course rev

8/13/2019 Course Rev

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Chapter 1

Communicating at Work

Mary Ellen Guffey,Business Communication: Process and Product, 4e

Copyright 2003


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Changes Affecting the

Workplace Heightened global competition

Flattened management hierarchies

Expanded team-based management

Innovative communication technologies

New work environments

Increasingly diverse workforceSuccess in the new workplace requiresexcellent communication skills.


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The Communication Process

Basic Model

2.

Sender

encodes

idea in

message

3.

Message

travels

over

channel

1.

Sender

has idea

4.

Receiver

decodes

message

6.

Possible additional

feedback to receiver

5.

Feedback travels

to sender


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The Communication Process

Expanded Model


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Communication climate

Context and setting

Background, experiences

Knowledge, mood

Values, beliefs, culture

Understanding is shaped by


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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


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Additional Communication

Barriers Fear of reprisal

Differing frames of reference

Lack of communication skills

Ego involvement

Turf wars


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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!


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A Classic Case of

MiscommunicationAs 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!


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Analysis of Flawed

Communication Process

Sender

hasidea

Warn

boater

Sender

encodesmessage

Low

water!

Channel

carriesmessage

Message

distorted

Receiver

decodesmessage

Hello

Walter!


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Barriers That Caused

Miscommunication Frame of reference

Language skills

Listening skills

Receiver accustomed to acclaim

and appreciative crowds.

Maine accent makes "water"

and "Walter" sound similar.

Receiver more accustomed to

speaking than to listening.


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Barriers That Caused

Miscommunication Emotional interference

Physical barriers

Ego prompted receiver to

believe crowd was responding

to his celebrity status.

Noise from boat, distance

between senders and receivers.

Which of these barriers could be overcome throughimproved communication skills?


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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.


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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


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Communication Flowing

Through Formal Channels

Downward

Management directives

Job plans, policies

Company goalsMission statements

Horizontal

Task coordination

Information sharing

Problem solvingConflict resolution

Upward

Employee feedback

Progress reports

Reports of customerinteraction, feedback

Suggestions for

improvement

Anonymous hotline


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Forms of Communication Flowing

Through Formal Channels

WrittenExecutive memos, letters

Annual reportCompany newsletter

Bulletin board postings

Orientation manual

ElectronicE-mail

VoicemailInstant Messaging

Intranet

Videoconferencing

OralTelephone

Face-to-face conversationCompany meetings

Team meetings


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MISCOMMUNICATION INPRODUCT EVOLVEMENT


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As Marketing Requested It


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As Sales Ordered It


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As Engineering Designed It


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As Production Manufactured It


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As Maintenance Installed It


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What the Customer Wanted


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Message DistortionDownward Communication

Through Five Levels of Management

Message Amount of message

written by board of directors 100%


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received by vice-president 63%


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received by general supervisor 56%


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received by plant manager 40%


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received by team leader 30%


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received by team leader 30%received by worker 20%


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Surmounting Organizational

Barriers Encourage open environment

Flatten the organizational structure.

Promote horizontal communication.

Provide hotline for feedback.

Provide sufficient information.


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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)


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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)


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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?


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Chapter 2

Communicating in Groups and

Teams


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Why form groups

and teams?

Better decisions

Faster response

Increased productivity Greater buy-in

Less resistance to change

Improved employee morale

Reduced risks


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Four Phases of Team

Development

Forming Storming Norming Performing

Ch t i ti f S f l


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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 *


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Roles Played by Team Members

Task Roles

Initiator

Information seeker/giver

Opinion seeker/giver

Direction giver

Summarizer

Energizer *


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Skills for Team Leaders

Task Relationships Goal setting

Agenda making

Clarifying

Summarizing

Verbalizing consensus

Establishing work patterns

Following procedures *


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Skills for Team Leaders

Interpersonal Relationships Regulating participation

Maintaining positive climate

Maintaining mutual respect

Instigating group self-analysis

Resolving conflict

Instigating conflict *


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Methods for Reaching Group

Decisions

Majority

Consensus

Minority Averaging

Authority rule with discussion

What are the advantages and disadvantagesof each method? *


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Strategies for Effective Conflict

Resolution1. 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 *


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Resolution

3. Work to maintain a calm tone ofvoice.

4. Practice compassionate, helpfulfeedback.

Focus on behaviors, not attitudes.

