13 Jun 3P’s in Practise
3168_00_fm_pi-xxxiii_SE.indd xxx33168_00_fm_pi-xxxiii_SE.indd xxx 13/12/11 2:36 PM13/12/11 2:36 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest.
C u
rr en
t, f
as t-
p ac
ed &
I n
te re
st in
g –
Ju st
li ke
b u
si n
es s
it se
lf.
Ober / Newman Business Communication: In Person, In Print, Online 8e
Current, fast-paced, & interesting – Just like business itself.
The business world is evolving rapidly, and you deserve a textbook that keeps pace. Business Communication: In Person, In Print, Online presents innovative content that refl ects the variety of communication technology used in today’s workplace. The text moves beyond describing new media to helping you use social media and other emerging communication technologies. With engaging examples and an innovative, visual format, this edition grabs your attention and makes you want to read.
Business Communication: In Person, In Print, Online, 8e
• Refl ects how people communicate in business today.
• Illustrates principles with current, real-world examples.
• Engages readers with creative visuals and an accessible writing style.
• Reinforces learning and promotes skill-building with a variety of online resources.
Business Communication: In Person, In Print, Online
33168_00_fm_pi-xxxiii_SE.indd i33168_00_fm_pi-xxxiii_SE.indd i 13/12/11 2:35 PM13/12/11 2:35 PM
Refl ects How People Communicate in Business Today
Business Communication: In Person, In Print, Online prepares you for challenging situations you will face in the digital workplace. Effective, accurate written and oral communication skills are still paramount. But in today’s competitive business environment, you need to be more than a successful communicator; you need to use communication to differentiate yourself.
Prepares You for Today’s Digital Workplace
Get more familiar with communicating through social media.
g y p
• Sending important information in a meeting • Providing instant reminders24
Social Media Perhaps the more interesting technologies for communication are social media. Web 2.0, which encourages online interaction, has opened the door for people to participate on the web. This is quite different from the one- way communication of the early Internet, when companies would post brochure-like websites for people to consume.
The real value of social media for companies is the opportunity to con- nect with people online. Social media is about the conversation. To promote interaction, companies use 2.0 technologies, for example, blogs, wikis, video, and social networking sites. These tools are used on the Internet (for the public), on a company’s intranet (for employee access only), and on extranets (private networks for people outside the company, e.g., custom- ers or franchisees). Examples of social media are shown in Figure 6.
For many companies, social media focuses on user-generated content (UGC), also called consumer-generated media (CGM). This content can be blog entries, product reviews, videos, or other messages posted about a company. As we discussed earlier in the Glassdoor example, this content isn’t always positive. In Chapter 7, we’ll explore how to respond to negative online comments.
The Fortune Global 100 companies are using social media actively. Seventy- nine percent are using at least one of four main social platforms—Twitter, videos, Facebook, and blogs—to communicate with customers.25 Of these tools, Twitter is the most frequently used.26 As a student, you may not be excited about Twitter (the average Twitter user is 39 years old),27 but this has proved useful for companies,
Companies use social media to have a conversation with internal and external audiences.
After introducing a few examples here, we’ll discuss social media— and other technologies—where relevant throughout the book. For example, we’ll explore wikis for team communication; social networking for interpersonal communication; email, blogs, and instant messaging for written communication; user- generated content for customer communication; and video for oral presentations.
as we’ll discuss later. The Fortune Global 100’s frequency of social media activity is shown in Figure 7.28
Blogs Companies use blogs to connect with employees and customers. Successful blogs are updated regularly with news or commentary, and many encourage inter- activity through comments, email subscriptions, and RSS (Really Simple Syndica- tion) feeds to share news and other content.
