if you email someone but do not receive a response, what does that mean? Did the
audience not receive the message? Or did they choose not to read it because the subject line
didn’t capture their attention? If you send driving directions to a friend and he gets lost, did he
read the directions incorrectly, or were the directions ambiguous? Reviewing the feedback you
receive will help you make better decisions the next time you communicate.
President Barack Obama reading and
editing a speech
Official White House photo by Pete Souza.
Courtesy of Flickr.
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Each reviewer’s
tracks and
comments are
identified by
different colors.
Comments are
inserted in the
margins to
identify
concerns.
Reviewers’
comments are
also identified
by their initials.
Changes are
tracked in
colors to show
suggested
revisions.
TECHNOLOGY
USING “TRACK CHANGES” TO GET FEEDBACK ON A DRAFT
When you ask others to review your writing, the track changes
feature in many word processing programs is a useful tool. Rather
than printing a hard copy of a draft and marking the changes by
hand, your coworkers can make their changes electronically.
As you can see in the following example, the track changes
feature allows you to make corrections, suggest content to add
and delete, and insert comments. The comment boxes include the
reviewers’ initials so you know who is making the comment. Ad-
ditionally, the word processing program automatically assigns dif-
ferent colors to each reviewer so you can easily see who made what
comment or change. You can then review the suggested changes
one by one and accept or reject them. You can also review each
comment, make appropriate changes, and then delete the comment
from the document. When completing the final draft of a collabor-
atively edited document, accept all the remaining tracked changes,
delete all the remaining comments, and then save the file to avoid
sending a message that allows the audience to see your edits.
For a TECHNOLOGY exercise, go to Exercise 24 on page 111.
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◾ In summary, the ACE process will help you communicate more effectively
by ensuring that you analyze, compose, and evaluate in a systematic way. In the following
chapters, you have an opportunity to apply this process to a range of business communica-
tions, from short routine messages through complex reports and presentations. Short email
messages may take only a few minutes to analyze, compose, and evaluate; more complex mes-
sages will require more time. However, as you become an experienced communicator, you
will increasingly be able to go through each step of the process more quickly and effectively,
regardless of the length or purpose of your communication. If you follow the process well, your
messages will more likely achieve your purpose and project a professional image.
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ACE @ work 99
ACE @ WORK Coca-Cola Company
Social media has revolutionized how people communicate.
Facebook, for example, has more than 800 million users
who use the site to stay in touch with family, friends, and
coworkers. Like individuals, companies recognize and use
the power of social media to communicate in creative
ways. The Coca-Cola Company is world-renowned for
being an effective user of social media. For many years,
Coca-Cola has ranked first in the number of Facebook fans
among all companies. As of October 2014, Coca-Cola had
almost 90 million likes. Redbull was a distant second with
45 million.12
Coca-Cola has achieved this level of social media
participation—an average of 5,000 social media conversa-
tions a day about the Coca-Cola Company13—by following
a well-designed social media strategy that involves collabo-
rating with customers to build stories about the brand.14
The ACE communication model can help us understand
how Coca-Cola achieves its social media goals.
• Analyzing. According to Jonathan Mildenhall, Coca-
Cola’s Vice-President of Global Advertising Strategy
and Creative Excellence, Coca-Cola’s goal is to com-
pose the “world’s most engaging content” by telling
verbal and visual stories about Coke that are so lively,
positive, and “contagious” that they encourage people
to tell their own Coke stories, earning Coca-Cola a
“disproportionate share of popular culture.” Being suc-
cessful at this strategy requires Coca-Cola to analyze
which stories will provoke interest and show people’s
emotional attachment to the brand and determine
which technology platforms—or mediums—can best
tell the story. A YouTube video about a Coke Happi-
ness Machine, which generated more than 15,000
“likes,” is the kind of social media entry that prompts
people to tell their own Coca-Cola stories.15
• Composing. How does Coca-Cola go about compos-
ing stories that provoke interest and encourage others
to tell Coke stories? The company uses an approach
it calls “dynamic storytelling.” This approach involves
breaking a story down into small incremental ele-
ments that can be dispersed through multiple social
media channels to involve its audiences in a conversa-
tion about the brand. Consumer responses via social
media expand the story. On Flickr, consumers are in-
vited to post photographs—visual stories—of their ex-
periences with Coca-Cola.16 On the “Heritage” portion
of the Coca-Cola website and on Facebook, consum-
ers are invited to share their verbal stories.17
• This distribution of creativity expands connectivity,
empowers consumers, and creates new content. Ac-
cording to Mildenhall, “consumer-generated stories
outnumber Coca-Cola company-generated stories on
most of our brands.”18
• Evaluating. Coca-Cola continuously monitors all of
its social media communication. Coke’s social me-
dia team reads consumers’ stories and feedback to
evaluate the success of the social media strategy as
a whole, and to respond to individual issues as they
arise. In addition, Wendy Clark, Coke’s Senior Vice
President of Integrated Marketing, states that Coke
answers every question posted to the Twitter account,
which requires more personnel than its customer ser-
vice telephone lines.19
Clearly, Coca-Cola has leveraged social media outlets
as an effective method of communicating. CEO Muhtar
Kent stated, “The world of communication is evolving at
a fast pace. . . . Today consumers are much more empow-
ered. You need to communicate with them. . . . [We have]
the largest Facebook page of any single brand—and it
wasn’t even created by us. . . . Five years ago social media
was 3% of our total media spending. Today it’s more than
20% and growing fast.”20
picturesbyrob/Alamy
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This case scenario will help you review the chapter material by applying
it to a specific situation.
Suppose your employer asks you to inform everyone in the Customer
Relations department about an upcoming workshop on communica-
tion skills. You quickly create the following flyer and post copies on the
break room bulletin board and in the cafeteria.
Communication Skills
Workshop
Wednesday, November 2 @ 2:30 PM
Training Room A
Although your department includes 60 people, when you arrive for the
workshop only 4 people are there. What went wrong? How could using
ACE help improve the communication results?
What Is the Desired Outcome?
Your supervisor may have simply instructed you to tell the employees
about the workshop, but what is the desired outcome? Your supervisor
wants most of the department’s 60 employees to attend. Simply telling
employees that the workshop exists will not achieve that outcome. You
need to persuade them.
What Content Does the Audience Need?
What will the audience need to hear to persuade them to attend? To
answer this question, you need to analyze the audience and anticipate
their questions and objections.
The 60 employees from the Customer Relations depart-
ment are usually busy. They also may believe they are already good
communicators—after all, they are in Customer Relations. They will
attend a workshop only if they are required to do so, if they believe they
will benefit, or if they believe they will enjoy the workshop. Here are
some questions that will be on their minds when they hear about the
workshop and some possible objections they may have to attending.
Possible Questions:
• Is this workshop required?
• Is the presenter good?
• How long will the workshop last?
• Will it be worthwhile?
• How will I benefit from attending?
• Will my manager be upset if I don’t attend?
Possible Objections:
• I have too much work to do.
• I studied communication in school.
• Somebody needs to answer the phones.
• I’m not interested.
• A workshop won’t help me get promoted.
Question 1: What other questions and objections can you antici-
pate? If you revised the message, which questions and objections
would you want to address? Are there any you would choose not to
address? If so, why?
Which Medium Is Best?
You realize now that a flyer was not the most effective way to commu-
nicate about the workshop because some people simply walk past flyers
without reading them. What other options would be better?
Question 2: What are the advantages and disadvantages of the fol-
lowing other options: making an announcement on the company’s
internal website, sending a memo to each employee, sending an
email to each employee, calling each employee?
How Can I Structure My Content?
Assume that you decide to send an email and now have the challenge of
structuring the content. The next page shows a draft.
Question 3: Review how the ACE process led to the improved
message on page 101 by answering the following questions.
Analyzing:
1. What information in the revised version addresses the need for
persuasion?
2. How does the email message emphasize reader benefits?
3. What content appears in the email that was not included in the
original flyer? Why is that content useful?
Composing:
4. Is the information in the email organized effectively? Explain.
5. What determines which information goes in which paragraph?
6. How would you decide whether to organize the content directly
or indirectly?
Evaluating:
7. In evaluating content, are there additional persuasive points you
could add?
8. Does this email message use clear and concise wording as well as
professional tone and style?
CASE SCENARIO
Using ACE to Improve Communication Results
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9. Which elements promote a conversational style?
10. When proofreading this email, which content elements would you
proofread for accuracy?
11. Is the message designed well? Explain.
12. Would you keep the current subject line or would you revise it?
Explain.
email
Customer Relations Distribution
Communication Workshop – November 2
Please mark your calendars for 2:30 PM on Wednesday, November 2, and plan to attend a
To All Customer Relations Employees:
two-hour workshop on Effective Communication Skills, facilitated by Fiona Barnes of MSA
Consulting. The workshop will be held in Training Room A.
Those of you who attended Fiona’s session on CyberEthics know how engaging her
presentations are. Wednesday’s session will cover the basics of the communication process. It will
also offer effective communication strategies that you can use on the telephone, in writing,
and in meetings.
Because communication is so important in our work every day, management is expecting
everyone in the department to attend. Employees from other departments are welcome, too.
Please respond before 5 PM on November 1 by replying to this email.
Thanks,
Dale Levitz, Office Manager
ABC Communication
dlevitz@abccomm.com
(419) 555-4525
Case scenario 101
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How does evaluating improve your
communication? (pages 91–98)
When you evaluate, you assess whether your communication
will be effective and then make changes to improve it.
• Evaluating content helps you achieve your purpose and
outcome. Check to ensure that your main point is clear, you
have included all the information you need, the organiza-
tion will make sense to the audience, and the message is
persuasive enough to be successful.
• Evaluating for clarity and conciseness improves
comprehension. Audiences more easily understand
language that sounds natural, is concrete and unambiguous,
and uses no more words than necessary. To achieve clarity,
eliminate abstract wording, unnecessary passive voice, and
slang and clichés. To achieve conciseness, eliminate wordy
phrases, fillers, and redundancies.
• Evaluating for style and tone helps you project a
professional image. Use positive wording. Do not be overly
casual, but keep a conversational style.
• Evaluating for correctness increases your credibility.
To improve your proofreading skills, familiarize yourself
with the different kinds of errors: content, spelling
and typographical, usage, grammatical, and format.
Systematically check for these errors, and take advantage of
technology tools.
• Reviewing feedback helps you become a better
communicator as it helps you identify places to improve
your communication.
What are the benefits of analyzing?
(pages 77–81)
Analyzing puts you in a position to compose a message that
achieves your goals.
• Analyzing the purpose focuses the message. Develop an
outcome-oriented purpose statement, consider how you will
maintain goodwill, and determine whether your message
will need to be persuasive.
• Analyzing the audience helps you meet their needs. Think
about what the audience needs to know, how they will ben-
efit from your message, and what objections they may raise.
Consider both the primary audience and possible secondary
audiences.
• Analyzing the content ensures a complete message. It
helps you determine whether you have enough informa-
tion or need to conduct additional primary or secondary
research.
• Analyzing the medium helps you choose the best delivery
option—such as an email, memo, or social media—to en-
sure that your message reaches your audience effectively.
• Designing a professional format and delivery requires
that you consider specific formatting techniques for emails,
memos (for internal audiences), letters (for external
audiences), voice mail messages, and social media postings.
When appropriate, use topic-specific headings to signal the
structure and meaning of the document.
Study Questions in Review
SQ1
SQ3
End of Chapter
SQ2 What is involved in composing?
(pages 82–90)
Composing is an interactive process involving the following
steps:
• Deciding when and where to compose begins by consider-
ing how to manage your time, choose the best composing
environment, and minimize distractions.
• Organizing the message requires that you determine the
overall structure of the communication. Long documents
may benefit from using a multilevel outline. To organize
short documents, you can use a more informal outline.
When organizing, also decide where to state the main point.
Messages can be organized either directly (main idea first)
or indirectly (supporting details before main idea).
• Drafting the content is a creative process. Save revising (a
logical process) until later. Use strategies like free writing
and thinking aloud to avoid writer’s block.
102
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Visual Summary
FIRST DRAFT
To ALL: We need to reschedule our meeting for next week.
Sorry for the inconvenience.
thnx, dale
REVISED DRAFT
To All Budget Committee Members:
We need to reschedule our budget meeting. Are you available on
Thursday, September 13, at 2 PM?
The accounting department is backlogged and won’t have the pro-
jections we need to make informed decisions about the budget
until Wednesday.
Please reply to all before you leave the office so I can finalize our
meeting arrangements. I will email an update tomorrow morning to
confirm the day/time and location.
Thank you,
Dale
Dale Levitz, Office Manager
ABC Communication
dlevitz@abccomm.com
(419) 555-4525
First paragraph clearly states
the purpose of the message.
Middle paragraph provides
details.
Closing requests a response.
Complimentary closing
is professional.
Signature block includes contact
information.
First draft is quickly written with
only the writer in mind.
Revised draft considers audience needs
and uses the ACE process to achieve
a more effective message.
103
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3ANALYZING
• What is the purpose of the
message and what do
I want the outcome of
this communication to be?
• Who is my audience and
what do they need to know?
• What do I need to say or write in
order to meet audience needs and
achieve the desired outcome?
• Where can I get additional information
if I need it?
• What is the best medium for this
message based on the audience and
content?
COMPOSING
• How can I organize the
message logically?
• Where should I state
the main point: at the
beginning (direct orga-
nization) or toward the end (indirect
organization)?
• How can I make the organization clear
using topic-specific headings and
good paragraphing?
• How should I format this mes-
sage to support my purpose and be
professional?
EVALUATING
• Is the information com-
plete, concise, clear, and
correct?
• Have I anticipated and
addressed my audience’s
questions and concerns?
• Is the tone appropriate?
• Is the message well organized and
designed so that the audience can
skim the text and follow the flow of
my logic?
• Is the message professionally
formatted and effectively proofread?
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104 Chapter 3 | Managing the Communication Process: Analyzing, Composing, Evaluating
Abstract language p. 91
Active voice p. 92
Analyzing p. 76
Audience p. 78
Audience benefits p. 78
Bullet point list p. 87
Clarity p. 91
Clichés p. 92
Composing p. 76
Conciseness p. 92
Concrete language p. 92
Content p. 76
Direct organization p. 82
Drafting p. 85
Evaluating p. 76
External audiences p. 88
Goodwill p. 77
Indirect organization p. 82
Internal audiences p. 87
Letters p. 88
Medium p. 76
Memos p. 87
Outcome p. 77
Outline p. 82
Passive voice p. 92
Persuasion p. 78
Primary audience p. 78
Primary research p. 80
Proofread p. 95
Purpose p. 76
Redundancy p. 93
Revising p. 85
Secondary audience p. 78
Secondary research p. 80
Slang p. 92
Style p. 94
Subject line p. 82
Tone p. 94
Topic sentence p. 86
Topic-specific headings p. 87
Writer’s block p. 85
Key Terms
MyBCommLab®
Go to mybcommlab.com to complete the problems marked with this icon .
1 Why is analyzing your purpose important to composing an effec-
tive message?
2 Explain the difference between the primary audience and the sec-
ondary audience.
3 What is the difference between primary research and secondary
research? Describe a business communication situation in which
you would want to research both sources of information to sup-
port your message.
4 Why is it important to consider your audience when analyzing
your medium options?
5 Why is direct organization usually the better choice for business
communication?
6 Explain the difference between being complete, being clear, and
being concise.
7 Compose a sentence that uses passive voice. Revise the sentence
to use active voice.
8 How do the following types of errors differ: content errors, spell-
ing errors, typographical errors, usage errors, grammatical errors,
and format errors?
9 Explain how reviewing feedback helps you improve your commu-
nication strategy.
10 Why should you leave some time between the composing and
evaluating stages?
Review Questions
1 Think about the last paper, report, or business email you wrote.
What percent of your writing time did you spend on each ele-
ment of the ACE process (Analyzing, Composing, and Evaluat-
ing)? Will you change your approach in the future? Explain why
or why not.
2 Analyzing your audience helps you compose effective messages.
However, sometimes you may need to communicate with people
you do not know. What methods can you suggest to learn about
and analyze an unfamiliar audience?
3 Assume that you work for a company that designs and manufac-
tures uniforms and protective equipment. Your company would
like to expand its offerings and is considering manufacturing fire-
fighter uniforms. As part of the research necessary to make this
decision, your supervisor has asked you to gather information
about the market for these uniforms. How big is it? Is it growing
or shrinking? In your research, you found this statement on the
Education-Portal.com website: “According to the Bureau of Labor
Statistics, www.bls.gov, the occupation of firefighter is projected
to grow faster than the average for all occupations.” However, you
also found several newspaper sources on the web that cite shrink-
ing budgets and personnel cutbacks in fire departments. How
would you present this conflicting information in your report?
Would you need to do any additional research on the topic before
composing? If so, what questions would you research? [Related to
the Ethics feature on page 80]
4 Assume that you work at a bookstore near campus and would like
to propose to your supervisor that the bookstore stay open two
hours later each evening during the week. You need to choose
whether to write your proposal in an email or to request a face-to-
face meeting. Your supervisor has no preference about how you
communicate. Which medium would you choose and why?
5 Refer to question 4 and assume that when you either write or
speak to your supervisor proposing expanded evening hours, you
decide to organize your message indirectly, building up to the
main point. Because you are using an indirect organization, what
content can you include in the introduction of the email or open-
ing of the conversation that will help your audience follow your
logic and understand where you are going? Provide an example.
Critical Thinking Questions
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Chapter 3 End of Chapter 105
6 Assume you work for a supervisor who generally prefers to receive
email messages rather than have face-to-face meetings. Identify at
least two circumstances in which you believe it would be better to
request a meeting to discuss an issue rather than send an email.
Explain your rationale.
7 Assume you work in an academic department at your school as
a work study student, and your department chairperson wants
to enhance communication with all students through social me-
dia. Currently email blasts are sent to all students to inform them
of department events and deadlines. However, the chairperson
knows that students don’t read their email as often as they check
social media. Consider which social media options would be most
effective in sharing department information with students. Ex-
plain your rationale.
8 Retrieve a recent email message that you wrote to someone other
than your family and friends. Do you believe that the email
portrays a professional image? If so, what elements of the email
create that image? If not, what elements undermine that image?
9 Retrieve and read three email messages (or a class paper) you re-
cently wrote, and begin to create your personal list of common
errors. To help you identify them, ask a colleague to help you as-
sess your messages, or seek assistance from your school’s writing
center. What kinds of errors do you frequently make? How can
you ensure you do not continue to make these errors in the future?
10 Much of the advice about evaluating in this chapter refers to writ-
ten communication. What are some ways that you can evaluate
your oral communication, for example, when you speak at a meet-
ing or interview, leave a voice message, or give an oral presenta-
tion? Consider things that you can do in advance of delivering
the oral message, things that you can do while you are delivering
the message, and things you can do afterward that will help you
improve your communication in the future.
What are the benefits of analyzing? (pages 77–81)
1 Analyzing the purpose focuses the message
For each of the following business communication situations, (1) iden-
tify a desired outcome, (2) identify whether achieving that outcome
will require persuasion, and (3) explain your reasoning. For those situ-
ations that require persuasion, list at least two audience benefits that
would make your message more persuasive.
a. Informing department employees of a new form to use when re-
questing expense reimbursement.
b. Convincing your supervisor to create a new staff position in your
department.
c. Informing a subordinate of his frequent tardiness and poor per-
formance, and encouraging improvement.
d. Documenting a subordinate’s tardiness and poor performance
and recommending the employee’s termination in a memo report
to your supervisor.
e. Informing department employees of a mandatory change in vaca-
tion policy: If vacation days are not used by the end of the year,
they will be lost.
2 Analyzing the audience helps you meet their needs
Currently your company does not provide company cell phones for
members of the sales force who travel as part of their regular job re-
sponsibilities. Instead, salespeople are required to submit monthly re-
imbursement requests for business-related calls made on personal cell
phones. This process is time-consuming for salespeople. You would like
to propose that the sales department purchase cell phones for all sales-
people to use for business calls only and then simply pay the monthly
bill. What questions and objections do you think the sales force will
have about this proposal? How will you address the objections?
3 Analyzing the content ensures a complete message
Your supervisor asks you to give a brief presentation at your company’s
annual sales meeting that analyzes sales trends for each of the com-
pany’s three regions over four years. You collect the data about gross
sales and then create the following exhibit.
As you look at the graph, you realize it will raise questions during
the presentation and that you should prepare answers. What questions
and observations about sales do you think your graph will raise? What
additional research would you do to answer those questions?
Key Concept Exercises
4 Analyzing the medium helps you choose the best
delivery option
For each of the following scenarios, identify which medium would be
the best choice to communicate your message. Select your choice from
the list of medium options in Figure 3.7 on page 81 or other options
you deem appropriate. Explain your reasoning.
a. Your employer leaves a message on your voice mail asking you to
work overtime this weekend, but you plan to attend your cousin’s
out-of-town wedding. What medium would you use to explain
why you can’t work overtime?
b. You are developing a new procedure manual for the sales associ-
ates in your department and need input on several issues from
your department manager and training staff. What medium
would you use to gather the input you need?
c. Your supervisor approves your request to schedule a one-hour
yoga class each Wednesday after work. This class is ongoing. How
do you (1) inform all the employees of this new program and
(2) keep publicizing the program throughout the year?
d. You ordered 14 boxes of 8 1/2″ × 11″ copy paper from a local of-
fice supply store, but you received 11 boxes of 8 1/2″ × 14″ legal
paper. After you talk with Paul, an associate manager of the store,
he personally delivers the 14 boxes of standard copy paper to your
office, carries the boxes into your supply room, and retrieves the
boxes of legal paper—all within an hour of your initial contact.
You are so impressed with Paul’s personal attention and quick ser-
vice that you want to inform his supervisor. How do you contact
Paul’s supervisor to recognize his efforts?
e. The weekly Wednesday yoga classes have been so popular that
your supervisor suggests expanding the program to include
weekly healthy living tips, fitness information, and healthy recipe
SQ1 100
90
80
70
60
50
40
30
20
10
0
Million $
North America
South America
Europe
Years
2012 201320112010
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Accompanies Exercise 3
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c. How is it organized? Does the organization make sense to the au-
dience? What would make the organization clearer?
d. Is the message persuasive enough to be successful? Does it stress
audience benefits? Does it answer key objections the audience
may have?
10 Evaluating for clarity and conciseness improves
comprehension
Edit the following sentences to improve their clarity and conciseness.
a. The emergence of the Information Age and its corresponding
technology has forever modified our societal norms and the
methodologies of conducting business in today’s world of Cor-
porate America.
b. Computer technology and its associated software applications in
conjunction with the widespread usage of the World Wide Web
have had the most profound and visible effects of any invention
in modern history.
c. Technologies have dramatically impacted and modified our com-
plex communication systems, exchanges of information, and our
commercial endeavors.
d. As technology permeates nearly every facet of business entities,
the question is whether today’s college students receive adequate
information and assistance as they prepare for the high-tech
world of business.
e. A multitude of employers are now testing prospective employees
prior to employment to determine if their information technology
knowledge and skill levels will meet or exceed their technology
expectations in terms of meeting their workplace needs.
f. For people in the workforce who lack the absolutely essential
knowledge and skills to succeed in today’s highly competitive
world of work, many institutions of higher learning are now be-
ginning to offer distance-learning courses at an astronomical rate.
g. Of the thousands of public universities that offer distance learning
and online educational courses at the collegiate level, many are of
the opinion that they are meeting the needs of tomorrow’s workforce
when in fact they are providing good content, but not the interper-
sonal skills students need to be successful in workplace situations.
h. At the same time that the greater society in general and the world
of academia in particular race to stay abreast of the wealth of new
technologies and the newest software and hardware available,
they appear to be unable to stem the tide of the growing and dan-
gerously pervasive problem of unethical computer use that per-
meates society.
i. It is incredible to believe that for some people the ethical problems
of piracy, identity theft, and computer fraud were unexpected
surprises.
j. Our morals and values can become subjective considering that
what one believes is morally incorrect may not be conceived as
such by someone else.
11 Evaluating for clarity and conciseness improves
comprehension—active voice
Edit the following sentences to change passive voice to active voice.
(Note: You will need to supply a subject for the active verbs in some
sentences.)
a. The proposal was written by the marketing team based on in-
depth research.
b. The decision was made to extend overtime allowances by 10
percent.
ideas. How do you deliver this information to your employees
each week? Explain how your choice of medium would change if
the size of your audience changed: 50 employees, 500 employees,
and 5,000 employees.
SQ2 What is involved in composing? (pages 82–90)
5 Deciding when and where to compose
Assume you are interning part-time for a marketing company this se-
mester while taking classes. Your supervisor’s project team is working
on an ad campaign for a new client that produces big and tall men’s
apparel. In preparation for the team’s initial brainstorming session next
week, you’ve been asked to gather preliminary information about the
client’s leading competitors. You’ve researched the three companies
that currently dominate the market and have gathered sample TV ads,
website screen shots, and print media sources. You need to create a
five-page report that summarizes your research. The report is due in
seven days. How much time do you estimate you will need to compose
and evaluate this report? How would you spread that work over the
seven days?
6 Organizing the message
Compare the email messages on page 107. Email A is organized di-
rectly, and Email B is organized indirectly. Note that the only differ-
ence between these two messages is the placement of the main idea:
“My analysis determined that Adaptive Solutions’ website is more ef-
fective based on its ease of use, comprehensive content, and general
appearance.”
a. Under what circumstances would Nichole choose to write a direct
message to Susan? Explain at least two circumstances.
b. Under what circumstances would Nichole write this same mes-
sage indirectly? Explain at least two circumstances.
c. Would you choose to be direct or indirect? Explain why.
d. How would you revise this message (regardless of whether it was
direct or indirect) to emphasize audience benefits?
7 Drafting the content
Select a topic you’re researching for a class or group project—or a topic
assigned by your instructor. Use free writing to fill at least a half page
(typed and single spaced). Print the page and review your free writing.
Then, in a separate paragraph, identify how you might use this free-
written material in your project.
8 Designing a professional format and delivery
Use the formatting techniques outlined in the chapter to improve the
draft letter from Kirchen Art Museum on page 108. Determine the best
place for paragraph breaks. Add headings if you believe they are useful.
Break up paragraphs into bullet points if you find lists.
SQ3 How does evaluating improve your
communication? (pages 91–98)
9 Evaluating content helps you achieve your purpose and
outcome
Refer to the Kirchen Art Museum letter on page 108 and evaluate it for
content, writing answers to the following questions.
a. Are the purpose and main point clear? Underline the statement
of purpose.
b. Does it provide the information needed to support the purpose?
What information does it include? Is anything missing?
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EMAIL A – DIRECT EMAIL B – INDIRECT
Susan:
Best,
Nichole
Nichole Perkins, Consultant
The Fields-Patterson Group
2376 Madison Avenue
Atlanta, GA 30345
www.fieldspatterson.com
PH: 404-555-2646
FX: 404-555-2601
Susan:
My analysis determined that Adaptive
Solutions’ website is more effective based on
its ease of use, comprehensive content, and
general appearance. Let me know if you
need a more detailed analysis of these two
sites. I look forward to working on our own
company’s web design team.
Competitors’ Website Comparison
s.mcewen@fieldspatterson.com
Competitors’ Website Comparison
s.mcewen@fieldspatterson.com
Best,
Nichole
Nichole Perkins, Consultant
The Fields-Patterson Group
2376 Madison Avenue
Atlanta, GA 30345
www.fieldspatterson.com
PH: 404-555-2646
FX: 404-555-2601
As you requested, I compared the websites of
our two main competitors: Creative
Communications (CC) and Adaptive
Solutions (AS). My analysis determined that
Adaptive Solutions’ website is more effective
based on its ease of use, comprehensive
content, and general appearance.
As you requested, I compared the websites
of our two main competitors: Creative
Communications (CC) and Adaptive
Solutions (AS).
The AS website uses a consistent navigation
format throughout its site. The CC menus
differ on several pages, which make finding
specific information very difficult. Additionally,
the AS website describes workshop topics,
provides sample PowerPoint demonstrations,
and links their handout examples. The CC site
lists their workshop topics with a brief
description of each, but does not provide
additional materials. Finally, the overall
appearance of the AS website is more
professional. The content is well organized
and the text is easy to read. I found it difficult
to find information at the CC site and had a
hard time reading the 10-point text.
The AS website uses a consistent navigation
format throughout. By contrast, the CC menus
differ on several pages, which make finding
specific information very difficult. Additionally,
the AS website describes workshop topics,
provides sample PowerPoint demonstrations,
and links their handout examples. The CC site
lists their workshop topics with a brief
description of each, but does not provide
additional materials. Finally, the overall
appearance of the AS website is more
professional. The content is well organized
and the text is easy to read. I found it difficult
to find information at the CC site and had a
hard time reading the 10-point text.
Let me know if you need a more detailed
analysis of these two sites. I look forward to
working on our own company’s web design
team.
c. Because two proposals were submitted, a meeting was scheduled
to discuss the differences.
d. The survey instrument was created to gather information about
the employees’ perspectives.
e. The report will be delivered tomorrow so a decision can be made
before the end of the week.
f. The problem can be solved only after the data have been analyzed.
g. His marketing plan was presented with very convincing support-
ing documentation.
h. Positive feedback about the presentation was received from the
clients.
i. The salary increase will be seen in your next pay check.
j. The retirement party for Ira will be held at the College Club next
week.
12 Evaluating for clarity and conciseness improves
comprehension—eliminating slang and clichés
Edit the following sentences by removing the slang and clichés (in ital-
ics) to clarify the meaning. If you are unfamiliar with the cliché, look it
up online before editing.
a. Everyone in the department knows that the buck stops here.
b. His manager thinks she needs to dangle a carrot in front of him to
get anything done.
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c. Please take into consideration the fact that I will not be available
in the afternoon on the 8th.
d. I need advance notice to prepare a speaking presentation on the
basic fundamentals of this project.
e. We combined together the proposals, and after close scrutiny of
the results have come to the consensus of opinion that this project
will be our first priority.
f. Foreign imports are an essential necessity in our business.
g. We extend our grateful thanks that your future plans have secured
our company’s good success.
h. I sincerely believe we can solve the problem by hiring two knowl-
edge experts to work for a limited period of time.
i. He will refer back to the survey responses and separate out the
negative comments so we do not repeat the same problems
again.
j. Whether or not they agree with the temporary reprieve, this issue
still remains a problem.
c. Personally, I think this proposal will go gang-busters with upper
management.
d. She has really been a good soldier about the change in leadership.
e. The union representative said we need to sweeten the pot if we
want to end the labor strike.
f. He will be swimming with the sharks if he tries to present that pro-
posal to the management team.
g. If this stock offer is not accepted, we may take a bath.
h. To be successful in business, you really need to think outside the box.
13 Evaluating for clarity and conciseness improves
comprehension—eliminate redundancies
Edit the following sentences to eliminate unnecessary words and
redundancies.
a. You asked me to provide you with my recommendation for the
new sales position, and I believe that Sarah Miller is the best
candidate.
b. Next month’s board meeting will be held on the second Tuesday of
the month, September 8.
letter
Dear Past Member:
Think spring. Think Impressionists. Our blockbuster exhibition—The Influence of
Impressionism—promises to be the finest exhibition on Impressionism ever assembled
by any museum in the past 40 years. So why not get ahead of the crowds? We want to
make sure you have exclusive access to this extraordinary show opening in March. In
fact, for immediate access to The Influence of Impressionism bring the enclosed reply
to the museum on March 18 or 19 to join and attend the Member Previews before the
exhibition opens to the public. As a member, you’ll also receive a members-only
behind-the-scenes experience by attending one of our exhibition lectures given by the
curator and private viewings of the exhibition the first hour of every day—and every
Thursday evening for members only. The Influence of Impressionism will surely be the
highlight of our year—and yours. This landmark exhibition will showcase nearly 250
pivotal paintings, sculptures, drawings, and prints. The exhibit will include some of the
most famous works of artists like Matisse, Monet, and Degas. Remember, membership
benefits extend beyond special exhibitions. There are more than 260,000 works of art
in our collection for you to enjoy. Be part of it all and experience the benefits of
membership. These include free admission every day to the entire museum, dining in
our world class roof top restaurant, member discounts at all of our fabulous museum
stores, and access to our Members Lounge. Renew your membership today, and
mark your calendar for your exclusive member-only hours to visit The Influence
of Impressionism.
Sincerely,
Kara Waltman
Director of Annual Giving
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14 Evaluating for style and tone helps you project a
professional image—positive wording
Edit the following negatively worded sentences to sound more
positive.
a. He will not do well on the employment exam if he does not review
the company’s procedures.
b. The committee will not make their decision until next week.
c. The workers will receive no bonus if they do not submit their per-
formance evaluations on time.
d. If you do not present your corporate ID card at the new cafeteria,
you will not receive the 10 percent discount.
e. The project is not yet complete.
f. The reception will not be scheduled if the clients do not sign the
contract.
g. I cannot attend the meeting if this report is not finished on
time.
h. Because the construction plans were not delivered, we could not
determine a timeline for completion.
i. Please do not schedule meetings on Fridays because the sales as-
sociates can’t attend.
j. You do not have access to those documents because you neglected
to complete the registration form.
15 Evaluating for style and tone
helps you project a professional
image—conversational style
Edit the following sentences to im-
prove their conversational style.
a. We do not concur that an equally
advantageous investment oppor-
tunity will manifest itself again in
the future.
b. Scheduling of the meeting is
contingent upon affirmative re-
sponses from all constituents.
c. Kindly refrain from all inter-
ruptions for the duration of the
presentation.
d. Our clients’ allegiance rests upon
our satisfactory achievement of
performance criteria.
e. Utilize the most recently ap-
proved form to make your re-
quest to receive reimbursement
for your travel expenses.
f. Apprise the departmental work-
ers under your supervision that
their efforts have been rec-
ognized and duly noted with
appreciation.
g. We are satisfied with our pre-
identified levels for end-of-year
sales requirements.
h. I am curious as to your thought
processes concerning the amend-
ments to the proposal.
i. My opinion is that his work is not of the caliber to warrant promo-
tion to division manager.
j. I would appreciate your perspectives on this issue in support of
my decision-making process.
16 Evaluating for style and tone helps you project a
professional image—conversational style
Identify a paragraph that you find complicated and difficult to read
from any of these sources: a paper you have written for class, a docu-
ment you have written for work, an email you recently received, a text-
book, a flyer, a magazine, or a brochure. If you do not already have an
electronic copy of the paragraph, key it into your word processing soft-
ware. Using the application’s technology tools (or an online tool you
find through a web search), determine the grade level of the paragraph.
Then make a copy of the paragraph and rewrite it in a conversa-
tional style using simple words in short sentences. Determine the re-
vised version’s grade level. In a three- to five-minute presentation to the
class, display both the original and revised versions and describe how
you revised the paragraph to be more readable. Identify which version
you believe is most effective and explain why.
17 Evaluating for correctness increases your
credibility—proofreading
Proofread the IT department meeting minutes for the following types
of errors: content, spelling and typographical, usage, grammatical, and
IT Department Meeting Minutes
November 31, 20XX
Pat Wall, IT Division Manger, called the meeting to order at 2:05 pm. All IT Department
employees was in attendance.
New Position – Rick Smeldon from Human Resources reported that the new IT
position was posted November 1. Applications will be received through the first of the
year. The recruitment ccmmittee will revue applications in early January and plans to
conduct on-sight interviews during mid- to late Jnauary. HR plans to have the position
filled by February 1.
IT Procedures Manual – The corporate office has asked the Department to update the
IT Procedures Manual given change in policies and technology upgrades during the last
two years. Bonita Ramirez and Sammie Taylor will co-chair the commitee to revise the
current manual. Employees were asked to review and provide suggestion by the end
of the month. A draft willbe provided at the December Department meeting.
Holiday Party – Sheldon Miller volunteered to organize the Departments Holiday
Party. The date is yet to be determined but in holding with past tradition an after-hours
pot-luck event will be scheduled in the employee lounge. Everyone is asked to bring a
rapped gift ($10 limit) to exchange. Details will outlined by email in a few week. Flyers
will be posted as reminder.
Help Desk Requests. Pat Wall stated that although our help desk requests have
increased by 12% since last quarter. Unfortunately, we have not kept up with the
program. Our response rates declined by 8%. New initiatives were discussed, and will
be reiterated at our next department meeting.
Pat Wall adjourned the meeting at 1:55 pm
Respectully submitted by,
Jan Davis
Administrative Assistant
IT Department
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create an error. Do the results of this exercise change the methods you
will use for proofreading in the future? Summarize your findings in an
email message or memo to your instructor.
19 Reviewing feedback helps you become a better
communicator
Assume you are a manager at a bank in Chicago and want to market
new savings products to a growing Hispanic population. You are look-
ing forward to Carlos Sanchez joining your marketing team, because
he has experience working with this population. At the first team meet-
ing, you make several enthusiastic suggestions about ways to market
these products, and you expect Carlos and other teammates to debate
with you, point out weaknesses in your ideas, and make alternative
suggestions. However, Carlos remains quiet. He simply nods and says,
“That sounds like a good idea.” You can’t understand why he has so
little to offer. After the meeting, you mention your concern to another
colleague who suggests that Carlos is reluctant to disagree with you.
Since Carlos grew up in a Latin American culture, he may see himself
as below you in the hierarchy of the team and feel that contradicting
you may be disrespectful.