Talk about things that can be changed *


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Resolution5. Avoid sending threatening signals.

Dont engage in sustained eye contact.

Keep hand gestures to a minimum.

6. Dont use First Strike language.You always . . . orIf you really . . . orTry to understand . . .

7. When provoked, try a listening check.Restate both sides of the argument.

Cool off *


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Planning and Participating

in Meetings

Before the meeting

Consider whether a meeting is necessary

Invite the right people. Distribute an agenda *


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in Meetings

During the Meeting

Start on time and introduce the agenda

Appoint a secretary and a recorder Encourage balanced participation

Summarize points of consensus *


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in Meetings

Ending the Meeting and Following Up

Review meeting decisions

Distribute minutes of meeting Remind people of action items *

Chapter 3


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Chapter 3

Listening and Nonverbal

Communication


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The Listening Process

Evaluation

Action

Interpretation

Perception


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Listening Process Barriers

Mental Barriers

Inattention

Prejudgment

Frame of reference

Closed-mindedness

Pseudolistening *


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Physical and Other Barriers

Hearing impairment

Noisy surroundings

Speakers appearance

Speakers mannerisms

Lag time *

Listening Process Barriers


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Listening in the Workplace

Listening to superiors

Listening to employees

Listening to customers *


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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 *



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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 *



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Ten Misconceptions About

Listening1. Listening is a matter of intelligence.

Fact:Careful listening is a learned behavior.

2. Speaking is a more important part of thecommunication 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 *


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Listening4. 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 mentallybetween the ears *


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Listening7. 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 gainunderstanding *


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Listening9. 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 *


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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

*


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6. Showing interest in something otherthan what the speaker is saying.

7. Saying Yes, but . . ., as if thelisteners mind is made up.

8. Topping the speakers story withThat reminds me . . . or Thatsnothing; let me tell you about. . . .*


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9. Forgetting what was talked about

previously.

10. Asking too many questions about details*

Based on International Listening Association , January 2001.
http://www.listen.org/pages/irritating%20listening%20habits.htmlhttp://www.listen.org/pages/irritating%20listening%20habits.htmlhttp://www.listen.org/pages/irritating%20listening%20habits.htmlhttp://www.listen.org/pages/irritating%20listening%20habits.html


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Nonverbal Communication

Nonverbal communication includes all

unwritten and unspoken messages, bothintentional and unintentional *

F ti f N b l


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Functions of Nonverbal

Communication

To complement and illustrate

To reinforce and accentuate To replace and substitute

To control and regulate

To contradict *

F f N b l


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Forms of Nonverbal

Communication Eye contact

Facial expression

Posture and gestures

Appearance of people *

F f N b l


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Forms of Nonverbal

Communication Time

Space

Territory

Appearance of documents

How can these nonverbal forms be used to sendpositive messages? *

Chapter 5


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Preparing to Write Business

Messages


Copyright 2003


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Business writing is . . .

Purposeful. It solves problems and

conveys information.

Economical. It is concise.

Reader-oriented. It focuses on the

receiver, not the sender.


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The 3-x-3 Writing Process

Phase 1: Prewriting

Analyzing, anticipating, adapting

Phase 2: WritingResearching, organizing, composing

Phase 3: Revising

Revising, proofreading, evaluating

A l i d A ti i ti


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Analyzing and Anticipating

Analyze the taskIdentify the purpose

Anticipate the audiencePrimary receivers?

Secondary receivers?

Select the best channelImportance of the message?

Feedback required?

Permanent record required?

Cost of the channel?