Wegmans, a regional supermarket, has an active blog called “Fresh Stories” to educate and engage customers—and keep them coming back. The blog includes videos, photos, and posts by CEO Danny Wegman. In one recent post, the CEO wrote,
With the spring season upon us (we hope! It’s been a cold April in the Roches- ter area), I wanted to kick off the season with a fresh story from the farm. I’m hoping you’ll start sharing your growing stories and questions as we experi- ence this new season together!29
With a blog, a CEO can build direct relationships with customers and personal- ize the company, particularly with a conversational style such as Danny Wegman’s.
The Wegmans blog also allows open comments, which are not always positive. Following the earthquake and tsunami disasters in Japan, one customer wrote,
Visit the author’s blog at www.bizcominthenews .com for current communication examples.
Figure 7 How Fortune
Learn how to listen to and engage online audiences.
33168_00_fm_pi-xxxiii_SE.indd ii33168_00_fm_pi-xxxiii_SE.indd ii 13/12/11 2:35 PM13/12/11 2:35 PM
Ober / Newman Business Communication: In Person, In Print, Online 8e
C u
rr en
t, f
as t-
p ac
ed , &
i n
te re
st in
g –
Ju st
li ke
b u
si n
es s
it se
lf.
Newman / Ober Business Communication: In Person, In Print, Online 8e
new content
• Move from diversity to inclusion.
• Adapt communication to multicultural and international audiences.
• Participate in online (web) meetings and videoconferences.
• Create PowerPoint® “decks” and represent ideas using creative graphics.
• Manage your online reputation.
New Content Helps You:
Understand how to communicate ethically and avoid legal consequences of communication.
front of a jury about the content of this email I am about to send?’ If the answer is anything other than an unqualifi ed ‘yes,’ it is not an email that should be sent.”40
You might ask yourself the same question for all communications related to your company.
ETHICS AND COMMUNICATION Beyond the legal requirements, companies will expect you to communicate ethi- cally. Consider this situation: Brian Maupin, a Best Buy employee, posted videos about the company on YouTube.41 His fi rst cartoon video, which received over 3.3 million views within two weeks, mocked a customer of “Phone Mart,” desperate for the latest version of the iPhone (Figure 12).
Before Maupin was invited back after being suspended, he created another video poking fun at the company’s policies. This interaction, between the store employee and the woman who “run[s] the ethics department” at the corporate offi ce, illustrates gray areas in communication ethics—and the importance of social media policies.
Was Maupin’s behavior ethical? Most corporate executives would consider the videos disparaging to the company. Although Maupin didn’t expect the videos to be such a huge success, he still publicly disagreed with sales policies, questioned loyalty to a top Best Buy supplier (Apple), and insulted customers. Things worked
Communicate ethically.
thi– eoss
overr atee
Ethics in Communication
© T
IN Y
W AT
C H
P R
O D
U C
T IO
N S
Maupin: How is it any business of Phone Mart’s what I do in my spare time?
Head of Corporate Ethics Department: If it hurts us or one of our Phone Mart partners, like Apple, then it hurts all the Phone Mart employees and stockholders, and we must take action to protect the company from these attacks, James Cameron.
You iPhone4 vs HTC Evo tinywatchproductions
tinywatchproductions 4,707,322 views
Figure 12 Best Buy Employee Posts a Video
33168_00_fm_pi-xxxiii_SE.indd iii33168_00_fm_pi-xxxiii_SE.indd iii 13/12/11 2:35 PM13/12/11 2:35 PM
• Use email, instant messaging, and texting effectively at work.
• Respond to customer comments and complaints online.
• Answer behavioral interview questions and prepare for a case interview.
New Content Helps You:
Delete Junk Reply Reply All Forward Print
From:
To:
Subject: Need More Detailed Bio by FridayUses a clear, specific subject line.
Uses a greeting that is standard within
the company.
Provides specific suggestions in bullets so
they are easy to skim.
Gives clear instructions: email by Friday.
Includes a simple, standard closing.
Uses a professional signature line.
Includes information that is useful to complete
the request.
Provides context for the request.
Gives a rationale for the deadline.