You want to use this feedback to help you revise your communi-
cation strategy for the next meeting, so that Carlos feels more com-
fortable contributing. Use your favorite web search engine to research
sources that provide information about working effectively with people
from Latin American cultures. Identify some different ways you might
begin the meeting so that Carlos can offer his perspective and sug-
gestions without worrying about disrespecting you. Summarize your
findings in an email message to your instructor.
format. Practice using the standard proofreading marks in Appendix E:
Proofreader’s Marks.
18 Evaluating for correctness increases your credibility—
checking systematically for errors
Type the following paragraph in a word processing software applica-
tion of your choice.
Do to recent security events, are technology
upgrades our scheduled to be implemented
at the beginning of next months. This
change requires you to ask yourself what
applications you current use and predicted
those you may knee during the next fiscal
year. How will you now what you what you
might need in the future? That is a difficult
question to answers. However, you’re in put
is necessary to assure that hour resources
our used correct. Thank in advance for
you’re effort too improve this process.
Enter the words and punctuation exactly as shown. Highlight any er-
rors that you see. Then run the application’s spelling and grammar
tools. Make a list of any (a) spelling errors that the spelling checker did
not find and (b) changes the grammar checker suggested that would
20 Using ACE to make a request
Assume you are a member of a student organization that wants to orga-
nize a business-dress fashion show for students on your campus. Select
a clothing store in your area that sells reasonably priced business attire,
such as suits, shoes, and accessories. You want to showcase the store’s
products in your fashion show by borrowing a dozen outfits and ac-
cessories (six for men, six for women) that will be modeled during the
show. Further, you would like a representative from the store to par-
ticipate in the fashion show by explaining the appropriate fit of cloth-
ing, such as the right length of a tie and the position of a cuff for men,
and the height of a heel, length of a skirt, and appropriate jewelry for
women.
Use the list of ACE questions in the Visual Summary on page 103
to work through the ACE communication process and determine how
you would communicate this message to the store manager. Then pre-
pare the communication. If you choose a written medium, write the
document. If you choose an oral medium, write a script.
After completely evaluating your final draft, print your message
and submit it to your instructor. On a separate sheet, also submit a
paragraph explaining how you implemented the ACE process and how
it helped you prepare this communication.
21 Using ACE to inform and persuade
Assume your student group has successfully organized a business-dress
fashion show (see Exercise 20), which will be presented on February 3
at 7 pm. You now need to compose an email that will invite business
majors to attend the show, free of charge. Use the list of ACE questions
in the Visual Summary on page 103 to work through the ACE commu-
nication process and determine the information you will include in the
email to interest your audience and persuade them to attend. Compose
a draft of the email and ask at least two students who are not in your
class to read the draft and provide feedback. Do they find it clear and
persuasive? Revise your draft based on their feedback, evaluate it thor-
oughly, and submit both your first draft and your revised draft to your
instructor. On a separate sheet, submit a paragraph explaining how you
changed your draft based on feedback.
22 Revising and designing an email message
Craig and Darryl work for a product design firm in New York. This
morning, Craig received a call from a client in Chicago asking if he
and Darryl could fly to Chicago to consult on a new project. Craig and
Darryl agreed, checked their calendars, and chose a 2 pm flight from
JFK Airport the next day. However, when Craig called American Air-
lines to book two seats for the flight, he learned that no seats were avail-
able. He did a little research and decided that, of the options available,
he would prefer to take a later flight leaving from Newark Liberty In-
ternational Airport. See the following draft of Craig’s email to Darryl.
Revise this email to (1) use a direct organization and (2) arrange the
material into effective paragraphs.
Writing Exercises
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email
darryl.mcpherson@FortuneDesigns.com
Travel Plans
Darryl,
Craig
Craig Mertler, Design Manager
FORTUNE DESIGNS
1282 Broadway, Suite 125
New York, NY 10018
www.FortuneDesigns.com
(212) 555-8233
I just got off the phone with American Airlines. There are no seats available on the
2 PM flight from JFK that we planned to take tomorrow. If we have to take a later flight,
I’d like to attend my staff meeting at 3 PM. I checked on the late flights out of JFK.
They are at 7 PM and 9:30 PM, but are very expensive. Also, I remember that the last
time we flew out of JFK in the late afternoon, the traffic was awful. I also checked
flights from Newark so we can take the train from Penn Station. Starting at 6 PM
there are hourly flights, and the fares are significantly cheaper. Let me know what
you think.
23 Revising and designing a voice mail message
Alex and Marika are planning to attend an 8 am meeting with their
boss to discuss a report they completed the night before. On the way to
work, Alex gets into a car accident. The paragraph on the right is the
voice message Alex leaves Marika to tell her that he will not be able to
get to work in time for the meeting. He also needs to tell Marika where
to find the photocopies of the report he made last night. Before Alex
gets to the end of his message, the electronic “operator” interrupts and
says: “If you are satisfied with this message, press 1. If you would like
to record the message again, press 2.” Alex realizes he should revise the
message, and he presses 2. Revise this message for Alex.
voice mail
Marika, this is Alex. You won’t believe what happened on the way
to work today. I was driving down Sherman Avenue when a car ran
a red light and hit me. I’m okay, but I’m at least 30 minutes from
work and my car is undrivable. I can’t leave anyway because the po-
lice officer is writing up the report really slowly, and I need to wait
to get my license back and to make sure the tow truck comes for my
car. Then I’ll need to get a taxi. I’m really glad I have my cell phone
with me. Otherwise, I’d be in big trouble. I don’t know when I’ll get
to work, so can you present our report at the meeting this morning?
The photocopies are on Lucy’s desk because . . .”
24 Writing collaboratively [Related to the Technology
feature on page 97]
Select either Exercise 20 or 21 and compose a first draft. Save the file
and exchange it with another student by sending it as an email attach-
ment. When you open the other student’s file, rename and save it with
“V2” added to the end of the file name. Provide feedback by tracking
changes and inserting comments. Save and return the file to the other
student. Open the feedback (V2) file you receive from the other stu-
dent and rename it with “V3.” Keep the tracks you agree with, make
additional tracked changes based on the comments, and save a final
clean version by accepting all tracks and removing all comments. Save
the final draft as “FINAL” and submit all four versions of the file to
your instructor.
25 Providing and receiving feedback
Feedback is a valuable element of the evaluation process, but many
writers find it challenging both to provide effective feedback and to use
the feedback they receive. This collaborative activity is designed to give
you practice in giving and receiving feedback.
Identify an administrative office at your school that you believe
could be more helpful or could make a change that will benefit stu-
dents. Examples of administrative offices include admissions, financial
aid, student housing, technology support, and athletics, among others.
Alternatively, you can select a student club, a local store, or a local res-
taurant. Before coming to class, write a message to the person in charge
of that organization, offering your proposed change and providing rea-
sons. Be sure to analyze your purpose, audience, and content before
Collaboration Exercises
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your choice (your instructor may assign a specific country or a differ-
ent topic). Research articles that support this topic. Begin with the re-
sources listed in the Culture feature on page 90 and expand your search
to target specific information for your purpose. Ensure each member
of your team selects a different article. Separately, draft an outline of
cultural communication strategies based on your individual articles
by analyzing the content, composing a list of strategies, and evaluating
your outline. Then collaboratively discuss your outlines and create a
single outline that combines all of the articles’ content. Again, use the
ACE process to analyze, compose, and evaluate your final combined
outline. Submit both your individual article outlines and your com-
bined team outline to your instructor.
you write. In class, in groups of three or four, read each other’s draft
letters and, through discussion, provide feedback to each writer. First
discuss the elements of the message you believe are effective, and then
discuss recommended changes. In your evaluation, use the questions
in the evaluation checklist in the Visual Summary on page 103.
Based on the feedback you receive, revise your message and then
evaluate it. Submit both your first draft and revision to your instructor.
26 Exploring cultural communication [Related to the
Culture feature on page 90]
Assume your team of three or four students has been assigned to re-
search strategies for effective cultural communication on a country of
27 Impromptu presentations
Select one of the following topics and plan a brief one- to two-minute
presentation that you organize directly. Begin with the main idea fol-
lowed by supporting information and conclude with a short summary
or wrap-up. Then select a second topic and plan a brief presentation
that you organize indirectly. For this presentation, begin with support-
ing information, followed by the main point with a brief summary or
wrap-up at the end.
a. Describe your last vacation.
b. Explain why you chose your major.
c. Describe your dream job.
d. Explain why you selected this university/college.
e. Where do you see yourself in five years?
28 Executive briefings
Prepare presentations for the following exercises:
a. Analyzing websites. Visit the website of a successful, well-known
company, and print the home page. Based on your analysis, what
is the purpose of the page? Who is the primary audience? Who
might be the secondary audience? Is the page persuasive? Identify
the content of the page and explain how it supports the purpose
of the page.
Prepare a three- to five-minute presentation that conveys this
information to the class. Display the website if possible.
b. The art of persuasion. Most business communication uses some
level of persuasion. Presenting audience benefits is just one of
many strategies writers use to persuade their audience. Search the
web for other methods of persuasion that are applicable to busi-
ness communication and prepare a three- to five-minute presen-
tation that outlines this information for the class.
c. A method to the medium. Selecting the best medium for your
communication is often difficult. Assume you need to commu-
nicate with your professor. Create a realistic scenario or perhaps
share a personal experience. In a three- to five-minute presenta-
tion to the class, describe the situation you need to communicate
and outline the pros and cons of using a face-to-face conversation,
telephone call, or email message.
d. Designing effective documents. Select a business message that
you have received, for example a sales letter, an email or mailing
from a bank or insurance company, a promotional offer from a
credit card company, or a solicitation for donations from a char-
ity. Identify features of the message that you believe are effective,
making the message professional-looking and easy to read. Also
identify features that you find ineffective. In a three- to five-
minute presentation, present your analysis. Either display or dis-
tribute a copy of the message.
Speaking Exercises
29 Analyzing a company’s social media presence [Related
to the @ Work feature on page 99]
Select a company that you have “liked” on Facebook, linked to on
LinkedIn, or followed on Twitter. Analyze the collective social media
presence of that company. Describe how, what, and with whom the
company communicates through social media. Explain the interac-
tion the company supports among its fans or followers, and describe
how the company reacts to negative posts/comments. Summarize your
findings in a one- or two-page memo report or prepare to present your
findings in class using screen shots of the social media sites.
Social Media Exercises
30 Adjectives and adverbs (see Appendix C: Grammar,
Punctuation, Mechanics, and Conventions—Section 1.1.3)
Type the following paragraphs, correcting the errors in use or forma-
tion of adjectives and adverbs. Underline all your corrections.
Does your telephone etiquette speak good of you? Because most
people answer their own phones at work, poor phone manners
make both you and your company look badly. Which greeting
will make the best impression: “How may I help you?” or “What
do you want?” It is important to sound cheerfully on the phone.
Even if you don’t feel well, try to respond positively. A more
simple way to sound positive is to smile when speaking. Smiling
actually does make a person seem more friendlier over the phone.
Some people like to have the most unique telephone greeting in
the office: “Yo, super service representative Skip speaking!” A
greeting like that just makes “Skip” seem real unprofessional. In-
stead of being named “Best Employee of the Month,” he is likely
to be awarded “Worse Phone Manners of the Year.”
Grammar Exercises
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MyBCommLab
Go to mybcommlab.com for Auto-graded writing questions as well as the following
Assisted-graded writing questions:
1 Explain why your first draft should not be your last draft—even for short
messages.
2 Explain a situation in which you have experienced writer’s block. What were you
writing about? How much time did you have to complete the project? Which of
the suggestions to overcome writer’s block from the chapter might have helped
you? Which ones will you use in the future?
1. U.S. Department of Labor. (n.d.). Work hours: Flexible sched-
ules. Retrieved from http://www.dol.gov/dol/topic/workhours/
flexibleschedules.htm
2. Towers Watson. (2013, May 23). Just over half of employers
using social media tools for internal communication, Towers
Watson survey finds. Retrieved from http://www.towerswatson
.com/en/Press/2013/05/just-over-half-of-employers-using-
social-media-tools-for-internal-communication
3. Bryant, A. (2012, March 10). The memo list: Where everyone
has an opinion. New York Times. Retrieved from http://www
.nytimes.com/2012/03/11/business/jim-whitehurst-of-red-
hat-on-merits-of-an-open-culture.html?pagewanted=allm
4. Adler, C. (2003, November 17). Colonel Sanders’ march on
China. Time. Retrieved from http://www.time.com/time/
magazine/article/0,9171,543845,00.html
5. Raine, G. (2001, August 25). Lost in the translation. Milk
board does without its famous slogan when it woos a Latino
audience. San Francisco Chronicle. Retrieved from http://www
.sfgate.com/cgi-bin/article.cgi?f=/c/a/2001/08/25/BU218202
.DTL
6. Pipes, D. (2006). Nike and 9/11. New York Sun. Retrieved from
http://www.meforum.org/pipes/3960/nike-and-9-11
7. Tangient LLC. (2012). Editing for international audiences. Re-
trieved from http://elliotmedia.wikispaces.com/6.+Editing+
for+International+Audiences
8. Millet, J. (2011). Communicating across cultures. Retrieved
from http://www.culturalsavvy.com/communicating_across_
cultures_using_English.htm
9. Benefit. (n.d.). In The Princeton Language Institute (Ed.), Ro-
get’s 21st century thesaurus (3rd ed.). Retrieved from http://
thesaurus.reference.com/search?r=20&q=benefit
10. Kawasaki, G. (2010, March 19). Just give him 5 sentences,
not “War and Peace.” Interview by Adam Bryant. New York
References
Times. Retrieved from http://www.nytimes.com/2010/03/21/
business/21corner.html
11. March, J. (2012, February 27). How to turn social feedback
into valuable business data. Mashable Social Media. Retrieved
from http://mashable.com/2012/02/27/social-data-insights/
12. Statista. (2014, October). Leading product brands with the most
fans on Facebook in October 2014 (in millions). Retrieved from
http://www.statista.com/statistics/265657/leading-product-
brands-with-the-most-fans-on-facebook/
13. The Coca-Cola Company. (2013). Social media principles.
Retrieved from http://www.coca-colacompany.com/stories/
online-social-media-principles
14. Mildenhall, J. (2012, February 29). Coca Cola’s social media
strategy up to 2020. Retrieved from http://www.simplyzesty
.com/viralvideos/coca-colas-social-media-strategy-up-to-2020/
15. Coca-Cola happiness machine. (2010, January 10). [Video].
Retrieved from http://www.youtube.com
16. For the Coca-Cola Flickr group see http://www.flickr.com/
groups/thecoca-colaco/
17. For Coca-Cola heritage stories, see http://www.thecoca-
colacompany.com/heritage/stories/index.html. Also, see Coca-
Cola’s Facebook page at https://www.facebook.com/cocacola
18. Mildenhall, J. (2011, October 3). Coca-Cola’s Jonathan
Mildenhall—IAB MIXX 2011. [Video]. Retrieved from http://
www.youtube.com
19. Graham, J. (2011, November 8). Coke is a winner on Facebook,
Twitter. USA Today. Retrieved from http://www.usatoday
.com/tech/columnist/talkingtech/story/2011-11-08/coca-
cola-social-media/51127040/1
20. Ignatius, A. (2011, October). Shaking things up at Coca-Cola.
Harvard Business Review. Retrieved from http://hbr.org/2011/
10/shaking-things-up-at-coca-cola/ar/1
C
H
A
P
T
E
R
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http://www.dol.gov/dol/topic/workhours/flexibleschedules.htm
http://www.towerswatson.com/en/Press/2013/05/just-over-half-of-employers-usingsocial-media-tools-for-internal-communication
http://www.nytimes.com/2012/03/11/business/jim-whitehurst-of-redhat-on-merits-of-an-open-culture.html?pagewanted=allm
http://www.time.com/time/magazine/article/0,9171,543845,00.html
http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2001/08/25/BU218202.DTL
http://www.meforum.org/pipes/3960/nike-and-9-11
http://elliotmedia.wikispaces.com/6.+Editing+for+International+Audiences
http://www.culturalsavvy.com/communicating_across_Cultures_using_English.htm
http://thesaurus.reference.com/search?r=20&q=benefit
http://thesaurus.reference.com/search?r=20&q=benefit
http://mashable.com/2012/02/27/social-data-insights/
http://www.statista.com/statistics/265657/leading-product-brands-with-the-most-fans-on-facebook/
http://www.statista.com/statistics/265657/leading-product-brands-with-the-most-fans-on-facebook/
http://www.coca-colacompany.com/stories/online-social-media-principles
http://www.simplyzesty.com/viralvideos/coca-colas-social-media-strategy-up-to-2020/
http://www.youtube.com
http://www.thecoca-colacompany.com/heritage/stories/index.html
http://www.thecoca-colacompany.com/heritage/stories/index.html
https://www.facebook.com/cocacola
http://www.youtube.com
http://www.youtube.com
http://www.usatoday.com/tech/columnist/talkingtech/story/2011-11-08/cocacola-social-media/51127040/1
http://hbr.org/2011/10/shaking-things-up-at-coca-cola/ar/1
http://www.dol.gov/dol/topic/workhours/flexibleschedules.htm
http://www.towerswatson.com/en/Press/2013/05/just-over-half-of-employers-usingsocial-media-tools-for-internal-communication
http://www.towerswatson.com/en/Press/2013/05/just-over-half-of-employers-usingsocial-media-tools-for-internal-communication
http://www.nytimes.com/2012/03/11/business/jim-whitehurst-of-redhat-on-merits-of-an-open-culture.html?pagewanted=allm
http://www.nytimes.com/2012/03/11/business/jim-whitehurst-of-redhat-on-merits-of-an-open-culture.html?pagewanted=allm
http://www.time.com/time/magazine/article/0,9171,543845,00.html
http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2001/08/25/BU218202.DTL
http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2001/08/25/BU218202.DTL
http://elliotmedia.wikispaces.com/6.+Editing+for+International+Audiences
http://www.culturalsavvy.com/communicating_across_Cultures_using_English.htm
http://www.coca-colacompany.com/stories/online-social-media-principles
http://www.simplyzesty.com/viralvideos/coca-colas-social-media-strategy-up-to-2020/
http://www.usatoday.com/tech/columnist/talkingtech/story/2011-11-08/cocacola-social-media/51127040/1
http://www.usatoday.com/tech/columnist/talkingtech/story/2011-11-08/cocacola-social-media/51127040/1
http://hbr.org/2011/10/shaking-things-up-at-coca-cola/ar/1
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4
Communicating
Routine
Messages and
Building Goodwill
114
Rashevskyi Viacheslav/Shutterstock
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For internal routine messages, we use Microsoft Lync, which is
installed on every computer in my place of work. It enables us to in-
stant message, call via Voice Over IP (VoIP), video conference, screen
share, transfer data files, etc. I use Lync on a daily basis to instant
message colleagues about their support tickets, communicate with
team members, and conduct new hire training sessions.
Joshua Burns
Eastern Kentucky University
Global Support—Technical Specialist @ Alltech
New Hires @ Work
115
How do you compose messages
containing questions and requests?
pages 116–120
Decide between a direct or an indirect message
Provide reasons for the request
Adopt a “you” perspective and include audience
benefits
Conclude with gratitude and a call for action
STUDY QUESTIONS
SQ1 SQ3 What kinds of messages build
goodwill in business relationships?
pages 128–132
Thank-you messages
Congratulatory messages
Sympathy messages
“For-your-information” messages
How do you compose informational
messages? pages 120–127
Reply to questions with a direct answer
Respond to customer requests and comments by
creating goodwill
Highlight key points in confirmation messages
Organize routine announcements so they are
easy to skim
Format instructions so readers can easily follow
the steps
Keep text and IM messages short and focused
SQ2
MyBCommLab®
Improve Your Grade!
Over 10 million students
improved their results using
the Pearson MyLabs. Visit
mybcommlab.com for
simulations, tutorials, and
end-of-chapter problems.
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Chapter 4 | Introduction
No matter what medium you use—email, texting,
telephone calls, face-to-face conversations, or social
media—if you take routine communication for granted,
you may make careless mistakes that undermine your
professional presence. Wording errors and typos, sloppy
formatting, missing information, and poor organization
are just a few of the common mistakes that occur when
you compose your message too quickly and don’t take the
time to analyze and evaluate.
This chapter offers guidelines to help
you effectively communicate specific
types of routine messages, includ-
ing questions and requests, infor-
mational messages, and goodwill
messages—messages that give you
the opportunity to establish and sus-
tain a positive relationship with your
audience. Throughout the chapter,
you will see the ACE logo where
the discussion offers new insight on
how to use ACE to prepare routine
and goodwill messages.
Every day, businesses produce millions of messages as a
routine part of getting work done. As a result, you will
have daily opportunities to exercise your communication
skills delivering routine business messages—the short,
nonsensitive, straightforward, day-to-day communica-
tion that asks or answers questions, provides informa-
tion, or confirms agreements.
Routine messages take advantage of every me-
dium available. Although email is currently the most
frequently used medium for routine com-
munication,1,2 email overload has be-
come such a significant problem that
many companies are now relying
on other mediums including tex-
ting and internal social media for
routine internal communication.
In fact, one company, Atos Con-
sulting, has gone as far as banning
the use of email for any routine,
internal communication in order
to increase productivity and social
collaboration.3
SQ1 How do you compose messages containing questions
and requests?
Most day-to-day requests require very little strategizing. When you ask people to do things that
are very easy for them to do or that are clearly part of their job responsibilities, you do not need to
incorporate persuasive strategies. You just need to be clear and polite. However, in some cases, you
will be asking people to do you a favor, something that they have no obligation to do. This second
kind of request often requires more explanation and persuasion. In both cases, you want to ensure
that your audience responds well. The guidelines in this section will help you achieve that goal.
Decide between a direct or an indirect message
Use a direct organization for most routine requests. In other words, begin with your question
or request, often as early as the first sentence. Then support that request with the necessary
ACE
Analyze
ACE
Compose
ACE
Evaluate
Analyze
Com
po
se
ACE
Evaluate
Compose
116
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How do you compose messages containing questions and requests? 117
explanation or details. Figure 4.1 illustrates the advantages of organizing a request directly com-
pared to an indirect organization or implicit request that only hints at what you want.
In some circumstances, you may find it’s better to organize your request indirectly, with
the request at the end. An indirect organization is a better choice if your audience will not
understand your question or request without knowing the context. Figure 4.2 on page 118 il-
lustrates a message that is better organized indirectly.
FIGURE 4.1 Advantages of
Organizing a Request DirectlyDIRECT ORGANIZATION
Use the DIRECT organization for most
of your routine messages. Here’s an
example. . .
Please send me the latest draft of the
third-quarter sales figures. I know your
report is not yet complete, but we are
discussing the data in tomorrow’s budget
meeting at 4 pm, and the latest version
I have of the third-quarter sales figures is
dated three weeks ago. Thanks!
A DIRECT organization is often the better
choice because it:
• States the request first, before the
details.
• Lets the audience immediately know
why they are reading the message.
• Is usually easier to understand.
With so many messages to navigate
throughout the day, your audience will
appreciate routine messages that are
organized directly.
INDIRECT ORGANIZATION
By comparison, the INDIRECT
organization moves the main idea
after the details. . .
The latest version I have of the third-
quarter sales figures is dated three
weeks ago. I know your report is not yet
complete, but we are discussing the data
in tomorrow’s budget meeting at 4 pm.
Can you please send me the most
up-to-date figures? Thanks!
When the organization is indirect with
the request at the end, the audience may
miss the request if they quickly skim the
message. In addition, the audience may
need to reread the details after reading
the request.
IMPLICIT REQUEST
In all cases, avoid simply implying
your request. . .
The latest version I have of the third-
quarter sales figures is dated three
weeks ago. I know your report is not yet
complete, but we are discussing the data
in tomorrow’s budget meeting at 4 pm.
I will not be able to prepare for the
meeting if I don’t have the latest draft.
If you only imply your request, your
audience will have to figure out what
you want. Are you implying that you have
decided not to prepare for the meeting?
Or are you asking for an updated draft so
that you can prepare? To eliminate that
ambiguity, state your request explicitly.
routine business message A short,
nonsensitive, straightforward communica-
tion that asks questions, answers ques-
tions, provides information, or confirms
agreements.
goodwill message Any message that
gives you the opportunity to establish and
sustain a positive relationship with your
audience.
implicit request A request that hints at
what you want rather than stating it directly.
Provide reasons for the request
As you analyze the content to include in the message, consider how much detail the audience
needs to know. If the reason for your request is not obvious, you will need to explain it, as
Figure 4.2 illustrates. If the audience expects requests like yours, much less detail is required.
For example, most customer requests for refunds or merchandise exchanges—sometimes
called claim requests—require little explanation.
Figure 4.3 on page 119 provides an example of a request a customer submitted to a com-
pany that shipped the wrong order. Many companies provide online customer service support,
and this message was entered on the company’s website. Although it may seem abrupt to be-
gin the message by stating what you want, your audience will appreciate the direct approach.
Companies deal with many claim messages each day, and readers need to find the main point
quickly, followed by a short explanation of the reason. If a claim request requires more ex-
planation or evidence, you would write a persuasive claim, which is described in Chapter 6:
Communicating Bad News.
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FIGURE 4.2 A Request Requiring an Indirect Organization
EFFECTIVE
INEFFECTIVE
jerry.rosado@southstatesbank.com
Request for Names of Contractors in Indianapolis
Hello, Jerry:
Would you please look over the attached list of contractors
in Indianapolis and suggest a few others that I can ask to
submit a bid for work on a new office building?
My company has won a contract for a large office building in
Indianapolis, and we’re now contacting subcontractors to
request bids on the job. I’m having difficulty identifying
qualified heating and cooling contractors.
I need six and have only three. I know that you worked in
Indianapolis for many years arranging construction loans, so I
am sure you are familiar with heating and cooling contractors
there. I’d really appreciate your help and will be glad to return
the favor whenever possible.
Thanks,
Bob
Robert Golterman
Golterman Construction
9898 Weldon Highway
Murfreesboro, TN 37129
615-555-8388
jerry.rosado@southstatesbank.com
Request for a Small Favor
Hello, Jerry:
I have a favor to ask. I know that you worked in Indianapolis
for many years arranging construction loans, so I am sure you
are familiar with heating and cooling contractors there. My
company has won a contract for a large office building in
Indianapolis, and we’re now contacting subcontractors to
request bids on the job. I’m having difficulty identifying
qualified heating and cooling contractors. I need six and
have only three.
Could you please look over my attached list of contractors
and suggest a few more I can add? I’d really appreciate your
help and will be glad to return the favor whenever possible.
Thanks,
Bob
Robert Golterman
Golterman Construction
9898 Weldon Highway
Murfreesboro, TN 37129
615-555-8388
In this case, the DIRECT version is ineffective because
Jerry may be confused by your unusual and unexpected
request, unless you’ve talked to him recently.
Note the following features of direct messages:
• The subject line identifies the main idea.
• The first paragraph explicitly states the request.
• The explanatory details follow.
The INDIRECT version is more effective because the reader
needs context in order to understand the request.
Note the following features of indirect messages:
• The subject line is neutral, indicating only the
general purpose of the message.
• The first paragraph signals that a request is
coming.
• The details prepare the reader for the request.
Adopt a “you” perspective and include audience benefits
Your audience will be more receptive to your request if you compose the message from their
perspective, not your own. In fact, this is true for all communication. Too often, writers and
speakers focus on what they want or what is important to them, often organizing the com-
munication to reflect their own thought process and needs. This “I” perspective is likely to
confuse or bore the audience. By contrast, using a “you” perspective helps you think primarily
“you” perspective An approach to com-
munication that presents the information
from the audience’s point of view. The “you”
perspective focuses on what the audience
needs and wants. It also considers how the
audience benefits from your message.
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FIGURE 4.3 How to Make a Claim
Request
1. Please choose one from the following options that best describes your question: *
Required items indicated with *.
Return
Henry Pinnix
Please send a return authorization number so I can
return the incorrect order I received on August 2
(Order No. 10345-22).
I ordered a Mac version of Adobe Creative Suite,
but received the Windows version. I need the
replacement software by August 9 at the latest,
so I would appreciate rush shipping.
My email address is h.pinnix@realventures.com.
If you need additional information, you can reach
me at (880) 555-1234.
Thank y ou!
h.pinnix@realventures.com
2. What is your name (first and last)? *
4. Please provide a brief description of your question: *
3. We want to make sure you get service as quickly as possible. To help us access
your account, please enter your order number, Adobe ID, or email address: *
claim request
End with an appreciative
sign-off to promote goodwill.
Specifically state what
you want.
Provide a short explanation to
support your claim but include
only the necessary details or
reasons to justify your claim. Too
many details or unnecessary
information may confuse the
audience.
Identify a call for action and, if
applicable, the date needed.
Include your contact informa-
tion to ensure the audience can
follow up with you.
New Hires @ Work
James Pierre-Louis
Elon University
Social Media Coordinator @
The Date Valet
I’ve found that my commu-
nication is much more suc-
cessful when I focus
on the needs of the
people I’m writing
to. I always think
about what they
need or want to
know, and how I
can identify any
perks for them in
my message.
about what your audience needs to know, the questions they may have about your request, and
how they will benefit from your message. Taking a “you” perspective motivates your audience
to respond positively to your request. Figure 4.4 on page 120 illustrates how to transform an “I”
perspective message to focus on the “you” perspective.
Making a request from the “you” perspective requires focusing on audience benefits—
the positive outcomes your audience will experience by responding favorably to the request.
Creating a “you” perspective can be challenging because it requires you to consider other
people’s viewpoints. Although you can never be certain what someone else will perceive as a
benefit, brainstorming ideas can help. As you brainstorm, analyze two different categories of
benefits. Internal benefits are advantages that your audience directly receives from comply-
ing with your request. For example, “By volunteering for this project, you will be eligible for a
bonus of 5 percent of your salary.” External benefits are advantages that someone else—a third
party—gains. For example, “By volunteering your time during Help Our Community Day, you
will not only help our department achieve its community service goals, but you’ll also be helping
our local schools.”
Notice that in all these examples, the word “you” is associated with polite requests and
audience benefits. This is a positive use of “you.” To be effective, avoid using “you” in negative
ways—for example, issuing orders and accusations. In those cases, use impersonal expressions
rather than “you.”
Accusatory statement: You made errors on the forms. You must correct and resubmit them.
Impersonal statement: Please correct the highlighted errors and resubmit the forms.
Conclude with gratitude and a call for action
Two elements are typical at the end of requests: (1) an expression of gratitude or thanks and
(2) a specific call for action that makes clear what you need and when you need it. In short
requests, a simple “Thanks” may be all that’s needed. However, when you request a favor or
something that will be an inconvenience, your audience will appreciate a fuller expression of
gratitude.
audience benefits The positive out-
comes your audience will experience by
responding favorably to your request.
internal benefits Advantages that your
audience will directly receive from comply-
ing with your request. Examples include a
reduced workload, increased professional
recognition, and financial gains.
external benefits Advantages that
someone else—a third party—gains when
your audience complies with a request.
How do you compose messages containing questions and requests? 119
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Figure 4.5 illustrates a short request that is spoken but could also be emailed. In this case,
Stan’s manager is asking him to give a presentation at a meeting on short notice. The manager
chose a face-to-face conversation because doing so might encourage Stan to respond more
positively. Stan would most likely find it more difficult to refuse the request in a face-to-face
conversation, or over the phone, than if he had received the same message by email. Figure 4.6
illustrates a more complex request that requires a detailed call for action as well as expressions
of gratitude.
SQ2 How do you compose informational messages?
Some business messages simply convey information rather than make requests or ask ques-
tions. For example, you may reply to requests, respond to claims, confirm information, make
announcements, or provide instructions. You can consider these messages routine if the in-
formation will not surprise, disappoint, or anger the audience. The following sections explain
how to address each kind of informational message.
Reply to questions with a direct answer
When someone asks you a question in a face-to-face or telephone conversation, you can orga-
nize your message exactly as you would when writing a response. If your response is not con-
troversial or likely to disappoint, begin with a direct answer and then include the details. If you
Compose
Analyze
When asking for a favor, follow this advice:
• Begin by stating the request directly. An introduction or
explanation is not needed unless the favor won’t make
sense without the context.
• Provide a concise explanation or rationale for the favor.
• If applicable, explain why your audience is the best person
to do this favor.
• Express gratitude and offer possible audience benefits.
• Conclude with a call for action. If a deadline is important,
identify when you need the favor.
simple request
Hi, Stan:
Can you cover for me at the 2 pm division meeting
today? I have a client lunch that I’m sure will run long,
and you know all the data we need to report—you
researched everything and put it together. I’d appreciate
your help, and this might be a great opportunity for you
to impress the VP. Sound okay?
FIGURE 4.5 How to Request a Favor
FIGURE 4.4 How to Change the “I” Perspective to the “You” Perspective
Please send me the latest draft of the third-quarter sales
figures. I will be presenting the data in tomorrow’s budget
meeting, and the latest draft I have was dated three weeks
ago. Thanks!
The “I” perspective is ineffective because:
• It focuses on the sender’s needs instead of the audience’s.
• There’s no incentive for the audience to comply.
“YOU” perspective
Will you please send me your updated third-quarter sales
figures today? If the budget committee has the figures to
discuss at tomorrow’s meeting, they can get you a prelimi-
nary budget by Thursday, and you’ll be able to start planning
next year’s sales forecasts. Thanks!
To change the “I” perspective to the “you” perspective:
• Focus on benefits to the audience.
• Revise the wording to avoid personal pronouns, such as
“I,” “me,” and “my,” and instead use “you” and “your.”
• Include audience benefits. In this example, by sending
the sales figures, the audience will receive the budget
information she needs to begin planning sales forecasts.
“I” perspective
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FIGURE 4.6 How to Compose a Written Request for Information
complex request
Reed Hall, Box 1054
Lineville, VA 28615
January 14, 20XX
Ms. Paulina Rashid, Advisor
Students in Free Enterprise
Atlantic University
410 Bedden Hal l
Patterson, VA 28664
Dear Ms. Rashid:
My cousin, Marlina Robertson, is a member of the Students in Free Enterprise (SiFE)
chapter you advise at Atlantic University. She gave me your name and address. We are
hoping to start our own SiFE club here at Tabor College and would greatly appreciate your
answers to a few questions that I did not �nd answered on the SiFE website (www.sife.org).
1. How many student members are required for a club to be recognized by the
governing international organization?
2. Does the governing organization provide any �nancial assistance for newly
developed clubs to support on-campus promotions for membership drives, such
as t-shirts and brochures?
3. Do you develop relationships with other SiFE clubs to collaborate on projects?
Or are the projects competitive?
Since our �rst membership drive is scheduled in March, could you get back to us
before January 31? If you prefer to discuss my questions by phone, please call me at
your convenience at (409) 555-1234.
If SiFE projects can be collaborative, rather than competitive, we would enjoy
developing a collaborative relationship with your SiFE club to design a joint project that
would bene�t both our campuses and communities. I look forward to talking with you
about that once our club is under way.
Thank you for sharing your knowledge with us.
Sincerely,
Dominique Robertson
Tabor College
When requests need to be put in
context to be clearly understood,
begin with an introduction. A
sentence may be all that is needed
to explain why you’re writing.
End the first paragraph with the
request, phrased politely.
Explain preliminary work you have
done, if applicable, to document that
you are not wasting the audience’s
time.
If you have many questions,
number them to help the audience
respond to each item when they
reply.
Include potential audience
benefits, if applicable, to persuade
the audience to respond favorably to
your request.
Indicate when a response is
needed, and provide contact
information if your audience will
need it. Consider giving your
audience options for replying.
End with an expression of
gratitude for responding to your
request. Although it may seem
presumptuous to thank the
audience for something they have
not yet done, you can usually
assume that routine requests for
information will be accepted
positively, especially if you have
followed these guidelines.
do not have the answer immediately available, then say that right away. Figure 4.7 on page 123 is
a response to the letter in Figure 4.6.
Even though you are direct, be careful not to be too abrupt, especially in email messages. If
someone writes you an email asking a question, respond with more than “yes” or “no.” A one-
word reply may seem dismissive.4 Instead, provide a response that indicates you actually read
the message—for example: “Yes. That sounds like a good plan. Let me know if you need any help.”
Respond to customer requests and comments by creating
goodwill
When a customer requests a refund, exchange, or repair, a business has an opportunity to
create goodwill. Assuming that the company decides to satisfy the customer’s claim, a well-
written response can strengthen the company’s relationship with the customer. However, if you
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TECHNOLOGY
USING TECHNOLOGY TO SIMPLIFY ROUTINE COMMUNICATION:
SCHEDULING A MEETING
Scheduling a meeting with a few coworkers may seem like an easy
task. However, the logistics of coordinating schedules can be a
time-consuming activity, especially if you rely on email to deter-
mine the best day and time. You may end up with a long thread of
replies over several days before you agree on the best option. And
what if you need to coordinate a meeting with 25 people or make a
presentation to 50 people? Without using online scheduling tools,
you would have to set an arbitrary date and hope that most people
can attend.
1. Create a functional and informative meeting invitation.
If you are meeting with Rebecca, do not title your meet-
ing “Meeting with Rebecca.” That will not be helpful to her
when she receives the invitation. Instead, title it “Meeting in
7th floor conference room to discuss budget: Rebecca and
Taylor.” When Rebecca gets the email with the invitation, she
will know exactly who is meeting, where, and why.