Degree of formality?


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Adapting to Task and Audience

Spotlight receiver benefits (the warranty

starts working for you immediately).

Cultivate the you view (you will receiveyour order).

Use sensitive language avoiding gender, race,

age, and disability biases (office workers,not

office girls).


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Adapting to Task and Audience

Express thoughts positively (you will be

happy to, notyou won't be sorry that).

Use familiar words (salary, notremuneration).

Use precise, vigorous words (fax me, not

contact me).


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Developing Reader Benefits

Sender-focused

We are requiring all

staffers to completethese forms incompliance with

company policy.

Receiver-focused

Please complete theseforms so that you will

be eligible for health

and dental benefits.

l i d fi


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Developing Reader Benefits

Sender-focused

Because we need more

space for our newinventory, were staging a

two-for-one sale.

Receiver-focused

You can buy a years

supply of paper and payfor only six months worth

during our two-for-one

sale.

E h i h Y Vi


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Emphasize the You View

We view

We are issuing a refund.

You view

You will receive a refund.

We viewWe take pleasure in announcing an agreement we made with

Hewlett Packard to allow us to offer discounted printers inthe student store.

You viewAn agreement with Hewlett Packard allows you and otherstudents to buy discounted printers at your convenientstudent store.

Hidd N i M i


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Writers are sometimes unaware of the hiddenmessages conveyed by their words.

Hidden Negative Meanings

Hidd N i M i


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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.)

Hidd N i M i


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You are wrong . . . .(I am right.)

You do not understand . . . .

(You are not very br ight.)

Your delay . . . .(You are at fault.)

You forgot to . . . .(You are not only ineff icient but also stupid andcareless.)

Adapting to Legal


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Adapting to Legal

Responsibilities

Adapting to Legal


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Avoid litigation by using especially careful

language in four areas:

Investment information

Safety information

Marketing information Human resources information

Adapting to Legal

Responsibilities


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Document for AnalysisRevision Solution

Activity 5.1

Activity 5.1


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TO: All Employees Using HP 5000 Computers

Your cooperation is urgently needed in solving a seriouscomputer 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


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By refusing to share your password, you prevent intrusion

into your private files. Automatic log-on procedures arealso 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

i i d i i


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Organizing and Writing

Business Messages


Copyright 2003


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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


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Using a Cluster Diagram to

Generate Ideas

1. In the center of a clean sheet of paper, writeyour 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.

O i i D t


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Organizing Data

Listing and outlining

Grouping ideas into patterns. Direct pattern for receptive audiences

Indirect pattern for unreceptive audiences

Organizing Cluster Diagram Ideas


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Into Subclusters

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.

Tips



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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.


Into Subclusters

Tips

Audience Response Determines


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Pattern of Organization

If unwilling oruninterested

If hostile

INDIRECT PATTERN

If displeased ordisappointed

Bad News orMain Idea

Composing


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Composing

Creating Effective Sentences


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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.

R i i Ph d Cl


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Recognizing Phrases and Clauses

Clauses have subjects and verbs; phrases donot.

Independent clauses are complete;dependent clauses are not.

Phrases and dependent clauses cannotfunction 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

U i Sh t S t


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Using Short Sentences

Sentence Length

8 words

15 words

19 words

28 words

Comprehension Rate

100%

90%

80%

50%

Source: American Press Institute


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Use the Active Voice for


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Use the Active Voice for

Most Sentences

Active voice: We lost money.

Active voice:I sent the e-mail messageyesterday.

(The subject is the performer.)

Use the Passive Voice To


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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 wassent yesterday (by me).

(Passive voice test: Ask By whom? If you canfill in the performer, the verb is probably in thepassive voice.)

Avoid Dangling Modifiers


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Avoid Dangling Modifiers

Dangling modifier: To be hired, anapplication must be completed.

Revision: To be hired, you must complete

an application.

Revision: To be hired, fill out anapplication.

(In the last example,youis understood to be the subject offill.)

