Course Rev

Chapter 1
Communicating at Work
Mary Ellen Guffey, Business Communication: Process and Product, 4e Copyright 2003
Changes Affecting the Workplace

Heightened global competition Flattened management hierarchies Expanded team-based management Innovative communication technologies New work environments Increasingly diverse workforce
Success in the new workplace requires excellent communication skills.
The Communication Process Basic Model

5. Feedback travels to sender 1. Sender has idea 2. Sender encodes idea in message 3. Message travels over channel 4. Receiver decodes message
6. Possible additional feedback to receiver
The Communication Process Expanded Model
Barriers to Interpersonal Communication

Bypassing Limited frame of reference Lack of language skills Lack of listening skills Emotional interference
Physical distractions
Understanding is shaped by
Communication climate
Context and setting

Background, experiences
Knowledge, mood
Values, beliefs, culture
Barriers That Block the Flow of Information in Organizations

Closed communication climate Top-heavy organizational structure Long lines of communication Lack of trust Competition for power, status, rewards
Additional Communication Barriers

Fear of reprisal Differing frames of reference Lack of communication skills Ego involvement Turf wars
A Classic Case of Miscommunication

In Center Harbor, Maine, local legend recalls the day when Walter Cronkite steered his boat into port. The avid sailor was amused to see in the distance a small crowd on shore waving their arms to greet him. He could barely make out their excited shouts: Hello Walter, Hello Walter!
A Classic Case of Miscommunication

As his boat came closer, the crowd grew larger, still yelling. Pleased at the reception, Cronkite tipped his white captain's hat, waved back, even took a bow. But before reaching dockside, Cronkite's boat abruptly jammed aground. The crowd stood silent. The veteran news anchor suddenly realized what they'd been shouting: Low water, low water!
Analysis of Flawed Communication Process

Sender has idea Warn boater Sender encodes message Low water! Channel carries message Message distorted Receiver decodes message Hello Walter!
Barriers That Caused Miscommunication

Frame of reference Receiver accustomed to acclaim and appreciative crowds.
Maine accent makes "water" and "Walter" sound similar. Receiver more accustomed to speaking than to listening.
Language skills
Listening skills
Barriers That Caused Miscommunication

Emotional interference Ego prompted receiver to believe crowd was responding to his celebrity status.
Noise from boat, distance between senders and receivers.
Physical barriers
Which of these barriers could be overcome through improved communication skills?
Overcoming Communication Barriers

Realize that communication is imperfect. Adapt the message to the receiver. Improve your language and listening skills. Question your preconceptions. Plan for feedback.
Organizational Communication
Functions: internal and external Form: oral and written Form: channel selection dependent on
Message content Need for immediate response Audience size and distance Audience reaction Need to show empathy, friendliness, formality
Flow:
Formal: down, up, horizontal Informal: grapevine
Communication Flowing Through Formal Channels
Downward
Management directives Job plans, policies Company goals Mission statements
Horizontal
Task coordination Information sharing Problem solving Conflict resolution
Upward
Employee feedback Progress reports Reports of customer interaction, feedback Suggestions for improvement Anonymous hotline
Forms of Communication Flowing Through Formal Channels
Written
Executive memos, letters Annual report Company newsletter Bulletin board postings Orientation manual
Oral
Telephone Face-to-face conversation Company meetings Team meetings
Electronic
E-mail Voicemail Instant Messaging Intranet Videoconferencing
MISCOMMUNICATION IN PRODUCT EVOLVEMENT
As Marketing Requested It
As Sales Ordered It
As Engineering Designed It
As Production Manufactured It
As Maintenance Installed It
What the Customer Wanted
Message Distortion
Downward Communication Through Five Levels of Management
Message
written by board of directors
Amount of message
100%
Message Distortion
Message
written by board of directors received by vice-president
Amount of message
100% 63%
Message Distortion
Message
written by board of directors received by vice-president received by general supervisor
Amount of message
100% 63% 56%
Message Distortion
Message
written by board of directors received by vice-president received by general supervisor received by plant manager
Amount of message
100% 63% 56% 40%
Message Distortion
Message Amount of message

received by vice-president received by general supervisor
100%
63% 56%
received by plant manager

received by team leader
40%
30%
Message Distortion
Message Amount of message

received by vice-president received by general supervisor
100%
63% 56%
received by plant manager

received by team leader received by worker
40%
30% 20%
Surmounting Organizational Barriers

Encourage open environment Flatten the organizational structure. Promote horizontal communication. Provide hotline for feedback. Provide sufficient information.
Five Common Ethical Traps

The false-necessity trap
(convincing yourself that no other choice exists)
The doctrine-of-relative-filth trap

(comparing your unethical behavior with someone elses even more unethical behavior)
The rationalization trap

(justifying unethical actions with excuses)
Five Common Ethical Traps

The self-deception trap
(persuading yourself, for example, that a lie is not really a lie)
The ends-justify-the-means trap

(using unethical methods to accomplish a desirable goal)
Tools for Doing the Right Thing

Is the action you are considering legal?
How would you see the problem if you were on the other side?
What alternate solutions are available?
Chapter 2
Communicating in Groups and Teams
Why form groups and teams?