2. Attach files you want your invitee to read.
3. When possible, add all attendees at one time. That way,
everyone will know everyone else who has been invited.
4. Schedule automatic meeting reminders to be emailed to your
attendees a day before the meeting and an hour before the
meeting.
When you receive a meeting invitation from someone else,
etiquette requires that you respond to it just as you would respond
to an email. Accept or decline the invitation. If your plans change,
inform the organizer.
Fortunately, technology gives you several options to schedule
meetings. Your company may use specific software designed to
coordinate events, such as Microsoft Outlook’s calendar feature,
which is part of the Office Suite of applications. If you are meeting
with people within the company, you may be able to check their
calendars to find a mutually convenient meeting time.
If you don’t share calendars, or if you are coordinating a
meeting with people outside your organization, online tools—such
as Doodle, fasterplan, and SelectTheDate.com—can help you
quickly identify scheduling options through “polls.” To set up a
poll, enter options for meeting times. The application creates a
link that you then share with participants, who will enter their
names and click on the times when they are available. As the poll
administrator, you can view the poll at any time and identify the
best time to meet.
Once you have determined a time, you can use your calendar
software to communicate that time to participants. Before you do
so, familiarize yourself with the basic etiquette of email invitations:
For TECHNOLOGY exercises, go to Exercise 19 on page 142 and Exercise 25b on page 143.
Feng Yu/Alamy.
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FIGURE 4.7 How to Reply to a Request for Information
letter
January 18, 20XX
Ms. Dominique Robertson
Tabor College
Reed Hall, Box 1054
Lineville, VA 28615
Dear Ms. Robertson:
Congratulations on your goal to begin a SiFE club at Tabor College. Below are the
answers to your questions.
1. Your campus club can be as small or large as you like. SiFE does not require a
specific number of student members to recognize a campus club. However,
based on our experience, you should have at least 15 active members (including
your executive officers) to ensure your club’s success. Of course, the more
members you have the better.
2. Although SiFE does not provide financial assistance to help you promote your club,
I am enclosing several sample documents that we have successfully used here. Your
cousin, Marlina, has helped us design many of these materials. Her desktop
publishing skills are exceptional. Perhaps she can share these files with you.
3. We look forward to developing a collaborative relationship with your SiFE club.
Our current president is Colin Withers. His email address is
cwithers@atlantic.edu. Please contact him to discuss this possibility..
If you have any other questions, please feel free to call me at (409) 555-9874. I would
be happy to serve as a mentor until you establish your own faculty advisor.
Best regards,
Paulina Rashid, M.Ed.
SiFE Faculty Advisor
Enclosures
When replying to requests,
determine the best medium
to respond. Typically,
audiences respond with the
same medium that was used
to make the request.
However, in this case, the
sender chose a letter format
so that she could mail
enclosures (brochures and
flyers). Alternatively, the
materials could be scanned
and attached to an email as
PDFs.
Begin with a direct response
if the audience will respond
favorably to your message.
End with a friendly closing to
promote goodwill.
Then provide explanatory
details. Follow the organization
of the original message by
answering each question in
sequence.
fail to build goodwill when responding to a customer, you may lose more than that customer’s
business. Disgruntled customers often use social media outlets, such as Yelp, to share their bad
experiences with others, which can reach thousands of people. In fact, research indicates that
customers are “more likely to share bad customer service experiences than good ones no mat-
ter what communication channel they used.”5 However, if you are strategic in your response to
a negative comment, you may be able to win back that customer as well as gain the confidence
of new customers. Research also indicates that “customers with issues that are resolved quickly
can often turn into loyal customers and even brand advocates.”6 To achieve a positive result,
craft a response that shows understanding for the customer’s complaint, apologizes when ap-
propriate, and identifies a solution.
Figure 4.8 on page 124 illustrates a positive response to the claim in Figure 4.3 on page 119.
Notice that although the sales representative does not apologize, he does include a goodwill
strategy: the offer of free shipping for the returned item.
The three-part formula—understanding, apology, and solution—works equally well when
responding to complaints received through Twitter, Facebook, or other social media outlets.
Figure 4.9 on page 124 is a Twitter exchange between a customer and Whole Foods Market, the
world’s leading natural and organic grocer. The company’s Integrated Media team monitors all
How do you compose informational messages? 123
New Hires @ Work
Bailey Anderson
University of Northern Iowa
IT Service Management—
Communications Team Intern
@ Principal Financial Group
Pay attention to contex-
tual information, such as
how people sign their
emails. Follow their
formality. If they
sign off with “Dr.
Jones,” refer to
them that way in
your reply.
Photo courtesy of Bailey Anderson
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FIGURE 4.8 How to Respond Positively to a Claim Request
h.pinnix@realventures.com
Corrected Order Will Ship Today
Dear Mr. Pinnix:
We are shipping your corrected order today. SpeedEx has guaranteed
delivery by August 7. The tracking number is 532-23334-63421.
Attached is a return shipping label formatted as a PDF �le that you can print.
Simply tape the label to your return and drop it off at any SpeedEx of�ce. We
prepaid the postage.
Thank you for your continued business. Your satisfaction is important to us.
Sincerely,
Hiemey Halla m
Customer Relations
SoftWarehouse
hiemey.hallam@softwarehouse.com
email
When you can respond positively to a claim:
• Compose a subject line that communicates the positive
response.
• State the positive response to the claim in the �rst
sentence (no introduction is needed).
Follow up with any necessary information:
• Begin the second paragraph by explaining the claim will be
resolved.
• Include an explanation that wins customer con�dence,
rather than an excuse that may result in a negative reaction.
• Do not blame the customer.
• Offer an audience bene�t, if possible. In this case, free
shipping is provided on the return.
End with a friendly closing:
• Express appreciation and a desire for continued business in
the last paragraph.
• End with a complimentary closing and signature block with
contact information.
tweets that mention Whole Foods and addresses complaints immediately. In this exchange, a
customer in London complained that the apples he purchased from his local Whole Foods store
were not good and that the store was “understaffed at the till” (the British word for cash register).
The Integrated Media team at Whole Foods responded within a few hours and defused the situ-
ation—in fact, the response made the initially irate customer feel much better about his experi-
ence. Each tweet from Whole Foods (#2 and #4) was clear and respectful, expressing a “you”
perspective in fewer than 140 characters.
Highlight key points in confirmation messages
A confirmation message acknowledges that you have received information or that you
have understood it correctly. When you make oral agreements with someone, it is a good
confirmation An acknowledgment that
you have received information or understood
a message correctly.
MyBCommLab Apply
Figure 4.8’s key concepts by going to
mybcommlab.com
FIGURE 4.9 Example of a Twitter Exchange Responding to a Customer Complaint
3 tweets by Twitter users @susborne by Simon Usborne, from TWITTER.COM. Reprinted with permission.
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practice to confirm those agreements in writing afterward. For example, assume that you
see a colleague at lunch and informally chat about next week’s budget meeting. You dis-
cuss possible days to reschedule the meeting and make notes on a napkin. However, you
inadvertently throw away the napkin before returning to your office and need to follow
up to ensure you remember the dates correctly. Compare the two versions of the confir-
mation email drafts in Figure 4.10. The effective version is not only clearer, it is also more
professional.
FIGURE 4.10 How to Confirm Information
DRAFT
REVISION
Meeting times
Hi, Luis:
I enjoyed our lunch this afternoon. It’s been a while since we’ve had a chance to
catch up, and I was glad to hear that your son is doing so well in his advanced
placement classes.
By the way, I wrote down the possible days and times for rescheduling our budget
review meeting next week, but I threw away the napkin, and I’m not sure I’m
remembering the options correctly. Are these right? Monday at 9 AM, Tuesday at
2 PM, or Wednesday at 10 AM?
Sorry for the inconvenience. My brain cells are fried
these days.
Thanks,
Bayla
BAYLA MILLANO
Dresner Associates, LLC
Boston | Chicago | Denver
617.555.8775 Ext. 322
617.555.8000 (Fax)
bmillano@dresner.com
luis.martinez@dresner .com
luis.martinez@dresner .com
Confirming Possible Meeting Times
Hi, Luis:
Just to confirm, the possible options for our budget review
meeting are:
• Monday at 9 AM
• Tuesday at 2 PM
• Wednesday at 10 AM
Once you’ve verified the options, I’ll call the rest of the
committee to schedule the best option.
I enjoyed our lunch; it’s been too long since we’ve caught up.
Let’s do it again soon.
Thanks ,
Bayla
PS: Congratulations to Tyler on his academic success!
BAYLA MILLANO
Dresner Associates, LLC
Boston | Chicago | Denver
617.555.8775 Ext. 322
617.555.8000 (Fax)
bmillano@dresner.com
Compose a subject
line that identifies the
information that you are
confirming.
Begin the message
with the confirmation.
Use bullets to make
options or lists easy to
understand when
several details are
included.
If applicable, provide a
reason to respond
quickly (in this case, the
need to call the
committee).
If you include
non-business content
to build goodwill,
subordinate it as a
postscript so that the
message remains
focused on information
you are confirming.
announcement A message that publicly
notifies people of information they need or
want to know.
How do you compose informational messages? 125
Organize routine announcements so they are easy to skim
Announcements are messages that publicly notify people of information they need or want to
know. For example, you might notify customers about a sale or a change in policy, employees
about a new CEO or promotions within the organization, or the public about job opportunities
in your company. Announcements are communicated both externally (social media, company
websites, customer email) and internally (company emails, meetings, flyers). Figure 4.11 on
page 126 illustrates a routine announcement to bank customers. The bank is changing some of
its policies and is required by law to notify customers.
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Format instructions so readers can easily follow the steps
In addition to requests and replies, routine business messages may include procedural informa-
tion or brief instructions about how to do things. Examples include directions to complete a
new travel authorization form, instructions to process budget requests, and procedures for sub-
mitting reimbursement documentation. Good instructions use writing techniques like parallel
phrasing that allow the audience to understand the task and complete it accurately. To make
it easy for the audience to follow the instructions, use the guidelines illustrated in Figure 4.12.
Keep text and IM messages short and focused
As an article on the Inc. website proclaimed, “texting is the new email” in business.7 In a 2014
survey of 500 business professionals, 67 percent said that they use texting for business, with
almost half of those indicating that if they need to leave a message, they would use texting
rather than voice mail.8 Texting is an ideal medium for short routine messages—as long as the
messages can easily be answered by text. Follow these guidelines for evaluating your text mes-
sages in business contexts:
1. Keep the message short and to the point. There is no need to add a salutation (“Hello, Jane”)
to the beginning of a text.
2. Do not text messages that require a long or complicated response. Your audience will not be
able to text back easily.
3. Do not expect a quick response. Although industry research shows that 97 percent of texts
are read within 3 minutes of being sent,9 your audience may be too busy to reply immediately.
4. When texting a client or business acquaintance you do not know well, avoid abbreviations, be
explicitly polite, and use complete sentences so that you do not sound too harsh or flippant.
5. Double check the autocorrect to make sure it has not changed your intended message.
FIGURE 4.11 How to Compose Routine Informational Announcements
Lending Services
Deposit Accounts
Electronic Access
Info Center
Business Services
Contact Us
Applications
• Online Banking
• Telephone Access
• Debit/ATM Access
• Order Checks
• Online Applications
• Online Service Agreement
Online Service Agreement
Announcement
To All Bank Trust Business Customers:
Bank Trust has revised the Online Service Agreement you accepted
when you enrolled to use Bank Trust Online. By electronically signing
that form, you agreed to allow Bank Trust to communicate with you
electronically about your accounts. Here’s a summary of the changes.
The new form:
• Updates the definition of the term “communication” to include
monthly billing or account statements and tax statements.
• States that we may send you PDF (Portable Document Format)
files about your accounts.
• Clarifies that, if you have enrolled to receive paperless
statements, you can withdraw your consent to receive these
communications by sending us an email.
The revised Bank Trust Online Service Agreement will go into effect
on November 16, 20XX, and will be available online for you to review
on that date by logging on and clicking the “Legal Agreements” link
at the bottom of any page.
Home
ATM Locations
Branch Locations
Membership
Employment
Mobile Banking
Español
Calculators
Mortgage
Join Today
Junior Club
SEARCH
Log-in Reset
Identify the intended
audience when communicat-
ing to external audiences
through publically accessible
mediums.
Begin with the main idea by
stating the purpose of the
announcement.
Concisely provide the details
your audience will need.
Emphasize audience
benefits, if applicable,
especially if the announcement
will require the audience to do
something or change the way
they do business with you.
Use active voice and informal
wording, especially when
communicating complicated or
legal information. Use the
“you” perspective throughout
to focus on the audience’s
needs.
Provide contact information
if a response is needed.
However, most announce-
ments are one-way informa-
tional messages.
parallel phrasing A method of using
the same grammatical form for each item
in a list.
ACE
Evaluate
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FIGURE 4.12 How to Write Instructions
New Procedures for Travel Authorization
1.
2.
3.
4.
5.
6.
7. Ask your supervisor to sign and date in box G,indicating his/her approval of your
travel authorization.
email
All Employees
Begin with a brief overview that
helps your audience understand when
and why they need to use the
instructions.
Divide the instructions into
numbered or bulleted steps,
including only one action per step.
Numbers are more effective than
bullets when you want to be able to
refer to other steps in the procedure.
If the sequence or order is not
important, bullets are acceptable.
Begin each step with an action
verb, using parallel phrasing—the
same grammatical form for each item.
If an instruction is conditional (if it
needs to be performed only under
certain conditions) begin the step by
identifying the condition.
Place any needed explanation after
the action rather than before it.
Provide contact information in case
the audience has questions.
Enter the dates you will be away from the office in box E. Date formats must be
entered as MM/DD/YYYY, for example 06/04/20XX to 06/07/20XX.
correctly. If you submit the form before you travel, your absence from the office will be
recorded as a travel day and will not count against your sick days or vacation days.
Enter your name in box A.
Enter your employee ID number in box B.
Enter the travel destination in box C.
Enter the purpose of the travel in box D.
If you will be away from the office for two or more days, identify in box F the name
of the individual who will be responsible for your office duties while you are
traveling. If you are away for fewer than two days, skip box F.
If you have questions, contact Ryan Devlin at Ext. 6632.
Acme has a new travel authorization form. Below are instructions for completing it
ETHICS
IS BLIND CARBON COPY (bcc) LIKE SPYING?
In your email program, the bcc—blind carbon copy—feature
allows you to copy someone on an email without the recipient
knowing it. Does sharing an email “secretly” with someone else
raise any ethical issues? Consider three different scenarios for
sending a bcc:
• Using bcc to reduce long recipient lists. You send an email to
all employees who are late submitting their travel reimburse-
ment requests and warn them that they will not be reimbursed
unless they submit their requests today. The list of names is
long, and if you pasted all the email addresses into the email
cc box, it would fill the screen. By using the bcc feature, you
help ensure that your recipients focus on the message content
rather than be distracted by an overly long header.
In this case, the use of bcc is very functional. You can also
argue that it is more ethical than including everyone on the
cc line. Recipients don’t need to know the names and email
addresses of all the others who have missed the deadline.
Making this information visible in the email may embarrass
some people on the list.
• Using bcc to enable centralized tracking of information. You
report a problem to the technical support group for one of the
software products you use. The head of your IT group has asked
that everyone bcc her on all problem reports. She uses these
emails as an informal log to track the frequency of problems, but
she does not want to be included in follow-up email exchanges.
In this case, the use of bcc is also functional and ethical.
You are not deceiving the intended recipient or using the
information to the disadvantage of the software supplier.
The technical support people would act no differently if they
knew the head of IT was copied or if the copying was blind.
• Using bcc to share information with interested parties. You
write an email to negotiate the price of a product with a new sup-
plier. Your colleague in another department in your company
has asked to be bcc’d on your messages to this supplier. She wants
inside information so that she can negotiate a low price with
the same supplier on a different product she intends to buy. She
would prefer that the supplier not know that she has this infor-
mation. Your colleague argues that her main responsibility is to
get the lowest price possible for your company. She has an obliga-
tion to use whatever information is available to get that low price.
This use of a bcc could be considered unethical since your
colleague intends to use the information to disadvantage the
recipient.
As you compose emails, how do you decide if you should use a bcc
and if it is ethical? Apply these two tests:
1. Are you trying to deceive the “to” recipient by hiding the fact
that other people also will receive the email?
2. Can the recipient be disadvantaged or hurt if the content in
the email is shared with the bcc readers and the recipient
doesn’t know it?
If you can say “yes” to either of these, then do not use the bcc.
For ETHICS exercises, go to Critical Thinking Question 3
on page 138 and Exercise 25a on page 142.
How do you compose informational messages? 127
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Goodwill is a term used to describe the attitude of friendliness and caring that is central to
creating, solidifying, and maintaining relationships. Building and sustaining positive working
relationships through goodwill is critical to your productivity and career success.10 Linda Hud-
son, president of BAE Systems, the largest military vehicle business in the world, explains that,
“It’s incredibly important to realize that relationships define everything that we do, and it’s . . .
the quality of those relationships that makes an organization work.”11 Because relationships
are so important, take advantage of opportunities to express appreciation and thoughtfulness.
Throughout this chapter, you have seen examples of goodwill techniques in routine messages:
expressing appreciation, offering help, using a “you” perspective, and highlighting audience
benefits. In addition to emphasizing goodwill in your routine messages, you can maintain
goodwill and keep the channels of communication open by sending special messages designed
specifically for that purpose. These include thank-you messages, congratulations, expressions
of sympathy, and for-your-information messages.
Thank-you messages
Thank-you messages offer the opportunity to express appreciation and make recipients feel
good about something they have done for you. They also offer you the opportunity to express
and display your professionalism. For example, a well-written thank-you note following a job
interview communicates to an employer that you are motivated, thoughtful, and articulate.
The main challenge in writing a good thank-you note is to include specific content that relates
to the reason why you are thanking someone.
The form your thank-you message takes will depend on the situation. However, your au-
dience may perceive a handwritten note to be an even more meaningful expression of grati-
tude because “a handwritten note can actually help you stand out in this era of overflowing
electronic inboxes.”12 Figure 4.13 illustrates a handwritten thank-you note and two versions of
a thank-you letter, one that is too generic to be effective and one that is more personalized.
Congratulatory messages
Congratulatory messages build goodwill by recognizing someone’s achievements or impor-
tant events, which could be professional or personal. For example, you can write a congratula-
tory message when your supervisor is promoted, your colleague has a baby, or your customer
wins her city’s entrepreneur-of-the-year award. Consider the differences between the two
email messages in Figure 4.14 on page 131.
Sympathy messages
Even if you do not have a close personal relationship with coworkers or business acquain-
tances, they will appreciate your expressions of sympathy when they have experienced a loss.
Many people do not know what to say when a colleague becomes seriously ill or has experi-
enced a death in the family. Although you can take advantage of get-well cards and preprinted
sympathy notes to deliver your messages, also include a few lines that show your compassion
and understanding. Just like thank-you notes, sympathy messages (also called condolences)
are more meaningful when handwritten and sent shortly after you hear about the situation.
Read the example in Figure 4.15 on page 131.
“For-your-information” messages
Although they have no formal name, for-your-information (or “FYI”) messages are sent to
share information or communicate something you believe your audience will appreciate. For
example, when reading an article on the web about a new restaurant in New Orleans, you may
remember that a customer is planning a vacation in New Orleans the next month. Or while
talking to your tax accountant, you may learn about a new tax rule that you think a colleague
may appreciate knowing. You can share your FYI messages by email, social media connections,
or simply stopping by someone’s office for a friendly chat.
SQ3 What kinds of messages build goodwill in business
relationships?
thank-you message An expression of
appreciation when someone has done some-
thing for you.
congratulatory message Communica-
tion sent to recognize someone’s achieve-
ments or important events.
sympathy message (also called
condolences) A message that expresses
compassion and understanding when some-
one experiences a loss.
for-your-information (FYI)
message A message written as an act of
kindness to pass along information you think
someone may appreciate knowing.
New Hires @ Work
Erica Bowen
University of West Georgia
Advanced Staff Auditor @
Georgia Department of Audits
and Accounts
Despite advances in tech-
nology, communication
in the workplace still
benefits from face-to-
face interaction. You
need to think about
which medium
option is most
appropriate for
each situation.
Photo courtesy of Erica Bowen
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FIGURE 4.13 How to Write a Personalized Thank-You Note
INEFFECTIVE THANK-YOU LETTER
EFFECTIVE THANK-YOU NOTE
September 30, 20XX
Mr. Robert Goldberg
Goldbeg, Richeyr, and Short, LLC
9882 West Jefferson
Spring�eld, IL 62704
Dear Mr. Goldberg:
Thank you for speaking at the monthly meeting of Prairie State
Entrepreneurs on September 29. The information in your speech and
additional reference material you provided were both fascinating
and timely.
We hope you enjoyed meeting the members of our organization and
that you will consider returning in the future to continue the discussion.
Thank you again for taking the time to speak at our meeting.
Sincerely,
Charlotte Waltman
President
Dear Mr. Goldberg:
Sincerely,
Charlotte Waltman
President
We were particularly interested in the case studies showing how
inventors lost the ability to patent their work by publicly disclosing their
inventions too early, such as at meetings like ours. Our Board of
Directors immediately voted to require all attendees to sign
con�dentiality agreements at any meeting when a member presents a
new invention.
Thank you again for taking the time to speak at our meeting and for
providing us such valuable information. We hope that you will consider
returning in the future. We would be very interested in your advice
about how to work effectively with a patent attorney.
Thank you for speaking at the monthly meeting of Prairie State
Entrepreneurs on September 29. Our members enjoyed your presentation
on protecting intellectual property rights.
September 30, 20XX
Mr. Robert Goldberg
Goldberg, Richey, and Short, LLC
9882 West Jefferson
Spring�eld, IL 62704
EFFECTIVE THANK-YOU LETTER
Reiterate your appreciation
near the end of the message.
Conclude with a
forward-looking
statement, if applicable.
Mention specific details
and related information
that re�ect the value of the
audience’s actions (for
example, why the attend-
ees appreciated the
speech).
Avoid generic state-
ments that sound as if
they could refer to anyone.
A thank- you message
should sound as if it is
written speci�cally for that
person.
To create an effective
personalized thank-you
message:
When writing a hand-
written thank-you note,
use legible penmanship,
a good pen, and quality
stationery.
Begin by expressing
your gratitude.
Identify the specific
reason why you are
thanking the audience.
MyBCommLab Apply
Figure 4.13’s key concepts by going to
mybcommlab.com
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CULTURE
DIFFERENCES IN SAYING THANK YOU
A thank-you note or email is more than just a polite gesture. It is
a way to show genuine appreciation for the effort someone has
made and to make that person feel good about the effort. How-
ever, different cultures have different ways of expressing thanks
and perhaps different expectations about the length of the thank-
you note and the amount of detail it includes. The following two
messages are real thank-you notes business students wrote thank-
ing their supervisors for summer internships. Letter 1 is written by
a U.S. student who interned in a U.S. company. Letter 2 is written
by a Korean student who interned in a Singapore company. Both
letters are very polite and were well received by their audiences.
What differences do you notice about the two letters?
Letter 1, the American thank-you letter, follows the advice in
this chapter. The letter is:
• personalized and sincerely expresses thanks.
• short and to the point, an appropriate approach in a
low-context culture.
• informal, which signals the close working relationship
between the student and mentor. This approach is appropriate
in cultures with low power distance.
• detailed, which signals that the writer has spent much time
thinking about what to say to someone he respects. This ap-
proach is appropriate in cultures with high power distance.
letter
Letter 1: North American Thank You
Dear David:
Thank you for providing me with an internship that exceeded
my expectations. I have never had a manager who spent so
much time developing my skills. I have learned so much—not
only about marketing and strategy but also about how to be a
good manager.
I really enjoyed working with you and the rest of the team. I
would love to join the group again next summer and would be
pleased to hear from you.
Thanks again for everything,
Leslie
Letter 2 is written with the Asian culture in mind. The letter is:
• longer and more formal.
• focused on the relationship between the writer and audience,
which is appropriate in high-context cultures.
letter
Letter 2: Asian Thank You
Dear Mr. Jeehun:
Please accept my apology for not writing this letter earlier.
After returning to the United States, I was busy with the
details of moving.
Now that I reflect on my summer internship at Capital
Investors, I see that I was able to complete it successfully
primarily thanks to your consideration and support. I
especially appreciate that you taught me the values that are
necessary to be a successful investment banker.
First, I learned a professional attitude from you. Every kind
manner you showed—such as thorough service for clients,
a fine sense of being a salesperson, and a charismatic but
warm-hearted leadership style—fascinated me.
Second, you showed me devotion to a job. Whenever I
watched you absorbed in work, I felt your passion as an
investment banker and the dignity of the vocation.
Last but not least, I learned it is possible to be a professional
and also enjoy life by seeing you achieve a balance between
work and family. It was impressive that you tried hard to
invest your time and energy in playing with your children
every weekend.
To sum up, having you as a boss during this summer
internship was a great professional and personal experience
for me. I have decided to look to you as my role model, and I
will try to follow you in my career path.
I look forward to seeing you as soon as possible.
Sincerely,
Dong Gyu Lee
For CULTURE exercises, go to Critical Thinking Question 10
on page 138 and Exercise 21 on page 142.
Taking the opportunity to pass along this information leads to several benefits. First, you
keep channels of communication open, which is an important part of networking. Second,
friendly messages solidify relationships because they have benefits for both parties. You will
get personal satisfaction from writing these messages, and your audience will be pleased to
hear from you. Finally, these messages may start a dialogue that can lead to possible business
benefits. See the example in Figure 4.16 on page 132.
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FIGURE 4.14 How to Compose a Personalized Congratulations Message
INEFFECTIVE
EFFECTIVE
Rebecca.Rex@calyxa.com
Congratulations!
Rebecca:
I was just reading the online version of The Dallas Morning
News—as you know, we used to live there several years ago, and I
like to keep up with the local news.
Anyway, I noticed an article about the Dallas Entrepreneur of the
Year and was so surprised to see you won it this year!
Congratulations! I’m sure it was well deserved.
Thanks,
Peter
Rebecca.Rex@calyxa.com
Congratulations!
Hi, Rebecca:
Why is this message ineffective?
The focus is on the writer rather than expressing
congratulations to the audience.
The congratulations are mentioned as an
afterthought.
The phrase, “I’m sure it was well deserved,”
suggests that others may doubt whether the
recipient deserved the award.
The casual closing of “thanks” does not match
the purpose of the message.
To create an effective congratula-
tory message:
Begin directly by congratulating
the audience for his or her
achievement or important event.
Express confidence that the
accomplishment was well
deserved.
Include relevant supporting
comments that personalize the
message.
As with all messages, end with an
appropriate complimentary
closing, such as “Regards.”
Congratulations on receiving the Dallas Entrepreneur of the Year
Award! I read about it in the online version of The Dallas Morning
News, which I still read online even though I’ve moved from Dallas.
I was so happy for you when I saw the photo of you holding the
plaque.
I know the award was well deserved. The time and effort you put
into your work is exceptional.
Regards,
Peter
Peter Ferguson
Sales & Marketing
Belmont Paper Products
23560 Michigan Street
Middle Plains, MN 56773
(218) 555-6730
(218) 555-6731 Fax
(800) 555-6731 Toll Free
FIGURE 4.15 How to Compose a Sympathy Message
When possible, send a
handwritten note or card
rather than an email message.
Begin with a direct expression
of sympathy.
Personalize the message by
mentioning something specific
about the recipient or the
deceased.
Close on a friendly note, such
as offering to provide assistance.
Write legibly and use a good
pen.
What kinds of messages build goodwill in business relationships? 131
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FIGURE 4.16 How to Compose an
“FYI” Message
Begin with some context so
that the audience understands
why you are sending the
information.
Then state the main point (in
this case, the fact that the intern
valued the recipient as a mentor).
As always, close the message
on a friendly note.
◾ In summary, routine and goodwill messages like those explained in this
chapter are fundamental elements of business communication. They are the day-to-day mes-
sages you produce to get work done and to build and maintain healthy working relationships.
To accomplish your goals with these messages, use the ACE process—Analyzing, Compos-
ing, Evaluating. The ACE process will help ensure that you target the message to your pur-
pose and audience, make it easy to understand, and avoid errors that will undermine your
professionalism.
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Paperless offices @ work 133
PAPERLESS OFFICES @ WORK Trend Hunter
Routine communication can lead to a lot of paper! Al-
though smartphones, tablet PCs, cloud computing, social
media, and mobile devices create the foundation for paper-
less communication, the number of paper documents is
increasing by 22 percent each year, accounting for approxi-
mately 660 billion pieces of paper.13
Why is the number of paper documents going up
rather than going down? There are many reasons. Elec-
tronic access to information paradoxically creates incen-
tives to produce paper documents: When people find
information on the web, they often print a copy so they do
not have to search for it again—and will have a copy if the
web link disappears. In addition, although email messages
have replaced letters and memos, and although docu-
ments are typically transmitted electronically rather than
on paper, the ability to print and copy these documents
is so easy that people choose to print and read offline. As
much research has shown, people often prefer to read on
paper because it is more comfortable and more effective.14
The result is more paper, not less. In fact, according to
Trend Hunter—a “trend community” that features innova-
tive ideas, viral news, and pop culture—the average U.S.
office worker prints 10,000 pages per year.15
Bucking the trend of increased paper usage, Trend
Hunter itself has committed to being a truly paperless of-
fice. The company’s president, Shelby Walsh, suggests that
it’s easier to organize information digitally than in paper
form: “In this day and age, not only is digital communica-
tion a more environmentally-friendly option, but it’s also
more convenient. Trend Hunter uses as little paper as pos-
sible, sending off Trend Reports to our Fortune 500 clients
via PowerPoint files, communicating virtually inside of the
office, and making use of tools on the cloud to stay orga-
nized and keep the company as a whole informed.”
So what technology does Trend Hunter use to commu-
nicate routine information? Walsh says,
Everyone in the office is expected to sign into
Skype from 9:00 am to 5:00 pm so that anyone
can ping them with urgent questions or requests.
In terms of collaboration on projects and sharing
of data, we use Google Drive for everything from
tracking payments to storing training documents
and collaborating in real-time on large-scale ongo-
ing projects. Storing our work in the cloud means
the entire team can access files from all of their
devices as long as they have Internet access.
One piece of communication technology I use
quite frequently is Rapportive. It is a plug-in for
your email inbox that shows you everything about
your contacts within your email. You see an image
of the person as well as where they’re located
and links to their social network profiles. This has
helped me greatly in terms of staying connected
with business partners, clients, and media and
has enhanced my online social networks as well
as my rapport with these people.
Trend Hunter’s paperless efforts also demonstrate their
concern about the environment. Walsh notes, “[W]e have
an Eco category on the site that has driven millions of views
to sustainable and eco-friendly innovations, and we’ve
posted over 15,000 trends about this topic. For those in the
office, it’s great to have the ability to say we truly practice
what we preach. Also, it’s great not to have the extra clutter
of papers and folders lingering around the office!”
Source: Interview with Shelby Walsh.
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134 Chapter 4 | Communicating Routine Messages and Building Goodwill
This case scenario will help you review the chapter material by applying
it to a specific situation.
For the past year, Miguel Ramirez has worked for his father’s insur-
ance agency, Ramirez & Associates Insurance. The small company has
only five employees: Miguel and his father, Carlos; Melinda and Reggie,
both senior associates; and Theresa, the office manager.
On a Friday morning, Miguel opens the office and checks the
company’s voice mail. The first message is from his father, saying he
won’t be in today because he decided to leave for vacation one day early.
The second message is from Reggie, reminding everyone that he will
be out calling on clients. The third message from Melinda says that
the insurance supplier she planned to visit next week requested that
she come today instead, so she will be out of the office all day. The last
message is from Theresa, the office manager, who says she has the flu
and will not be in today. This leaves Miguel in charge.
Miguel sits down at Theresa’s computer and opens the central
email for the office. He also glances at the stack of regular mail on
Theresa’s desk. Here is a summary of the 11 messages he finds.
In the Email:
1. A notice from one of the insurance companies whose products
Ramirez & Associates sells. The company has adjusted auto insur-
ance rates and coverage for all customers in the state based on
claims and costs from the previous year. These changes will affect
almost all customers.
2. A notice from another company that it will not renew the
insurance for a customer who filed three claims during the past
year.
3. Two requests for insurance quotes from new customers.
4. A request from a summer intern for a job recommendation.
5. A request from a corporate client asking that Ramirez & Associ-
ates confirm the details of an insurance policy covering its fleet
of 1,000 cars.
6. A notice that a customer’s claim for wind damage to her garage
will be completely covered by the insuring company, minus the
$250 deductible.
7. An email from Melinda asking someone in the office to place an
order of office supplies with Office-To-Go. She left the list of sup-
plies on her desk, and she needs them by Monday.
In the Regular Mail:
8. Three insurance policies that need to be mailed to customers.
These policies are complex, and the customers will not under-
stand the details without a clear summary.
9. An invitation addressed to Miguel’s father, Carlos, asking him to
speak at a college career night next month. The school requests a
reply within 10 days, and Miguel’s father is not going to be back in
the office for two weeks.
10. A letter from the National Association of Insurance and Financial
Advisors indicating that Carlos Ramirez has been nominated for
the prestigious John Newton Russell Memorial Award, the indus-
try’s highest honor.
11. A news release from Office-To-Go, one of the major office equip-
ment suppliers in the area. The company has been purchased by a
larger corporation, which may affect pricing and delivery policies.
The news release offers no details, but raises many questions
about whether Office-To-Go will remain competitive with other
suppliers.
Analyzing Tasks and Choosing
the Best Medium
Because Miguel is alone, he decides to spend the day following up on
business leads, answering the phone, and responding to emails and let-
ters. As a first step, Miguel uses the first phase of the ACE process to
analyze his communication tasks using three criteria: Do others need
the information quickly? Will the task be easy for me to do, or should
someone else handle it later? Is it in the business’s best interest for me
to answer quickly?
TASK 1: Review the 11 messages and prioritize each item by put-
ting a 1 next to those that must be handled today, a 2 next to items
that should be handled today if there is time, and a 3 next to items
that can wait. Then, for each item, do a quick analysis. Identify the
purpose of Miguel’s communication, the audience, and the best
medium option: letter, memo, email, IM, telephone, meeting, and
so forth. Be prepared to explain your choices.
Composing Good News
in Response to a Claim
Miguel has good news to deliver to his client, Kristina Ivanska. He
received an email from her insurer saying that the company will pay
100 percent of the replacement/repair cost for her roof, which was se-
verely damaged in a wind storm, minus the $250 deductible.
Ms. Ivanska will get her payment in two installments. She will im-
mediately receive a check for $7,242, which is the value of her seven-
year-old roof. Then when she has the roof repaired, the company will
pay the difference between what it has already paid and the actual re-
pair cost minus the $250 insurance deductible. She doesn’t need to rush
to have the roof repaired because she has up to 180 days to submit the
bill for the repairs.
Miguel is eager to communicate this news to Ms. Ivanska, so
he decides to call her. He begins the conversation with good news:
“Ms. Ivanska, I wanted to let you know that Bill Baker, the insur-
ance adjuster, will be stopping by your house next week with a check
for $7,242 to cover your roof damage.” Much to Miguel’s surprise,
Ms. Ivanska was very upset. She said: “But I just got an estimate from
the roofing company for $9,850 to replace the roof. I thought my insur-
ance covered ‘replacement value.’ There’s a $2,500 difference! How can
I pay for that?”
Miguel immediately realizes that he had organized his message
the wrong way. He tries to calm Ms. Ivanska: “Don’t worry. The insur-
ance will cover the full cost except for your $250 deductible. I’m just ex-
plaining it wrong. Let me write you a letter, and I’ll drop it by your house
on my way home. It will make everything clear.”
TASK 2: Write the good-news letter for Miguel. Be sure that it ac-
complishes the following goals:
• Delivers the good news in a way that Ms. Ivanska will under-
stand and that calms her concerns
• Explains what the insurance company will do and what she
needs to do
• Reestablishes her confidence in Ramirez & Associates as an
insurance broker
CASE SCENARIO
A Day’s Worth of Routine Messages
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Case scenario 135
November 18, 20XX
Sales Manager
Office-To-Go
7633 Raintree Drive
Weymouth, MA 02188
Subject: Your Recent Announcement
been a loyal customer of Office-To-Go for the past five years, and this change will greatly inconvenience us.
supplier in the South Shore area. To make a decision, I need to know whether you will be honoring the prices in your current
carrying the same items as in your current catalog. Will you?
I also need to know what freight company you will be using and how insurance will be handled. Will OTG technicians set up
provided above or by email (mramirez@ramirezinsurance.com).
Sincerely,
Miguel Ramirez
I have been planning a large order of furniture and computer equipment with Office-To-Go and was very upset to receive the
announcement that your company has merged with another and may not be carrying the same items. Ramirez & Associates has
I need to determine whether to continue my plans to order from your company or to switch to another office equipment
furniture and equipment catalog and what discounts you will offer for bulk purchases. That assumes, of course, that you will be
the furniture and equipment delivered? What’s the turnaround time from order to delivery? Since I’m also deciding on whether
to use OTG for other things, I’d also like to know whether OTG will be able to personalize stationery on site, or will it have to
be outsourced?