Avoid Misplaced Modifiers


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Avoid Misplaced Modifiers

Misplaced modifier: The patient wasreferred to a psychiatrist with a severe

emotional problem.

Revision: The patient with a severe

emotional problem was referred to a

psychiatrist.

Effective Paragraphs


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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 businessmessages.




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Discussing only one topic in each paragraph Group similar ideas together.

Start a new paragraph for each new topic.




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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




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Indirect Plan: supporting sentences, main sentence

(for describing causes followed by effects)

Arranging Sentences in a Strategic Plan




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Linking ideas to build coherence Sustain the key idea by repeating or rephrasing

it.

Use a pronoun (. . . to fulfill three goals. Theyare . . .).

Dovetail sentences. Connect the beginning ofeach new sentence with a word from the end ofthe previous sentence (. . . to hire newemployees. These employees . . .).




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Using transitional expressions for coherence Recommended expressions:

additionally

also as a result

for example

in other words

therefore


Document for Analysis


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Document for AnalysisRevision

Activity 6.1

Activity 6.1


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To: All Southeast Division Employees

To help you make better hardware and software selectionsthat benefit you and the Southeast Division, the SystemsDevelopment Department has developed three steps we'd likeyou to follow in making any future purchases.

1. Contact SDD when you begin your search for hardwareor software. Our staff is very knowledgeable about personalcomputers, 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 bestpossible prices.

Activity 6.1


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2. Present a written proposal and a purchase request form for

approval. The proposal must establish the need for computerequipment and analyze the benefits resulting from thepurchase. Also include an itemized statement of costs for allproposed hardware and software.

3. Coordinate all future purchases with SDD. After yourequipment or software arrives, be sure to continue toschedule all purchases through SDD. In this way, we canhelp maintain compatibility; your computer can "talk" with

those of your colleagues in the division. We can also helpyou develop a library of resources to share.

Activity 6.1


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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


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Organizing Data OutlineActivity 6.2

I. Before purchase

II. Purchase authorization

III. After purchase

I Before purchase

Activity 6.2


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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 other

software.

I. Before purchase

II Purchase authorization

Activity 6.2


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II. Purchase authorization

A. Present written proposal.1. Describe need for equipment.2. Analyze benefits resulting from

purchase.

3. Itemize costs for all hardware andsoftware.

B. Prepare purchase request form

for approval.

III After purchase

Activity 6.2


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III. After purchase

A. Coordinate all future hardwareand software purchases tofacilitate compatibility.

1. Allows computers to talk to eachother.

2. Develops a library of resources for theentire division.

Outline


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Activity 6.7

I. Problem

II. Background

III. Survey results

IV. Analysis of findings

V. Recommendations

Activity 6.7


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I. Problem: determining program format for

new radio station, KFSD-FM

Activity 6.7


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II. Background

A. Current radio formats available to listeners inScottsdale

B. Demographics of target area

Activity 6.7


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III. Survey results

A. Music preferences1. Top two favorites: easy listening and soft rock

2. Next two favorites: country, rock

3. Others: classical, jazz

B. News preferences1. Emphasis: primarily national but some local news

2. Frequency and length: hourly but short

Activity 6.7


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IV. Analysis of findings

Activity 6.7


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V. Recommendations

A. Hybrid format combining easy listening and softrock

B. 3- to 5-minute newscasts hourly; cover national

news but include local flavor

C. Start new station immediately

Chapter 7


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Revising Business Messages


Copyright 2003

Revising for Clarity, Conciseness,


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and Readability

Keep it simple.

Keep it conversational.

Remove opening fillers.

Eliminate redundancies.

Reduce compound prepositions.

Purge empty words.

Revising for Clarity, Conciseness,


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and Readability

Kick the noun habit.

Dump trite business phrases.

Develop parallelism (balanced

construction).

Apply graphic highlighting.

Measure readability.


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Keep it conversational.