Better decisions Faster response Increased productivity Greater buy-in Less resistance to change Improved employee morale Reduced risks
Four Phases of Team Development
Forming
Storming
Norming
Performing
Characteristics of Successful Teams

Small size, diverse makeup Agreement on purpose Agreement on procedures Conflict resolution Good communication techniques Collaborate rather than compete Shared leadership *
Roles Played by Team Members

Task Roles
Initiator Information seeker/giver Opinion seeker/giver Direction giver
Summarizer
Energizer *
Skills for Team Leaders

Task Relationships
Goal setting
Agenda making Clarifying Summarizing Verbalizing consensus Establishing work patterns Following procedures *
Skills for Team Leaders

Interpersonal Relationships
Regulating participation
Maintaining positive climate Maintaining mutual respect Instigating group self-analysis Resolving conflict Instigating conflict *
Methods for Reaching Group Decisions

Majority Consensus Minority Averaging Authority rule with discussion
What are the advantages and disadvantages of each method? *
Strategies for Effective Conflict Resolution

1. When attacked, negotiate rather than escalate.
Separate the issue from the person.
2. Use the third person.

Avoid you and I statements. Not: You never come prepared, and Im sick of it. But: Its hard to discuss this without all the facts *

3. Work to maintain a calm tone of voice.
4. Practice compassionate, helpful feedback.
Focus on behaviors, not attitudes. Talk about things that can be changed *

5. Avoid sending threatening signals.
Dont engage in sustained eye contact. Keep hand gestures to a minimum.
6. Dont use First Strike language.

You always . . . or If you really . . . or Try to understand . . .
7. When provoked, try a listening check.

Restate both sides of the argument. Cool off *
Planning and Participating in Meetings

Before the meeting
Consider whether a meeting is necessary Invite the right people. Distribute an agenda *

During the Meeting
Start on time and introduce the agenda Appoint a secretary and a recorder Encourage balanced participation Summarize points of consensus *

Ending the Meeting and Following Up
Review meeting decisions Distribute minutes of meeting Remind people of action items *
Chapter 3
Listening and Nonverbal Communication
The Listening Process

Perception
Interpretation
Evaluation
Action
Listening Process Barriers

Mental Barriers
Inattention
Prejudgment
Frame of reference
Closed-mindedness Pseudolistening *
Listening Process Barriers

Physical and Other Barriers
Hearing impairment
Noisy surroundings
Speakers appearance
Speakers mannerisms Lag time *
Listening in the Workplace

Listening to superiors Listening to employees Listening to customers *

Improving Listening in the Workplace
Stop talking. Control external and internal distractions. Become actively involved. Separate facts from opinions. Identify important facts. Ask clarifying questions. Paraphrase to increase understanding. Capitalize on lag time. Take notes to ensure retention. Be aware of gender differences *

Skillful Listening to Customers
Defer judgment. Pay attention to content (not to appearance, form, or surface issues). Listen completely. Listen primarily for the main idea; avoid responding to sidetracking issues. Do only one thing at a time; listening is a full-time job. Control your emotions. Be silent for a moment after the customer finishes. Make affirming statements and invite additional comments *
Ten Misconceptions About Listening

1. Listening is a matter of intelligence.
Fact: Careful listening is a learned behavior.
2. Speaking is a more important part of the communication process than listening.

Fact: Speaking and listening are equally important.
3. Listening is easy and requires little energy.

Fact: Active listeners undergo the same physiological changes as a person jogging *

4. Listening is an automatic reflex.
Fact: Listening is a conscious, selective process; hearing is an involuntary act.
5. Speakers are able to command listening.

Fact: Speakers cannot make a person really listen.
6. Hearing ability determines listening ability.

Fact: Listening happens mentally between the ears *

7. Speakers are totally responsible for communication success.
Fact: Communication is a two-way street.
8. Listening is only a matter of understanding a speakers words.

Fact: Nonverbal signals also help listeners gain understanding *

9. Daily practice eliminates the need for listening training.
Fact: Without effective listening training, most practice merely reinforces negative behaviors.
10. Competence in listening develops naturally.

Fact: Untrained people listen at only 25 percent efficiency *
Most Irritating Listening Habits

1. Rushing the speaker and making him feel he is wasting the listeners time. 2. Interrupting the speaker. 3. Not looking at the speaker. 4. Getting ahead of the speaker (finishing her thoughts). 5. Not responding to the speakers requests *

6. Showing interest in something other than what the speaker is saying. 7. Saying Yes, but . . ., as if the listeners mind is made up. 8. Topping the speakers story with That reminds me . . . or Thats nothing; let me tell you about. . . . *

9. Forgetting what was talked about previously. 10. Asking too many questions about details *
Based on International Listening Association <www.listen.org/pages/ irritating listening habits.html>, January 2001.
Nonverbal Communication
Nonverbal communication includes all unwritten and unspoken messages, both intentional and unintentional *
Functions of Nonverbal Communication

To complement and illustrate To reinforce and accentuate To replace and substitute To control and regulate To contradict *
Forms of Nonverbal Communication

Eye contact Facial expression Posture and gestures Appearance of people *
Forms of Nonverbal Communication

Time
Space
Territory
Appearance of documents
How can these nonverbal forms be used to send positive messages? *
Chapter 5
Preparing to Write Business Messages
Business writing is . . .
Purposeful. It solves problems and conveys information. Economical. It is concise. Reader-oriented. It focuses on the receiver, not the sender.
The 3-x-3 Writing Process

Phase 1: Prewriting
Analyzing, anticipating, adapting
Phase 2: Writing
Researching, organizing, composing
Phase 3: Revising
Revising, proofreading, evaluating
Analyzing and Anticipating

Analyze the task
Identify the purpose
Anticipate the audience

Primary receivers? Secondary receivers?
Select the best channel

Importance of the message? Feedback required? Permanent record required? Cost of the channel? Degree of formality?
Adapting to Task and Audience