Please respond by November 30 so that I may place an order by the end of the year. You can contact me at the phone number
letter
Accompanies Task 3
Evaluating a Routine Message
After he handles the priority messages, Miguel turns his attention
to the Office-To-Go announcement. Although it looks like a rou-
tine message, it is bad news to Miguel because he spent the past two
months researching new office furniture and computer equipment
from Office-To-Go. He made his choices and was about to prepare
a proposal for his father. Now it is unclear whether the new vendor
will carry the same brands, charge the same prices, or have the same
service agreements.
Miguel decides to compose an email to the Office-To-Go manager
requesting information that will help him decide whether to find a new
vendor. Miguel quickly composes the letter below and hopes to revise
it by the end of the day.
TASK 3: Evaluate this letter and suggest revisions and corrections
Miguel should make before sending it.
Spending a Few Moments
to Create Goodwill
It is 4:45 pm and Miguel has barely left his desk. He has been talking on
the telephone, composing messages, and placing orders. As Miguel sits
back in his chair, he recalls his father saying, “Miguel, every day before I
leave work, I make sure I’ve given someone a ‘gift’—a thank you, a word
of congratulations, or even just a smile. Remember, the time you invest
making someone else feel good will help you build goodwill.”
Miguel has been so intent on his work today that he hasn’t spent
one moment thinking about how to give someone a “gift.” He glances
down at his list of messages, looking for an opportunity to build good-
will for Ramirez & Associates—or for himself.
TASK 4: Review the 11 messages at the beginning of this case
scenario to identify ways to build goodwill. This is a good opportu-
nity to think creatively. Summarize your ideas in a message to your
instructor.
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What kinds of messages build goodwill
in business relationships? (pages 128–132)
Goodwill is a term used to describe the attitude of friendliness
and caring that is central to creating, solidifying, and maintain-
ing relationships.
• Thank-you messages offer you the opportunity to express
appreciation and make your recipients feel good about
something they have done for you. They also offer you the
opportunity to express and display your professionalism.
Thank-you messages range from formal letters to informal
emails, handwritten notes, and telephone calls. The main
challenge in writing a good thank-you note is to include spe-
cific content that relates to the act for which you are thank-
ing someone. A generic note loses much of its effectiveness.
• Congratulatory messages build goodwill by recognizing
someone else’s achievements or important events. These
events could be professional or personal.
• Sympathy messages are written to colleagues and business
acquaintances to show your compassion and understanding.
Although you can take advantage of preprinted sympathy
cards to deliver your messages, also include a few handwrit-
ten lines to personalize the message and promote goodwill.
• “For-your-information” messages are sent to pass along
information or communicate something you believe your
audience will appreciate. These friendly messages keep
channels of communication open, solidify relationships, and
initiate dialogues that may lead to business benefits.
Study Questions in Review
SQ3
136
End of Chapter
How do you compose messages
containing questions and requests?
(pages 116–120)
Most workplace communication involves routine business mes-
sages that are short and to the point. Use the ACE process to
make good decisions when analyzing, composing, and evaluat-
ing your messages.
• Decide between a direct or an indirect message when
composing routine messages that ask questions or make
requests. In most cases, state your request directly. However,
if the audience needs information to understand or be con-
vinced about your request, use an indirect message.
• Provide reasons for the request when necessary.
• Adopt a “you” perspective and include audience benefits
in all messages that ask questions or make requests. Internal
benefits are advantages that your audience directly receives,
and external benefits are advantages that someone else gains.
• Conclude with gratitude and a call for action.
SQ1
How do you compose informational
messages? (pages 120–127)
The best informational messages are direct and easy to read.
They also take advantage of opportunities to build goodwill.
• Reply to questions with a direct answer. Begin with
a positive response, follow the organization of the
original message—using corresponding numbers when
appropriate—and end with a friendly closing.
• Respond to customer requests and comments by creating
goodwill. This is especially important when customers are
requesting refunds, exchanges, or repairs.
• Highlight key points in confirmation messages. A confir-
mation is a message acknowledging that you have received
information or checking that you have understood informa-
tion correctly.
• Organize routine announcements so they are easy to
skim. Announcements are messages that publicly notify
people of information they need or want to know.
• Format instructions so readers can easily follow the steps.
Begin with an overview, divide instructions into numbered
or bulleted lists, and begin each step with an action verb
(or a conditional phrase, if the step is necessary only under
certain conditions). Use parallel phrasing to ensure the same
grammatical form for each item. Position any needed expla-
nation after the action rather than before it.
• Keep text and IM messages short and focused. Do not in-
clude extraneous information or start conversations that will
be hard to continue as texts.
SQ2
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Visual Summary
Will you please send me your updated third-quarter sales figures
today?
If the budget committee has the figures to discuss at tomorrow’s
meeting, they can get you a preliminary budget by Thursday, and
you’ll be able to start planning next year’s sales forecasts. Thanks.
How do you compose
messages containing
questions and requests?
Dear Jerry: I have a favor to ask. I know that you worked in Indianapolis
for many years arranging construction loans, so I am sure you are famil-
iar with heating and cooling contractors there. My company has won a
contract for a large office building in Indianapolis, and we’re now con-
tacting subcontractors to request bids on the job. I’m having difficulty
identifying qualified heating and cooling contractors. I need six and
have only three.
Could you please look over my attached list of contractors and suggest
a few more I can add? I’d really appreciate your help and will be glad to
return the favor whenever possible.
Be DIRECT when your
audience will easily
understand your
question and why you
are asking it.
Be INDIRECT when
the audience needs to
understand the con-
text of the situation
to make sense of your
question or request.
In every routine mes-
sage, adopt a “you”
perspective and
include audience
benefits.
Dear Mr. Pinnix:
We are shipping your corrected order today. SpeedEx has guaranteed
delivery by August 7. The tracking number is 532-23334-63421.
Attached is a return shipping label formatted as a PDF file that you can
print. Simply tape the label to your return and drop it off at any Speed
Exoffice. We prepaid the postage.
Thank you for your continued business. Your satisfaction is important to
us.
Sincerely,
How do you compose
informational messages?
Begin with the main idea.
Highlight benefits, if
there are any.
Follow up with the details.
Number or bullet them if
they are a list.
End with a friendly
closing or contact
information as
appropriate.
What kinds of messages
build goodwill in
business relationships?
Compose thank-you messages,
congratulatory messages,
sympathy messages, and FYI
messages to create, solidify,
and maintain relationships.
Depending on the context:
• Express professionalism.
• Include specific content.
• Recognize achievements.
• Show compassion and understanding.
• Personalize the messages.
SQ1
SQ2
SQ3
137
C
H
A
P
T
E
R
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Announcement p. 125
Audience benefits p. 119
Confirmation p. 124
Congratulatory message
p. 128
External benefits p. 119
For-your-information (FYI)
message p. 128
Goodwill messages p. 116
Implicit request p. 117
Internal benefits p. 119
Parallel phrasing p. 126
Routine business
message p. 116
Sympathy message (also
called condolences) p. 128
Thank-you message p. 128
“You” perspective p. 118
Key Terms
1 Under what circumstances would you choose to use an indirect
routine message rather than a direct one?
2 Why is the “you” perspective important for routine requests?
3 Why is goodwill so important to business communication, espe-
cially when responding to customer requests?
4 What goodwill techniques can you use in routine messages?
5 How can you organize a routine announcement to make it easy
to skim?
6 Explain three formatting techniques that make instructions easy
for readers to follow.
7 What pitfalls should you watch out for in sending business text
messages?
8 Why should you personalize a thank-you message?
9 Describe three benefits of sharing FYI messages with colleagues.
10 What are two communication tools (other than email and telephone)
that facilitate paperless communication of routine messages?
Review Questions
MyBCommLab®
Go to mybcommlab.com to complete the problems marked with this icon .
1 Many of the routine messages in this chapter are just a few sen-
tences long. Explain why using each phase of the ACE commu-
nication process—Analyzing, Composing, and Evaluating—is
helpful even for short, routine messages.
2 Explain the possible negative outcomes of sending routine mes-
sages that do not include audience benefits or wording that pro-
motes goodwill.
3 As this chapter explains, in some instances it may be unethical to
include a bcc in an email. Explain a situation, other than those
described in the chapter, in which forwarding an email might be
considered unethical. [Related to the Ethics feature on page 127]
4 Writing a message to request a refund, repair, or exchange pro-
vides one advantage over a telephone call: You have written docu-
mentation of your request and you will receive a written response.
However, sometimes you may prefer to call a customer service rep-
resentative because an oral conversation allows better feedback and
a quicker resolution. If you choose to communicate your claim re-
quest by telephone, what details about the conversation should you
document? What method of documentation would you choose?
5 This chapter explains one reason why you might choose to make a
request in person rather than by email: It may be more difficult for
your audience to refuse the request. What are other reasons you
may choose to make a request in person?
6 If you were granting a customer a refund for a faulty product, why
might you also include a discount for a future purchase? The cus-
tomer is getting what she asked for, so why do more?
7 Assume you need to communicate to all employees a new policy
about business use of texting. Explain the factors that would affect
your choice of medium to share this information.
8 Explain why you should send a thank-you note after all your em-
ployment interviews, even with those companies you are no lon-
ger interested in pursuing.
9 American business culture is competitive. People compete for jobs,
promotions, and raises. In this competitive culture, why would
you concern yourself with building goodwill with colleagues?
10 If you were writing a goodwill message to someone from another
culture, would you choose to follow your own cultural standards
or those of your audience? Why? How could you find out what
those cultural standards are? [Related to the Culture feature on
page 130]
Critical Thinking Questions
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How do you compose messages containing
questions and requests? (pages 116–120)
1 Decide between a direct or an indirect message
Most routine messages should be organized directly with the main
point positioned at the beginning of the message. Rewrite the follow-
ing messages to use a direct approach and revise the wording to create
a more effective message based on clarity, conciseness, style, and tone.
Compare your direct revision to the indirect original. Which version
would you choose to send? Explain why.
a. Email to Professor Fisher: My sister is getting married this week-
end, and I am in the wedding party. It’s a five-hour drive, so in
order to get to the wedding rehearsal Friday afternoon, I have to
leave before noon on Friday, which means I won’t be able to attend
our 2 pm class. I know that missing your lecture will put me at a
disadvantage for next week’s exam, but you said you would take our
term papers early if we got them done, which I did, so it’s attached.
Please confirm that you received the attachment. I’d be happy to
bring by a hard copy if you would prefer. Thanks, [Your Name]
b. Voice mail message to a customer service department: Hi. This is
Kent from Simi Valley Automotive. Last week, we placed an order
from your recent promotional catalog. We ordered 24 sets of your
model #42 windshield wipers. We received the shipment today,
but found 42 sets of your model #24 windshield wipers. Although
we stock both models, our supply of model #42 is very low, and we
now have twice as many model #24 sets. What can you do to help?
Please call me at 555-1234. Thanks!
c. Letter to a prospective tenant: Dear Mr. Abrams: Thank you for
your recent request for additional information about our summer
rental facilities. I agree that we have several interesting options to
choose from, and without specific pricing details, it is difficult to
make an informed decision. If you reserve your rental from the at-
tached pricing list before April 1, I can offer you a 10 percent dis-
count. Enclosed is the price list you requested. Thanks, [Your Name]
d. Memo to department managers: As you know, recycling is a very
important goal for our company. Our efforts to make the planet
clean and green extend beyond our corporate walls. We encourage
every employee to recycle at home as well as work. The original
blue recycling containers that were placed in each break room and
reception area several years ago will be replaced with larger green
containers that have separate receptacles for paper, plastic, glass,
and metals. Please remind the employees in your department to
recycle as much as possible. Thanks, [Your Name]
e. Face-to-face conversation: Hi, Hiro. You know that memo about
the new travel forms we’re supposed to use? Well, I’m going to a
conference next week in Las Vegas—nice, huh?—although I’ve al-
ready asked Thad to cover for me while I’m gone, after reading the
memo, I wasn’t sure if we had to ask someone who is actually in
our department to cover for us. I was hired to replace Thad when
he moved up to management, so he knows my job better than any-
one else—not that I think there will be much for him to do while
I’m gone—but I didn’t want my travel request to get hung up in the
process if I had to ask someone else. Do you know?
2 Provide reasons for the request
Your first job after college requires you to move to a new city, Louisville,
Kentucky, where you don’t know anyone. You want to get involved with
activities outside of work where you can meet people, so you attend a
meeting of the Young Professionals Association of Louisville. Because
you enjoyed the meeting, you sign up to join and provide your credit
card number for the membership fee. Two weeks later as you review
your online credit card statement information, you notice that your an-
nual dues were charged at the $100 premium member fee rather than
the $50 new-member fee that was advertised during the meeting. To get
your $50 back, you email the organization. You do not know the name
of the president or the treasurer. However, you do have a general email
address: YPAL@louisville.net. Draft your email requesting a refund.
3 Adopt a “you” perspective and include audience benefits
For each of the following claim responses, revise the message to use the
“you” perspective and include audience benefits.
a. Thank you for contacting us about the Internet outage in your
area. We restored the connection.
b. We are sorry that one of the pizzas delivered to your office last
week was cold. Enclosed is a refund.
c. We regret that one of the eight office chairs you ordered was dam-
aged during delivery. We are shipping a replacement today.
d. You’re right. You were charged incorrectly. We will credit your ac-
count today.
e. The headset you returned could not be repaired. We’re enclosing a
new one for your convenience.
4 Conclude with gratitude and a call for action
The following email exchange consists of five separate short messages.
Revise the messages to conclude with an appropriate call for action.
Where appropriate, include other techniques such as an expression of
gratitude, a “you” perspective, and audience benefits.
a. Hi, Peter: Will you be able to take on the new Meggison market-
ing project? I’m simply overwhelmed with the Pagel campaign
and don’t know how I would handle both projects simultaneously.
Thanks, Larry
b. Hi, Larry: Sure, I can work on the Meggison project.—Peter
c. Peter: I am so glad you accepted my offer to lead the new Meggi-
son marketing project. I have so much on my plate right now, you
just can’t imagine! I expect you will call me with any questions you
have. I need your proposal as soon as possible.—Larry
d. Larry: Attached is my rough draft for the Meggison proposal.—Peter
e. Peter: Attached are my suggested revisions for the Meggison
proposal.—Larry
How do you compose informational messages?
(pages 120–127)
5 Reply to questions with a direct answer
As the director of human resources at UrbanLife, you receive several
requests each week from students for information about internship op-
portunities at your company. Although you respond to each request
individually, you often reply with the same information. Rather than
typing the same information each time, you decide to create a template
of responses that you can cut, paste, and modify as necessary to person-
alize each message. The requests often include the following questions:
• Do you provide internships? Answer: Yes.
• If so, in what areas? Answer: All departments.
• What is the timeline for reviewing applications? Answer: Usually
a four- to six-week response.
• When during the academic year do you hire interns? Answer: Ac-
cepted throughout the year.
Key Concept Exercises
SQ1
SQ2
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140 Chapter 4 | Communicating Routine Messages and Building Goodwill
10 Keep text and IM messages short and focused
Review the text exchange in the accompanying figure sent through an in-
stant messenger application. What are the advantages and potential dis-
advantages of communicating this information by IM rather than email?
text message
Draft a sample email response that you could use to respond to any
request for internship information. Include the suggested elements:
Begin with the positive response, include all requested information,
and end with a friendly closing. Remember the importance of creating
goodwill with your response by striking an appropriate tone.
6 Respond to customer requests and comments by
creating goodwill
Callan Reis wrote to her company’s employee benefits director to appeal
the director’s decision not to reimburse certain health care expenses. The
benefits director drafted the following message, responding positively
to Callan’s appeal. However, in evaluating this message before sending,
the writer determined the message did not do a good job of promoting
goodwill. What changes would you recommend to the writer?
email
Hello, Callan:
I have reviewed your appeal letter regarding your health care
reimbursement account. Based on the circumstances, and the fact
that you met the original deadline to submit a claim for 20XX, I am
willing to allow the claim. I hope this resolves the matter. Please let
me know if there are any other questions or concerns.
Alice Donnelly
Director, Benefits
Delamore Industries
3298 Ridgeland Highway
Bellevue, WA 98006
Phone: 425.555.8588
Fax: 425.555.5136
a-donnelly@delamore.com
Callan Reis
Your Health Care Reimbursement Appeal
7 Highlight key points in confirmation messages
As a new intern at a large marketing company, you provide assistance to a
wide variety of project managers and their staff. The diverse experience is
valuable but requires significant attention to detail to ensure you remem-
ber what you’re supposed to do for whom and by when. You have been
keeping detailed notes; however, sometimes in the course of running an
errand someone will ask you to do something when you don’t have your
notes with you. This happened today. As you were copying documents
and collating materials into presentation packets for a client meeting,
Lydia Homer, the team leader for the project presentation, looked in the
copy room and said, “Don’t forget to include the original RFP in the pack-
ets. When you’re done with all that, take the packets to Brian for labeling.
Use the 5164 size. Sally has the list of names. Thanks.” Before you could
respond, Lydia hurried down the hall to another meeting. You realize
you don’t know what an RFP is, you don’t know Brian or Sally, and now
you can’t remember whether she said 5164 or 5614. Because your copy
machine has another 500 pages to print, you decide to email Lydia con-
firming the information and asking for clarification. Draft the message.
8 Organize routine announcements so they
are easy to skim
You manage City Kids, a large daycare facility in the downtown area.
You want to announce your expanded hours to your current clientele
as well as employees of local businesses (potential customers) near your
facility. Your old hours were 7:30 am to 6:30 pm. Beginning the first of
next month, you will be open from 7:00 am until 7:00 pm. The daycare
facility has a comprehensive website and an active listserv that includes
each parent’s email address. Create additional information to draft an
announcement, and identify the medium options you could use to dis-
tribute this message. How would the draft change based on the medium?
9 Format instructions so readers can easily follow the
steps
Your company is planning to recruit new employees at several college-
sponsored job fairs and has decided to staff the booths with current
employees from throughout the company. You have a full schedule of vol-
unteers for the fairs. You wrote the short set of instructions in the following
paragraph, which you plan to distribute at an orientation session for vol-
unteers. Before the session, though, you decide to revise the instructions to
make them easier to follow. Reformat (and if necessary, revise) the follow-
ing text to create a one-page instruction sheet for volunteers. As you revise,
consider which steps are separate and which can be grouped together.
What kinds of messages build goodwill in
business relationships? (pages 128–132)
11 Thank-you messages
You work for a large tax accounting firm, and one of your satisfied
customers, Andrea Stockton, wrote a very complimentary email about
you to the senior vice president. The customer also referred a colleague
SQ3
instructions
Protocol for Job Fair Booth Volunteers
Greet the student (that is, prospective employee). Shake
hands and introduce yourself. Ask the student’s name.
Give the student the company brochure. Outline the
nature of the jobs you are recruiting for, without going
into too much detail. Focus on the benefits of working
for our company. Ask if the student has any questions.
Answer any questions you can and take notes about any
question that you cannot answer. Thank the student for
his or her interest in our company and wish the student
good luck in his or her job search.
Accompanies Exercise 9
Accompanies Exercise 6
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Brian, was diagnosed with leukemia. Your client meetings have been
less frequent lately since Jana has been working from home, but you’ve
managed to stay in contact by email. This morning, the first email you
open is from Jana. It’s a message sent to dozens of people informing
them that Brian died peacefully in his sleep a week ago. Jana’s message
thanks the group for their continued support during the past year, and
indicates that donations can be made in Brian’s name to the Children’s
Leukemia Center. Although your instinct is to reply by email, you know
a handwritten sympathy note is more appropriate. Draft your message.
14 “For-your-information” messages
Jim O’Callahan is your company’s vice president of marketing. Last week
you sat next to Jim at a business dinner. In conversation, Jim mentioned
how much he admired Abraham Lincoln as a leader. The next day as
you were browsing through your local bookstore, you saw a book by
Eric Foner, The Fiery Trial: Abraham Lincoln and American Slavery. This
made you think of Jim’s comments, and you bought the book. You’ve read
only three chapters, but you are really enjoying it. You wonder if Jim has
read it. Write a message to Jim that lets him know about this new book.
15 Writing routine messages
Each of the following messages has a problem. It may be too short, too
wordy, or have the wrong tone. For each of the scenarios represented by
the message, compose a new message that you believe is well organized,
includes enough information to be effective, and builds goodwill. Cre-
ate any additional information that you need.
a. Email. Hi, Jane: Attached are the files you requested. Regards, Jill.
b. Voice mail message. This is Maria Martinez from Accounting. I
need more information than you provided on your recent travel
expense report. Please call me at Ext. 1440 as soon as possible.
Thanks.
c. Memo. To All Employees: Please stop throwing away your plastic
water bottles. We have recycling bins in several convenient loca-
tions. Thanks!
d. Flyer posted in break room. Volunteers Needed for Blood
Drive—Call Ext. 550 for Info!
e. Comment made during a meeting. As the chair of the social com-
mittee, I think it’s important that we do a better job of recognizing
birthdays in our department. I’ll take the responsibility of buying
and routing cards for signatures prior to each person’s birthday,
but you all need to chip in. Five dollars per person will cover the
cost of the card and muffin from the coffee shop. Sound okay?
16 Requesting a favor
You own a consulting business that provides communication training.
This morning, Tim Merrick of LabCorp left a voice mail message on
your office phone requesting that you present a one-hour email eti-
quette workshop for his staff of 25 people next week during their pro-
fessional development retreat. You have presented several workshops
for Tim’s company in the past and look forward to continuing your
business relationship with him, but you will be out of town next week
on another consulting job and won’t be available. Rather than reply to
Tim with bad news, you would prefer to find a replacement and decide
to ask one of your associates, Kathryn, to conduct the email etiquette
workshop. Although Kathryn has not presented this topic before, she
is an excellent presenter. You have an email etiquette PowerPoint pre-
sentation, handout materials, and group activities you have used suc-
cessfully in the past. Kathryn just needs to get familiar with the content
to prepare for the workshop. Because you need a response quickly, you
decide to send an email to Kathryn, asking her to conduct the work-
shop. Use the ACE process to analyze the situation, compose the email,
and evaluate it. Submit your final draft email to your instructor.
17 Requesting information
In your role as a human resources specialist, you help new employees
determine which retirement benefit packages best fit their personal
needs. After spending the entire morning meeting separately with
three people about the same issues, you realize that you typically ask
each person the same questions. Rather than continuing to take the
time to collect this information in person, you decide it would be more
efficient to have employees prepare this information ahead of time.
Your questions involve their current age and planned retirement age,
minimum level of annual income needed in retirement for recurring
expenses, anticipated special circumstances in retirement (such as chil-
dren’s college tuition or weddings), desired lifestyle during retirement,
and current rate of savings. You also need to know whether they prefer
low-risk investments that are more stable but may provide less return
on investment or high-risk investments that are less stable but may pro-
vide a high return on investment. Compose a memo to new employ-
ees that will be included with their orientation materials. Your memo
should indicate that as a human resources specialist, you are available
to schedule individual appointments to discuss retirement benefit
packages. You would like the new employees to bring typed responses
to these questions to their scheduled appointments.
18 Respond to claim requests by creating goodwill
Assume you are a private attorney running your practice out of your
home. A friend suggests that creating a website for your business
might enhance your client base and recommends a college student,
Kent Miller. You contact Kent, discuss content and images, and agree
to his hourly fees. A week later, Kent sends you a draft of your web-
site and an invoice for $300. The site looks great, so you send him a
check and thank him for his work. A few days later, Kent emails you
indicating that although he looks forward to continuing to work on
your website project, he is concerned that the check you sent was for
$200, which was $100 less than the invoiced amount. You refer to your
checking account register and realize you made a mistake. Respond to
Kent’s email.
Writing Exercises
(Evan Russert) to your company based on your work. The senior vice
president forwarded you a copy of this email. Send your customer a
thank-you message.
12 Congratulatory messages
This is your fifth year as the head of new client development for a small
consulting company. Your assistant, Madeline, has been extremely
helpful since your first day. After 30 years of service to the company,
Madeline is retiring. You have organized her retirement party and se-
lected a beautifully inscribed silver plaque. However, you’re not sure
what to write in her farewell card. Although you will miss her knowl-
edge and talents, you know she is looking forward to retirement and
plans to begin with a two-week Caribbean cruise. Draft a congratula-
tory message to Madeline.
13 Sympathy messages
You are a sales consultant for a regional distribution company. Your
biggest client, Jana, has also become a good friend. Last year, Jana’s son,
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staff retreat. Create an online poll to determine when everyone can
meet. Identify five different options. Then compose an email message
that explains the meeting and includes directions about how to use the
poll (assume your colleagues have not used this poll feature before).
19 Scheduling a meeting [Related to the Technology
feature on page 122]
Assume you need to determine the best day and time to schedule a team
meeting with eight colleagues to discuss the agenda for an upcoming
20 Identifying audience benefits
As a team, assume that you are the human resources staff for a small
regional hospital with a workforce of approximately 500 (physicians,
nurses, administrators, support staff, and volunteers). Your department
routinely sends messages to all employees. For each of the following
“To All” scenarios, brainstorm audience benefits that you can incor-
porate into the message. Revise each message to include at least one
audience benefit and build goodwill.
a. To All: The employee parking area will be repaved next week. The
crew will pave the north half of the lot on Monday and the south
half on Tuesday. Although half of the employee lot will be avail-
able at all times, arrangements have been made with the volunteer
transportation services unit to run shuttles every 10 minutes from
the overflow parking area to the main hospital entrance. Thank
you for your cooperation.—HR Dept.
b. To All: Next Friday between 10 am and 2 pm, the Volunteers’ As-
sociation will be hosting a bake sale in the lobby area outside the
cafeteria. All proceeds from the sale will support the new free
clinic. Donations are also accepted. Thank you for supporting this
worthy cause!—HR Dept.
c. To All: Our new insurance forms are now available. Please stop by
the HR Dept. to register for the new coverage options. If you don’t
update your records by the end of the month, you will not be able
to select plan options until the next quarter.—HR Dept.
d. To All: The gift shop in the lobby will be renovated next month. To
help reduce the inventory before the renovations begin, all items
have been reduced 25 percent. As usual, your hospital ID badge
gives you an extra 10 percent discount. Thanks for helping us clear
the shelves before we tear them down!—HR Dept.
e. To All: Although our hospital campus has been tobacco-free for sev-
eral years, we’ve recently received several complaints from the custo-
dian services supervisor that cigarette butts have been found in the
garbage cans of several employee bathrooms throughout the build-
ing. Please refrain from using any tobacco products in the hospital
or on the grounds. Thank you for your cooperation.—HR Dept.
21 Exploring cultural expectations [Related to the Culture
feature on page 130]
As a team, select a country and research its customs and expectations for
showing gratitude, saying thank you, and building goodwill. For example,
what are the customs and expectations about gift giving? Is it expected,
discouraged, or optional? Is a written thank-you note more appropriate
than a spoken one? Or is an oral thank you more expected? Each team
member should look at different sources and discuss similarities and dif-
ferences among the findings. Potential resources include the eDiplomat
and CyborLink websites. Use your favorite search engines to find others.
Prepare a two-minute presentation for your class about saying thank you
and building goodwill in that country. Be sure to include a list of your
sources and be prepared to identify which one was most helpful and why.
Collaboration Exercises
22 Analyzing goodwill in companies’ Facebook
announcements
Find announcements from three different companies’ Facebook sites
that communicate routine information, such as a new product offering,
an upgrade, or new version of a software application. Identify the ele-
ments of the messages that communicate goodwill with the audience.
For messages that do not include any content designed to build good-
will, identify how they could be revised to do so. For messages that do,
compare how they create goodwill with the audience. Summarize your
findings in a one- to two-paragraph email to your instructor.
23 Analyzing responses to social media complaints
Use a public social review site—such as Yelp, Amazon, or Trip Advisor—
to find an example of a complaint or negative post about a company’s
product or service. Identify how the company responds to the post
to rebuild goodwill and to give potential customers confidence in the
company. Summarize your findings in a one- to two-paragraph email
to your instructor.
Social Media Exercises
24 Making informal/impromptu presentations
a. Identify a routine message you recently wrote and explain the pur-
pose, audience, content, and medium of the message. Was the message
successful in achieving its purpose? How do you know? Share your
information with your class in a short, informal oral presentation.
b. Identify one situation in which a business sent you a goodwill
message or added goodwill content to a routine message. In a
short, informal presentation, explain what the business commu-
nicated to you and whether the goodwill message made you feel
positively about the business. Explain why or why not.
c. Explain how you have built and maintained goodwill with your
friends. Provide at least three examples.
25 Presenting executive briefings
a. Imagine that your business wants to create a policy about when
and how to use the blind carbon copy (bcc) feature in emails.
Your team has been assigned to draft that policy. As a team,
brainstorm situations when using bcc is effective and acceptable
as well as some situations when it is not. Develop a short set of
guidelines and share them with the class in a three- to five-minute
Speaking Exercises
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presentation that includes a few slides. [Related to the Ethics fea-
ture on page 127]
b. Assume you work for a small consulting company that provides
training workshops and seminars to other companies, primarily in
three states that cover two time zones. Scheduling these events for
your clients involves coordinating schedules among many people,
usually 25 to 40 people. You prefer to use Doodle, but your boss has
heard that other free online scheduling tools may provide more fea-
tures. Review at least three similar scheduling tools and compare the
features they support. Set up polls with each one, research any ar-
ticles or product reviews you can find, and summarize your findings
in a three- to five-minute presentation. Support your presentation
with slides that include screen shots of each scheduling tool as well
as a recommendation slide that outlines why one of the tools is better
than the others. [Related to the Technology feature on page 122]
26 Prepositions and conjunctions (see Appendix C:
Grammar, Punctuation, Mechanics, and Conventions—
Section 1.1.4)
In the following paragraph, identify the prepositions (P), coordinating
conjunctions (CC), correlative conjunctions (CorC), subordinating con-
junctions (SC), and conjunctive adverbs (CA). There are a total of 10
prepositions and conjunctions. Count correlative conjunction pairs as one.
The way you begin a business call is very important; however, the con-
clusion is equally important. Have you ever been caught in an awk-
ward spot, wondering who should end the call? If you initiated the
call, the convention is for you to conclude it. After you have obtained
the information you need, thank the person you called and then say
good-bye. The person at the other end either can just say good-bye or
can end with a pleasantry: for example, “I’m glad I could help.”
Grammar Exercises
MyBCommLab
Go to mybcommlab.com for Auto-graded writing questions as well as the following
Assisted-graded writing questions:
1 Explain the possible negative outcomes of sending routine messages that do not
include audience benefits or wording that promotes goodwill.
2 Why would customers feel better about a response to a complaint if the
response is personally signed and if the responder says he will forward the
complaint to someone who can solve the problem?
1. PRWeb. (2014, April 25). Business communications still
defined by email according to results of new DeskAlerts
survey. PRWeb. Retrieved from http://www.prweb.com/
releases/2014/04/prweb11789898.htm
2. Atos. (2014). Zero Email™ program wins award for excellence
in social collaboration. Retrieved from http://atos.net/en-us/
home/we-are/zero-email.html
3. Taylor, P. (2013, March 13). Atos’ ‘zero email initiative’ suc-
ceeding. Financial Times. Retrieved from http://www.ft.com/
int l/cms/s/0/11384220-8761-11e2-b de6-00144fe ab dc0
.html#axzz30SuQhAfk
4. Shellenbarger, S. (2014, March 12). Email enigma:
When the boss’s reply seems cryptic. Wall Street Jour-
nal. Retrieved from http://online.wsj.com/news/articles/
SB10001424052702304704504579433233994478174
5. eMarketer. (2013, April 23). On the web, customer service sto-
ries move fast. eMarketer.com. Retrieved from http://www
.emarketer.com/Article/On-Web-Customer-Service-Stories-
Move-Fast/1009834
6. MacDonald, S. (2013, May 23). Why customer complaints
are good for your business. SuperOffice.com. Retrieved from
http://www.superoffice.com/blog/customer-complaints-good-
for-business/
7. James, G. (2013, March 13). 16 rules for business texting. Inc.
Retrieved from http://www.inc.com/geoffrey-james/16-rules-
for-business-texting.html
8. HeyWire Business. (2014, January 29). HeyWire Business text
messaging survey shows 67 percent of professionals are texting
for business. Retrieved from http://heywire.com/in-the-news/
heywire-business-text-messaging-survey-shows-67-percent-
of-professionals-are-texting-for-business-2/
9. Mobile Marketing Association. (2012). Mobile wake up call:
State of mobile today. Retrieved from http://www.slideshare
.net/gregstuart/state-of-mobile-mma-simmons-final
10. Garfinkle, J. (2014). Building positive relationships at work. Re-
trieved from http://garfinkleexecutivecoaching.com/articles/
bu i l d – p o s it ive – wor k – re l at i ons h ip s / bu i l d i ng – p o s it ive –
relationships-at-work
11. Hudson, L. (2009, September 19). Fitting in, and rising to the top.
An interview with Adam Bryant. New York Times. Retrieved from
12. Lewis, R. (2014, March 22). Quick tips: Handwritten notes
making a comeback. USA Today. Retrieved from http://www
.usatoday.com/story/money/personalfinance/2014/03/22/
money-quick-tips-handwritten-note/6710895/
13. Milliken, G. (2014, January 6). The paperless office: 30-year
old pipe dream? Wired.com. Retrieved from http://www.wired
.com/2014/01/paperless-office-30-year-old-pipe-dream/
14. Jabr, F. (2013). Why the brain prefers paper. Scientific Ameri-
can, 309(5), 48–53.
15. Trend Hunter. (2014). Paper preservation: Innovations that pro-
mote paperless living. Retrieved from http://www.trendhunter
.com/protrends/paper-preservation (see also http://www
.gopaperless.com/Green-Commitment.aspx)
References
C
H
A
P
T
E
R
4
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http://www.prweb.com/releases/2014/04/prweb11789898.htm
http://atos.net/en-us/home/we-are/zero-email.html
http://www.ft.com/intl/cms/s/0/11384220-8761-11e2-bde6-00144feabdc0.html#axzz30SuQhAfk
http://online.wsj.com/news/articles/SB10001424052702304704504579433233994478174
http://www.emarketer.com/Article/On-Web-Customer-Service-Stories-Move-Fast/1009834
http://www.superoffice.com/blog/customer-complaints-good-for-business/
http://www.superoffice.com/blog/customer-complaints-good-for-business/
http://www.inc.com/geoffrey-james/16-rules-for-business-texting.html
http://www.inc.com/geoffrey-james/16-rules-for-business-texting.html
http://heywire.com/in-the-news/heywire-business-text-messaging-survey-shows-67-percentof-professionals-are-texting-for-business-2/
http://garfinkleexecutivecoaching.com/articles/build-positive-work-relationships/building-positiverelationships-at-work
http://www.usatoday.com/story/money/personalfinance/2014/03/22/money-quick-tips-handwritten-note/6710895/
http://www.wired.com/2014/01/paperless-office-30-year-old-pipe-dream/
http://www.trendhunter.com/protrends/paper-preservation
http://www.gopaperless.com/
http://www.prweb.com/releases/2014/04/prweb11789898.htm
http://atos.net/en-us/home/we-are/zero-email.html
http://www.ft.com/intl/cms/s/0/11384220-8761-11e2-bde6-00144feabdc0.html#axzz30SuQhAfk
http://www.ft.com/intl/cms/s/0/11384220-8761-11e2-bde6-00144feabdc0.html#axzz30SuQhAfk
http://online.wsj.com/news/articles/SB10001424052702304704504579433233994478174
http://www.emarketer.com/Article/On-Web-Customer-Service-Stories-Move-Fast/1009834
http://www.emarketer.com/Article/On-Web-Customer-Service-Stories-Move-Fast/1009834
http://heywire.com/in-the-news/heywire-business-text-messaging-survey-shows-67-percentof-professionals-are-texting-for-business-2/
http://heywire.com/in-the-news/heywire-business-text-messaging-survey-shows-67-percentof-professionals-are-texting-for-business-2/
http://garfinkleexecutivecoaching.com/articles/build-positive-work-relationships/building-positiverelationships-at-work
http://garfinkleexecutivecoaching.com/articles/build-positive-work-relationships/building-positiverelationships-at-work
http://www.usatoday.com/story/money/personalfinance/2014/03/22/money-quick-tips-handwritten-note/6710895/
http://www.usatoday.com/story/money/personalfinance/2014/03/22/money-quick-tips-handwritten-note/6710895/
http://www.wired.com/2014/01/paperless-office-30-year-old-pipe-dream/
http://www.trendhunter.com/protrends/paper-preservation
http://www.gopaperless.com/
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5
Communicating
Persuasive
Messages
144
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Persuasive communication is key to influencing others,
both ethically and with integrity, to see the value in what
I am trying to achieve. Other people have their own
priorities and performance goals. Without persuasive
skills, I would have difficulty helping others understand
how what I am doing can help them meet their
own goals.