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p

Formal: Our Accounting Department takes thisopportunity to inform you that we have credited

your account for the aforementioned sum.

Conversational:We have credited your account

for $100.

Remove opening fillers.


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p g

Wordy: There are four new menu items wemust promote.

Improved: We must promote four new menu

items.

Eliminate redundancies.


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collect together contributing factor

personal opinion

perfectly clear


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Purge empty words.


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As for the area of athletic shoes, the degree ofprofits 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.


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As for the area ofathletic shoes, the degree ofprofits sagged.

This is to inform you thatwe have a toll-free

service line.

Not all students who are [registered]will attend.

Purge empty words.


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As for athletic shoes, profits sagged.

We have a toll-free service line.

Not all [registered] students will attend.

Kick the noun habit.


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Wordy: We must conduct an investigation of allparking violations before we can give

consideration to your fine.

Improved: We must investigate all parking

violations before we can consider your fine.


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Develop parallelism (balanced

t ti )


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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.


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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.


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Apply a readability test such as Gunning's FogIndex.

Applying the Fog Index to


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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


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Determine Readability

Find the percentage of long words.

Add the results.

Multiply.


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Count the total words.


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Count numbers, dates, and abbreviationsseparately.

(Our sample letter has 110 words.)

Count the sentences.


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Count all independent clauses separately. For example,He applied and he was hired

counts as two sentences.

(Our sample letter has seven sentences, markedwith superscript numbers.)

Find the average sentence length.


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d t e ave age se te ce e gt .

Divide the total number of words by the

number of sentences.

110 7 = 16 words

Count the number of

long words


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long words.

A word is long if it has three or moresyllables.

Exclude:

Capitalized wordsCompound words formed from short words (nevertheless)

Verbs made into three syllables by the addition of -edor -

es(located, finances)

(In our sample letter the long words areunderlined.)

Find the percentage of

long words


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long words.

Divide the number of long words by the

number of total words.

10 110 = .09 or 9 percent

Add the results.


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Add the average sentence length (16) andthe percentage of long words (9).

The result is 25.


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THE 3 x 3 WRITING


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PROCESS

The Complete Process


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1. Prewriting

Analyze

Anticipate

Adapt

2. Writing

Research

Organize

Compose

3. Revising

ReviseProofreadEvaluate

1. Prewriting


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Analyze: Define your purpose. Select the

most appropriate form (channel). Visualizethe audience.

Anticipate: Put yourself in the readers

position and predict his or her reaction tothis message.

Adapt: Consider ways to shape the messageto benefit the reader, using his or herlanguage.

2. Writing


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Research: Collect data formally and

informally. Generate ideas by brainstormingand 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


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Revise: Revise for clarity, tone,

conciseness, and vigor. Revise to improvereadability.

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


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Proofreading

Spelling

Grammar

Punctuation

Names and numbers

Format

Basic Proofreaders Marks


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Delete

Capitalize

Lowercase (dont capitalize)

Transpose

Close up

Basic Proofreaders Marks


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Insert

Insert space

Insert punctuation

Insert period

Start paragraph

How to Proofread Complex

D t


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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

D t


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Documents

Read the message at least twicefor meaning

and for grammar/mechanics.

Reduce your reading speed. Focus onindividual words.

Evaluating the Outcome


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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?

Computing the Fog Index

Activity 7.3: Before


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The Before version has a reading level of17.2. Here's how it was computed:

Total words in passage 208

Number of sentences 9

Number of long words 41

Average sentence length (208 9 = 23) 23

Percentage of long words (41 208 = .20) 20

Add the results 43

Multiply by 0.4 (0.4 x 43 = 17.2) 17.2

Computing the Fog Index of the

I d V i

Activity 7.3: After


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Improved Version

Total words in passage 134

Number of sentences

12Number of long words 19

Average sentence length (134 12 = 11) 11

Percentage of long words (19

134 = .14) 14Add the results 25

Multiply by 0.4 (0.4 x 25 = 17.2) 10


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Assignment 2 Due

Assignment will be on my website

within 2 days


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February 9th

Bring Rough Draft of paper

Characteristics of Successful E-Mail

Messages and Memos


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Messages and Memos

Headings:Date,To, From, Subject

Single topic

Conversational tone

Conciseness

Graphic highlighting *

The Writing Process


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Analyze and anticipate

Research and compose

Revise, proofread, and evaluate *

Analyze and Anticipate


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Do I really need to write?