Spotlight receiver benefits (the warranty starts working for you immediately). Cultivate the you view (you will receive your order). Use sensitive language avoiding gender, race, age, and disability biases (office workers, not office girls).
Adapting to Task and Audience

Express thoughts positively (you will be happy to, not you won't be sorry that). Use familiar words (salary, not remuneration). Use precise, vigorous words (fax me, not contact me).
Developing Reader Benefits

Sender-focused
We are requiring all staffers to complete these forms in compliance with company policy.
Receiver-focused
Please complete these forms so that you will be eligible for health and dental benefits.
Developing Reader Benefits

Sender-focused
Because we need more space for our new inventory, were staging a two-for-one sale.
Receiver-focused
You can buy a years supply of paper and pay for only six months worth during our two-for-one sale.
Emphasize the You View

We view We are issuing a refund. You view You will receive a refund. We view We take pleasure in announcing an agreement we made with Hewlett Packard to allow us to offer discounted printers in the student store. You view An agreement with Hewlett Packard allows you and other students to buy discounted printers at your convenient student store.
Hidden Negative Meanings
Writers are sometimes unaware of the hidden messages conveyed by their words.

You overlooked . . . .
(You are careless.)
You failed to . . . .
(You are careless.)
You state that . . . .

(But I dont believe you.)
You claim that . . . .

(Its probably untrue.)

You are wrong . . . .
(I am right.)
You do not understand . . . .

(You are not very bright.)
Your delay . . . .
(You are at fault.)
You forgot to . . . .
(You are not only inefficient but also stupid and careless.)
Adapting to Legal Responsibilities
Adapting to Legal Responsibilities

Avoid litigation by using especially careful language in four areas:
Investment information
Safety information
Marketing information
Human resources information
Document for Analysis

Revision Solution
Activity 5.1
Activity 5.1
TO: All Employees Using HP 5000 Computers Your cooperation is urgently needed in solving a serious computer security problem. To enable you to keep your files and those of the entire company secure, please follow these two actions: 1. Keep your password private. Please do not share it with anyone.
2. Log on to the computer manually. Avoid using automatic log-on procedures.
Activity 5.1
By refusing to share your password, you prevent intrusion into your private files. Automatic log-on procedures are also dangerous. Although they seem to save time, they give anyone access to the entire computer system--even a person without prior knowledge of your password. Please sign the attached form and return it to me indicating that you are aware of this urgent problem and are willing to avoid these two actions in your computer use. Attachment
Chapter 6
Organizing and Writing Business Messages
Formal Research Methods

Search manually books, articles, and other secondary sources
Access electronically Internet, databases, CD-ROMs Investigate primary sources interviews, surveys, focus groups
Experiment scientifically tests with experimental and control groups
Informal Research and Idea Generation

Look in office files.
Talk with your boss. Interview the target audience. Conduct an informal survey. Brainstorm for ideas. Develop a cluster diagram.
Using a Cluster Diagram to Generate Ideas

1. In the center of a clean sheet of paper, write your topic name and circle it. 2. Around the circle, record any topic ideas that pop into your mind. 3. Circle each separate area. 4. Avoid censoring ideas. 5. If ideas seem related, join them with lines; dont spend time on organization just yet.
Organizing Data
Listing and outlining
Grouping ideas into patterns.

Direct pattern for receptive audiences Indirect pattern for unreceptive audiences
Organizing Cluster Diagram Ideas Into Subclusters

Tips
Analyze the idea generated in the original cluster diagram. Cross out ideas that are obviously irrelevant; simplify and clarify.
Add new ideas that seem appropriate.

Study the ideas for similarities.
Organizing Cluster Diagram Ideas Into Subclusters

Tips
Group similar ideas into classifications (such as Purpose, Content, Development, and Form). If the organization seems clear at this point, prepare an outline. For further visualization, make subcluster circles around each classification.
Audience Response Determines Pattern of Organization

If unwilling or uninterested If displeased or disappointed If hostile
INDIRECT PATTERN
Bad News or Main Idea
Composing
Creating Effective Sentences

Recognize phrases and clauses. Use short sentences. Emphasize important ideas. Use the active voice for most sentences. Use the passive voice to deemphasize the performer and/or to be tactful. Avoid dangling and misplaced modifiers.
Recognizing Phrases and Clauses

Clauses have subjects and verbs; phrases do not. Independent clauses are complete; dependent clauses are not.
Phrases and dependent clauses cannot function as sentences.

Independent Clause: They were eating cold pizza. Dependent Clause: that they want to return for a refund Phrase: to return for a refund
Using Short Sentences

Sentence Length
8 words 15 words 19 words 28 words
Source: American Press Institute
Comprehension Rate
100% 90% 80% 50%
Emphasizing Important Ideas

Position the most important idea at the beginning of the sentence.
Make sure the most important idea is the subject of the sentence.
Place the main idea in a short sentence.
Use the Active Voice for Most Sentences

Active voice: We lost money. Active voice: I sent the e-mail message yesterday.
(The subject is the performer.)
Use the Passive Voice To Deemphasize the Performer and/or To Be Tactful

Passive voice: Money was lost (by us). Passive voice: The e-mail message was sent yesterday (by me).
(Passive voice test: Ask By whom? If you can fill in the performer, the verb is probably in the passive voice.)
Avoid Dangling Modifiers

Dangling modifier: To be hired, an application must be completed.
Revision: To be hired, you must complete an application.