Anna Van Cleef
University of Tennessee
Procurement Specialist—Audit Liaison @ Georgia-Pacific, LLC
New Hires @ Work
How can the ACE process help you
persuade your audience? pages 146–151
Analyzing helps you plan your message
Composing implements the persuasive plan
Evaluating helps you review the draft for
effectiveness
STUDY QUESTIONS
SQ1 SQ3 What types of business messages
typically require persuasion?
pages 159–166
Recommendations for action
Requests for favors
Persuasive customer claims
Sales messages
SQ2 What are the basic elements of
persuasion? pages 151–158
Building credibility
Constructing a logical argument
Appealing to your audience’s emotions
SQ4 How can you use persuasion
to improve teamwork and
collaboration? pages 167–168
Use persuasion to motivate others
Incorporate persuasion into the team
decision-making process
145
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Chapter 5 | Introduction
Your ability to engage and persuade an audience is a key
element of your professional presence—and perhaps the
most important ability you can develop as a business
communicator. However, don’t fall into the trap of think-
ing that persuasion means winning arguments. Being ar-
gumentative is rarely a good persuasive strategy. Instead,
think of persuasion as the process of influencing your
audience to change their beliefs or actions in a way that
leads to a desired outcome. In other words, persuasion is
about creating change.
This chapter offers guidelines for applying the ACE
process—Analyze, Compose, and Evaluate—to many
types of persuasive communication. Being persuasive re-
quires that you analyze your audience to understand what
will motivate them and why they may resist your ideas.
It also requires composing with persuasive techniques
that will help you overcome resistance. Finally, it requires
evaluating your communication objectively to ensure
that you are providing the persuasive content that will, in
fact, influence your audience.
SQ1 How can the ACE process help you persuade your audience?
To be persuasive, a message must do more than just state your point of view. It must also moti-
vate your audience to agree with you. Using the ACE process will help you develop a message
that accomplishes this goal.
Let’s consider this example. Assume that you are Pedro Baca, a customer service manager
for an e-commerce company that has an annual goal to increase profits by improving customer
service and cutting costs. To improve customer service, the company installed new computer
software that tracks orders and allows employees to provide customers with immediate, ac-
curate information. To cut costs, the company eliminated the training budget. Now you have a
dilemma. Your employees received only a brief orientation and don’t know how to use all the
features of the new software. Customer complaints have increased, and you fear the company
may alienate customers because of poor service. To solve this problem, you want to persuade
your supervisor, Maria, to authorize money for training.
Your first thought is to write a quick email to Maria to request the funds. You sit down at
the computer and write the following message:
“Maria: I am requesting funding to support a computer training workshop
to ensure my department’s employees will be more productive and cus-
tomer complaints will decrease. I will call your assistant to schedule an ap-
pointment to discuss this soon. Thanks, Pedro.”
This message simply asks for what you want. As you review this message, you wonder how
Maria will react. Instead of sending the message, you rethink it using the ACE process.
Analyzing helps you plan your message
When persuading, you will increase your chances of getting a positive response by spending
extra time on the analyzing phase of the ACE process. Recall that analyzing involves thinking
strategically about your:
• purpose, desired outcome, and business results
• audiences’ and stakeholders’ needs
• content needs
• medium choices
Analyze
Com
po
se
ACE
Evaluate
persuasion The process of influencing
your audience to agree with your point of
view, accept your recommendation, grant
your request, or change their beliefs or
actions in a way that facilitates a desired
outcome.
146
Analyze
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How can the ACE process help you persuade your audience? 147
Analyze your purpose, desired outcome, and business result
Before focusing on what you will say in your message, think about your goal. What is the pur-
pose of the message (why are you communicating) and what outcome would you like to achieve
(how would you like your audience to respond)? If your audience agrees to your request or
recommendation, what will the business result be? Understanding how your request will affect
others and your business helps you anticipate audience responses.
For example, your message to persuade Maria has the following purpose, outcome, and
business result:
• The purpose is to request funding to support a training workshop.
• The outcome is that your audience (your supervisor) will provide the requested funds.
• The business result is that the employees will be more productive and provide improved cus-
tomer service.
Analyze your audiences’ and stakeholders’ needs
Next, consider how to persuade your audience by analyzing them. Audience analysis involves
imagining yourself in your audience’s position and interpreting your message from your au-
dience’s perspective. Because persuasion involves influencing your audience’s thinking and
behavior, the more you know about your audience, the more persuasive you can be.
Consider both the primary audience, the direct recipients of the message, as well as the
secondary audience, other people who may read or hear your message. The secondary audi-
ence may receive a copy of your message either from you or from your primary audience. You
may even want to consider stakeholders who may be affected by the message. In the computer
training workshop example, your supervisor (Maria) is your primary audience. The secondary
audience may include the vice president of finance if Maria forwards your request to approve
additional funds. Additional stakeholders include employees in the department and custom-
ers. Although employees and customers will not see your message, they will certainly be af-
fected by the outcome.
To create a persuasive message for your audience, focus on analyzing what your audience
needs to know, what might motivate or benefit them, and what might cause them to resist your
proposal. Then design your message to address those needs and issues. Figure 5.1 on page 148
presents Pedro’s analysis and illustrates both how to analyze the audience and how to use the
results to shape the content of your message.
Note in Figure 5.1 that you may respond to potential objections in two different ways:
refutation or concession. You refute points by arguing that they are wrong. Alternatively, you
concede points by admitting that they have merit or are partially correct but do not invalidate
your argument. Think of refutation as saying, “No, that is wrong, and here’s why,” and conces-
sion as saying, “Yes, that may be true, but. . . .”
Whichever approach you use, be sure to state the opposing argument fairly, thoroughly,
and in a way that lets the audience know that you understand their concerns. However, avoid
statements that explicitly articulate potential objections: “You may believe that training is too
costly. However, customer service problems caused by insufficient training will cost more.” You
will be more effective if you simply build your argument so that it accounts for those objec-
tions: “Although training is costly, customer service problems caused by insufficient training will
cost even more.” Remember, the more objections you anticipate and address, the more persua-
sive you will be.
Analyze medium choices
Selecting the best medium for your persuasive message depends on many variables:
• The number of people in your audience and your ability to reach them all in a timely way
• The complexity of your content
• The amount of resistance you expect
• Your audience’s communication preferences
Figure 5.2 on page 149 shows how to choose among various medium options when you
need to persuade an audience.
primary audience The person or people
to whom your message is addressed.
secondary audience People other than
the primary audience who may read or hear
your message.
refutation A response intended to prove
an objection is wrong.
concession An admission that the
opposing point of view has merit but does
not invalidate your argument.
New Hires @ Work
Shannon Rocheleau
Western Michigan University
Member Service Representative @
Consumers Credit Union
Part of my job involves
analyzing credit applica-
tions and recommend-
ing a risk rating.
To persuade my
manager, I need to
support my
recommendations
with facts,
not emotion.
Photo courtesy of Shannon Rocheleau
Analyze
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CATEGORY
QUESTIONS
ANALYSIS OF PRIMARY AUDIENCE (MARIA)
AND SECONDARY AUDIENCE (VP)
CONTENT TO PROVIDE
Information
needs
What does
your audience
know about the
situation?
Maria knows that budget cuts have elimi-
nated all professional development activities
throughout the organization. She also knows
that the company is committed to improving
customer service.
Inform Maria that a costly problem ex-
ists and that the problem is related to
insufficient training. You may have to
research the actual costs associated
with this problem.
What do you
need to tell your
audience?
Maria does not yet know that productivity and
customer service have suffered in your de-
partment because employees have not been
trained to use the new computer systems.
Motivations
and benefits
What will motivate
your audience to
accept your idea or
comply with your
request?
Maria probably will be motivated to solve the
problem once she is aware that it exists. The
VP of finance may be motivated to solve the
problem if he understands that his investment
in the new computer system is not yielding
the expected benefit.
Stress cost savings, improved pro-
ductivity, and customer retention, in
order to highlight benefits for Maria.
Stress an additional benefit for the VP:
The training will increase the value
of the investment he has already
made in purchasing customer ser-
vice software. The company will not
see benefits from the software until
the representatives are adequately
trained.
How will your audi-
ence benefit from
your proposed
idea?
Maria, the VP, and the company will benefit
from improved productivity and customer
satisfaction, as long as it does not cost too
much.
Potential
resistance
What concerns
and objections
will the audience
have?
Maria may argue: (1) that training is the wrong
solution because employees received some
training when the system was installed;
(2) that the department simply cannot afford
the training. She may be hesitant to bring
a request for funds to the vice president of
finance because the company is committed
to cutting costs. The VP will be opposed to
spending more money unless he can see a
clear financial benefit.
Address each potential argument with
refutation or concession.
Possible objection: Employees
already received sufficient training.
Refutation: The training didn’t teach
employees many of the software
functions necessary to deal effectively
with customers’ needs.
Possible objection: Training is costly,
and one of our corporate goals is to
cut costs.
Concession: Although training is
costly, customer service problems
caused by insufficient training will cost
even more.
FIGURE 5.1 How to Use Audience Analysis to Identify Content Needs
Because persuasion is a process, it often requires multiple communications, with each
message contributing to your persuasive goal. For example, if you know that Maria does
not like surprise requests, you might consider sending an email message to mention your
training idea and then scheduling an appointment to discuss the issue in more detail. The
email must be persuasive to ensure that Maria will meet with you and be interested in what
you have to say.
Composing implements the persuasive plan
After you analyze the content to make a persuasive plan, the composing stage helps you put
the plan into action and draft the message. As Figure 5.3 on page 150 illustrates, a well-planned
message will be much more persuasive than a message composed without planning.Compose
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FIGURE 5.2 How to Select the Best Medium for Persuasive Messages
Choose a
Medium Based
on the Criteria
below. Do You
Want to:
One-to-
One
Group
Meeting
Telephone
Text/IM
Memo
Letter
Newsletter
Website
Social
Networking
Wikis,
Blogs
Audience-Related Criteria
Communicate a
personal appeal
to an individual?
■ ■ ■ ■ ■
Communicate
with large
audiences?
■ ■ ■ ■ ■ ■ ■ ■
Communicate
with people al-
ready interested
in your topic?
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Communicate
with potential au-
diences you can-
not yet identify?
■ ■ ■
Content- and Response-Related Criteria
Communicate
a complex
message?
■ ■ ■ ■ ■ ■ ■ ■
Include addi-
tional documents
or supporting
material (images,
charts, video,
etc.) that may
help persuade
your audience?
■ ■ ■ ■ ■ ■ ■ ■ ■
Receive imme-
diate feedback
so you can alter
your appeal
“on the fly” if
necessary?
■ ■ ■
Take time to
think about any
objections in the
audience’s reply,
collect evidence
if necessary,
and compose a
response?
■ ■ ■ ■
Give the audi-
ence time to
consider your ap-
peal carefully be-
fore responding?
■ ■ ■ ■ ■ ■ ■ ■
Make it more
uncomfortable
for the audience
to respond nega-
tively (given the
interpersonal
interaction)?
■ ■ ■
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FIGURE 5.3 How to Compose a Persuasive Message
UNPERSUASIVE
Maria Cardoni
Request for Funding
Maria:
I am requesting funding to support a computer training
workshop to ensure my departmental employees will be
more productive and customer complaints will decrease.
I will call your assistant to schedule an appointment to
discuss this soon.
Thanks ,
Pedro
Pedro Baca
Customer Service Manager
PILOT PRODUCTS, INC.
pbaca@pilotproducts.com
(817) 555-7764, Ext. 2110
(817) 555-2840, FAX
PERSUASIVE Write a persuasive subject
line. For example, stress a
benefit in your subject line
(proposal to increase…) rather
than just request funding.
Establish that a problem or
opportunity exists. Be sure that
is it a problem or opportunity
that your audience cares about.
If applicable, show that solving
problem or implementing your
idea is feasible. Propose an
option to show that a solution is
possible.
Anticipate objections to
diminish their power.
Show that you understand the
perspective of your audience.
For example, change pronouns
from a focus on the writer (I, my)
to a focus on the company
(our, we).
Identify next steps. Be forward
thinking.
Our new customer service software was installed two weeks ago.
Employees had an excellent orientation session, but the training did
not cover all functions, and employees continue to have problems.
Although the goal of the software is to improve productivity and
customer service, during the past two weeks, productivity has
dropped and customer complaints have increased. Without
additional training, I’m concerned the problems will escalate.
Can we meet this week to discuss possible training options? One
option is an in-depth, half-day workshop offered by the software
manufacturer. The company has agreed to deliver it twice, with half
the employees attending each session, for a total of $5,000. This is
cost effective since our research shows that each customer
complaint costs us approximately $50 in employee time and lost
sales. In the first two weeks of the software installation, we had 75
complaints above average for an estimated cost of $3,750.
Because recent budget cuts eliminated our professional
development budget, I know it will be difficult to make a special
request for funding. However, investing this money in training will
ultimately save us money and ensure that we get full value from our
new software. I can provide you with whatever supporting data you
need. I’ll call your assistant to schedule an appointment.
Thanks,
Pedro
Pedro Baca
Customer Service Manager
PILOT PRODUCTS, INC.
pbaca@pilotproducts.com
(817) 555-7764, Ext. 2110
(817) 555-2840, FAX
Maria Cardoni
Proposal to Increase Productivity and Customer Satisfaction
Maria:
Evaluating helps you review the draft for effectiveness
Even when you have thoroughly analyzed all the elements that contribute to a message and
carefully composed the content, take additional time to evaluate the message before deliver-
ing it. Ask yourself several questions to ensure you have implemented an effective persuasive
strategy. Figure 5.4 enumerates these key questions and provides examples of how you might
respond to them as you evaluate the email to Maria.
Although the final email to Maria is much longer than the original draft, the revised mes-
sage takes advantage of the ACE process and has a greater chance of helping Pedro gain fund-
ing because its content and structure are persuasive.
Evaluate
MyBCommLab Apply
Figure 5.3’s key concepts by going
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What are the basic elements of persuasion? 151
FIGURE 5.4 Checklist for Evaluating a Persuasive Message
EVALUATION QUESTIONS EVALUATION OF PEDRO’S EMAIL TO MARIA
✓ Have you convincingly shown that a
problem or opportunity exists?
Yes. The email shows that productivity is dropping and customer
complaints are rising. The email also shows that customer com-
plaints are costly.
✓ Is the proposed solution or plan a good
one?
Yes. The email presents the training option as a realistic solution that
is also cost effective.
✓ Is the evidence and reasoning sound? Yes. The email shows documented evidence that each complaint
costs $50. It provides sound reasoning that the cost of training is
less than the cost of the problem.
✓ Have you addressed all of the objections
that you can anticipate?
Yes. It addresses all the identified objections: Initial training should
have been sufficient, the company has no money, and it’s difficult to
secure special funding.
✓ Have you stressed benefits? Yes, although the benefits are just implied. If this solution solves
the problems, it will increase productivity, reduce complaints, and
retain more customers. The last paragraph of the message ad-
dresses one additional benefit: getting full value from the customer
service software.
✓ Is the message easy to read? Yes. The order of the content is logical (introduce problem, request
meeting to discuss possible solutions, show that solutions are fea-
sible, address objections, and identify next steps). In addition, the
email uses effective paragraphing techniques.
✓ Is the information complete, concise, clear,
and correct?
Yes. The message includes only the necessary information. The
wording is clear, and the language and content are correct.
✓ Do you need to change anything to get the
result you want from your audience?
It looks good. The desired result is a meeting. Evaluate the mes-
sage from Maria’s perspective. Will she believe a problem exists and
the solution is reasonable? Will she believe she will benefit from a
meeting? If so, then the message is ready to send. If not, then re-
vise the message to get the desired result.
To develop the most persuasive content for your communication, you will need to understand
the basics of persuasion. What kind of content will motivate your audience to trust you, be-
lieve your points, agree with your position, and do what you request? You learned about three
elements of persuasion earlier in this chapter, when Pedro prepared his email to Maria. His
persuasive strategy included the following elements:
• Establishing a problem or need
• Focusing on benefits
• Anticipating potential resistance and objections
This section addresses three additional elements that have been recognized as important since
Aristotle identified them as the core of effective persuasion:1,2
• Building credibility (ethos)
• Constructing a logical argument (logos)
• Appealing to your audience’s emotions (pathos)
Most persuasive business arguments combine all these elements, but you may decide to em-
phasize one element more than another.3
SQ2 What are the basic elements of persuasion?
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Building credibility
Many experts suggest that the most critical element in persuasion is credibility.4 If your audi-
ence believes you have expertise and are trustworthy based on your knowledge, character, rep-
utation, and behavior, then they will be predisposed to accept your ideas.5,6 You may already
have credibility with your audience if they know and respect you or if you are an acknowledged
expert. However, if your audience doesn’t know you, you will need to establish credibility. Even
if your audience does know you, it’s important to maintain credibility. Use one or more of the
following techniques to establish and maintain credibility:
• Get to know your audience. Have you ever noticed how skilled salespeople often spend a few
minutes chatting with potential customers before trying to make a sale?7 Talking with your
audience before trying to persuade them allows you to build rapport and trust. It is easier to
persuade an audience who likes you and believes that you understand their worries and goals.8
Getting to know your audience has the added benefit of helping you identify their needs and
concerns so that you can make sure to address them directly in your communication.
• Establish your credentials. You can build credibility with your audience by providing key
credentials, including education, experience, awards, and expertise. You can also mention
your relationship with someone the audience knows, respects, and believes to be credible. This
affinity, or connection with a credible source, will help convince the audience that you are
trustworthy.
• Present your ideas effectively. The quality of your communication also builds credibility. Au-
diences are more likely to believe you if you present an unbiased point of view, organize your
ideas logically, and support those ideas with good research and sound reasoning. Even if you
are not an expert yourself, you can add weight to your ideas by citing authorities and experts.
• Tell the truth. Billionaire investor Warren Buffett reportedly warns that, “It takes 20 years to
build a reputation and five minutes to ruin it.”9 A person or company with a reputation for
honesty or excellence can quickly lose credibility by making statements that prove to be untrue
or making promises that are not fulfilled. In the past few years, the Internet and social media
have vastly increased the speed with which statements circulate and the scope of the audience
who will be made aware of a company’s mistakes or missteps. Efforts to tap into the credibility-
generating power of social media can also backfire. For example, in 2006, Walmart sponsored a
blog that featured supposedly candid interviews with Walmart employees around the country.
When it was revealed that Walmart was funding the effort, and potentially editing content,
their credibility was damaged and their PR firm was forced to issue an apology.10,11
• Take responsibility for mistakes. One of the best ways to maintain and regain credibility is
to admit personal responsibility.12 Several years ago when Toyota recalled 3.8 million vehicles
for “unintended acceleration,” Toyota Group Vice President Bob Carter stated Toyotas had no
additional problems and accused critics of engaging in “unwarranted speculation.” Soon after,
however, additional problems, including braking problems, came to light. Carter admitted he
“shot some of [his] personal credibility” with his earlier comments.13 These issues, and Toyota’s
unprecedented recall of millions of vehicles following Carter’s acknowledgment, were associ-
ated with a significant drop in consumer confidence. But through accepting responsibility and
avoiding further problems, Toyota has gradually been building back credibility and consumer
trust.14
Because credibility is so critical for capturing an audience’s attention and persuading them
to listen, small companies often devote substantial space on their websites to building cred-
ibility. Figure 5.5 illustrates how one small company presents itself online to instill confidence
in potential clients.
Constructing a logical argument
Developing credibility is a first and critical step in the process, but successfully persuading an
audience also requires additional persuasive techniques, including building a logical argument.
Argumentation means taking a position, supporting the position with reasons, and then
documenting those reasons with evidence. Logical arguments provide the foundation for most
persuasive business messages.
Earlier in this chapter, you considered how Pedro could persuade his supervisor, Maria,
to support his request for funds to provide computer training to the customer service depart-
ment. Pedro emailed Maria a short version of his argument (see Figure 5.3 on page 150) to
New Hires @ Work
Darrell Coleman
Georgia Southern University
Data Analyst @ George Southern
Career Services
You build credibility
by creating a sense
of responsibility
and trust. Once
that foundation
is created, peo-
ple will be more
willing to listen
and follow you.
credibility An audience’s belief that you
have expertise and are trustworthy based on
your knowledge, character, reputation, and
behavior.
argumentation A persuasive appeal
that supports a position with reasons and
evidence.
Photo courtesy of Darrell Coleman
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persuade her to meet with him. Assume that Maria responded to Pedro with the following
email message:
“Pedro, your recommendation makes sense, and your timing is good. I am
scheduled to meet with the vice president of finance tomorrow morning
and would like to present your recommendation so that we can schedule
the training as soon as possible. Please write a one-page document outlin-
ing the reasons and evidence that I can bring to the meeting. Thanks, Maria.”
Figure 5.6 on page 154 shows a way to structure that argument logically by defining the
position, identifying reasons, and outlining evidence.
In a logical argument like the one represented in Figure 5.6, the quality of your evidence
is important. You can collect evidence by conducting your own original research (primary re-
search) or by reading research that others have conducted (secondary research). Your evidence
may take different forms, depending on the argument you are trying to support and the needs
of your audience. Try to diversify your evidence. Like a stool that rests on three legs instead of
one, arguments that combine a number of different types of evidence tend to be stronger and
better balanced than ones that rely solely on a single kind. Consider the types of evidence that
Pedro can use to support his argument:
• Numerical data. Many business arguments are based on numbers. Some arguments require
data about costs, time, or revenue. Other arguments require data about customer preferences
or business trends. You may find some of the numbers you need in published sources. Others
FIGURE 5.5 How to Build a Small Business Website That Establishes Credibility
Provide examples
of previous work.
Provide testimonials
from other clients.
Showcase
successful
projects.
Provide photos
and credentials
of employees to
personalize the
company.
Mention
awards and
affiliations.
New Hires @ Work
Winston Taira
Loyola Marymount University
Project Manager @
King’s Hawaiian Holding Company
As a project manager, I often
need to write requests for
funding not in the budget.
These requests definitely
need to be persuasive,
explaining the reason
the funding is
needed, the return
on investment, and
the benefits to
the company.
What are the basic elements of persuasion? 153
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FIGURE 5.6 How to Structure a Logical Argument
Training customer service reps to use the new system will improve
service and productivity and will also reduce costs.
Since installation, customer
service and productivity have
suffered.
STEP 1
What is your position?
STEP 2
What reasons support
your position?
STEP 3
What evidence
supports your reasons?
The problem is costly. Training is a cost-effective
and efficient solution.
Customer
complaints
have
increased
50 percent.
Number of
customers
served
daily has
decreased
15 percent.
Increased
complaints
cost us
$1,800 per
week.
Complaints
may also
cause us
to lose
customers.
Targeted
training will
cost less than
the cost of
complaints.
Manufacturer
has agreed to
provide the
training within
one week.
will come from company records or from surveys and questionnaires. You can present the data
in tables, graphs, or paragraphs. It’s always important to provide context, like comparisons or
analogies, in order to emphasize the significance of the numbers—and therefore make them
more persuasive.
• Facts. A fact is information documented either by your own research or by an external
source—either way, it must be verifiable. If the fact is not already well known to the audience,
you should cite the source. The more credible the source, the more persuasive the fact.
• Expert authority. For additional support, you may cite the opinions of people with acknowl-
edged expertise.
• Personal experience. Your experiences and observations may provide compelling support for
a claim, although they are rarely conclusive on their own.
• Examples. Although examples are not conclusive evidence, they can clarify your point and
help your audience understand.
Figure 5.7 illustrates how Pedro uses all of these types of evidence in his memo to Maria
and the vice president of finance. As you read the memo, notice how it also follows the logical
structure outlined in Figure 5.6.
Appealing to your audience’s emotions
Although logic is critical for business decisions, logic alone may not always be enough to per-
suade an audience. You may also need to appeal to their emotions.15, 16 Psychologists and other
researchers have identified several techniques for engaging your audience on an emotional level.
Appeal to your audience’s emotional and psychological needs
You may wonder how you can address your audience’s psychological needs, especially when
communicating with an audience you do not know. However, psychologist Abraham Maslow
argued that all people—even people of different cultures and different generations—share a
common set of needs.17 At the basic level are physiological needs of food, clothing, and shelter.
Once those needs are met, people will seek to meet increasingly higher levels of need. Adver-
tisers routinely appeal to these needs as part of their persuasive strategy:
• Safety. Home security companies appeal to the audience’s desire for safety. Banks and invest-
ment companies appeal to the audience’s desire for financial security.
• Love and belonging. Hair products and cosmetics companies appeal to the audience’s desire to
be attractive and admired. Manufacturers of convenience foods appeal to the audience’s desire
for dinners that bring the family closer, even when you have no time to cook.
• Self-esteem. Charities often appeal to the increase in self-esteem that donors feel when con-
tributing to an organization’s good works: Your donation of a dollar a day will prevent a child
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FIGURE 5.7 How to Compose a Persuasive Message Using Logical Arguments
memo
TO: Maria Cardoni
FROM: Pedro Baca
DATE: June 11, 20XX
SUBJECT: Proposed Solution for Costly Customer Service Problems
Problem
Two weeks ago, the customer service department installed new software designed to
improve productivity and customer service. Employees received the standard three-
hour orientation that comes with the software package. However, the training did not
cover the customized functions necessary to process returns, exchanges, and refunds.
In the two weeks that employees have been using the software, we have logged
75 complaints more than average. Customers have complained about dropped calls,
exchanged orders being lost, and refunds not being credited. In addition, because
representatives are addressing so many time-consuming complaints, they are handling
fewer calls, and their productivity has decreased by 15 percent. Although we cannot
prove that lack of training on the new software caused the customer service problems,
the coincidence is too great to be ignored.
These problems are costly to our company. Last year, we researched the cost of
customer complaints and determined that each complaint costs us approximately
$50 in employee time and lost sales. This means that in the past two weeks, handling
the 75 additional complaints has cost us $3,750. If these problems continue, costs will
conservatively exceed $10,000 in two months.
We also need to consider the long-term costs of unhappy customers. According to
sales expert Jonathan Farrington, “the cost of an unhappy customer is much greater
than the cost of any individual lost sale.”* It includes the loss of that person’s future
business and the potential lost sales from people who have talked to the unhappy
customer.
Proposed Solution
I have discussed this problem with the software developer, Mark Richey from Viking
Systems, and he has agreed to provide an additional three-hour training session for all
employees addressing the important customized functions in our system. To ensure
that all employees are trained, he has also agreed to deliver the session twice, with
half of the representatives attending each session.
The cost for this customized training will be $5,000, the exact amount it would have
cost us to add the training to our original purchase. Although the amount may seem
expensive, it is actually cost effective, considering the losses we project if the
customer service problems persist. I do not believe employees will be able to master
the system without training. I’ve spent 10 hours trying to learn all the functions of the
new system on my own, and I still cannot figure out how to issue a refund.
Mark is prepared to deliver the session next week if we can approve the funding. The
more quickly we provide the training, the more quickly we can realize the customer
service benefits from the company’s investment in the new system.
* Farrington, J. (2008). Customer complaints: The income multiplier effect.
CRM-Daily.com. Retrieved from http://www.crm-daily.com
Main idea: Training customer
service reps to use the new
system will improve service and
productivity and reduce costs.
Supporting reason 1: Since
installation, customer service and
productivity have suffered.
Evidence:
• Numerical data about increase in
customer complaints and
decrease in number of customers
served.
• Examples of customer complaints.
Supporting reason 2: The problem
is costly.
Evidence:
• Numerical data from primary
research calculating the cost of
customer complaints.
• Expert authority opinion about the
cost of unhappy customers.
Supporting reason 3: Training is
an effective and efficient solution.
Evidence:
• Numerical evidence that training
will cost less than the cost of
complaints.
• Personal experience showing that
Pedro could not learn the
software without additional
training.
• Facts showing that training can be
offered within a week.
Pedro Bacca’s memo uses
several types of evidence to
persuade his supervisor
Maria to solve a customer
service problem by imple-
menting training. This memo
follows the logical structure
illustrated in Figure 5.6.
from starving. Educational institutions focus on the respect you earn—and the self-respect you
feel—from completing your education.
• Self-actualization. Two of the U.S. Army’s long-lived advertising slogans, “Be all that you can
be” and “Army Strong,” appeal to people’s desire to make the most of their abilities. Advertise-
ments for luxury travel experiences often appeal to travelers who want to “find themselves” in
exotic places.
What are the basic elements of persuasion? 155
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fallacy A violation of logical reasoning
that leads to a flawed argument.
TYPE OF FALLACY DESCRIPTION EXAMPLE FALLACY FROM PEDRO TO MARIA
Appeal to Popular Opinion Offering as evidence statements
such as “everybody knows”
Everybody knows that without training, new
computer systems lead to productivity losses. It’s
obvious.
Hasty Generalization Drawing a conclusion from a
sample that is either too small
or does not represent the larger
population
Two of our most experienced sales reps say
that they are having difficulty with the computer
system. If they are having trouble, it’s likely
everyone is.
Ignoring the Burden of Proof Stating a claim but providing no
evidence to support it
Providing computer training will immediately
reverse our losses.
False Cause Assuming there is a cause and ef-
fect between two things without
proving the relationship
As soon as we got new computers, customer
complaints increased. The new system is clearly
the cause.
False Analogy Supporting an idea by compar-
ing it to something that is not
comparable
We require everyone to receive sufficient instruc-
tion before operating a car. Similarly, we should
require all customer service reps to get sufficient
training before operating the new computer
system.
False Dilemma Asserting that only two choices
exist, while ignoring other options
Either we provide more training or we will
continue to see losses in productivity.
Red Herring Focusing on an irrelevant issue to
draw attention away from a cen-
tral issue
If management wants to cut budgets, then it
would be much better to eliminate executive
bonuses. The company spends millions on
bonuses, and what benefit do we see from that?
Ad Hominem Attack Attacking a person who disagrees
with you rather than addressing
the issues
The managers who instituted the budget cuts are
just a bunch of corporate pencil pushers who don’t
have any idea what employees really need to do
their jobs well.
ETHICS
AVOIDING LOGICAL FALLACIES
When constructing an argument, you may be tempted to
strengthen a weak position by overstating your case, diverting
attention from problems with your position, or even attacking
an opponent. These violations of logical reasoning that lead to a
flawed argument are called fallacies, and intentionally using them
is both dishonest and misleading.
Pedro might have used some of the following fallacies in his
argument to Maria and the vice president of finance. Fortunately
he did not. As you read each, identify what is misleading about the
statement. Avoid fallacies in your own communication, and recog-
nize fallacies when others use them so that you are not persuaded
by unsound ideas.
For an ETHICS exercise, go to Exercise 6 on page 176.
Make appeals based on widely studied psychological principles
Researchers such as Robert Cialdini have identified a number of psychological principles that
help explain why certain types of persuasive appeals are particularly effective.18 These prin-
ciples include:
• Consistency. People like to act consistently and to make decisions similar to the ones they
made in the past. Persuasive appeals often remind the audience of past decisions.
• Social proof. People follow the lead of others they respect. Persuasive appeals often include
names of respected figures and testimonials from past clients.
• Liking. People respond more positively to those whom they like and who like them. Persuasive
appeals often express liking and appreciation for the audience.
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• Reciprocity. People typically want to reciprocate if they receive a gift. The gift can be as small
as a compliment or a recommendation of a book to read. Persuasive appeals often include a
free gift.
• Scarcity. People want things more if those things are scarce. Persuasive appeals often highlight
the exclusivity of their offer.
Figure 5.8 illustrates how one organization combined emotional and psychological appeals to
encourage continued support from a donor who has supported a charitable organization in
the past.
FIGURE 5.8 How to Use Emotional Appeals to Compose a Persuasive Message
letter
November 18, 20XX
Ms. Julie Benjamin
106 W. Third Avenue
San Mateo, CA 94401
Dear Ms. Benjamin:
Thank you for your past support of The Greenwald Center. Your generosity has helped create
opportunities and successes for people in our community who live with disabilities. As you make your
year-ending giving decisions, please consider renewing your support with a gift of $100.
Each year at The Greenwald Center, 5,000 people with disabilities strive to increase their independence
step by step—finding accessible housing or steady employment, learning to read or cook, or
managing household finances. The Greenwald Center supports these efforts one person at a time,
helping people achieve their individual goals. As our four-star rating from Charity Navigator indicates,
every dollar that you contribute goes directly toward helping people.
Here are some of the successes your contribution supported this past year:
• 350 people found jobs ranging from car porter to sales representative
• 93 people learned to read bus signs, make medical appointments, and conduct personal banking on
their own
• 100 percent of families surveyed have learned ways to assist their children’s development at home
In an era of shrinking government support, we increasingly rely on sustainable funding from friends like
you, extraordinary people who see ability in everyone. Your gift can help train a literacy volunteer,
facilitate a “mock” interview session, hire a guest cooking instructor or, in other ways, support the
success of people living with disabilities.
Please use the enclosed self-addressed stamped envelope to return your pledge today or contribute on
our website at www.greenwaldcenter.org.
Thank you for generously continuing to support The Greenwald Center.
Sincerely,
Allan I. Bergman
President/CEO
P.S. As a token of our appreciation, we have enclosed a DVD, Introduction to The Greenwald Center, so
that you can see the good work you are supporting. We also have a limited number of tickets available for
a December 15 holiday concert at City Orchestra. The tickets sell for $75 each, but we will give them free
of charge to donors who request them, on a first-come first-served basis.
2025 Chatham Drive • Burlingame, CA 94010 • P: 808.555.1477 • F: 808.555.1478
Allan I. Bergman
Appeal to consistency
(by praising past action).
Appeal to social
proof (by citing a
“four-star rating”).
Appeal to self-esteem
(“Here are some of the
successes your
contribution supported”).
Appeal to liking and
love and belonging
(by referring to “friends
like you”).
Appeal to
self-actualization (by
describing contributors
as “extraordinary
people who see ability
in everyone”).
Appeal to
reciprocity (by provid-
ing a DVD).
Appeal to scarcity
(by stressing the
limited number of
tickets).
This fundraising letter from
The Greenwald Center uses
several forms of emotional
appeal to persuade a past
donor to contribute again.
The letter also uses quanti-
tative data to illustrate that
the donor’s support makes
a difference.
What are the basic elements of persuasion? 157
MyBCommLab Apply
Figure 5.8’s key concepts by going
to mybcommlab.com
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Show your own emotional commitment
If you want your audience to commit to an idea, they need to know that you are committed to
it also. In other words, you will be more persuasive if you speak—or write—from the heart.19
One reason that Rio de Janeiro won the bid for the 2016 Olympics may have been that Brazil-
ian President Luiz Inacio Lula da Silva demonstrated extraordinary emotional commitment to
hosting the Olympics. Not only did he spend two years personally lobbying the Olympic com-
mittee and other heads of state, but he also spent the week before the final vote visiting with
members of the International Olympic Committee to make his case. The day before the vote,
he gave a heartfelt speech explaining what it would mean to South America to host the Olympic
Games for the first time in the competition’s history. He described how athletes throughout
South America would be affected by being part of this experience—and how the world would
take notice if the International Olympic Committee awarded this honor to a continent that it
had previously ignored. After the speech, Lula said, “It was extraordinary the emotion we put
into our presentation . . . I almost cried two times during my speech.”20 One delegate of the Inter-
national Olympic Committee commented, “I told the president (Lula), whom I know very well
for a long time, that his speech went under my skin.”21
Use storytelling and powerful language to make evidence
compelling
Although presenting evidence is a key part of any persuasive strategy, storytelling is one of the
most powerful tools you have for shaping your evidence persuasively and engaging your audi-
ence at the same time.22 For example, in 2007, Steve Jobs introduced Apple’s newest product,
the iPhone, during his keynote speech at Macworld, a yearly trade show and developer confer-
ence. He aimed to generate excitement about the device amongst users and investors—and
to prove that Apple continued its cutting-edge product development. In order to outshine
competitors in the smartphone market, Jobs listed the features and functions that were unique
to Apple’s device. But equally as powerfully, Jobs raised audience expectations by locating the
new product within Apple’s history of innovation. He began,
Every once in a while, a revolutionary product comes along that changes
everything. [You are] very fortunate if you get to work on just one of these
in your career. Apple’s been very fortunate. It’s been able to introduce a few
of these into the world. In 1984, we introduced the Macintosh. It didn’t just
change Apple, it changed the whole computer industry. In 2001, we intro-
duced the first iPod, and it didn’t just change the way we all listen to music,
it changed the entire music industry. . . . Today, today Apple is going to rein-
vent the phone, and here it is.23
In telling this story, Jobs transformed a faceless company, Apple, into a thinking and feel-
ing protagonist who, against all odds, “changed everything.” He framed Apple’s previous
successes as both evidence of the company’s capability to make “revolutionary products”
and as a prelude to the unveiling of the iPhone, implying that the iPhone will be even more
revolutionary than what came before. This strategy made his claim about the “reinvention”
of the phone more emotionally dramatic and more logically persuasive, showing how the
best persuasive strategies employ logic and emotion together. Jobs also used classic per-
suasive speaking techniques, such as parallel sentence structure (“It didn’t just change X, it
changed Y”) and repetition (“Today, today”) to clarify his message and make it more vivid
and memorable. The iPhone went on to become the fastest growing smartphone in 2008,
and Job’s 2007 keynote is widely considered to be one of the most memorable corporate
speeches of the last decade.24–26
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What types of business messages typically require persuasion? 159
SQ3 What types of business messages typically require persuasion?
Fundraising letters (Figure 5.8) and motivational speeches such as Steve Jobs’ 2007 keynote
are two types of persuasive communication you may have to deliver in business. The following
types of communication also require persuasion to influence and motivate the audience:
• Recommendations for action
• Requests for favors
• Persuasive customer claims
• Sales messages
This section discusses some special challenges for each type.