What is my purpose?

How will the reader react? *

Research and Compose


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Check files; collect information.

Study relevant documents.

Make an outline.

Write first draft. *

Revise, Proofread, and Evaluate


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Revise for clarity.

Revise for correctness.

Plan for feedback. *

Organization of Memos


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Subject line

Opening

Body

Closing *

Opening


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Start directly; restate and amplify the mainidea.

Indirect (ineffective) opening:

This is to inform you that we must complete the annual

operating budgets shor tly. Over the past two months many

supervisors have met to discuss their departmental needs.

Direct (effective) opening:

All supervisors and coordinators wil l meet June 3 at 10 a.m. to

work out the annual operating budgets for their departments. *

Body


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Explain and discuss the topic. Use graphic highlighting to facilitate

reading, comprehension, and retention.

Consider columns, headings,

enumerations, bulleted lists, and so forth.

*

Closing


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Request action, including an end date. Summarize the message or provide a

closing thought. *


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Formatting E-Mail Messages

Write in complete sentences and use


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Write in complete sentences, and use

upper and lowercase letters.

Include a signature block, especially for

messages to outsiders. *

Kinds of Memos


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Procedure and Information Memos

Request and Reply Memos

Confirmation Memos *

Procedure and Information

Memos


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Memos

These routine messages usually flow

downward; they deliver company

information and describe procedures.

Tone is important; managers seek

employee participation and cooperation. *


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Smart E-Mail Practices

G t th dd i ht


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Get the addresses right.

Avoid misleading subject lines.

Be concise.

Dont send anything you wouldnt wantpublished.

Dont use e-mail to avoid contact.

Never respond when youre angry.*

Smart E-Mail Practices

C b t t


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Care about correctness.

Resist humor and tongue-in-cheek

comments.

Use design elements to improvereadability of longer messages.

Consider cultural differences.

Assume that all business e-mail is

monitored. *

The Six Most Common Mistakes

in Sending E-Mail


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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


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in Sending E Mail

5. Instant indiscretions (angry or

thoughtless statements)

6. Reckless copying *


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The Direct Pattern


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Frontload in the opening.

Explain in the body.

Be specific and courteous in the closing. *

Frontloading in the Opening


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Begin with the main idea.

Tell immediately why you are writing. *

Explaining in the Body


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Present details that explain the request orresponse.

Group similar ideas together.

Consider using graphic highlighting

techniques. *

Being Specific and Courteous in

the Closing


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g

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


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Action

Opening

Ask a question or issue a polite command


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Ask a question or issue a polite command

(Will you please answer the followingquestions. . . ?).

Avoid long explanations that precede the

main idea.

Body

Explain your purpose and provide details.


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p y p p p

Express questions in parallel form. Numberthem if appropriate.

To elicit the most information, use open-

ended questions (What training programsdo you recommend?) rather than yes-or-no

questions (Are training programs

available?). Suggest reader benefits, if possible.

Closing

State specifically, but courteously, the


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p y, y,

action you wish to be taken. Set an end date, if one is significant, and

explain why.

Avoid clich endings (Thank you for yourcooperation). Show appreciation but use a

fresh expression.

Make it easy for the receiver to respond.

Order Letters


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Opening

Use order language to identify the message


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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


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List items vertically.

Provide quantity, order number, completedescription, unit price, and total price.

Prevent mistakes by providing as muchinformation as possible. *

Closing

Tell how you plan to pay for the


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Tell how you plan to pay for the

merchandise.