Revision: To be hired, fill out an application.
(In the last example, you is understood to be the subject of fill.)
Avoid Misplaced Modifiers

Misplaced modifier: The patient was referred to a psychiatrist with a severe emotional problem. Revision: The patient with a severe emotional problem was referred to a psychiatrist.
Effective Paragraphs
Drafting effective paragraphs
Discuss only one topic in each paragraph. Arrange sentences in a strategic plan. Link ideas to build coherence. Use transitional expressions for coherence. Compose short paragraphs for effective business messages.
Discussing only one topic in each paragraph
Group similar ideas together. Start a new paragraph for each new topic.
Arranging Sentences in a Strategic Plan
Direct Plan: main sentence followed by supporting sentences (for defining, classifying, illustrating, and describing ideas) Pivoting Plan: limiting sentences, main sentence, supporting sentences (for comparing and contrasting)
Arranging Sentences in a Strategic Plan
Indirect Plan: supporting sentences, main sentence (for describing causes followed by effects)
Linking ideas to build coherence
Sustain the key idea by repeating or rephrasing it. Use a pronoun (. . . to fulfill three goals. They are . . .). Dovetail sentences. Connect the beginning of each new sentence with a word from the end of the previous sentence (. . . to hire new employees. These employees . . .).
Using transitional expressions for coherence
Recommended expressions:
additionally
also
as a result for example in other words therefore
Document for Analysis

Revision
Activity 6.1
Activity 6.1
To: All Southeast Division Employees To help you make better hardware and software selections that benefit you and the Southeast Division, the Systems Development Department has developed three steps we'd like you to follow in making any future purchases. 1. Contact SDD when you begin your search for hardware or software. Our staff is very knowledgeable about personal computers, word processing programs, and other software. As a result, we can provide you with invaluable assistance in making the best selection for your needs at the best possible prices.
Activity 6.1
2. Present a written proposal and a purchase request form for approval. The proposal must establish the need for computer equipment and analyze the benefits resulting from the purchase. Also include an itemized statement of costs for all proposed hardware and software.
3. Coordinate all future purchases with SDD. After your equipment or software arrives, be sure to continue to schedule all purchases through SDD. In this way, we can help maintain compatibility; your computer can "talk" with those of your colleagues in the division. We can also help you develop a library of resources to share.
Activity 6.1
If you follow these three steps, we'll all benefit from a coordinated purchase effort. Call me at X466 if you have any questions.
Organizing Data Outline

Activity 6.2
I. Before purchase II. Purchase authorization III. After purchase
Activity 6.2
I. Before purchase
A. Let us help you make a decision.
B. Our knowledgeable staff is available for consultation.

C. We know personal computers, word processing programs, and software.
other
Activity 6.2
II. Purchase authorization

A. Present written proposal.
1. Describe need for equipment. 2. Analyze benefits resulting from purchase. 3. Itemize costs for all hardware and software.
B. Prepare purchase request form for approval.
Activity 6.2
III. After purchase

A. Coordinate all future hardware and software purchases to facilitate compatibility.
1. Allows computers to talk to each other. 2. Develops a library of resources for the entire division.
Outline
Activity 6.7
I. Problem
II. Background
III. Survey results

IV. Analysis of findings V. Recommendations
Activity 6.7
I. Problem: determining program format for new radio station, KFSD-FM
Activity 6.7
II. Background
A. Current radio formats available to listeners in Scottsdale B. Demographics of target area
Activity 6.7
III. Survey results

A. Music preferences
1. Top two favorites: easy listening and soft rock 2. Next two favorites: country, rock 3. Others: classical, jazz
B. News preferences
1. Emphasis: primarily national but some local news 2. Frequency and length: hourly but short
Activity 6.7
IV. Analysis of findings
Activity 6.7
V. Recommendations
A. Hybrid format combining easy listening and soft rock B. 3- to 5-minute newscasts hourly; cover national news but include local flavor C. Start new station immediately
Chapter 7
Revising Business Messages
Revising for Clarity, Conciseness, and Readability

Keep it simple.
Keep it conversational.
Remove opening fillers.
Eliminate redundancies.
Reduce compound prepositions. Purge empty words.
Revising for Clarity, Conciseness, and Readability

Kick the noun habit. Dump trite business phrases. Develop parallelism (balanced construction). Apply graphic highlighting. Measure readability.
Keep it simple.
Avoid indirect, pompous language.
Poor: It would not be inadvisable for you to affix your signature at this point in time. Improved: You may sign now.
Keep it conversational.
Formal: Our Accounting Department takes this opportunity to inform you that we have credited your account for the aforementioned sum. Conversational: We have credited your account for $100.
Remove opening fillers.

Wordy: There are four new menu items we must promote. Improved: We must promote four new menu items.
Eliminate redundancies.
collect together
contributing factor
personal opinion perfectly clear
Reduce compound prepositions.

at such time at which time due to the fact that inasmuch as Reduce to when. Reduce to when. Reduce to because. Reduce to because.
Purge empty words.

As for the area of athletic shoes, the degree of profits sagged. This is to inform you that we have a toll-free service line. Not all students who are registered will attend.
Purge empty words.

As for the area of athletic shoes, the degree of profits sagged. This is to inform you that we have a toll-free service line. Not all students who are [registered] will attend.
Purge empty words.

As for athletic shoes, profits sagged.
We have a toll-free service line.
Not all [registered] students will attend.
Kick the noun habit.