Recommendations for action
When you make a recommendation, you establish that a problem or a need exists, and then
you show how your solution is effective. The content of your recommendation can include a
range of persuasive elements: focusing on benefits, anticipating objections, building credibil-
ity, constructing a logical argument, and appealing to the audience’s emotion.
Pedro’s memo to Maria and the vice president of finance in Figure 5.7 is a recommenda-
tion for action. One challenge for this type of persuasive document is to determine the order
for this content. Should your recommendation be direct, starting with the main point? Or
should it be indirect, building up to the main point? Figure 5.9 on page 160 shows how to choose
between direct and indirect recommendations, and then organize your message accordingly.
In Figure 5.7, Pedro chose to organize his memo indirectly. Even though Maria knows
that a problem exists and requested that he write the recommendation, the vice president of
finance, who will ultimately receive this recommendation, is not aware of the problem. Pedro
needs to establish the importance of the problem before recommending a solution.
Requests for favors
When you ask people to do something that is easy for them to accomplish or that they will be
happy to do, little persuasion is required. By contrast, more persuasion is required if you ask
people to do something that involves effort, requires them to choose between alternatives, or
differs from their plans. In those cases, you will need to make a persuasive request that helps
the audience feel good about doing the favor. If possible, the request will also show how the
audience will benefit from helping you.
For example, assume that as a member of your state’s bar association, you volunteered
to help organize a local awards luncheon for the 450 association members in your area. This
morning—less than a week before the event—you receive a phone call from the keynote
speaker, the mayor, indicating that she is no longer able to speak at the luncheon due to a death
in the family. You have just a few days to find a replacement. Fortunately, you know the perfect
person to contact. Dr. Gunther Maher was your business law professor in college. He retired
last year and has many anecdotes he can share during a keynote presentation. Your concern is
whether he is available and, more important, whether he would be willing to make the presen-
tation with less than a week to prepare. To plan your persuasive request, use the ACE process.
Analyze
Remember to analyze the elements covered at the beginning of this chapter, including your
purpose, your audience and content needs, and your medium choices.
• Purpose: What is your purpose, desired outcome, and business result? You want Dr. Maher
to agree to deliver the bar association keynote presentation next week. If he agrees, the result
will be that the attendees will not mind that the original presenter cancelled.
• Information needs: What does Dr. Maher need to know (what does he already know)?
Dr. Maher may not remember who you are, so you will need to reintroduce yourself. He then
needs to know the date and time of the bar association awards luncheon, the length of his
presentation, why you are asking him to speak at the last minute, and what you would like him
to speak about.
persuasive request A request that
persuades the audience to do you a favor
by making the audience feel good about
doing the favor and, if possible, by stressing
audience benefits.
recommendation A business message
that suggests a solution to a business
problem.
New Hires @ Work
Tony Plemmons
Northern Michigan University
Centralized Carrier Capacity
Specialist @ Nolan
Transportation Group
When I am persuading freight
carriers to carry my load
at an established price,
small talk and confi-
dence go a long way. I
need to convince them
I know what I am talk-
ing about and show
them how they
benefit from the
transaction.
Photo courtesy of Tony Plemmons
Analyze
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• Motivation and benefits: What will motivate Dr. Maher to comply with your request? How
will he benefit? You can appeal to Dr. Maher’s self-esteem. Dr. Maher may be persuaded if
he believes that he can influence the careers of hundreds of lawyers. He might have chosen to
become a professor to help mold the minds of future professionals. This keynote gives him the
opportunity to further influence many of today’s lawyers. This is a benefit to him because it
helps him achieve his personal goals.
• Potential resistance: What concerns and objections will he have? He may be concerned that
he has to prepare carefully for the presentation and he does not have time.
• Medium: What is the best medium for this message based on the purpose, audience, and
content? You need to know quickly if Dr. Maher can fulfill your request, so a telephone con-
versation is the best medium. In a telephone call, you can also answer any questions he has.
Compose
Consider the order and organization of the message:
• Should the message be direct—with the main point at the beginning—or indirect? You
decide that you need to begin the conversation by reintroducing yourself and building your
credibility as a business professional and active member of the bar association. Your request
will be indirect, coming after you have reestablished this relationship.
FIGURE 5.9 How to Organize
Recommendation Messages
BEGIN WITH MAIN POINT
Propose a specific recommendation.
PROVIDE CONTEXT
• Identify the issue, problem, or
opportunity.
• Provide evidence that the
problem or opportunity is
significant.
SUPPORT YOUR PROPOSAL
For example:
• Justify recommendations with
persuasive rationale.
• Describe alternative solutions
and negative implications.
• Address potential objections.
• Stress benefits.
MOTIVATE ACTION
Conclude with a call to action.
your audience
• requests the recommendation,
prefers directness, or is likely to
react positively,
and the recommendation will not
• negatively affect stakeholders or
require additional effort from
stakeholders.
BEGIN WITH CONTEXT
• Identify the issue, problem, or
opportunity.
• Provide evidence that the
problem or opportunity is
significant.
OPTIONAL: ELIMINATE OTHER
ALTERNATIVES
• Describe alternative solutions
and negative implications.
STATE MAIN POINT
• Propose a specific recommendation.
SUPPORT YOUR PROPOSAL
For example:
• Justify recommendations with
persuasive rationale.
• Address potential objections.
• Stress benefits.
MOTIVATE ACTION
Conclude with a call to action.
your audience
• is not expecting the
recommendation,
• prefers indirectness, or
• is likely to react negatively,
and the recommendation will
• negatively affect stakeholders, or
• require additional effort from
stakeholders.
Use DIRECT DIRECT ORGANIZATION
ORGANIZATION if … follows this pattern …
Use INDIRECT
ORGANIZATION if …
INDIRECT ORGANIZATION
follows this pattern …
Compose
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FIGURE 5.10 How to Make a Persuasive Request
voice mail message
Introduce yourself as a former student to
establish credibility. Mention how much you
like the course to appeal to self-esteem
and liking. Preface the request by indicat-
ing that you’re calling to ask for a favor.
Provide context for the request.
Make a direct request.
Address a potential objection: He will not
have time to research material for a speech.
Motivate with self-esteem by praising his
experience and knowledge.
Include audience benefits that appeal to
self-actualization: He will continue to make a
difference in the lives of others.
Conclude with a call for action: Request a
reply and provide a phone number.
Hello, Dr. Maher. This is Alexa Hampton. I was in your business law
class several years ago and found it very useful. I now work as an
associate lawyer at Betts, Miller, and Russo here in town, and I’m
calling to ask you a favor.
I’m on the planning committee for the local bar association, and our
awards luncheon is next Monday. The mayor was our original
keynote speaker, but a sudden death in the family prevents her from
attending. I immediately thought of you as a replacement. Would
you be able to deliver a one-hour speech based on anecdotes and
lessons you learned during your career?
Your years of experience and wealth of knowledge could make a
significant difference in the professional lives of the 450 lawyers
who will attend the luncheon. In a one-hour speech, you will address
more people than you were able to teach in an entire academic year
as a business law professor. I know you are the perfect keynote
replacement for the mayor.
Please call me at 555-1887 as soon as you get this message so we
can discuss the details. I look forward to talking with you soon.
Again, Alexa Hampton, 555-1887.
Thank you.
• How can you best organize the message? Figure 5.10 illustrates how to organize a message that
makes a persuasive request. Figure 5.10 assumes you are leaving a voice message, but the same
organization will work for an actual conversation.
customer claim A request from a
customer to a store or vendor to accept a
return, exchange an item, refund money, or
perform a repair.
Evaluate
Remember to evaluate before finalizing the voice mail message. Consider it from Dr. Maher’s
perspective. How do you imagine he will react when he receives this message? Is the message
persuasive enough to justify a positive response? You can use the evaluation checklist from
Figure 5.4 to review and adjust your message.
Persuasive customer claims
You have probably read store policies with the phrases “no returns,” “all sales are final,” or “lim-
ited warranty.” In those situations, if you want to request a full or partial refund, you need to
submit a customer claim message that persuades the seller that the policy should not apply in
your situation or that it is in the seller’s best interest to fulfill your request.
For example, assume you are starting a home-based business and need a scanner. You pur-
chase a refurbished scanner from a discount electronics store, E-Tronics, which clearly posts
its no-return policy in the store and on every receipt. Although the sales associate who helped
you with the purchase assured you that the scanner would work with your specific laptop
model, you cannot get the scanner to work. You decide to bring both your laptop and the scan-
ner to E-Tronics so the “Tech Team” can fix your problem. However, after seeing your laptop,
they explain that the scanner model was discontinued before your laptop model was created.
Therefore, the driver that you need to enable the laptop to communicate with the scanner
does not exist. They would be happy to sell you a scanner that would work with your laptop,
but they cannot exchange it for your current scanner or refund your money. After explaining
to the store’s manager that a sales associate assured you the scanner and laptop were compat-
ible, the manager provides you with the URL for the E-Tronics customer service website where
you can explain the problem and request a refund or exchange. You return home to draft your
persuasive claim message. Where do you begin? The ACE process can help.
Evaluate
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TECHNOLOGY
COMPOSING A PERSUASIVE RECOMMENDATION WITH PRESENTATION
SOFTWARE
When you need to make a recommendation to a small group or
even to just one person, you may decide to present the informa-
tion in slide format rather than create a word-processed report or
handout. Businesses are increasingly using presentation software
as a composing tool for sharing information that needs to be read,
presented, and discussed interactively. These boardroom presenta-
tions are designed so that they can stand alone and be read inde-
pendently, in contrast to ballroom presentations that are designed
to be visual support for a presenter.27
Recommendation presentations, like all boardroom presenta-
tions, provide all their evidence and reasoning clearly on the slides
so that the audience can refer to the slides later when making
decisions. Four key principles will help you create a logical and
persuasive recommendation presentation:
1. Organize your presentation into well-defined sections that
indicate your logic.
2. Design every slide to support one main idea.
3. Write message headlines: short sentences or meaningful
phrases at the top of the slide that represent your main ideas.
4. Present material in the body of the slide that supports the
main idea in your headline.
To see these four principles in action, review the following rec-
ommendation presentation prepared by a not-for-profit organization
focused on health and nutrition. The slides are designed to be pre-
sented in meetings with individual state legislators to persuade them to
introduce legislation requiring calorie labeling in Illinois restaurants.
As you read the presentation, notice how it follows the four
principles. The presentation is divided into three sections: Prob-
lem, Causes, and Proposed Solution. Every slide supports one
main idea. Message headlines help the persuasive argument flow
from slide to slide. And, the material on each slide supports the
slide’s headline.
For a TECHNOLOGY exercise, go to Exercise 12 on page 177.
30
25
1990 1995 2000 2005 2007
20
15
10
5
0
30
25
1990 1995 2000 2005 2007
20
15
10
5
0
(continued )
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TECHNOLOGY
COMPOSING A PERSUASIVE RECOMMENDATION WITH PRESENTATION
SOFTWARE (Continued)
Most Obese States Chicago-style
pan pizza
Chicago-style
hot dog
35%
10%
33%
30%
1958 2007
25%
20%
15%
5%
10%
0%
•
•
• Chain
restaurants
• 15 or more
locations in the
United States
Who
• Implementation
within a year
• Required to list
calories on
menus
• Enforced by city
governments
What When
• Prevent 30,000 deaths annually
• Reduce health care costs by $50M annually
• Position Illinois as early mover on health
Fast food salad Fast food cake doughnut
Fast food burger Fast food frozen coffee drink
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Analyze
As you analyze, answer the following questions:
• Purpose, desired outcome, and business result: What do you want the audience to do after
receiving this message? You want the store to exchange the scanner for the one that works
with your laptop.
• Information needs: What does the audience need to know? The audience needs to know
what happened and why you are requesting an exchange. The audience also needs to know why
you believe their policy should not apply in this instance.
• Motivation and benefits: What will motivate the audience to accept your idea? How will
the audience benefit? The audience will be motivated by appeals to fairness and integrity:
You purchased the scanner because the sales associate assured you the original scanner
would work with your specific laptop model. The benefit is that you will continue to be a
customer.
• Potential resistance: What concerns and objections will the audience have? The audience
may resist because the store’s stated policy allows no exceptions. Therefore, it is important to
stress that you are requesting an exchange because of a mistake the store made, not a mistake
that you made. You can also overcome resistance by showing you are willing to purchase a
more expensive item if necessary.
• Medium: What is the best medium for this message based on the purpose, audience, and
content? By following the store’s policies, you start with a message posted to the company’s
customer service website to begin the claim process and receive a claim number. Then you plan
to call to speak directly with a customer service representative.
Compose
As you compose, ask the following questions:
• Should the message be direct—with the main point at the beginning—or indirect? Be-
cause you’re writing to a customer service department that knows most messages are based
on problems, they will not be surprised to receive your message. You decide to state the main
point directly.
• How can you best organize the message? Divide the message into clear paragraphs: (1) state
the request; (2) explain the problem; (3) demonstrate goodwill and understanding, and explain
why the policy should not apply; and (4) conclude by providing contact information and ex-
pressing continued confidence in the store. Avoid emotions.
• How should you format this message to be professional and support your purpose? Com-
pose the message in a word processing application, keeping in mind that any formatting will
not apply when you cut and paste the message to the company’s website.
Based on these decisions, you draft the message illustrated in Figure 5.11.
Evaluate
After drafting the message but before submitting it online, evaluate it using the checklist in
Figure 5.4 on page 151. Plan to follow up with a telephone call, if necessary.
Sales messages
Persuasion is also an important element in most sales messages, where your goal is to
motivate someone to buy a product or service. Sales and marketing people often use the
acronym AIDA—attention, interest, desire, and action—to create persuasive sales mes-
sages, brochures, advertisements, and websites. Figure 5.12 summarizes the four AIDA
components.
AIDA relies on the basic components of persuasion that you learned earlier in the chapter
build credibility, construct logical arguments, and appeal to your audience’s emotions.
• Attention. The first part of a sales message should grab the audience’s attention. Your wording
should make the audience want to read or hear more about your product or service by focus-
ing their awareness. In business communication, you can grab the audience’s attention in a
AIDA An acronym used in marketing
to suggest the organization of sales
communication: attention, interest,
desire, action.
Compose
Evaluate
Analyze
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professional way by sharing a startling fact, thought-provoking story, or motivating question.
Consider these examples:
Startling Fact: Did you know that 50 percent of all small businesses fail within the
first five years?
Thought-Provoking
Story:
Imagine yourself running your own business with no one to answer
to except yourself! You’re the boss. Your ideas are taken seriously, and
everyone looks to you for guidance. Sound too good to be true? For
most people it is, but entrepreneurs who use our CustomerBase
software suite have a good chance of achieving this dream.
Motivating Question: Would you like to achieve your full financial potential rather than
limiting your income to a monthly salary? Of course! Make your
dream job come true with the CustomerBase software suite designed
to build your business and increase your financial success.
• Interest. After gaining the audience’s attention, you need to build their interest in the product
or service by describing how you can meet their needs and provide benefits. The better your
audience analysis, the more likely you are to understand—and potentially meet—their needs.
• Desire. Creating a sense of desire involves reducing the audience’s resistance to the sales mes-
sage, which is especially important when you create unsolicited sales communication, or
cold-call sales messages—messages you send to audiences who did not request the information.
FIGURE 5.11 How to Make a Persuasive Claim
online submission
My local E-Tronics store in Eagle Heights, Ohio, sold me a refurbished scanner that does not
work with my computer’s operating system. I would like to exchange it for one that does work
with my computer.
On October 10, 20XX, I purchased a refurbished HP scanner, Model #5770, because a sales
associate at the store mistakenly assured me that this HP scanner would work with my Toshiba
Protégé Z500-S9050 laptop, which is running Windows 7. It was only when I got home that I
discovered that a driver does not exist for Windows 7, only for Vista and Windows XP.
Any sales associate can make an honest mistake, and I am very willing to return this scanner and
purchase one, even a more expensive one, that works with my computer. However, my local
store will not exchange the scanner because of your no returns / no exchange policy. Although
I understand that such a policy may be necessary to keep prices low, in this instance, I believe
that my request to exchange this scanner for one that will work with my laptop is reasonable
given that I received incorrect sales advice.
Please call me at (419) 555-8623 to discuss how we can resolve this matter. I look forward to
hearing from you and enjoying future purchases from your stores.
Sincerely,
Elaine Mackiewetz
Elaine Mackiewetz
Directly state the reason
for the claim.
Clearly explain the
problem and the
technical details.
Demonstrate under-
standing and goodwill.
Explain why the policy
should be waived in this
case (to counter potential
objections).
Appeal to fairness.
Close positively with a
forward-looking statement
that emphasizes a
continued business
relationship (audience
benefit).
FIGURE 5.12 AIDA Approach for Organizing Persuasive Sales Messages
A ttention: Grab your audience’s attention so they want to know more.
I nterest: Build their interest by meeting their needs and emphasizing benefits.
D esire: Create desire through authority, social proof, or perceived scarcity.
A ction: Make it easy for the audience to act and respond.
unsolicited sales communica-
tion Sales messages you send to
audiences who did not request the
information, also called “cold-call sales
messages.”
What types of business messages typically require persuasion? 165
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FIGURE 5.13 How to Use AIDA to Compose an Unsolicited Sales Message
Dear Mr
martin.kline@yahoo.com
Free Trial of CustomerBase Software Suite
. Kline:
Did you know that 50 percent of all small businesses fail within the first five
years? They fail for lack of experience, lack of money, and lack of sales.
Although our CustomerBase software suite cannot provide you with
experience or money, it can help you develop and manage a strong
customer base—an essential element for boosting sales and achieving
success.
Manage Customer Relationships and Increase Sales
The CustomerBase software suite eliminates the stress of managing your
customer relationships. With one user-friendly interface, you can easily
keep track of information about your customers and their needs, generate
custom-designed reports, and effortlessly maintain contact with your
customers.
A survey of 2,500 CustomerBase users from across the country indicates
that using the software contributes to increased sales and long-term
business success. Over 85 percent of these businesses report that they
reached their target market sales goals within the first two years. Compare
that to the national failure rate and it’s easy to see how your investment in
CustomerBase is a sound investment in your future success.
Try It Today
Click here to download a free two-week trial copy of CustomerBase. After
two weeks, you will be prompted to download the full version, which can be
easily charged to your credit card account. In the meantime, please call me
at 800-555-1234 to discuss how CustomerBase can enhance your
business success.
Sincerely,
Parker Davis
Sales Manager
CustomerBase, Inc.
2929 Northeast Highway
St. Paul, MN 55118
Phone: 800-555-1234
email
Grab ATTENTION
with a startling fact.
Build INTEREST by meeting audience
needs (eliminating stress and work)
and providing audience benefits
(better tracking, report generation,
and customer contact).
Encourage DESIRE by appealing to
social proof (indicating that similar
businesses have bought the product).
Motivate ACTION by enabling an
easy response (free trial at the click
of a button) and providing specific
direction (“In the meantime, please
call me…”).
However, reducing resistance is also important in solicited sales communication—messages
you send to audiences who did request the information. Although customers who request infor-
mation want the product or service, you may have to reduce their resistance if the price is more
than they predicted or if the item does not fulfill all their needs. To create a sense of desire, con-
sider using one of the techniques of emotional appeal discussed in SQ2 on page 154. Appealing
to social proof and scarcity can be particularly effective.
• Action. The final step of the AIDA persuasive strategy is to motivate your customer to act
and purchase the product or service. If you want to motivate the customer to download your
software package, the message should take the form of an email that includes a link to easily
download the product. If your sales message is a phone call, you should be able to process the
customer’s order over the telephone. If you are mailing a letter or sales brochure, enclose a
postage-paid return envelope in which the customer can easily place an order. Motivating ac-
tion requires a professional approach. You do not want to assume the customer will purchase
the product, but you don’t want to be vague, either. Motivate action by making the response
easy and providing specific direction.
Figure 5.13 illustrates how to use the AIDA strategy to compose a persuasive unsolicited sales
message. Although AIDA is usually associated with sales messages to a general audience, you
can use the AIDA approach even more effectively in situations when you know the audience.
For those messages, you can apply your knowledge of audience needs to determine what
specific information will effectively grab their attention, build interest, create desire, and
motivate action.
solicited sales communication A
response to a request for sales information.
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How can you use persuasion to improve teamwork and collaboration? 167
You may not think of persuasion as a skill that is useful in teamwork and collaboration. How-
ever, persuasion is just as important in a teamwork context as it is in communication with
managers, customers, suppliers, and potential business partners. When working with people
on a team, your persuasive skills can be useful in two distinctly different ways: They can help
you motivate others to perform to the best of their ability and also help you collaborate with
teammates to make effective decisions.
Use persuasion to motivate others
Have you ever been part of a work team with members who had other priorities or did mini-
mal work? Even if you are not designated as a team leader, you can adopt a leadership role and
use your persuasive skills to help the team—and individual team members—get back on track.
In this context, persuasion means influencing your team members’ attitudes to bring about a
change in behavior.
Effective team leaders use the following techniques to influence attitudes and motivate
people to make a commitment to a team:
• Remind the team why the work is important. As you learned in Chapter 2: Working with
Others, the best teams share a concrete goal and vision for success. Depending on the project,
success may mean that the company will launch a new product or save time and money. Suc-
cess may mean that the organization will better understand the competition or that each team
member will receive a bonus. If team members lose sight of the goal, remind them of their
vision for success and why it is important.
• Help others feel pride in their work. People lose motivation when they feel unappreciated and
when they do not feel good about their work. By showing appreciation and acknowledging team
members’ contributions, you can persuade team members to continue working at a high level.
• Understand and acknowledge the emotions of team members. Emotions can stand in the
way of a team’s success. If a team member is angry or frustrated or feels excluded from deci-
sion making, productivity will decline. Rather than try to convince someone to feel differently,
actively listen to him or her, try to understand the feelings, and acknowledge the validity of
those feelings. With that kind of support, many team members persuade themselves to make
some changes and work harder.28
• Make it possible for a team member to succeed. Sometimes, external factors stand in the way
of team success. For example, team members may have competing responsibilities at home and
may not be able to commit to the team as fully as necessary. If you help people resolve these
conflicts, you may be able to persuade them to work harder on your project. Can you resched-
ule a meeting? Allow them to work from home? Redistribute tasks? Help them with another
project that is taking too much of their time? Helping others makes it more possible for them
to participate in the team and, following Cialdini’s principle of reciprocity, may also lead them
to reciprocate and do more for your project.29
Incorporate persuasion into the team decision-making
process
In the context of decision making, you might think that persuasion means convincing oth-
ers that you are right so that they make the decision you prefer. However, when you work in
a team, persuading others to agree with you can be counterproductive, leading to the type of
groupthink described in Chapter 2: Working with Others. The goal of team decision making is
to generate the best possible solution based on everyone’s input.
One approach to achieve this goal is to ask team members to make a strong persuasive case
for a specific decision and allow other team members to challenge the selection. If you hear the
strongest arguments for each position, then the team can evaluate each position objectively. This
process of persuasion requires all team members to listen carefully and be willing to change their
minds; however, it often produces a better plan of action than any one individual could devise.
SQ4 How can you use persuasion to improve
teamwork and collaboration?
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CULTURE
ADAPTING PERSUASIVE APPEALS
Although many people believe that the key to persuasion is pro-
viding a strong, logical argument, you’ve learned in this chapter
that persuasion depends on many additional factors: strength-
ening your credibility, engaging your audience’s emotions, and
adapting to their preferences.
Adapting is particularly important when you want to per-
suade people from different cultures. You may need to adapt in
these ways:
• Using a different medium for persuasion
• Emphasizing different persuasive content
• Accommodating a different decision-making process
The following two scenarios involve cross-cultural persuasion. If
you were involved in these scenarios, what would you do? After
deciding, compare your answers with those provided (upside
down).
1. You are working on a project with a team of people from
Mexico and the United States, communicating primarily by
email. One of your Mexican teammates often takes three to
four days to respond to messages that you have marked ur-
gent. So far, this has not been a problem. However, now you
need a quick response from him. Your team is running late
on a project deadline, and your ability to meet this deadline
will have a great impact on your performance review. How
would you persuade your Mexican teammate to respond to
you quickly and to help meet the deadline?
a. Write an email message politely explaining exactly what
you need and by when. Apologize for the short notice and
explain that you will both share the success for meeting
the deadline or the blame for missing it.
b. Write an email message explaining the urgency of the
situation, providing detailed instructions, and showing
appreciation for his extraordinary efforts to help you.
Follow the email with a telephone call to ensure he
understands.
c. Call on the telephone to explain the situation and ask for
help. Ask about his workload to see if your request is real-
istic. Invite him to call you to ask for help in meeting the
deadline, and end the conversation by saying you hope to
meet in the future.
2. You are part of a team that is presenting a proposal to a client
in the Netherlands. Your client has sent you a list of people
who will be attending the meeting, along with background
information on each. You notice that they represent a wide
range of functions in the company. You also notice that no se-
nior decision maker will be attending the meeting. Typically,
when your company presents a persuasive proposal, you tar-
get the senior decision maker and aim primarily to persuade
that person. This approach has been successful and led to
quick sales. In this case, what should your team do?
a. Call your main contact and persuade him or her to in-
clude a senior decision maker in the meeting, rearranging
the time of the meeting if necessary.
b. Structure your presentation to provide specific informa-
tion on the benefits of your product for the representa-
tives of each of the functional areas attending the meeting.
c. Structure your presentation in the same way you would
if a senior decision maker attended, leave a handout, and
encourage your main contact to pass this information
along to the senior decision maker.
◾ In summary, being a persuasive business communicator requires that you
adopt a “you” perspective and understand what will motivate your audience as well as what
will prevent them from agreeing with you. The techniques you learned in this chapter are tools
that you can use to address your audience’s needs and concerns—and help your audience agree
with and accept your ideas. If your content is sufficiently targeted to your audience, you may
find that they will persuade themselves to agree with you.
For a CULTURE exercise, go to Exercise 15 on page 178.
Answers
1. C is the best choice. In Mexico, it is important to develop working relationships. A phone call signals that you are making an effort to
build a relationship. In addition, by asking about your colleague’s workload, you are showing that you recognize the value of his work
and that you are not egotistical. This will provide you with credibility. By building a relationship and your credibility, you increase the
chances that your colleague will make an extra effort to help you.
30
2. B is the best choice. Although the Netherlands is a highly individualistic culture, important business decisions are made by consen-
sus.
31
This means that you will achieve more success if you persuade each person in the meeting that his or her specific functional area
will benefit from your product.
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Social persuasion @ work 169
SOCIAL PERSUASION @ WORK Earthjustice
Many not-for-profits use social media—Facebook, Twitter,
and blogs—to connect with current supporters, but these
social media tools are often less effective for communicat-
ing with people unfamiliar with the organization. How can
a not-for-profit capture the attention of potential new sup-
porters and engage them in the issues?
In 2010, the environmental not-for-profit Earthjustice
took advantage of the social media application Foursquare
to communicate with younger audiences, who are tech-
nologically savvy and interested in environmental issues
but uninterested in traditional advertising. Foursquare is a
location-based application that allows users to broadcast
their location to people in their social network through
their smartphones and to “check-in” at locations to earn
points or to activate promotions. Foursquare has more us-
ers in San Francisco, the home of Earthjustice, than in any
other city in the United States.
To attract the attention of these users, Earthjustice
installed interactive billboards in Bay Area Rapid Transit
(BART) stations throughout the city. The billboards did
not ask people to donate to Earthjustice; instead, the
billboards said “every time you check in on Foursquare,
an Earthjustice donor will donate $10” to the issue
described on the billboard: for example, stopping unsafe
oil drilling, protecting Lake Tahoe’s water quality, or
protecting endangered species such as the Pika in the
billboard pictured here.
Georgia McIntosh, Earthjustice’s vice president of
communication, said “We didn’t want to do just another
ad. We wanted to engage people on environmental issues
that are important to Californians, and do it in a way that’s
fun and cutting edge. Location-based technology like
Foursquare is definitely at the cutting edge right now.”
Consider how this billboard takes advantage of the
AIDA approach to persuasion:
Attention: Commuters checking Foursquare notice
that there is a check-in point at the BART station they
are approaching. Alternatively, they see the poster and
notice the Foursquare logo.
Interest: The headline and picture create interest to
read more.
Desire: The billboard triggers the desire to help endan-
gered species, especially because the Foursquare users
will be able to help without spending any money.
Action: For Foursquare users, the action is simple and
takes only 20 seconds: Check in on Foursquare to en-
sure $10 is donated (by someone else) to the cause.
The Foursquare app also shows how many other
people have checked in at that poster, adding the power of
social proof to persuade potential supporters to participate
in this campaign and learn more about Earthjustice both on
Foursquare and on earthjustice.org.
Source: Using Foursquare for environmental causes. (2010). Retrieved
from http://earthjustice.org/features/using-Foursquare-for-
environmental-causes
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170 Chapter 5 | Communicating Persuasive Messages
This case scenario will help you review the chapter material by applying
it to a specific situation.
Kelly Lee and Noah Walker meet in a marketing class and recognize
they have two things in common. First, they enjoy working with ani-
mals. Kelly’s family breeds Irish Setters, and Noah works part time in
a veterinary office. Second, they both want to be entrepreneurs. After
some initial market analysis, they decide to collaborate on creating a
pet daycare center, Pet Haven, that will offer daily workouts for the ani-
mals, hourly playtime and petting with individual handlers, and clean
and roomy cages or containment areas.
To get Pet Haven up and running, Kelly and Noah realize they
must persuade either a bank or other investors to give them a small
business loan. Then they must persuade potential customers to use
their service.
Persuading Lenders to Fund a Loan
When Kelly and Noah go to the bank to discuss a loan for Pet Haven,
the banker is interested in the idea but tells them their interest rate will
be very high because they have an insufficient credit history and no col-
lateral for the loan. To secure a more reasonable rate, he suggests they
ask relatives to co-sign the loan application. In other words, their par-
ents would have to agree to repay the loan if Kelly and Noah could not.
Kelly and Noah decide they need to convince their parents that
Pet Haven is a sound financial idea. To prepare for these meetings, they
brainstorm a list of questions their parents could ask:
• Are you ready to run a business?
• What services will you provide? How do you know these are
the right services? What will you need in order to deliver these
services?
• Who is your customer base? Are there enough customers to sup-
port your business?
• What is the competition in our city? What will you offer to make
you stand out?
• Have these kinds of pet daycare businesses been successful in
other towns?
• How will you market your services to your customers? How will
you communicate and what will you communicate?
• What kind of licensing and credentials do you need?
• Do you have a location yet? What kind of space do you need?
What kinds of equipment do you need?
• What will the start-up costs be for leases, employees, licenses,
advertising, and equipment?
• What size loan do you need? How will you repay this loan from
cash flow?
• Why don’t you get a job first and get some experience? You can
open a business later.
Question 1: How can Kelly and Noah prepare for a successfully
persuasive conversation with their parents?
a. What questions require a logical argument, using claims, rea-
sons, and evidence?
b. How should Kelly and Noah gather information to support
these arguments?
c. How can Kelly and Noah establish credibility about their ability
to run a business and repay a loan?
d. What kinds of emotional appeals might be effective as part of
their argument to their parents to motivate action?
Identifying Benefits and Objections
Based on Kelly’s and Noah’s persuasive business plans, their parents
agree to co-sign the loan. However, they insist that Kelly and Noah
begin to market their business before graduation. As a next step, Kelly
and Noah decide to learn more about their potential customers:
• What do they know about pet daycare services?
• What benefits will they perceive from the service?
• What objections and concerns may prevent them from using the
service?
Question 2: How can Noah and Kelly learn this information? What
would you do?
a. Alone, or with a small group, search the Internet for animal or
pet daycare centers. Select at least two companies and read
their websites thoroughly. List the customer benefits that each
company stresses. Which benefits seem most compelling?
What benefits would you recommend Noah and Kelly stress?
Can you think of other potential benefits that you did not read
about in competitors’ websites?
b. In small groups or as a class, brainstorm objections that pet
owners may raise about the pet daycare concept. What may
prevent pet owners from using Pet Haven’s services? What
will convince them to send their pets? Prepare for this brain-
storm by talking to friends and relatives outside of class and
getting their opinions. For each objection or question, give
Kelly and Noah ideas about how to anticipate those issues in
their marketing materials. What objections should they refute
and how? What objections might they concede and how?
Building Credibility through a Website
Noah and Kelly know that small businesses need to have a presence
on the web to attract customers. However, they are not sure how best
to use a website to increase their credibility with potential customers,
especially because they are new to the business and do not have much
experience
Question 3: Working by yourself or with a small group of class-
mates, identify at least two ways that Noah and Kelly can use their
website to increase their credibility as part of their persuasive
strategy.
CASE SCENARIO
Starting a New Businesss
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Writing a Persuasive Sales Message
As a next step, Kelly and Noah compose two sales letters for Pet Haven.
One is targeted to pet owners in the area. The other is more personal-
ized, targeted to pet owners Kelly and Noah know.
Question 4: Noah and Kelly have brainstormed some claims that
they would like to include in the sales letters. Evaluate each claim to
determine if it can be supported or if it represents a logical fallacy. If
it can be supported, what kinds of evidence would be effective for
each claim? Where can Kelly and Noah find this evidence?
a. If you have a pet and work all day, you can either allow your
pet to remain lonely or take advantage of high-quality daycare
services.
b. Pets that are stimulated during the day are happier and health-
ier than pets left alone.
c. If you are willing to bring a child to day care, then you should
certainly be willing to do the same for your pet.
d. Day care is as good as medicine for a pet’s health. For exam-
ple, Mrs. Jones’s dog was sickly before becoming a daycare
client. Now the dog is healthy and energetic.
e. Daycare clients receive a discount on routine grooming.
Question 5: Noah and Kelly have decided to use the AIDA form for
both letters. Alone or working with a small group of classmates,
draft either of the sales letters. Use your imagination to develop
specific details for the pet owners Kelly and Noah know. End each
letter by asking the audience to go to the Pet Haven website for
more information.
In class, compare and evaluate the various letters to see differ-
ent implementations of AIDA.
Case scenario 171
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How can the ACE process help you
persuade your audience? (pages 146–151)
• Analyzing helps you plan your message by focusing on
your purpose, desired outcome, and business result. Analyz-
ing your primary and secondary audiences’ (and stakehold-
ers’) needs helps you determine the content of the message.
If you anticipate specific objections, you can use refutation
or concession to address them. Analyzing also helps you
select the best medium based on audience-, content-, and
response-related criteria.
• Composing implements the persuasive plan by putting
words into action.
• Evaluating helps you review the draft for effectiveness by
considering whether the message is convincing, proposes a
good solution, includes sound reasoning, anticipates pos-
sible objections, and stresses audience benefits. Evaluating
also ensures a complete, concise, clear, and correct message.
What types of business messages
typically require persuasion?
(pages 159–166)
• Recommendations for action require that you convince
someone that a problem or opportunity exists and that your
idea is a good way to address it.
• Requests for favors involve asking people to do something
that takes effort, requires them to make choices, or differs
from what they had planned to do. For persuasive requests,
you can motivate your audience to comply by making them
feel good about their actions or showing them how they will
benefit.
• Persuasive customer claims are used when a seller is not
obligated to approve a refund, exchange, or repair. There-
fore, you need to persuade the seller that its policy should
not apply in your situation or that it is in the seller’s best
interest to grant your request.
• Sales messages often incorporate the components of
AIDA—an acronym used to suggest the organization of sales
communication: Attention, Interest, Desire, and Action.
These components are useful in both solicited and unsolic-
ited sales communication.
Study Questions in Review
SQ3
End of Chapter
SQ1
What are the basic elements of
persuasion? (pages 151–158)
• Building credibility enhances the audience’s perception that
you have expertise and are trustworthy. You can build cred-
ibility by getting to know the audience, introducing yourself
effectively, and presenting your ideas persuasively.
• Constructing a logical argument involves making a claim
that is supported by reasons and evidence, which can be in
the form of numerical data, facts, expert opinion, personal
experience, or examples. When constructing arguments,
avoid fallacies, which are violations of logic. They are dis-
honest and misleading.
• Appealing to your audience’s emotions helps you sell your
persuasive idea by appealing to your audience’s emotional or
psychological needs, such as safety, love and belonging, self-
esteem, and self-actualization. Other psychological princi-
ples include consistency, social proof, liking, reciprocity, and
scarcity. You can show your own emotional commitment by
using compelling evidence and powerful language.
SQ2
How can you use persuasion to
improve teamwork and collaboration?
(pages 167–168)
• Use persuasion to motivate others on your team. Remind
the team why the work is important, help others feel pride
in their work, acknowledge team members’ emotions, and
make it possible for each team member to succeed.
• Incorporate persuasion into the team decision-making
process. When team members have different ideas, the goal
should not be for one team member to persuade another
to agree with his or her position. Instead, team members
should present the best cases for their ideas so that the team
can critically evaluate options and develop a collaborative
solution.
SQ4
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Visual Summary
Visual Summary
How can the ACE process help you persuade your audience?
What are the basic elements of persuasion?