Tell when you would like to receive thegoods, and supply any special instructions.

Express appreciation. *

Routine Claim Letters


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Body

Clarify the problem and justify your


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request. Provide details objectively and concisely.

Dont ramble. Be organized and coherent.

Avoid becoming angry or trying to fixblame.

Include names of individuals and dates of

previous actions. *

Closing

End courteously with a tone that promotes


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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


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Subject Line

Consider including a subject line to identify


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the topic and any previous correspondence. Use abbreviated style, omitting articles (a,

an, the). *

Opening

Deliver the information the reader wants.


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When announcing good news, do sopromptly. *

Body

Explain the subject logically.


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Use lists, tables, headings, boldface, italics,or other graphics devices to improve

readability.

In letters to customers, promote yourproducts and your organization. *


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Opening

When approving a customers claim,


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announce the good news immediately. Avoid sounding grudging or reluctant. *

Body

Strive to win back the customers


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confidence; consider explaining what wentwrong (if you know).

Concentrate on how diligently your

organization works to avoid disappointingcustomers.

Be careful about admitting responsibility;

check with your boss or legal counsel first.*

Body

Avoid negative language (trouble, neglect,


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fault). Dont blame customers even if they are at

fault.

Dont blame individuals or departments inyour organization.

Dont make unrealistic promises. *

Closing

Show appreciation that the customer wrote.


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Show appreciation that the customer wrote.

Extend thanks for past business.

Refer to your desire to be of service. *

Letters of Recommendation


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Opening

Name the candidate and position sought.


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State that your remarks are confidential.

Describe your relationship with the

candidate. *

Body

Describe the applicants performance and


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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 ofShe works hard). *


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Conclusion

If supportive, summarize candidates best


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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 ofGoodwill Messages


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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 feelingsby using unpretentious language. *



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Be spontaneous. Make the message sound

natural, fresh, and direct. Avoid canned

phrases.

Keep the message short. Although goodwillmessages may be as long as needed, they

generally are fairly short. *

Answering Congratulatory

Messages


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In answering congratulatory messages:

Send a brief note expressing your

appreciation.

Tell how good the message made you feel.

Accept praise gracefully. Dont make

belittling statements (Im not really all that

good!). *

Chapter 11

Negative News


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Copyright 2003


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The Indirect Pattern

CLOSEa personalizing, forward-looking,


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pleasant statement


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Refusing Routine Requests


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Bad News

Soften the bad news by


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(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


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certain it is clear.

Suggest an alternative, if one exists.

Close

Supply more information about an


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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


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Buffer

Express appreciation for the customers


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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


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(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.


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Use resale or sales promotion only if you

think doing so will not be offensive.

Close

Suggest an action or an alternative.


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Look forward to future business, offer best

wishes, refer to gifts.

Dont mention the bad news.

Trade your rough draft with another

group


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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


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Copyright 2003

Business reports are systematic attempts to

What Are Business Reports?


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p y p

answer questions and solve problems. They

include the following activities.

Planning




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p y p



Planning




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y



Planning Research




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Planning Research




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Planning Research Organization




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Planning Research Organization




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Planning Research Organization Presentation

Ten Truths About BusinessReports


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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 BusinessReports


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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 andReport Organization


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Direct Pattern

Report

-----Main Idea---------------------------------------------------------------------------------------------------------------------------------------------------------------------

If readersare informed

If readersare supportive

If readers

are eager tohave results first

Applying the Writing Process

to Reports

l h bl d


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Step 1Step 2

Step 3

Step 4Step 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

S f bl


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Statement of problem

Statement of purpose

Sources and methods of data collection

Tentative outline

Work schedule

Researching Report Data


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Locating secondary print data

B k d l li l



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Bookscard catalog, online catalog Periodicalsprint indexes, CD-ROM indexes

Locating secondary electronic data

El t i d t b



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Electronic databases

The Internet

World Wide Web search tools

Google AltaVista

HotBot 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

U t th h t l



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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