Wordy: We must conduct an investigation of all parking violations before we can give consideration to your fine. Improved: We must investigate all parking violations before we can consider your fine.
Dump trite "business" phrases.

Trite: Pursuant to your request, enclosed please find a job application.
Improved: As requested, we have enclosed a job application.
Develop parallelism (balanced construction).

Not parallel: We can collect information, store it, and later it can be updated.
Parallel: We can collect, store, and update information.
Apply graphic highlighting.

Letters, such as (a) and (b) within the text
Numerals, like 1, 2, and 3, listed vertically
Bullets, like
Headings and print options
CAPITAL LETTERS underscores boldface italics font sizes
Measure readability.
Apply a readability test such as Gunning's Fog Index.
Applying the Fog Index to Determine Readability

Select the passage.
Count the total words. Count the sentences. Find the average sentence length. Count the number of long words.
Applying the Fog Index to Determine Readability

Find the percentage of long words. Add the results. Multiply.
Select the passage.*

Choose a continuous passage of between 100 and 130 words.
*See Sample Letter, slides 7-27 to 7-29.
Count the total words.

Count numbers, dates, and abbreviations separately. (Our sample letter has 110 words.)
Count the sentences.

Count all independent clauses separately.
For example, He applied and he was hired counts as two sentences. (Our sample letter has seven sentences, marked
with superscript numbers.)
Find the average sentence length.

Divide the total number of words by the number of sentences. 110 7 = 16 words
Count the number of long words.

A word is long if it has three or more syllables. Exclude:
Capitalized words Compound words formed from short words (nevertheless) Verbs made into three syllables by the addition of -ed or es (located, finances) (In our sample letter the long words are underlined.)
Find the percentage of long words.

Divide the number of long words by the number of total words. 10 110 = .09 or 9 percent
Add the results.

Add the average sentence length (16) and the percentage of long words (9). The result is 25.
Multiply.
Multiply by 0.4 25 x 0.4 = 10
(The reading level of our sample letter is 10.)
THE 3 x 3 WRITING PROCESS
The Complete Process
1. Prewriting Analyze Anticipate Adapt
2. Writing Research Organize Compose
3. Revising Revise Proofread Evaluate
1. Prewriting
Analyze: Define your purpose. Select the most appropriate form (channel). Visualize the audience. Anticipate: Put yourself in the readers position and predict his or her reaction to this message. Adapt: Consider ways to shape the message to benefit the reader, using his or her language.
2. Writing
Research: Collect data formally and informally. Generate ideas by brainstorming and clustering. Organize: Group ideas into a list or an outline. Select the direct or indirect strategy.
Compose: Write first draft, preferably on a computer.
3. Revising
Revise: Revise for clarity, tone, conciseness, and vigor. Revise to improve readability. Proofread: Proofread to verify spelling, grammar, punctuation, and format. Check for overall appearance. Evaluate: Ask yourself whether the final product will achieve its purpose.
What to Watch for When Proofreading

Spelling Grammar Punctuation Names and numbers Format
Basic Proofreaders Marks

Delete
Capitalize
Lowercase (dont capitalize) Transpose Close up
Basic Proofreaders Marks

Insert
Insert space
Insert punctuation Insert period Start paragraph
How to Proofread Complex Documents

Print a copy, preferably double-spaced.
Set it aside for a breather. Allow adequate time for careful proofreading. Be prepared to find errors. Congratulate, not criticize, yourself each time you find an error!
How to Proofread Complex Documents

Read the message at least twice for meaning and for grammar/mechanics.
Reduce your reading speed. Focus on individual words.
Evaluating the Outcome

How successful will this communication be?
Does the message say what you want it to say?

Will it achieve its purpose? Did you encourage feedback so that you will know whether it succeeded?
Activity 7.3: Before
Computing the Fog Index

The Before version has a reading level of 17.2. Here's how it was computed:
Total words in passage Number of sentences Number of long words Average sentence length Percentage of long words Add the results Multiply by 0.4 208 9 41 23 20 43 17.2
(208 9 = 23) (41 208 = .20) (0.4 x 43 = 17.2)
Activity 7.3: After
Computing the Fog Index of the Improved Version

Total words in passage Number of sentences 12 Number of long words Average sentence length Percentage of long words Add the results Multiply by 0.4 134
(134 12 = 11) (19 134 = .14) (0.4 x 25 = 17.2)
19 11 14 25 10
Chapter 8
Routine E-Mail Messages and Memos
Assignment 2 Due
Assignment will be on my website within 2 days
February
th 9
Bring Rough Draft of paper
Characteristics of Successful E-Mail Messages and Memos

Headings: Date, To, From, Subject Single topic
Conversational tone
Conciseness
Graphic highlighting *
The Writing Process

Analyze and anticipate
Research and compose

Revise, proofread, and evaluate *
Analyze and Anticipate

Do I really need to write? What is my purpose? How will the reader react? *
Research and Compose

Check files; collect information.
Study relevant documents.