1. Building credibility
2. Constructing a logical argument
3. Appealing to your audience’s
emotions
Rely on proven principles:
Maslow: safety, love, belonging, self-esteem, self-actualization
Cialdini: consistency, social proof, liking, reciprocity, scarcity
Show emotional commitment
Use storytelling and powerful language
(continued)
• Purpose, desired outcome, and business result
Analyzing helps you plan your message
Composing
implements the
persuasive plan
• Audience’s and stakeholders’ needs
• Content needs
• Medium choices
Evaluating helps you review the
draft for effectiveness
• Have you convincingly shown that a
problem or opportunity exists?
• Is the proposed solution or plan a good one?
• Is the evidence and reasoning sound?
• Have you addressed objections and stressed benefits?
• Is the information complete, concise, clear, and correct?
Analyze
Com
po
se
ACE
Evaluate
Training customer service reps to use the new system will improve
service and productivity and will also reduce costs.
Since installation, customer
service and productivity have
suffered.
STEP 1
What is your position?
t
The problem is costly. Training is a cost-effective
and efficient solution.
Customer
complaints
have
increased
50 percent..
Number of
customers
served
daily has
decreased
15 percent.
Increased
complaints
cost us
$1,800 per
week.
Complaints
may also
cause us
to lose
customers.
Targeted
training will
cost less than
the cost of
complaints.
Manufacturer
has agreed to
provide the
training within
one week.
Provide examples
of previous work.
Provide testimonials
from other clients.
Showcase
successful
projects.
Provide photos
and credentials of
employees to
personalize the
company. Mention
awards and
affiliations.
t
STEP 2
What reasons suppor
your position?
STEP 3
What evidence
supports your reasons?
SQ1
SQ2
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174 Chapter 5 | Communicating Persuasive Messages
Visual Summary
What types of business messages typically require persuasion?
How can you use persuasion to improve teamwork and collaboration?
Use persuasion to
motivate others
Incorporate persuasion into the team decision-making process
My local E-Tronics store in Eagle Heights, Ohio, sold me a refurbished scanner that does not
work with my computer’s operating system. I would like to exchange it for one that does work
with my computer.
On October 10, 20XX I purchased a refurbished HP scanner, Model #5770, because a sales
associate at the store mistakenly assured me that this HP scanner would work with my Toshiba
Protégé Z500-S9050 laptop, which is running Windows 7. It was only when I got home that I
discovered that a driver does not exist for Windows 7, only for Vista and Windows XP.
Any sales associate can make an honest mistake, and I am very willing to return this scanner and
purchase one, even a more expensive one, that works with my computer. However, my local
store will not exchange the scanner because of your no returns / no exchange policy. Although
I understand that such a policy may be necessary to keep prices low, in this instance, I believe
that my request to exchange this scanner for one that will work with my laptop is reasonable
given that I received incorrect sales advice.
Please call me at (419) 555-8623 to discuss how we can resolve this matter. I look forward to
hearing from you and enjoying future purchases from your stores.
Sincerely,
Elaine Mackiewetz
Elaine Mackiewetz
online submission
voice mail message
Hello, Dr. Maher. This is Alexa Hampton. I was in your business law
class several years ago and found it very useful. I now work as an
associate lawyer at Betts, Miller, and Russo here in town, and I’m
calling to ask you a favor.
I’m on the planning committee for the local bar association, and our
awards luncheon is next Monday. The mayor was our original
keynote speaker, but a sudden death in the family prevents her from
attending. I immediately thought of you as a replacement. Would
you be able to deliver a one-hour speech based on anecdotes and
lessons you learned during your career?
Your years of experience and wealth of knowledge could make a
signi�cant difference in the professional lives of the 450 lawyers
who will attend the luncheon. In a one-hour speech, you will address
more people than you were able to teach in an entire academic year
as a business law professor. I know you are the perfect keynote
replacement for the mayor.
Please call me at 555-1887 as soon as you get this message so we
can discuss the details. I look forward to talking with you soon.
Again, Alexa Hampton, 555-1887.
Thank you.
memo
TO: Maria Cardoni
FROM: Pedro Baca
DATE: June 11, 20XX
SUBJECT: Proposed Solution for Costly Customer Service Problems
Problem
Two weeks ago, the customer service department installed new software designed to
improve productivity and customer service. Employees received the standard three-
hour orientation that comes with the software package. However, the training did not
cover the customized functions necessary to process returns, exchanges, and refunds.
In the two weeks that employees have been using the software, we have logged
75 complaints more than average. Customers have complained about dropped calls,
exchanged orders being lost, and refunds not being credited. In addition, because
representatives are addressing so many time-consuming complaints, they are handling
fewer calls, and their productivity has decreased by 15 percent. Although we cannot
prove that lack of training on the new software caused the customer service problems,
the coincidence is too great to be ignored.
These problems are costly to our company. Last year, we researched the cost of
customer complaints and determined that each complaint costs us approximately
$50 in employee time and lost sales. This means that in the past two weeks, handling
the 75 additional complaints has cost us $3,750. If these problems continue, costs will
conservatively exceed $10,000 in two months.
We also need to consider the long-term costs of unhappy customers. According to
sales expert Jonathan Farrington, “the cost of an unhappy customer is much greater
than the cost of any individual lost sale.”* It includes the loss of that person’s future
business and the potential lost sales from people who have talked to the unhappy
customer.
Proposed Solution
I have discussed this problem with the software developer, Mark Richey from Viking
Systems, and he has agreed to provide an additional three-hour training session for all
employees addressing the important customized functions in our system. To ensure
that all employees are trained, he has also agreed to deliver the session twice, with
half of the representatives attending each session.
The cost for this customized training will be $5,000, the exact amount it would have
cost us to add the training to our original purchase. Although the amount may seem
expensive, it is actually cost effective, considering the losses we project if the
customer service problems persist. I do not believe employees will be able to master
the system without training. I’ve spent 10 hours trying to learn all the functions of the
new system on my own, and I still cannot �gure out how to issue a refund.
Mark is prepared to deliver the session next week if we can approve the funding. The
more quickly we provide the training, the more quickly we can realize the customer
service bene�ts from the company’s investment in the new system.
* Farrington, J. (2008). Customer complaints: The income multiplier effect.
CRM-Daily.com. Retrieved from http://www.crm-daily.com
Dear Mr
martin.kline@yahoo.com
Free Trial of CustomerBase Software Suite
. Kline:
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years? They fail for lack of experience, lack of money, and lack of sales.
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customer base—an essential element for boosting sales and achieving
success.
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The CustomerBase software suite eliminates the stress of managing your
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customers.
A survey of 2,500 CustomerBase users from across the country indicates
that using the software contributes to increased sales and long-term
business success. Over 85 percent of these businesses report that they
reached their target market sales goals within the �rst two years. Compare
that to the national failure rate and it’s easy to see how your investment in
CustomerBase is a sound investment in your future success.
Try It Today
Click here to download a free two-week trial copy of CustomerBase. After
two weeks, you will be prompted to download the full version, which can be
easily charged to your credit card account. In the meantime, please call me
at 800-555-1234 to discuss how CustomerBase can enhance your
business success.
Sincerely,
Parker Davis
Sales Manager
CustomerBase, Inc.
2929 Northeast Highway
St. Paul, MN 55118
Phone: 800-555-1234
email
Persuasive claims
Requests for favors
Recommendations for action
Sales messages
SQ4
SQ3
I want you to know how much I
appreciate the time and effort you’ve
put into this project. It’s turning out
better than any of us expected.
Here’s why I support hiring a
full-time employee…
But an intern would be less
expensive and give us more
�exibility. Here’s why…
Visual Summary (Continued)
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Chapter 5 End of Chapter 175
Key Terms
AIDA p. 164
Argumentation p. 152
Concession p. 147
Credibility p. 152
Customer claim p. 161
Fallacy p. 156
Persuasion p. 146
Persuasive request p. 159
Primary audience p. 147
Recommendation p. 159
Refutation p. 147
Secondary audience p. 147
Solicited sales
communication p. 166
Unsolicited sales
communication p. 165
MyBCommLab®
Go to mybcommlab.com to complete the problems marked with this icon .
1 What elements do you need to analyze to plan your message?
2 What is the difference between your primary audience and your
secondary audience?
3 How is refutation different from concession? Describe the circum-
stances in which you would use one over the other.
4 What are the eight questions you should ask yourself when evalu-
ating your persuasive messages?
5 What techniques can businesses use to build credibility through
a website?
6 What are five types of evidence you can use in a logical argument?
7 What are four types of business messages that typically require
persuasion?
8 What does AIDA stand for?
9 Explain the difference between social proof and scarcity.
10 How does persuasion help team decision making?
Review Questions
1 This chapter defines persuasion as “the process of influencing your
audience to change their beliefs or actions in a way that facilitates
a desired outcome.” In what way is persuasion a process?
2 When you identify potential audience objections to your ideas—as
part of planning a persuasive conversation or written message—
should you address those objections directly as part of your per-
suasive strategy? Or should you ignore them? Describe a situation
where it might be better to address possible objections. Then iden-
tify another situation where it might be better to ignore potential
objections until your audience actually objects.
3 Motivating your audience is particularly important when you are
asking them to do something that is difficult or that they are resis-
tant to doing. Imagine you are writing a persuasive email, request-
ing a colleague to organize your company’s annual summer picnic
this year. Assume the recipient would be initially resistant because
of the responsibility and effort required. What content could you
include to motivate that person to agree to the job?
4 Suppose you are making a presentation to your boss that recom-
mends a change that will eliminate budget overruns. Is it impor-
tant to present details about the budget overruns, or is it better just
to focus on your solution to this problem? How would you decide
the best approach?
5 A study conducted on a college campus found that students solic-
iting donations from other students were twice as effective when
they began their request by saying “I am a student here, too.”32
How would you explain this success? Why did this statement
make the students more persuasive to their audience?
6 In what key ways is a persuasive customer claim different from
other kinds of requests, such as requests for information, a
favor, or a donation? Why are different persuasive techniques
necessary?
7 AIDA—Attention, Interest, Desire, and Action—is a long- established
and widely used pattern for persuasive sales messages. Why do you
think AIDA works so well?
8 In this chapter, you learned about how fallacious reasoning can
be unethical if you intentionally use it to mislead your audience.
What else could you do in an attempt to persuade that could be
considered unethical?
9 To be persuasive, business websites must present a company as
credible. Assume you are starting a new business and you do not
have any customer testimonials or past projects to present on your
website. How else can you communicate credibility?
10 Imagine you are starting a new business and you are developing a
persuasive presentation to give to potential investors. What ques-
tions do you imagine investors would need answered in order to
be persuaded to invest?
Critical Thinking Questions
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How can the ACE process help you persuade
your audience? (pages 146–151)
1 Analyzing helps you plan your message
Assume that you have the opportunity to travel to China during the
summer as part of a Global Business Initiatives project at your school.
The goal of the trip is to visit businesses in that country, learn more
about the differences between American and Chinese businesses, and
make some international contacts. The school will provide the funding
for your trip. Each student, however, is asked to request donations from
local companies to support the project. You decide to approach Keith
Dinsmore, the president of a shoe manufacturing company in your
community, to request a donation. You selected this person because
he graduated from your university and because many of his company’s
products are manufactured in China. Analyze the communication situ-
ation to plan your communication:
a. What should be the specific purpose of your communication?
What specific outcome do you want? Will you ask for a specific
amount of money, or will you have some other message?
b. What information will Mr. Dinsmore need?
c. What reasons or benefits can you offer Mr. Dinsmore to support
why he should donate?
d. What objections do you anticipate? Prepare possible responses for
each objection.
e. What medium should you use to communicate with Mr. Dinsmore?
Should you make your request by email? By phone? Or should you
ask to meet in person? What are the advantages and disadvantages
of each option?
2 Composing implements the persuasive plan
Refer to Exercise 1. Assume that you chose to write a persuasive email
to Mr. Dinsmore. Based on your analysis from that exercise, compose a
first draft of the message.
3 Evaluating helps you review the draft for effectiveness
Refer to Exercises 1 and 2. Evaluate your first draft and explain how it
meets the following criteria. If it doesn’t, explain how you could modify
the message.
a. Have you convincingly shown that a problem or opportunity
exists?
b. Is the proposed solution or plan a good one?
c. Is the evidence and reasoning sound?
d. Have you addressed potential objections and stressed benefits?
e. Is the message easy to read?
f. Is the information complete, concise, clear, and correct?
g. Do you need to change anything to get your desired result?
What are the basic elements of persuasion?
(pages 151–158)
4 Building credibility
a. In your entrepreneurship class, you and three classmates devel-
oped an idea that you would like to turn into a business: a tutor-
ing service for high school and middle school students in your
community. Tutors would be students at your college or univer-
sity who are majoring in the subject that they are tutoring and
who have prior experience tutoring in the subject. The tutoring
services would be advertised online. Prices would be $40/hour if
the clients come to campus and $50/hour if tutors go to the cli-
ents’ homes or other locations. For the business to succeed, you
know that you will need to build credibility with the local school
administration and with local families. Review the approaches to
building credibility on page 152. How would you build credibility
for yourself and your new company?
b. You are a sales associate in the fine china and glassware depart-
ment of an exclusive department store. Every few months, your
department runs a big sale, and your manager requires all associ-
ates to call customers to persuade them to come to the store and
shop during the sale. You feel that you have very little credibility
in these phone calls. The customers believe you are just interested
in increasing your sales commission. Brainstorm ways that you
can build your credibility in these calls so that more people will be
persuaded to shop during the sale.
5 Constructing a logical argument
You work for a development and construction company that special-
izes in commercial real estate. You need to make a persuasive presenta-
tion to your town council, requesting that the town rezone a parcel of
land—Parcel 5812—from residential to commercial in a fast-growing
area so you can build a retail shopping area anchored by a grocery store.
Based on your research, you are going to provide three reasons why the
town should rezone the land for a new shopping area:
1. The residential population in the area is growing while nearby
shopping options are not.
2. The nearest grocery store, which is four miles away in a differ-
ent town, is accessible only by a two-lane highway, suggesting that
without a nearby store, traffic congestion may increase.
3. The retail space will stimulate growth and help increase the town
tax base.
What kind of evidence would you include to support each of these
three reasons? For example, what kind of evidence would help you
prove the residential population is growing?
6 Avoiding logical fallacies [Related to the Ethics feature
on page 156]
The following list includes examples of weak and illogical arguments.
Explain the problem with each. Why should you disagree with each
statement?
a. Of the three ad campaigns presented by the marketing depart-
ment, I think we should go with the second one because it’s the
best.
b. The media is biased against our products. For the past two days,
the City Journal has featured stories about our competitors but
hasn’t mentioned us.
c. Our current travel authorization forms are not efficient. We should
either not require authorization or decline all travel requests.
d. I’m not surprised sales have dropped. The sales reps are com-
pletely incompetent.
e. If democracy is the best way to run a government, then it must be
the best way to run a company also.
f. Sales in our international branches nearly doubled after the CEO
hired a new assistant. We should promote the assistant to vice
president of sales.
Key Concept Exercises
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7 Appealing to your audience’s emotions
You are a real estate agent who has just shown a home to Tom and
Serena Phillips, a young professional couple who seemed very inter-
ested in the property. They are looking to start a family in the next few
years and like the large backyard. They also like the neighborhood and
reputation of the local schools. Most important, the house is in their
price range. They are hesitant to make an offer on the house, how-
ever, because it’s a large investment and because the house needs new
carpeting.
You know this house will not stay on the market long. In fact, you
have two other buyers who have shown an interest. However, you think
this is a perfect house for Tom and Serena, and you’d like to persuade
them to make an offer. They have the facts, so you decide to compose a
message that emphasizes emotional appeals. Review all the techniques
for motivating an audience on pages 154–158. Using at least three of
the techniques, develop content that you could use in your message.
What types of business messages typically
require persuasion? (pages 159–166)
8 Recommendations for action
You are the director of volunteer services for a regional hospital. Most
of your volunteers are retirees who work four-hour shifts one or two
days a week, providing various services such as transporting patients
to X-ray, delivering lab results to doctors’ offices, and greeting visitors
in reception areas. During the summers, many of your volunteers go
on vacation, which leaves you with a lot of empty shifts to fill. Dur-
ing a directors’ meeting, you suggest that the hospital create a summer
student volunteer program to recruit high school and college students.
The job would provide valuable experience to students interested in
pursuing a medical career. However, several of the department heads
expressed concern about whether the student volunteers would be ma-
ture enough or responsible enough to commit to unpaid summer work.
You believe that requiring high GPAs, letters of recommendations, and
interviews will help the hospital select mature and responsible students.
The committee asks you to write a recommendation report outlining
the idea in more detail. Write a persuasive recommendation using the
following outline:
• Propose a specific recommendation.
• Identify the problem that needs solving.
• Provide evidence that the problem is important.
• Propose a solution and support it with persuasive reasoning,
stressing benefits and providing evidence to support your claims.
• Address potential objections.
• Conclude by requesting action.
9 Requests for favors
Assume you are a sales representative for Acme Widget Company.
Acme has just developed a new and improved widget, which you are
planning to present to your biggest account, Southline Manufacturing,
in two days. You are proofreading your sales presentation when your
mother calls to share the sad news that your favorite uncle passed away
this morning and your aunt has asked you to deliver the eulogy. Your
uncle had been ill for some time, so the news was not a shock. How-
ever, the fact that the funeral conflicts with your presentation Monday
morning does cause concern. You know you have to attend the funeral.
Your choice is to ask the client to reschedule the meeting or ask a col-
league to make your presentation for you. Because Southline wants to
make an immediate purchasing decision, you decide to ask another
sales representative, Jamal Harrison, to fill in for you. Jamal does not
know anything about the customer, but he is familiar with the new
widget and he has exceptional presentation skills. Consider audience
benefits and persuasive techniques to convince Jamal to fill in for you.
Draft the message, using whichever medium you think is most appro-
priate, to request that Jamal do you this favor.
10 Persuasive customer claims
Assume you are the purchasing agent for Henderson Market Research.
You process orders for office supplies, equipment, and furniture. The
chairs in the executive conference room are 20 years old and show signs
of wear and tear. The CFO approved the funds to purchase new chairs,
and the CEO’s administrative assistant, Ronda, selected the style and
color to coordinate with the room. You process the order with the same
local office furniture company you’ve always used and were pleased to
receive a substantial discount because the chairs Ronda selected are be-
ing discontinued and the store is selling its remaining stock. All sales of
discontinued merchandise are final. Three weeks later when the chairs
arrive, Ronda calls you complaining that the chairs are the wrong color.
She wanted black chairs, but received brown. Ronda complains that
the brown chairs simply will not work with the color scheme in the
conference room. You quickly retrieve your order and realize that you
entered the wrong SKU number. You tell Ronda you will try to take
care of it as quickly as possible. Compose a message to the office fur-
niture company—Winchester Furniture—explaining the problem and
requesting that it replace the chairs. Your contact person at the furni-
ture company is Danielle Connors.
Use the ACE process. Identify the purpose and outcome of your
message. Analyze your audience to determine what questions and ob-
jections they may have. Identify how you will build credibility, con-
struct a logical argument, and motivate action.
11 Sales messages—AIDA
You are the assistant sales director for a company that is a market
leader in the hand sanitizer industry. You have a new product—the
SaniPlus—that you plan to target to existing business customers
through unsolicited sales messages. The product is a portable, touch-
free dispenser of hand sanitizer. The dispenser stands on the floor, can
be positioned in strategic locations, and can be moved to other loca-
tions. The director of sales asks you to draft a message that incorpo-
rates the AIDA elements to persuade existing customers to purchase
your new product. Create information about the product to support
your persuasive message.
12 Writing logical arguments with presentation software
[Related to the Technology feature on pages 162–163]
As a team, find a website that effectively uses the techniques and prin-
ciples described in this chapter to persuade its audience. Develop a
short slide presentation that identifies three ways in which the website
is persuasive. Organize your slides this way:
Slide 1. Your title slide. Include the name of the website, a screen shot
of the home page, and information that identifies your team and
assignment.
Slide 2. Identify the purpose and audience of the website.
Slide 3. Identify and illustrate the first way in which the site is
persuasive.
Slide 4. Identify and illustrate the second way in which the site is
persuasive.
Slide 5. Identify and illustrate the third way in which the site is
persuasive.
For slides 2–5, use a message headline that briefly states the
main point of the slide. Then, on the body of the slide, present
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lives or works within 100 miles of your location and that the speaker
can address a topic that is, in some way, relevant to the material of
the course. As a team, recommend one speaker by following this
process:
• Identify several possible candidates.
• Develop criteria for making a decision.
• Discuss and evaluate all the candidates. Assign team members to
make a persuasive case for each candidate.
• Collaboratively select one candidate.
• Write a persuasive message to your instructor recommending the
speaker you have chosen and providing reasons to support your
recommendation.
15 Values and persuasion [Related to the Culture
feature on page 168]
If you attend a school with people from other cultures, interview two
or three people of these cultures to gather information about how they
would approach the same persuasive task in their home cultures—for
example, asking a professor to speak at an event, asking a supervisor
to be assigned to a specific project, asking an acquaintance for a ride
to the airport. Compare results relating to different cultures and write
a brief message to your instructor describing your findings. Be sure to
support each finding with evidence.
evidence to support the headline. Evidence may include screen
shots, excerpts of text, and graphics from the website. Use the pre-
sentation on pages 162–163 as an example of how to write message
headlines and support them on the slide.
How can you use persuasion to improve
teamwork and collaboration? (pages 167–168)
13 Use persuasion to motivate others
In small groups, describe recent situations when you had to use persua-
sion to motivate others on a team. If you were successful, explain the
strategies or techniques from this chapter that you used to persuade
your audience. If you were not successful, identify a strategy or tech-
nique that you could have used. Record comments from each person in
the group and analyze your findings. What commonalities exist? Pre-
pare a short report that summarizes your findings.
14 Incorporate persuasion into the team decision-making
process
Assume that you and two or three other students in your class have
been appointed as a committee to propose a guest speaker to talk
to your business communication class. The speaker can be from
the business community, the not-for-profit world, your school, or
some other context. The only requirements are that the speaker
SQ4
16 Writing a persuasive request—intern needed
You are the head of the accounting department for a large company that
hires student interns each summer. You have always requested two or three
interns depending on the needs of your staff. In years past, the human re-
sources (HR) department not only fulfilled your intern requests but was
also able to send you students who were accounting majors. This year, how-
ever, HR announced that due to budget cuts, the internship pool would be
reduced by half. You can request an intern—only one—but HR will assign
interns only to selected departments, and HR cannot guarantee that your
intern, if assigned, will actually be an accounting major. HR will determine
the intern assignments based on justified requests from each department
head. During a department meeting with your staff, you explain the situ-
ation and ask for their input. The group offers the following justification:
• The accounting department employs 15 full-time staff members.
Your department is one of the smallest in the company, yet is
responsible for critical operational and budgetary functions upon
which all other departments depend.
• The company’s fiscal year ends June 30, which means significant
work is required in the summer months to generate year-end re-
ports in addition to regular accounting operations.
• Coincidentally, two employees in the accounting department will
be out on maternity leave, one during May and June, and the other
during June and July. These absences will further limit the depart-
ment’s ability to fulfill its end-of-year responsibilities.
Use the ACE process to write a message to the HR department re-
questing an intern (accounting major, if possible) for your department.
Do not simply repeat the points just outlined. Develop credibility, put
the arguments in an effective order, supply evidence to support your
arguments, and use techniques to motivate action.
17 Writing a persuasive recommendation—university
tablet computers
A friend attends Northern State University (NSU), where all students
receive a tablet computer as part of their tuition. Many of the classes at
NSU use e-books, which significantly reduce textbook costs. You be-
lieve the students at your campus would benefit from the savings as
well as the technology. You want to persuade your school’s administra-
tion to become a “tablet campus.” However, you predict many objec-
tions. The costs to purchase and maintain the tablets are an obvious
concern. Other potential problems include theft and misuse. Addi-
tionally, some faculty may not want students to be distracted by web
browsing and social networking during class. To prepare a persuasive
communication, first identify possible concessions or refutations for
these and other objections. Then focus on audience benefits and other
persuasive strategies you learned in this chapter. Compose a message
requesting a meeting to discuss the program in more detail, and then
draft a presentation to use during the meeting.
18 Writing a persuasive recommendation—afterschool
program
You are an employee of a mid-sized company. You estimate 40 percent of
the employees have school-aged children. You want to persuade the com-
pany to create an afterschool program in the empty warehouse space ad-
jacent to the office building. Obvious objections include the expenses for
personnel, decorating and furnishing the space, toys, and additional lia-
bility insurance. Brainstorm other possible obstacles, determine audience
benefits (for all stakeholders), and use effective persuasive techniques to
sell your idea. Write a short recommendation to the company president.
19 Writing a persuasive recommendation—Foursquare
check-in strategy
Your school recently opened a new food-court-style dining facility in
the student union. Although the union is more convenient for most
students, several fast food restaurants across the street offer value meals
and special deals that are more cost effective for students. To encour-
age students to eat at the new food court, you suggest to the dean of
students that the school establish a Foursquare check-in strategy. The
dean is intrigued by the idea, but she needs more information. Com-
pose a persuasive recommendation to the dean.
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20 Reaching a team decision
As a team, identify an issue in your school or community that you be-
lieve should be addressed. Pick an issue that is important to everyone in
your team. For example, you may believe the school should offer more
career assistance, better dining options, or better on-campus transpor-
tation. Then, as a team, follow this process:
1. Identify several possible solutions.
2. Develop and challenge strong arguments for each solution.
3. Collaboratively determine a team recommendation.
4. Write a message to your instructor identifying the issue, your
team’s proposed solution, and the reasons to support it.
21 Gathering information and evidence
Referring to Exercise 20, gather additional information and evidence
to support your team’s proposed solution. Each person on your team
should ask 10 other students whether they support your proposal and
why. Your goal is to collect persuasive evidence from students to justify
and document your recommendation. Spend a day or two gathering
the feedback and then compare your findings with your team. Identify
commonalities among the responses and make a list of persuasive rea-
sons to support your recommendation. Based on your findings, draft a
persuasive message to the person or committee in a position to imple-
ment your recommendation.
Collaboration Exercises
22 Using emotional appeals in social media
Consider how you have been persuaded by emotional appeals or mo-
tivational strategies through a business’s social media sites. Have you
purchased products or services you would not have known about with-
out these appeals? Or have you received discounts or deals for being
part of the company’s social media community? Describe one compa-
ny’s social media appeals and how they have (or have not) successfully
persuaded you to purchase products or services you may not have oth-
erwise considered. You may be asked to summarize your experiences in
writing, discuss them in small groups, or present them in class.
23 Offering third-party deals through social media
Companies like Living Social, Groupon, and Foursquare are the “mid-
dle men” that offer deals to potential consumers from the companies
that provide the actual products and services. In small groups, discuss
why companies use these middle men rather than offering the deals
through their own social media communities. What are the advantages
and disadvantages of paying another company to offer reduced prices
on your products and services? Summarize your discussion and con-
clusions in writing and be prepared to present them to the class.
Social Media Exercises
24 Impromptu presentations
Make a one- to two-minute presentation designed to persuade your
classmates to do one of the following things:
a. Change their major to yours.
b. Join a new student organization that has an expensive member-
ship fee.
c. Attend graduate school full time immediately after graduation
and defer full-time work, OR attend graduate school part time
while working full time, OR defer graduate school for a few years
to work full time.
d. Spend a year doing public service before entering the workforce.
e. Begin contributing to individual retirement accounts as soon as
they can.
In your presentation, include at least one statement designed to
establish credibility, one logical argument with reasons and evidence,
and one benefit designed to motivate.
25 Impromptu speaking—business role-plays
In a one- to two-minute presentation, explain how you would persuade
your audience in each of the following business situations:
a. Assume you are the new director of fundraising for a not-for-profit
organization. In the past, your organization has created targeted
fundraising events, such as galas and pledge drives, to increase do-
nations and contributions. You think a monthly e-newsletter to reg-
ular donors could keep them informed of how their money is put to
use and promote the events now promoted only through fundrais-
ing letters and web advertising. Although collecting email addresses
and developing an email database would be time consuming, you
believe the benefits would certainly outweigh the effort.
The board of directors supports your idea, but the mem-
bership director—who would be responsible for collecting the
email addresses and distributing the monthly e-newsletter—is
resistant because she is very busy and does not have the time.
You see her at lunch and decide to discuss the matter with her
individually. In one to two minutes, persuade her to agree to
this idea.
b. You are on a sales team that is planning an important presenta-
tion for a prospective client. During the meeting, the team leader
discusses the content to present and the kind of visual aids and
handouts to create. During the discussion, you are surprised that
no one mentions analyzing the audience. You believe that audi-
ence analysis is necessary to create a presentation that meets the
client’s need. In one to two minutes, persuade your team to analyze
the audience.
c. You coordinate the purchase of office supplies and equipment for
your company. Since the company began 22 years ago, it has used
Office Rx as its supply and equipment vendor. You call or email
Office Rx with your order, and the order is personally delivered to
your office within a few business days. As a small local company,
Office Rx does not support online ordering. However, it does not
charge delivery fees. Although the ordering process is tedious, you
prefer this company over the larger online vendors because of its
low prices and friendly customer service. In fact, you usually speak
with the same person, Annette. During a telephone conversation
with Annette to place a new order, you decide to ask her about the
possibility of online ordering. She indicates that the company had
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e. Your company has five mini-vans in the motor pool that it pur-
chased 10 years ago and that need to be replaced. The most im-
portant criteria are that the mini-vans have at least a six-person
capacity and are fuel efficient. Research current purchasing op-
tions and create a visual comparing your three top choices. Then
provide a well-supported recommendation for one of the options.
f. Your company is planning a summer picnic for your employees
and their families in the green space behind your office building.
Roughly 200 people plan to attend. Research two local catering
companies and make a persuasive recommendation based on
your findings. Create a visual to support your presentation.
g. Your employer would like to contract with a university to offer an
online MBA program to support employees’ continuing educa-
tion. Research the current opportunities available online and cre-
ate a visual recommending one.
h. You can use technology to enhance communication and per-
suasion. For example, in addition to processing your purchases,
Amazon.com suggests other products you might be interested in
based on your prior selections. In effect, Amazon is persuading
you to view other items you might not have considered. This is an
example of persuasive technology. Research the concept of per-
suasive technology and report your findings in a brief presenta-
tion. Write a one-page summary (executive briefing) that defines
persuasive technology, describes two examples (other than Ama-
zon), and explains your perception of how the technology affects
the audience. Prepare to present your summary to the class.
never considered online ordering because of its small size and lo-
cal clientele. In one to two minutes, persuade Annette to develop
an online ordering system. Address possible objections and in-
clude benefits for both Annette’s company and yours.
26 Presenting executive briefings—research
Conduct research to prepare for a three- to five-minute presentation
on one of the following topics. Prepare a visual aid to support your
presentation.
a. Select two universities that offer competing business gradu-
ate programs. Research basic information about both programs
(such as location, enrollment size, tuition, and faculty) and then
persuade your audience why one university is a better option than
the other.
b. Select two companies that offer comparable entry-level jobs for
your major. Research basic information about both options and
then persuade your audience why they should apply to work at
one company rather than the other.
c. Select two comparable wireless communication companies that
provide service in your area. Research basic information about
both service providers and then persuade your audience why one
option is better than the other.
d. Assume your audience is in the market for a new car. Research
the pros and cons of leasing versus purchasing. Choose the option
you prefer and convince your audience to agree.
27 Phrases and clauses (see Appendix C: Grammar,
Punctuation, Mechanics, and Conventions—Section 1.2.2)
It is easier to write grammatical sentences when you understand the
difference between phrases and clauses. In the following paragraph,
circle or highlight each phrase. Underline each dependent clause once
and each independent clause twice. There are a total of 10 dependent
and independent clauses and a total of 15 phrases.
In the list of tech-etiquette offenders, the “misguided multi-
tasker” may be the worst, although the “broadcaster” is a close
second. Holding their iPhones under the table, multitaskers send
email or text messages during meetings. The nonverbal message
that they are sending to everyone else is that the meeting is not
important to them. Broadcasters use their cell phones anytime,
anywhere, and they apparently don’t mind being overheard by
others. On a crowded elevator, they will discuss the intimate de-
tails of a medical procedure or they will talk loudly about confi-
dential business matters.
Grammar Exercises
MyBCommLab
Go to mybcommlab.com for Auto-graded writing questions as well as the following
Assisted-graded writing questions:
1 If you are persuading someone to make a business decision, why is it important
to include a strong logical argument rather than just appeal to that person’s
emotions?
2 If the goal of persuasion is to influence people to agree with your point of view,
why is listening an important skill in persuasion?
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1. Aristotle. (2006). On rhetoric: A theory of civic discourse (G.A.
Kennedy, Trans.) (2nd ed.). New York: Oxford University
Press.
2. Dlugan, A. (2010, January 24). Ethos, pathos, logos: 3 pillars
of public speaking. Six Minutes: Speaking and Presenta-
tion Skills. Retrieved from http://sixminutes.dlugan.com/
ethos-pathos-logos/
3. As examples of combining elements of persuasion, see the es-
says in Kenrick, D. T., Goldstein, N. J., & Braver, S. L. (Eds.).
(2012). Six degrees of social influence: Science, application, and
the psychology of Robert Cialdini. New York: Oxford Univer-
sity Press; Conger, J. (1998, May–June). The necessary art of
persuasion. Harvard Business Review, 84–95; and Cialdini, R.
(2001, October). Harnessing the science of persuasion. Har-
vard Business Review, 72–79.
4. Heinrichs, J. (2013). Thank you for arguing, revised and up-
dated edition: What Aristotle, Lincoln, and Homer Simpson can
teach us about the art of persuasion. New York: Three Rivers
Press.
5. Stiff, J. B., & Mongeau, P. A. (2002). Persuasive communication
(2nd ed., p. 107). New York: The Guilford Press.
6. Wallace, E. (2009, May–June). Business relationships that last.
Austin, TX: Greenleaf Book Group Press. Also, Conger, J.
(1998, May–June). The necessary art of persuasion. Harvard
Business Review, 84–95.
7. Cialdini, R. (2009). Influence: Science and practice (5th ed.,
pp. 142–152). Boston, MA: Pearson/Allyn & Bacon.
8. Many social scientists have done research to confirm what is
called the “liking heuristic.” For a brief literature review, see
Metzger, M., & Flannigan, J. (2013). Credibility and trust of
information in online environments: The use of cognitive heu-
ristics. Journal of Pragmatics, 59, Part B, 210–220.
9. Lipschultz, J. H. (2013, September 4). Social media trust, credibil-
ity, and reputation management. Huffingtonpost.com. Retrieved
from http://www.huffingtonpost.com/jeremy-harris-lipschultz/
social-media-trust-credib_b_3858017.html
10. Gogoi, P. (2006, October 9). Wal-Mart’s Jim and Laura: The
real story. Businessweek.com. Retrieved from http://www
.businessweek.com/stories/2006-10-09/wal-marts-jim-and-
laura-the-real-stor ybusinessweek-business-news-stock-
market-and-financial-advice
11. Gunther, M. (2006, October 18). Corporate blogging: Wal-
Mart’s fumbles. CNN Money. Retrieved from http://money
.cnn.com/2006/10/17/technology/pluggedin_gunther_blog
.fortune/index.htm
12. Kouzes, J. M., & Posner B. Z. (2011). Credibility: How leaders gain
and lose it, why people demand it (revised ed.). San Francisco:
John Wiley & Sons.
13. Eisenstein, P. A. (2010, February 17). Toyota official says cred-
ibility is damaged. MSNBC. Retrieved from http://www.msnbc
.msn.com/id/35369379/ns/business-autos/
14. Kelly, A. M. (2012, March 5). Has Toyota’s image recovered
from the brand’s recall crisis? Forbes.com. Retrieved from
http://www.forbes.com/sites/annemariekelly/2012/03/05/
has-toyotas-image-recovered-from-the-brands-recall-crisis/
15. Conger, J. (1998, May–June). The necessary art of persuasion.
Harvard Business Review, 84–95.
16. Heinrichs, J. (2013). Thank you for arguing, revised and up-
dated edition: What Aristotle, Lincoln, and Homer Simpson can
teach us about the art of persuasion. New York: Three Rivers
Press.
17. Maslow, A. (1998). Toward a psychology of being (3rd ed.).
Hoboken, NJ: Wiley. (Original work published in 1962)
18. Cialdini, R. (2009). Influence: Science and practice (5th ed.).
Upper Saddle River, NJ: Pearson Education.
19. Gordon, J. (2006, May–June). Presentations that change minds
(pp. 69–98). New York: McGraw-Hill.
20. Brazil’s weeping President Luiz Inacio Lula da Silva revels in
2016 Olympics vote. (2009, October 3). Telegraph.co.uk. Re-
trieved from http://www.telegraph.co.uk/sport/othersports/
olympics/news/6257463/Brazils-weeping-President-Luiz-
Inacio-Lula-da-Silva-revels-in-2016-Olympics-vote.html
21. Grohmann, K. (2009, October 2). Olympics-FIFA’s Blatter moved
by Lula’s Rio 2016 bid speech. Reuters. Retrieved from http://
www.reuters.com/article/olympicsNews/idUSL257623920091002
22. Gray, E. (2003, January/February). Want to be a leader? Start
telling stories. Canadian Speeches.