S



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Surveys Interviews

Observation

Experimentation

Illustrating Report Data


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Functions of graphics

T l if d t



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To clarify data

To condense and simplify data

To emphasize data

Forms and objectives of graphicsT bl



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Table

To show exact figures and values

Class Agree Disagree Undecided

Seniors 738 123 54

Juniors 345 34 76

Sophomores 123 234 78

Freshmen 45 567 123

Forms and objectives of graphics

Bar chart



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Bar chartTo compare one item with others

42

43

44

45

46

47

48

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

Enrollees


Line chart



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Line chartTo demonstrate changes in quantitative data over time

010

20

30

40

50

60

70

80

90

100

1998 1999 2000 2001

Net ($M)

Gross ($M)


Pi h t



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Pie chart

To visualize a whole unit and the proportion of its components

Strongly

Agree

18%

Agree

13%

No

Opinion3%

StronglyDisagree

38%

Disagree28%


Flow chart



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Flow chartTo display a process or procedure

Receive Test

Floor

Shelves Ship

Re-box Re-stock

Repair


Organization chart



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Organization chartTo define a hierarchy of elements

Clarice BrownManager

William DixonVice President

Sales

John DeleuzeManager

Joan WilliamsVice President

Design

George LaPorteForeman

Wayne LuVice President

Production

Charles EubankPresident


Photograph map illustration



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Photograph, map, illustrationTo create authenticity, to spotlight a location, and to show an

item in use

Pie Chart

2001 MPM INCOME BY DIVISION


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2001 MPM INCOME BY DIVISION

Use pie charts to show a whole and the

proportion of its components

Pie Chart


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proportion of its components. Generally begin at the 12 oclock position,

drawing the largest wedge first. Computer

software programs, however, may vary inplacement of wedges.

Include, if possible, the actual percentage or

absolute value for each wedge.

Use four to eight segments for best results;

if necessary group small portions into one

Pie Chart


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if necessary, group small portions into onewedge called Other.

Distinguish wedges with color, shading, or

crosshatching. Keep all labels horizontal.

Vertical Bar Chart

40Scalevalue

Figure 1 Figure number

2001 MPM INCOME BY DIVISION Figure title


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30

20

10

0

value

Scale captions

Source note

Millions

ofDollars

Source: Industry Profiles(New York: DataPro, 2002), 225.

Theme

Parks

Motion

Pictures

Videos

$22.0

$32.2

$24.3

Bar Charts

Bar charts make visual comparisons. They

can compare related items, illustrateh i d t ti d h


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changes in data over time, and show

segments as parts of wholes.

Bar charts may be vertical, horizontal,

grouped, or segmented. Avoid showing toomuch information, thus producing clutterand confusion.

Bar Charts

The length of each bar and segment should

be proportional


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be proportional. Dollar or percentage amounts should start at

zero.

Documenting Data


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Reasons for crediting sources

Strengthens your argument

Documenting Data


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Strengthens your argument

Gives you protection

Instructs readers

Learning what to document

Another person's ideas opinions examples or theory

Documenting Data


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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

Manual notetaking suggestions

Record all major ideas from various sources on separate

Documenting Data


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Record all major ideas from various sources on separatenote cards.

Include all publication data along with precise

quotations.

Consider using one card color for direct quotes and adifferent color for your paraphrases and summaries.

Electronic notetaking suggestions

Begin your research by setting up a folder on your hard-

Documenting Data


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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 findinformation 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.


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Learn to paraphrase

Read the original material carefully so that you

Documenting Data


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Read the original material carefully so that youcan comprehend its full meaning.

Write your own version without looking at theoriginal.

Do not repeat the grammatical structure of theoriginal, and do not merely replace words of theoriginal with synonyms.

Reread the original to be sure you covered themain points but did not borrow specificlanguage.

Two Documentation Formats

Modern Language Association

Documenting Data


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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 textreference (Jones, 2000, p. 99). Complete references listed at end of report.