Make an outline.
Write first draft. *
Revise, Proofread, and Evaluate

Revise for clarity. Revise for correctness. Plan for feedback. *
Organization of Memos
Subject line
Opening
Body
Closing *
Opening
Start directly; restate and amplify the main idea.
Indirect (ineffective) opening:
This is to inform you that we must complete the annual operating budgets shortly. Over the past two months many supervisors have met to discuss their departmental needs.
Direct (effective) opening:

All supervisors and coordinators will meet June 3 at 10 a.m. to work out the annual operating budgets for their departments. *
Body
Explain and discuss the topic.
Use graphic highlighting to facilitate reading, comprehension, and retention.
Consider columns, headings, enumerations, bulleted lists, and so forth. *
Closing
Request action, including an end date.
Summarize the message or provide a closing thought. *
Formatting E-Mail Messages

Enclose the receivers address in angle brackets. Include a salutation (such as Dear Dawn, Hi Dawn, or Greetings), or weave the receivers name into the first sentence. Use word-wrap rather than pressing Enter at line endings. Single-space within paragraphs and double-space between paragraphs.*
Formatting E-Mail Messages

Write in complete sentences, and use upper and lowercase letters. Include a signature block, especially for messages to outsiders. *
Kinds of Memos
Procedure and Information Memos
Request and Reply Memos
Confirmation Memos *
Procedure and Information Memos

These routine messages usually flow downward; they deliver company information and describe procedures. Tone is important; managers seek employee participation and cooperation. *
Request and Reply Memos

Memo requests for information and action follow the direct pattern. Memo replies are also organized directly with the most important information first. *
Confirmation Memos
Also called to-file reports or incident reports. Record oral decisions, directives, and discussions. Include names and titles of people involved.
Itemize major issues and request confirmation from the receiver. *
Smart E-Mail Practices

Get the addresses right. Avoid misleading subject lines.
Be concise.
Dont send anything you wouldnt want published. Dont use e-mail to avoid contact. Never respond when youre angry.*
Smart E-Mail Practices

Care about correctness. Resist humor and tongue-in-cheek comments. Use design elements to improve readability of longer messages. Consider cultural differences. Assume that all business e-mail is monitored. *
The Six Most Common Mistakes in Sending E-Mail

1. Address goofs 2. Lengthy messages or attachments 3. Misleading subject lines 4. Inappropriate content (such as delivering bad news) *
The Six Most Common Mistakes in Sending E-Mail

5. Instant indiscretions (angry or thoughtless statements)
6. Reckless copying *
Chapter 9
Routine Letters and Goodwill Messages
The Direct Pattern

Frontload in the opening.
Explain in the body.

Be specific and courteous in the closing. *
Frontloading in the Opening

Begin with the main idea. Tell immediately why you are writing. *
Explaining in the Body

Present details that explain the request or response. Group similar ideas together.
Consider using graphic highlighting techniques. *
Being Specific and Courteous in the Closing

For requests, specifically indicate the action you want taken and provide an end date (deadline), if appropriate. For other direct letters, provide a courteous concluding thought. *
Requesting Information and Action
Opening
Ask a question or issue a polite command (Will you please answer the following questions. . . ?). Avoid long explanations that precede the main idea.
Body
Explain your purpose and provide details. Express questions in parallel form. Number them if appropriate. To elicit the most information, use openended questions (What training programs do you recommend?) rather than yes-or-no questions (Are training programs available?). Suggest reader benefits, if possible.
Closing
State specifically, but courteously, the action you wish to be taken. Set an end date, if one is significant, and explain why. Avoid clich endings (Thank you for your cooperation). Show appreciation but use a fresh expression. Make it easy for the receiver to respond.
Order Letters
Opening
Use order language to identify the message (Please send by UPS the following items from your spring catalog). Name the information source (the May 2 advertisement in the Daily News). *
Body
List items vertically. Provide quantity, order number, complete description, unit price, and total price. Prevent mistakes by providing as much information as possible. *
Closing
Tell how you plan to pay for the merchandise.
Tell when you would like to receive the goods, and supply any special instructions. Express appreciation. *
Routine Claim Letters
Opening
Describe what you want done immediately. When the remedy is obvious, state it briefly (Please send 12 copies of Model Memos to replace the copies of Business Proposals sent in error). When the remedy is less obvious, explain your goal (Please clarify your policy regarding reservations and late arrivals). *
Body

Clarify the problem and justify your request. Provide details objectively and concisely. Dont ramble. Be organized and coherent. Avoid becoming angry or trying to fix blame. Include names of individuals and dates of previous actions. *
Closing
End courteously with a tone that promotes goodwill. Request specific action, including end date, if appropriate. Note: Act promptly in making claims, and keep a copy of your message. *
Direct Reply Letters
Subject Line

Consider including a subject line to identify the topic and any previous correspondence. Use abbreviated style, omitting articles (a, an, the). *
Opening

Deliver the information the reader wants. When announcing good news, do so promptly. *
Body

Explain the subject logically. Use lists, tables, headings, boldface, italics, or other graphics devices to improve readability. In letters to customers, promote your products and your organization. *
Closing
Offer a concluding thought, perhaps referring to the information or action requested. Avoid clich endings (if you have any questions, do not hesitate to call). Be cordial. *
Granting Claims
Opening

When approving a customers claim, announce the good news immediately. Avoid sounding grudging or reluctant. *
Body
Strive to win back the customers confidence; consider explaining what went wrong (if you know). Concentrate on how diligently your organization works to avoid disappointing customers. Be careful about admitting responsibility; check with your boss or legal counsel first. *
Body

Avoid negative language (trouble, neglect, fault). Dont blame customers even if they are at fault. Dont blame individuals or departments in your organization. Dont make unrealistic promises. *
Closing
Show appreciation that the customer wrote. Extend thanks for past business. Refer to your desire to be of service. *
Letters of Recommendation
Opening
Name the candidate and position sought. State that your remarks are confidential. Describe your relationship with the candidate. *
Body
Describe the applicants performance and potential. Strive to include statements about communication skills, organizational skills, people skills, ability to work with a team, etc. Include definite, task-related descriptions (She completed two 50-page proposals instead of She works hard). *
Body
Include negative statements only if they are objective and supported by facts. *
Conclusion
If supportive, summarize candidates best points. Offer ranking of candidate (Of all the accountants I have supervised, she ranks in the top 10 percent). Offer to supply additional information if needed. *
The Five Ss of Goodwill Messages