23. Steve Jobs 2007 Macworld Keynote. Posted by Michael
Noriega, iPhone Keynote 2007 Complete. YouTube.com. Re-
trieved from https://www.youtube.com/watch?v=t4OEsI0Sc_
s&feature=kp
24. Elmer-DeWitt, P. (2009, March 12). iPhone sales grew 245% in
2008-Gartner. CNN Money. Retrieved from http://tech.fortune
.cnn.com/2009/03/12/iphone-sales-grew-245-in-2008-gartner/
25. Vogelstein, F. (2013, October 4). And then Steve said, “Let
there be an iPhone.’ New York Times. Retrieved from http://
www.nytimes.com/2013/10/06/magazine/and-then-steve-
said-let-there-be-an-iphone.html
26. Rosen, R. J. (2013, September 10). The original iPhone keynote
is still amazing to watch. The Atlantic.com. Retrieved from
http://www.theatlantic.com/technology/archive/2013/09/the-
original-iphone-keynote-is-still-amazing-to-watch/279518/
27. For an in-depth discussion of boardroom presentations, see
Gabrielle, B. (2010). Speaking PowerPoint: The new language of
business. Kirkland, WA: Insights Publishing.
28. Making room for emotions at work. (2005). Retrieved from http://
www.managingpeopleatwork.com/Article.php?art_num=3902
29. Cialdini, R. (2009). Influence: Science and practice (p. 49). Boston,
MA: Pearson/Allyn & Bacon.
30. Communicaid Group, Ltd. (2009). Doing business in Mexico:
Mexican social business and culture. Retrieved from http://
www.communicaid.com/access/pdf/library/culture/doing-
business-in/Doing%20Business%20in%20Mexico
31. UK Trade and Investment. (2010, February 29). Doing business
in the Netherlands. Retrieved from www.invest.uktradeinvest.
gov.uk/download/107212_100410/Doing%20Business%20
in%20Netherlands.html
32. Aune, K., & Basil, M. (1994). A relational obligations approach
to the foot-in-the-mouth effect. Journal of Applied Social Psy-
chology, 24, 546–556.
References
Chapter 5 End of Chapter 181
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http://www.huffingtonpost.com/jeremy-harris-lipschultz/social-media-trust-credib_b_3858017.html
http://www.businessweek.com/stories/2006-10-09/wal-marts-jim-andlaura-the-real-storybusinessweek-business-news-stock-market-and-financial-advice
http://money.cnn.com/2006/10/17/technology/pluggedin_gunther_blog
http://www.msnbc.msn.com/id/35369379/ns/business-autos/
http://www.forbes.com/sites/annemariekelly/2012/03/05/has-toyotas-image-recovered-from-the-brands-recall-crisis/
http://www.telegraph.co.uk/sport/othersports/olympics/news/6257463/Brazils-weeping-President-Luiz-Inacio-Lula-da-Silva-revels-in-2016-Olympics-vote.html
http://www.reuters.com/article/olympicsNews/idUSL257623920091002
http://www.reuters.com/article/olympicsNews/idUSL257623920091002
http://tech.fortune.cnn.com/2009/03/12/iphone-sales-grew-245-in-2008-gartner/
http://www.theatlantic.com/technology/archive/2013/09/the-original-iphone-keynote-is-still-amazing-to-watch/279518/
http://www.theatlantic.com/technology/archive/2013/09/the-original-iphone-keynote-is-still-amazing-to-watch/279518/
http://www.managingpeopleatwork.com/Article.php?art_num=3902
http://www.managingpeopleatwork.com/Article.php?art_num=3902
http://www.communicaid.com/access/pdf/library/culture/doing-business-in/Doing%20Business%20in%20Mexico
http://www.communicaid.com/access/pdf/library/culture/doing-business-in/Doing%20Business%20in%20Mexico
http://www.communicaid.com/access/pdf/library/culture/doing-business-in/Doing%20Business%20in%20Mexico
http://www.invest.uktradeinvest. gov.uk/download/107212_100410/Doing%20Business%20in%20Netherlands.html
http://www.telegraph.co.uk/sport/othersports/olympics/news/6257463/Brazils-weeping-President-Luiz-Inacio-Lula-da-Silva-revels-in-2016-Olympics-vote.html
http://www.telegraph.co.uk/sport/othersports/olympics/news/6257463/Brazils-weeping-President-Luiz-Inacio-Lula-da-Silva-revels-in-2016-Olympics-vote.html
http://tech.fortune.cnn.com/2009/03/12/iphone-sales-grew-245-in-2008-gartner/
http://www.huffingtonpost.com/jeremy-harris-lipschultz/social-media-trust-credib_b_3858017.html
http://www.businessweek.com/stories/2006-10-09/wal-marts-jim-andlaura-the-real-storybusinessweek-business-news-stock-market-and-financial-advice
http://www.businessweek.com/stories/2006-10-09/wal-marts-jim-andlaura-the-real-storybusinessweek-business-news-stock-market-and-financial-advice
http://www.businessweek.com/stories/2006-10-09/wal-marts-jim-andlaura-the-real-storybusinessweek-business-news-stock-market-and-financial-advice
http://money.cnn.com/2006/10/17/technology/pluggedin_gunther_blog.fortune/index.htm
http://money.cnn.com/2006/10/17/technology/pluggedin_gunther_blog.fortune/index.htm
http://www.msnbc.msn.com/id/35369379/ns/business-autos/
http://www.forbes.com/sites/annemariekelly/2012/03/05/
http://www.invest.uktradeinvest. gov.uk/download/107212_100410/Doing%20Business%20in%20Netherlands.html
http://www.invest.uktradeinvest. gov.uk/download/107212_100410/Doing%20Business%20in%20Netherlands.html
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6
Communicating
Bad News
182
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SQ3
183
SQ4
SQ2
SQ1 How should you analyze and plan a
bad-news message? pages 186–189
Ask questions that help you develop content
Select the best medium to achieve your goal
What are effective strategies for
composing bad-news messages?
pages 189–195
Decide where to state the bad news
Phrase the bad news clearly
Soften the bad news
Close the message positively
STUDY QUESTIONS
How should you evaluate bad-news
messages? pages 195–196
Evaluate the message’s clarity, honesty, and sense
of goodwill
Evaluate the business result
What types of bad-news messages
are common in business? pages 196–204
Denying requests or turning down invitations
Denying customer claims
Rejecting recommendations or proposals
Acknowledging mistakes or problems
Communicating performance problems
Communicating negative change
After the first time I sat in with my boss as he fired someone,
he told me, “The best advice anyone can give on how to fire
someone is in the movie Moneyball.” He pulled up the scene
where the main character says, “Be straight with them, no
fluff, just facts. Would you rather take one bullet to the head
or five to the chest?” In other words, do it quickly and be
upfront. Then, my boss continued, after the action is done,
it’s our job to step in and say, “Here is what I can and will do
to help you from here.”
Bianca Robles
Eastern Kentucky University
Human Resources Representative @
Hendrickson Trailer Commercial Vehicle Systems
New Hires @ Work
MyBCommLab®
Improve Your Grade!
Over 10 million students improved their results using the Pearson MyLabs.
Visit mybcommlab.com for simulations, tutorials, and end-of-chapter problems.
P
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Chapter 6 | Introduction
Have you ever received a job rejection letter? Or have
you been told that your proposed plan or idea won’t be
used? Or have you had a request for a refund denied? Bad
news is hard to get—and for that reason it is also chal-
lenging to give. To achieve a good outcome as a commu-
nicator, you need to accomplish a number of goals that
may seem incompatible at first. How can you state the
bad news clearly and at the same time project a positive
image of yourself and your organization? How can you
convince the audience to accept the news with-
out protest or further discussion? And
how can you do all of this without
making your audience feel as if they
have been treated unfairly or even
have grounds for a lawsuit?1
Organizations that routinely
communicate similar bad-news
messages develop standard templates
to accomplish these goals. This explains
why so many job rejection letters sound like the one il-
lustrated in Figure 6.1.
In most instances, you cannot rely on a template
to communicate bad news effectively. However, you
can use the ACE process to think critically about your
“bad-news” situation and compose a message that will
achieve good results. You may even be able to use the bad-
news situation as an opportunity to create goodwill—a
positive relationship between you and your audience.
Figure 6.2 provides a helpful set of questions for
adapting ACE to bad-news messages.
The next three sections of this chapter
address each stage of the ACE process
separately and cover each question
posed in Figure 6.2. How can you an-
alyze and plan a bad-news message?
What strategies are useful for compos-
ing the content? What special challenges
occur when evaluating bad-news messages?
Analyze
Com
po
se
ACE
Evaluate
ACE
Analyze
ACE
Compose
ACE
Evaluate
184
template A model or file that contains
key features of a document and serves as a
starting point for creating a new document.
goodwill The positive relationship
between you (or your company) and your
audience.
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FIGURE 6.2 Using ACE for Bad-News Messages
• Should you begin with the bad
news or build up to it?
• How can you clearly phrase the
bad news?
• What content and techniques
should you use to soften the
impact of the message?
• How can you close the message
appropriately?
• What is the bad news?
• What business result do you want to achieve?
• How will the audience react to this news?
• What justification and explanation should you include? Is
there anything you can say to soften the bad news?
• Should you include an apology?
• Can you do anything else to project a positive image and
maintain goodwill?
• What is the best medium for this message?
• Is the bad news stated
clearly yet sensitively?
• Will the message convince the
audience to accept the bad
news?
• Does the message project a
good image of you and maintain
goodwill with the audience?
• Will the message achieve a
good business result?
• Have you avoided legal
complications?
Analyze
Com
po
se
ACE
Evaluate
FIGURE 6.1 A Typical Job Rejection Letter
job rejection letter
9453 Ventura Way
St. Louis, MO 63044
www.Paradigm.Design.com
800.555.6674 | Fax: 314.555.6675
March 15, 20XX
Mr. Harsha Patel
925 Rosedale Street
St. Paul, MN 55118
Dear Harsha:
Thank you for taking the time to meet with our hiring committee and sharing
information about your background and qualifications. We enjoyed meeting you and
discussing your career goals.
Following the interviews, the hiring committee further reviewed the needs of our
marketing department. After much consideration, we have offered the position to
another candidate.
We wish you every personal and professional success with your job search and future
career. Thank you for your interest in our organization.
Sincerely,
Meredith Baldwin
Human Resources Manager
Paradigm Design Group
HOW DOES THE LETTER
EFFECTIVELY
COMMUNICATE
BAD NEWS?
Avoids legal complica-
tions by saying nothing
that can be interpreted
as age, gender, or racial
discrimination.
Convinces the audience
to accept the bad news
by making clear that the
decision is final: another
candidate has been
offered the job.
Projects a positive image
of the organization by
thanking the candidate,
showing appreciation for
his effort, and expressing
interest in his background.
Conveys the bad news
clearly but sensitively by
using positive phrasing.
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186 Chapter 6 | Communicating Bad News
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SQ1 How should you analyze and plan a bad-news message?
Before composing a bad-news message, analyze the situation by asking yourself several ques-
tions that help you develop content. The answers will also help you choose the best medium.
The following sections describe this process in the context of a specific scenario: delivering
bad news to a client.
Ask questions that help you develop content
Assume you run a one-person web development business. Yesterday, you made a proposal to a
new client, Great Expectations Books, a small local business, to add an e-commerce function
to its website. After meeting with the manager, you proposed installing an inventory database
and online ordering function within a month. However, today you receive a request from a
long-time client, South Shore Community Television (SSCT), which needs your immediate
help with a critical repair to its website. This client is one week away from a major fundraising
pledge drive and needs the online pledge function repaired.
You feel obligated to help SSCT for two reasons: (1) You originally programmed the SSCT
website and may be the only person who can fix it quickly, and (2) SSCT is a long-time client
that gives you a lot of business each year. Although you made a commitment to Great Expecta-
tions and do not want to disappoint this new client, you decide to inform the manager at Great
Expectations that you cannot meet the original deadline and need a two-week extension. How
will you deliver this bad news? Analyzing is crucial to developing a message that supports
your business goals and positively affects audience reaction. Consider the analyzing questions
outlined in Figure 6.2.
• What is the bad news? The bad news is that you cannot meet the original deadline, but you
can get the job done with an additional two weeks.
• What business result do you want to achieve in communicating the bad news? You would
like Great Expectations to grant you an extension rather than withdraw its agreement and hire
a new web developer.
• How will the audience react to this news? Although you cannot exactly predict the audience’s
reaction, you can think about the situation from Great Expectations’ perspective. It currently
does not use an e-commerce function and has an informational website that works. You also
know it plans to launch an “order online” advertising campaign at the end of the month. You
think Great Expectations will be disappointed with the extended deadline but won’t be upset
enough to find a different website developer. You would like the company to accept your re-
quest and postpone its ad campaign for two weeks.
• What justification and explanation should you include? To be effective, a bad-news message
should explain the reasons behind the bad news. Of all the features in your message, this expla-
nation has the most power to influence the audience to accept your bad news.23 Consider the
questions the audience may have: “Why can’t you deliver your services in the agreed-upon time?
Why do you need an additional two weeks?” If you want a continued relationship with Great
Expectations, you will need to provide a reason for the delay. You can explain, for example, that
another client has had an emergency that only you can handle. You do not need to name the
client or explain the nature of the emergency.
• Is there anything you can say to soften the bad news? For example, is there any good news to
include? Will the audience benefit in any way? Does this cloud have a silver lining? To soften
the bad news, you can communicate to Great Expectations that you value its business. You can
also let the company know why the other client’s request took priority, without making Great
Expectations feel less important. If you are not able to think of any direct audience benefits in
this situation, you can subtly suggest that this situation demonstrates that your commitment to
customers extends beyond the website development process. You are available for updates and
revisions, especially in critical circumstances when time is an issue. Finally, you might find a
silver lining, or a hidden benefit, in this delay. For example, with more time before program-
ming the e-commerce site, Great Expectations can survey customers to learn more about how
they would like the site organized.
• Should you include an apology? Because you were responsible for not meeting the agreed-
upon deadline—and perhaps delaying Great Expectations’ advertising campaign—you decide
that you owe this new client a sincere apology that acknowledges that you understand the
implications of this delay.
ACE
Analyze
New Hires @ Work
Tony Plemmons
Northern Michigan University
Centralized Carrier Capacity
Specialist @ Nolan
Transportation Group
Sometimes I need to tell
freight carriers that their load
is not ready for pickup, and
they need to find a new one.
Of course, they are
upset, but speaking
to them confidently
and with respect
helps them under-
stand the situa-
tion, gives me
credibility, and
maintains our
relationship.
Photo courtesy of Tony Plemmons
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How should you analyze and plan a bad-news message? 187
• Can you do anything else to project a positive image and maintain goodwill? Your profes-
sionalism and apology will project a positive image. In addition, you can offer your client an al-
ternative, rather than simply agreeing to your request. For example, Great Expectations might
allow you to complete the most critical parts of the project by the original deadline, with the
rest coming later. By giving the company options, you can manage the relationship.
Select the best medium to achieve your goal
The final analyzing question in Figure 6.2 focuses on choosing a medium. When you commu-
nicate bad news, select a medium that best fits the purpose of the message, the audience, and
the situation. Figure 6.3 suggests medium options to use when you want to accomplish specific
goals with a bad-news message.
FIGURE 6.3 Selecting the Best Medium to Communicate Bad News
One-to-
Choose a medium
based on the criteria
below.
Do you want to: One
Group
Meeting Telephone Text/IM Email Memo Letter Newsletter Website
Social
Networking
Wikis,
Blogs
Audience-Related Criteria
Share bad news with a
single person?
Communicate to many
employees and share-
holders simultaneously?
Provide instantaneous news
to people at geographically
diverse locations?
Share bad news with the
public?
Content- and Response-Related Criteria
Share insignificant bad
news quickly, such as
letting your lunch
appointment know you’re
running a few minutes late?
Share important bad
news in a way that does
not seem impersonal or
evasive?
Hear your audience’s tone
of voice and silences,
which convey meaning
and feedback?
See facial expressions and
body language, and hear
tone of voice, which
convey meaning and
feedback?
Encourage immediate
discussion of the news
Prevent immediate discus-
sion or give the audience
(and you) time to carefully
consider a response?
Ensure that you have
written documentation
of the communication?
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TECHNOLOGY
CAN YOU EMAIL, TEXT, OR TWEET BAD NEWS?
Communicators often wonder whether they should avoid email
or text messages for delivering bad news and instead talk to their
audience in person or on the telephone. Most experts agree that,
when possible, a face-to-face conversation is usually the best
choice, especially when the bad news is serious.4,5
When companies choose email or texts to deliver bad news,
they often suffer serious public relations consequences. For ex-
ample, when a Chicago sandwich shop abruptly fired 20 employ-
ees in an email sent just a few days before Christmas, the story
appeared in local and national newspapers, and local blogs printed
the text of the offending email.6,7 Similarly, when Men’s Wearhouse
fired its chairman and advertising spokesperson, George Zimmer,
the public’s negative response reverberated in news stories, blogs,
and tweets.8
Even worse is the practice of firing someone by text message,
which some offenders justify by saying it is their typical mode
of communication.9 However, that is not a good excuse for the
disrespect communicated by this use of texting. Jodie Hernandez
received the following text messages after confusion with her work
schedule at a restaurant: “Ok I’ve text u and mike has called u, I
hate to do a termination by text but I can’t get a hold of u. Ur off
the schedule as of today, pick up ur check.”10 The repercussions of
such a text go beyond hurt feelings. Angry employees may post
negative comments on social media sites, talk to the media, or
even seek legal counsel. A face-to-face conversation may be more
uncomfortable, but will be more effective.
In perhaps the most controversial use of texting to communi-
cate bad news, Malaysia Airlines texted the families of Flight 370,
which disappeared in March 2014. The text read: “Malaysia Air-
lines deeply regrets that we have to assume beyond any reasonable
doubt that MH370 has been lost and that none of those on board
survived. As you will hear in the next hour from Malaysia’s Prime
Minister, we must now accept that all evidence suggests the plane
went down in the Southern Indian Ocean.” In justifying its decision
to send a text message, the airline explained that families were
contacted by telephone calls and that the text was used only as an
additional means of communication.11 However, some families did
first learn the news by text, leading to outrage as well as grief.
Is email, text, or tweet ever a good choice for communicating
bad news? It may be in the following circumstances:
• If you want to give your audience time to think carefully
before having to reply. In the Great Expectations scenario,
you may choose to communicate the bad news by email to
give your audience time to think about the implications of
the news and to consider the best way to respond to your
request.
• If it is crucial that you avoid miscommunication and
misinformation. Some research suggests that people who
are uncomfortable communicating bad news face to face are
more likely to sugarcoat the bad news when talking in person
to reduce their own and their audience’s discomfort. This dis-
tortion can lead to misunderstandings. By contrast, commu-
nicators are more likely to be accurate, complete, and honest
in email because they do not worry about being confronted
by an angry audience.12
• If you need to get the word out quickly. Bad news travels
fast, whether through the grapevine or the media. Steve Blue,
CEO of Miller Ingenuity, suggests getting the “bad news out
as soon as you know it. Some executives think it is better to
keep employees in the dark because telling them the truth
might affect productivity.” However, rumors and gossip are
likely to keep people from focusing on their work.13
• If you need to communicate bad news to many people in
different locations at exactly the same time. When it is
critical to communicate bad news to a broad audience,
companies sometimes use multiple media to ensure the
audience receives the message. For example, when Zappos
.com discovered that its customers’ account information
may have been hacked, it emailed customers with infor-
mation about resetting their passwords. However, Zappos
didn’t stop there. CEO Tony Hsieh tweeted about it, blogged
about it, and created a new page on the Zappos website to
provide detailed information about it. The company also
created dedicated email addresses for both employees and
customers who had questions.14 Although the law in many
states requires companies to communicate the bad news
of “data breaches,”15 not every company chooses to show
as much concern as Zappos did when communicating this
information. Researchers find that when companies earn a
reputation for good communication—as Zappos has—those
companies have a good deal of credibility with their audi-
ence and thus have an easier time communicating bad news
when it arises.16
For TECHNOLOGY exercises, go to Critical Thinking
Question 10 on page 210 and Exercise 2 on page 211.
What medium should you use to communicate the bad news to your client, Great Expec-
tations? Only three options in Figure 6.3 are good choices: a face-to-face meeting, telephone
conversation, or email message. The remaining options will not be effective: Letters take too
long to arrive, memos are for internal communication, text messages are too informal, and
the other choices—newsletters, websites, social media, wikis, and blogs—are clearly not good
choices for individual communication.
Of the three acceptable choices, which is best? A face-to-face meeting would be appropri-
ate, but may take some time to arrange. Both email and telephone have advantages and disad-
vantages. A telephone call allows you to make a personal contact and to hear your audience’s
tone of voice. You will be able to gauge whether the manager at Great Expectations is upset or
not, and you can adjust what you say accordingly. However, the manager may not answer the
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phone immediately, and you will not want to leave the bad news in a voice mail. If you ask for a
return call, you may play telephone tag all day. If the manager does answer the telephone, your
call may be putting him on the spot, suggesting that he needs to answer you immediately. An
email may make your audience feel less pressured, allowing more time to review the original
contract and to think about whether this delay will have serious impacts.
In this case, no one best medium choice exists. You will need to weigh the pros and cons,
thinking about how your audience will react to a surprising telephone call versus an email. You
will need to adjust the wording of your message based on your medium.
The analyzing questions in Figure 6.2 will help you develop what to say in a bad-news message.
The composing questions in this section will help you focus on how to say it. Should you begin
with the bad news or build up to it? How should you phrase the bad news? What is the best
way to soften its impact? And how can you close the message on a positive note to maintain
goodwill?
Decide where to state the bad news
Although most routine messages benefit from a direct organization, the decision of where to
introduce unwelcome news is more complex and depends on the context.17 In bad-news situ-
ations, the direct approach may be a good idea if your audience is expecting to hear from you
and the news will not come as a big surprise.18 In other bad-news situations, you can help your
audience better understand and accept the news by using an indirect organization, providing
explanation before the main idea. An indirect organization allows you to prepare the audience
and explain your position before delivering the bad news.
Figure 6.4 outlines the differences between the direct and indirect approaches for commu-
nicating bad news and identifies the situations when each is likely to be more effective. Note
that the only difference between the two organizations is the relative order of the bad news and
the explanation. Either organization may make use of a buffer—an introductory sentence or
paragraph that softens the bad news.
SQ2 What are effective strategies for composing bad-news
messages?
ACE
Compose
FIGURE 6.4 Selecting the Best
Organization to Communicate Bad
News
DIRECT ORGANIZATION
Use DIRECT ORGANIZATION if … follows this pattern …
INDIRECT ORGANIZA
Use INDIRECT ORGANIZATION if … follows this pattern …
TION
1. Optional: Begin with a buffer.
2. STATE THE BAD NEWS DIRECTLY.
(main idea)
3. Provide supporting explanation.
4. Conclude with goodwill.
your audience
• is unlikely to be upset or angry, or
• expects the news and will not be surprised,
and the news
• is easy to explain and understand,
• is important for the audience to see
immediately, or
• is relevant to health and safety.
1. Optional: Begin with a buffer.
2. Provide supporting explanation.
3. SUBORDINATE THE BAD NEWS.
(main idea)
4. Conclude with goodwill.
your audience
• is likely to be upset or angry, or
• does not expect the news and will be
surprised,
or the news
• is difficult to understand without
introductory explanation.
buffer An introductory sentence or
paragraph that leads up to and softens the
bad-news message.
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Figure 6.5 illustrates why a direct organization is best for an announcement warning
customers about a health and safety problem. If the problem is buried, as it is in the indirect
version in Figure 6.5, the audience may mistake the message for a routine communication and
decide not to read beyond the first paragraph. The more effective direct version solves that
problem by stating the main idea in the first sentence.
By contrast, Figure 6.6 illustrates a bad-news message that needs to be organized indi-
rectly. The email is from a software company responding to a customer’s complaint. After
FIGURE 6.5 Example of a Bad-News Message Requiring a Direct Organization
Dear Richards Electronics Customer:
Thank you for your recent purchase of our LS520 microwave
oven.
Although all of our products are rigorously tested before
they are put on the market, we have found some minor
abnormalities with the model LS520 under certain
conditions. Recent customer experience revealed risk of
overheating and fire when the microwave operates at the
highest level for more than one hour. Therefore, we are
recalling the LS520 and will either refund your full purchase
price or exchange your microwave for another product.
Please contact the retail store where you purchased your
LS520 microwave to arrange to return it, or call our toll-free
number to request free express shipping pickup. We regret
the inconvenience this recall will cause you but assure you
that your health and safety are our primary concern.
Regards,
IMPORTANT PRODUCT SAFETY RECALL NOTICE
RICHARDS LS520 MICROWAVE OVEN FIRE HAZARD
Dear Richards Electronics Customer:
Richards Electronics is voluntarily recalling the LS520 microwave
oven because we have received 11 reports worldwide of
overheating and fires when the oven operates for longer than one
hour at full power.
Our records indicate you have purchased this model. To protect
your health and safety, Richards advises you to take the following
steps:
• Stop using the microwave oven immediately.
• Return the product to the retail store where you purchased it,
or call us toll free at 888-555-4567 to request free express
shipping pickup. You can either receive a full refund or
exchange your microwave for another model.
We apologize for the inconvenience this recall will cause you. We
are modifying our research protocols to ensure future products
exceed all industry specifications. Your safety and satisfaction
with our products are our primary goals.
Regards,
WHAT’S WRONG WITH THE
INEFFECTIVE VERSION?
The ineffective version is misleading. It
begins by thanking customers for their
purchase. Although this is a neutral
buffer, the audience may assume this
message is a routine thank-you letter
and not read the rest of the message,
putting them at risk for a kitchen fire.
No important ideas stand out.
Someone reading quickly may miss
the main point.
WHY IS THE EFFECTIVE
VERSION BETTER?
The bulleted content highlights the
necessary actions so they stand out.
The message concludes with
goodwill by assuring readers that the
company is taking action to prevent
similar problems in the future.
INEFFECTIVE (INDIRECT)
EFFECTIVE (DIRECT)
The effective version gets to the
point directly by announcing the
product re-call in a headline and then
repeating the main idea—the bad
news—in the first sentence.
Although the audience will be
surprised and potentially upset with
this information, their health is too
important not to grab their
attention.
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What are effective strategies for composing bad-news messages? 191
investigating the cause of the problem, you need to explain that the client was in fact respon-
sible for the problem based on a complex set of circumstances. This message is not only likely
to upset the audience, but it also will be difficult to understand without introductory explana-
tion. As a result, the indirect version of the email illustrated in Figure 6.6 will be more effective
than the direct version.
FIGURE 6.6 Example of a Bad-News Message Requiring an Indirect Organization
INEFFECTIVE (DIRECT)
Ben:
I am following up on your request that Remco refund the cost of your
Vi-Spy software and pay for virus removal because computers protected
by Vi-Spy became infected with a virus. Upon researching the situation,
we have determined that Remco is not responsible for the virus and
resulting damage to your computer system. Thus, we cannot refund the
cost of the program or provide repairs for you under our warranty.
Following your complaint, we dispatched three technicians to your site.
They examined 25 desktop computers and found 5 of these to be
infected with the FishHook virus. None of these computers had current
virus definitions. Upon further investigation, we learned that the users of
these computers had disabled virus protection a month ago when they
were installing new graphics software. Apparently, these users neglected
to reactivate the virus protection until they began noticing performance
problems. The program log shows that the computers were vulnerable for
a period of three weeks, during which time the computers were infected.
Based on your experience, we will be modifying our Vi-Spy installation so
that users who disable the program will be reminded daily to reactivate it.
Once this modification is complete, we will work with your IT staff to
ensure that all your computers have this upgrade installed.
Please let us know if we can offer any other assistance.
Regards ,
Lawrence Higgins
RemCo Sales
323.555.4556
lhiggins@remco.com
WHAT’S WRONG WITH THE
INEFFECTIVE (DIRECT) VERSION?
The message begins with the bad news
and shows no goodwill toward the
audience. Instead of expressing
concern over the problem or empathy
for the pain the audience is feeling,
the opening points blame. This approach
will anger the audience.
Vi-Sp y Software Issues WHY IS THE EFFECTIVE
(INDIRECT) VERSION BETTER?
The introduction buffers the bad
news by expressing both
appreciation and concern.
The next paragraph provides a
detailed explanation of how the
writer investigated the issue and
determined responsibility for the
problem.
Vi-Spy Software Issues
Benjamin.Carroll@lattimer-systems.com
Vi-Spy Software Issues
Benjamin.Carroll@lattimer-systems.com
Ben:
Thank you for alerting us about the virus problem on your computer
system. We are as concerned as you are about a potential failure of our
Vi-Spy software and the devastating consequences to our clients.
We dispatched three technicians to your site. They examined 25 desktop
computers and found 5 of these to be infected with the FishHook virus.
None of these computers had current virus definitions. Upon further
investigation, we learned that the users of these computers had disabled
virus protection a month ago when they were installing new graphics
software. Apparently, these users neglected to reactivate the virus
protection until they began noticing performance problems. The program
log shows that the computers were vulnerable for a period of three
weeks, during which time the computers were infected.
While our program does protect against the FishHook virus, there is no
known way to remove the virus once it has infected a computer. The only
option is to reformat the drive, reinstall all software, and import data files
from your backup system. This is a major inconvenience, we know. While
this damage is not covered by our satisfaction guarantee, we will be glad
to recommend cost-efficient service providers who can work with you to
restore your computers and data. Once you have done this and
reinstalled Vi-Spy, your computers will be protected again. We also
encourage you to update your virus definitions daily, to ensure that you
are protected against new viruses that appear.
Based on your experience, we will be modifying our Vi-Spy installation so
that users who disable the program will be reminded daily to reactivate it.
Once this modification is complete, we will work with your IT staff to
ensure that all your computers have this upgrade installed.
EFFECTIVE (INDIRECT)
We appreciate your continued confidence in Vi-Spy. Please let us know if
we can offer any other assistance.
Regards ,
Lawrence Higgins
RemCo Sales
323.555.4556
lhiggins@remco.com
The bad news comes later,
subordinated in the third
paragraph. This is unexpected
bad news, and the reader will
not understand it without prior
explanation. The bad news is
followed by a benefit.
The email concludes with
goodwill, indicating that
RemCo will take extra
measures to help the client
prevent a similar problem in
the future.
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mailto:lhiggins@remco.com
mailto:Benjamin.Carroll@lattimer-systems.com
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Phrase the bad news clearly
The best way to ensure the audience understands the bad news is to state it clearly. If you
convey bad news in vague terms or only imply the answer, the audience may misunderstand.
For example, assume you work for a company that sells MP3 players. You receive an emailed
request from a customer to replace the broken screen of his recently purchased player because
it is still under warranty. Figure 6.7 provides two versions of a reply. The ineffective version
might lead to confusion.
FIGURE 6.7 How to Phrase Bad News Clearly
INEFFECTIVE
We received your request to replace the broken screen on your
MP3 player. We are enclosing a list of authorized third-party
dealers who can replace the screen within two days for a very
reasonable charge.
WHAT’S WRONG WITH THE
INEFFECTIVE VERSION?
The customer may assume that he can send
you the bill for the “very reasonable charge”
since you did not state that the damage to
the MP3 is not covered under the product’s
warranty.
WHY IS THE EFFECTIVE
VERSION BETTER?
The effective version clearly states
that the warranty does not cover
broken screens.
It also offers advice about how to
prevent broken screens in the future.
We received your request to replace the broken screen on your
MP3 player. Although our warranty covers defects in the
equipment, it does not cover broken screens, since that kind of
damage typically results from accidents rather than defects.
However, we are enclosing a list of authorized third-party dealers
who will replace the screen within two business days for a very
reasonable charge. They also offer a discount on cases that
include screen protectors.
EFFECTIVE
Soften the bad news
Regardless of whether you present the bad news directly or indirectly, you want to “soften
the blow” of the bad news, even if it is expected. You can do this by one of the following tech-
niques: developing an effective buffer, stating the good news before the bad news, subordinat-
ing the bad news, and using positive or neutral language.
Develop an effective buffer
Buffers are introductory statements that lead up to bad news and soften its impact. Buffers may
provide a context for the message or provide positive information that builds goodwill. They
can also “hook” the audience and get them interested in your message. For example, imagine
that you have scheduled a meeting with 30 employees to discuss the problem of having to
either reduce everyone’s hours by 10 percent or lay off three people. Figure 6.8 suggests several
buffer statements you can use at the beginning of the meeting to encourage your audience to
listen to the rest of your message with a positive attitude. Notice that all the buffer statements
in Figure 6.8 indicate that bad news may be coming later in the message. A buffer statement
that does not provide this signal may mislead—and ultimately anger—the audience.
Position good news ahead of bad news
One of the best ways to soften bad news is to begin with good news and audience benefits,
if there are any. United Airlines used this technique when it communicated bad news to its
frequent flyers. The airline would be increasing by 25 percent the number of award points a
flyer had to spend to receive a free flight. In addition, the airline would be charging fees for free
flights booked within 14 days of travel. Instead of beginning the message on its website with
this negative information, United first emphasized some additional changes in the frequent
flyer program that would benefit customers. These changes included an increase in the num-
ber of seats available for free travel and a reduced number of award points required for certain
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free flights. By positioning the good news ahead of the bad news, United was able to soften the
bad news by putting it in a larger context.19
Subordinate the bad news
Although you need to state bad news clearly, you can ease its impact by using subtle subor-
dinating techniques, such as passive voice or a subordinate clause. The term voice refers to the
relationship between the subject and verb in a sentence. In active-voice sentences, the subject
performs the action of the verb. In passive-voice sentences, the subject does not perform the
action of the verb. In the following examples, the passive version avoids placing blame on the
audience.
subject verb verb
ACTIVE: You damaged your MP3 player and invalidated the warranty.
subject verb
PASSIVE: Your MP3 player was damaged by an accident or misuse, invalidating the warranty.
Putting the bad news in a subordinate clause means preceding the bad news with a word like
although, which will soften the impact. The following example shows a comparison of bad
news in the main clause and in a subordinate clause. The bad news is italicized.
Main clause: The repairs on your MP3 player are not covered by the warranty. However, we have
enclosed a list of third-party vendors who can replace the screen within two days for a very
reasonable charge.
Subordinate clause: Although the repairs on your MP3 player are not covered by the warranty,
we have enclosed a list of third-party vendors who can replace the screen within two days
for a very reasonable charge.
Notice that when you place the bad news in a subordinate clause (“Although the repairs on your
MP3 player are not covered by the warranty”), you can emphasize the good news in the main
clause (“we have enclosed a list of third-party vendors”). Another way to de-emphasize the bad
news while remaining clear is to put the bad news in a main clause surrounded by two subor-
dinate clauses.
Main clauses surrounded by subordinate clauses: Although our warranty covers defects in
the equipment, it does not cover broken screens because that kind of damage typically results
from accidents rather than defects.
Use positive or neutral language
The language you use in bad-news messages influences the audience’s response as much as the
organization of the message itself. The tone and style of the message should help the audience
feel good about you, the situation, and themselves. The following guidelines will help you
evaluate your messages for effective language.
1442443 144424443
FIGURE 6.8 Types of Buffer Statements
TYPE OF BUFFER EXAMPLE
Background Information “Over the past six months, the economy has slowed, and our sales have dropped significantly.”
Facts That Signal a Problem “In order to stay in business, our store needs to meet its payroll obligations.”
Good News “Despite the soft economy and slowing sales, we have identified a way to keep the store open and
meet our payroll obligations.”
Thanks or Compliments “Thank you for your efforts this past year to improve sales at our store. Your knowledge of the
merchandise and concern for customers have resulted in our highest-ever customer satisfaction
rating, even in these difficult economic times.”
Generally Accepted Truths “In these lean times, we need to watch our budget and eliminate all unnecessary spending. These
cuts will require sacrifices from us all.”
Empathy with Audience “I know how hard you have worked to keep costs down, so I understand that you might think we’re
unfair coming back to you this year with yet another request.”
123 123 1442443
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• Avoid blaming your audience. Your audience will be more open to accepting the bad news if
you treat them politely and respectfully. Show that you understand their needs and concerns.
Avoid using language that is accusatory or blaming. For example, if you use the word you too
much in a bad-news message, the audience might feel blamed rather than respected.
Accusatory: Your warranty does not cover breakages that you caused.
More neutral: The warranty does not cover accidental breakage.
• Eliminate excessive negatives. First drafts of bad-news messages often use words like unfortu-
nately to convey the bad news. As much as possible, review your wording and remove negative
words and phrases like these: unfortunately, we cannot, your fault, unable, unwilling, misunder-
stand, regret, violate, refuse, reject, deny.
Negative. Unfortunately, we cannot repair your MP3 player free of charge.
More positive. Your warranty includes repair only for manufacturer’s defects, not for acciden-
tal breakage.
Remember, though, that you must remain clear, which will often require using some negative words.
Close the message positively
Several strategies help create a sense of goodwill when communicating bad-news messages,
including using a positive opening, explaining audience benefits, and subordinating the bad
news. The conclusion provides an additional opportunity to stress the positive, instill confi-
dence, and promote goodwill. A positive closing does not mention the negative news or apolo-
gize for it. The closing should be forward-looking and optimistic. Depending on the situation,
any of the following approaches may be appropriate:
• Propose a solution. If your bad news focuses on a problem, you may want to conclude by
proposing a solution: “To increase your investment return next year, I suggest we rebalance your
portfolio to include less risky investments.”
• Propose an alternative. If you are refusing a request, consider whether you can grant a