In expressing thanks, recognition, or sympathy:
Be selfless. Emphasize the receiver, not the sender. Be specific. Focus on specifics rather than generalities. Be sincere. Show your honest feelings by using unpretentious language. *

Be spontaneous. Make the message sound natural, fresh, and direct. Avoid canned phrases. Keep the message short. Although goodwill messages may be as long as needed, they generally are fairly short. *
Answering Congratulatory Messages

In answering congratulatory messages:
Send a brief note expressing your appreciation. Tell how good the message made you Accept praise gracefully. Dont make belittling statements (Im not really all good!). *
feel.
that
Chapter 11
Negative News
The Indirect Pattern

BUFFER a neutral or positive opening that does not reveal the bad news REASONS an explanation of the causes for the bad news BAD NEWS a clear but understated announcement of the bad news that may include an alternative or compromise
The Indirect Pattern

CLOSE a personalizing, forward-looking, pleasant statement
Avoiding Three Causes of Legal Problems

1. Abusive language
Defamation use of any language that harms a persons reputation Libel written defamation Slander spoken defamation
2. Careless language
Statements that are potentially damaging or that could be misinterpreted (the factory is too hazardous for tour groups).
Avoiding Three Causes of Legal Problems

3. Good-guy syndrome
Statements that ease your conscience or make you look good (I thought you were an excellent candidate, but we had to hire . . . ).
Refusing Routine Requests
Bad News
Soften the bad news by (1) subordinating it (although we cant loan our equipment, we wish you well in . . .).
(2) using the passive voice (office equipment cant be loaned, but . . .). (3) embedding it in a long sentence or paragraph.
Bad News
Consider implying the refusal, but be certain it is clear. Suggest an alternative, if one exists.
Close
Supply more information about an alternative, if one is offered. Look forward to future relations.
Offer good wishes and compliments.

Avoid referring to the refusal.
Sending Bad News to Customers
Buffer
Express appreciation for the customers patronage or for his or her writing.
Show agreement on some point, review the facts, or show understanding.
Reasons
Justify the bad news with objective reasons (except in credit denials).
Use resale, if appropriate, to restore the customers confidence. Avoid blaming the customer or hiding behind company policy.
Look for reader benefits.
Bad News
State the bad news objectively or imply it. Use resale or sales promotion only if you think doing so will not be offensive.
Close
Suggest an action or an alternative. Look forward to future business, offer best wishes, refer to gifts. Dont mention the bad news.
Trade your rough draft with another group

Evaluate the draft Give analysis of each component Explain where each section requires help and why. Is the paper persuasive?
Could it be and how?
Do you understand what is being asked?
Chapter 12
Preparing To Write Business Reports
What Are Business Reports?

Business reports are systematic attempts to answer questions and solve problems. They include the following activities.
Planning

Planning

Planning
Research

Planning
Research

Planning
Research
Organization

Planning
Research
Organization

Planning
Research
Organization
Presentation
Ten Truths About Business Reports

1. Everyone writes reports. 2. Most reports flow upward. 3. Most reports are informal.
4. Three report formats (memo, letter, and manuscript) are most common.
5. Reports differ from memos and letters.
Ten Truths About Business Reports

6. Todays reports are written on computers. 7. Some reports are collaborative efforts. 8. Ethical report writers interpret facts fairly. 9. Organization is imposed on data. 10. The writer is the readers servant.
Audience Analysis and Report Organization

If readers are informed
Report
-----Main Idea --------------------------------------------------------------------------------------------------------------------------------------------------------------
If readers are supportive
Direct Pattern
If readers are eager to have results first
Applying the Writing Process to Reports

Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Analyze the problem and purpose. Anticipate the audience and issues. Prepare a work plan. Research the data. Organize, analyze, interpret, illustrate the data. Compose the first draft. Revise, proofread, and evaluate.
Work Plan for a Formal Report

Statement of problem Statement of purpose Sources and methods of data collection Tentative outline Work schedule
Researching Report Data

Locating secondary print data
Books card catalog, online catalog Periodicals print indexes, CD-ROM indexes

Locating secondary electronic data
Electronic databases The Internet World Wide Web search tools
Google HotBot AltaVista Yahoo!
Evaluating Web sources

How current is the information? How credible is the author or source? What is the purpose of the site? Do the facts seem reliable?

Tips for searching the Web
Use two or three search tools. Understand case sensitivity. Prefer uncommon words. Omit articles and prepositions. Use wild cards. Know your search tool. Learn basic Boolean search strategies. Bookmark the best pages. Be persistent. Repeat your search a week later.

Researching primary data
Surveys Interviews Observation Experimentation
Illustrating Report Data

Functions of graphics
To clarify data To condense and simplify data To emphasize data

Forms and objectives of graphics
Table
To show exact figures and values
Class Seniors Juniors Sophomores Freshmen Agree 738 345 123 45 Disagree 123 34 234 567 Undecided 54 76 78 123

Bar chart
To compare one item with others
48 47 46 45 44 43 42
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
Enrollees

Line chart
To demonstrate changes in quantitative data over time
100 90 80 70 60 50 40 30 20 10 0 1998 1999 2000 2001
Net ($M) Gross ($M)

Pie chart
To visualize a whole unit and the proportion of its components
Disagree 28% Agree 13% Strongly Agree 18% No Opinion 3% Strongly Disagree 38%

Flow chart
To display a process or procedure
Receive
Test
Repair
Re-box
Re-stock
Floor
Shelves
Ship

Organization chart
To define a hierarchy of elements
Charles Eubank
President
William Dixon
Vice President Sales
Joan Williams
Vice President Design
Wayne Lu
Vice President Production
Clarice Brown
Manager
John Deleuze
Manager
George LaPorte
Foreman

Photograph, map, illustration
To create authenticity, to spotlight a location, and to show an item in use
Pie Chart
2001 MPM INCOME BY DIVISION
Pie Chart
Use pie charts to show a whole and the proportion of its components. Generally begin at the 12 oclock position, drawing the largest wedge first. Computer software programs, however, may vary in placement of wedges. Include, if possible, the actual percentage or absolute value for each wedge.
Pie Chart
Use four to eight segments for best results; if necessary, group small portions into one wedge called Other. Distinguish wedges with color, shading, or crosshatching. Keep all labels horizontal.
Vertical Bar Chart

Figure 1
Figure number Figure title
2001 MPM INCOME BY DIVISION

Scale value
40
Millions of Dollars
$32.2
30
$22.0
$24.3
20 10 0
Theme Parks Motion Pictures Videos Scale captions Source note
Source: Industry Profiles (New York: DataPro, 2002), 225.
Bar Charts
Bar charts make visual comparisons. They can compare related items, illustrate changes in data over time, and show segments as parts of wholes. Bar charts may be vertical, horizontal, grouped, or segmented. Avoid showing too much information, thus producing clutter and confusion.
Bar Charts
The length of each bar and segment should be proportional. Dollar or percentage amounts should start at zero.
Documenting Data
Documenting Data
Reasons for crediting sources
Strengthens your argument Gives you protection Instructs readers
Documenting Data
Learning what to document
Another person's ideas, opinions, examples, or theory Any facts, statistics, graphs, and drawings that are not common knowledge Quotations of another person's actual spoken or written words Paraphrases of another person's spoken or written words
Documenting Data
Manual notetaking suggestions
Record all major ideas from various sources on separate note cards. Include all publication data along with precise quotations. Consider using one card color for direct quotes and a different color for your paraphrases and summaries.
Documenting Data
Electronic notetaking suggestions
Begin your research by setting up a folder on your harddrive that will contain your data. Create separate subfolders for major topics, such as Introduction, Body, and Closing. When on the Web or in electronic databases you find information you may be able to use, highlight (i.e., drag with your mouse) the passages you want to save, copy them (using control-c), paste them (using control-v) into documents that you will save in appropriate subfolders.
Documenting Data
Be sure to include all publication data. Consider archiving on a Zip disk the Web pages or articles used in your research in case the data must later be verified.
Documenting Data
Learn to paraphrase
Read the original material carefully so that you can comprehend its full meaning. Write your own version without looking at the original. Do not repeat the grammatical structure of the original, and do not merely replace words of the original with synonyms. Reread the original to be sure you covered the main points but did not borrow specific language.
Documenting Data
Two Documentation Formats
Modern Language Association
Authors name and page (Smith 100) placed in text; complete references in Works Cited.
American Psychological Association

Authors name, date of publication, and page number placed near text reference (Jones, 2000, p. 99). Complete references listed at end of report.

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Chapter 1

Changes Affecting the Workplace

The Communication Process Basic Model

6. Possible additional feedback to receiver

The Communication Process Expanded Model

Barriers to Interpersonal Communication

Context and setting

Barriers That Block the Flow of Information in Organizations

Additional Communication Barriers

A Classic Case of Miscommunication

A Classic Case of Miscommunication

Analysis of Flawed Communication Process

Barriers That Caused Miscommunication

Barriers That Caused Miscommunication

Which of these barriers could be overcome through improved communication skills?

Overcoming Communication Barriers

Communication Flowing Through Formal Channels

Forms of Communication Flowing Through Formal Channels

MISCOMMUNICATION IN PRODUCT EVOLVEMENT

What the Customer Wanted

written by board of directors

received by plant manager

written by board of directors

received by plant manager

Surmounting Organizational Barriers

Five Common Ethical Traps

The doctrine-of-relative-filth trap

The rationalization trap

Five Common Ethical Traps

The ends-justify-the-means trap

Tools for Doing the Right Thing

What alternate solutions are available?

Communicating in Groups and Teams

Why form groups and teams?

Four Phases of Team Development

Characteristics of Successful Teams

Roles Played by Team Members

Skills for Team Leaders

Skills for Team Leaders

Methods for Reaching Group Decisions

Strategies for Effective Conflict Resolution

2. Use the third person.

Strategies for Effective Conflict Resolution

Strategies for Effective Conflict Resolution

6. Dont use First Strike language.

7. When provoked, try a listening check.

Planning and Participating in Meetings

Planning and Participating in Meetings

Planning and Participating in Meetings

Listening and Nonverbal Communication

The Listening Process

Listening Process Barriers

Listening Process Barriers

Listening in the Workplace

Listening in the Workplace

Listening in the Workplace

Ten Misconceptions About Listening

2. Speaking is a more important part of the communication process than listening.

3. Listening is easy and requires little energy.

Ten Misconceptions About Listening

5. Speakers are able to command listening.

6. Hearing ability determines listening ability.

Ten Misconceptions About Listening