EmaEmaililil
Figure 12 Well-Written Email
© CENGAGE LEARNING 2013
space.?123 return ©
O LE
K S
IY M
A K
S Y
M E
N K
O P
See Chapter 12, Employment Communication, for tips on phone and video interviews.
alt 7 Z
8 X
9 C V B N M $
Aa space help Aa
© IS
TO C
K P
H O
TO .C
O M
O U
R T
E S
Y O
F N
C H
S O
F T
W A
R E
, I N
C .
Figure 11 Tips for Using VoIP
alt 7 ZZ
88 XXXX
AAa
Figurree 11111
Inbox (3 Sent (214) Messages) Write New Message
Thank you YZ Spa
A friendly photo makes me feel like I’m talking to real
human.
From Jill Z.
Sent 33 hhoouurrss aa
HHii SSaarraahh,,
II wwaanntteedd ttoo ppeerrssoonnaallllyy tthhaannkk yyoouu ffoorr sshhaarriinngg yyoouurr ppoossiittiivvee eexxppeerriieennccee wwiitthh XXYYZZ SSppaa oonn YYeellpp.. OOuurr ssttaaffff wwoorrkkss hhaarrdd ttoo eennssuurree tthhaatt yyoouu eennjjooyy yyoouurr ttiimmee tthheerree,, ssoo iitt’’ss mmoosstt rreewwaarrddiinngg ttoo hheeaarr tthhaatt oouurr ttrreeaattmmeennttss hheellppeedd ttoo mmaakkee yyoouurr bbiirrtthhddaayy ssppeecciiaall..
PPlleeaassee ffeeeell ffrreeee ttoo aasskk ffoorr mmee iiff aanndd wwhheenn yyoouu aarree nneexxtt ccoommiinngg iinn——iitt wwoouulldd bbee mmyy pplleeaassuurree ttoo mmeeeett aanndd tthhaannkk yyoouu aaggaaiinn iinn ppeerrssoonn.. IInn tthhee mmeeaannttiimmee,, pplleeaassee lleett mmee kknnooww iiff yyoouu hhaavvee aannyy ssuuggggeessttiioonnss ffoorr uuss,, aass wwee aarree ccoonnttiinnuuoouussllyy ttrryyiinngg ttoo iimmpprroovvee..
BBeesstt wwiisshheess,,
JJiillll ZZeeffffeerrss jjiillll@@ssppaass..ccoomm XXYYZZ SSppaass && SSaalloonnss
Thanks for at least using my name.
They really care what I think.
Wow! You really read my review!
Reply Delete Block User
“What TO Do” – A simple and personal thank you
Figure 13 Yelp’s Advice to Managers for Responding to a Positive Customer Post
The Plymouth manager’s response (at the bottom of Figure 12) could be more substantive, but her response is brief and funny. For informal social media interac- tions, this works just fi ne to connect with the writer and other prospective custom- ers. Considering the reviewer’s casual post, it might look odd for the manager to respond with something longer and more formal.
Yelp offers the example in Figure 13 with good advice for responding to posi- tive feedback online. For an authentic approach, personalize the response: provide a photo and your own name (not just the company’s name), mention the writer’s name, thank the writer for the post, address specifi c comments from the post, and offer solutions or other ways to stay in touch.
33168_00_fm_pi-xxxiii_SE.indd iv33168_00_fm_pi-xxxiii_SE.indd iv 13/12/11 2:35 PM13/12/11 2:35 PM
C u
rr en
t, f
as t-
p ac
ed &
I n
te re
st in
g –
Ju st
li ke
b u
si n
es s
it se
lf.
Ober / Newman Business Communication: In Person, In Print, Online 8eNewman / Ober Business Communication: In Person, In Print, Online 8e
Illustrates Principles with Current, Real-World Examples Business Communication: In Person, In Print, Online is interesting to read. Principles and skills come alive with many examples of communication at work. You’ll learn how companies use communication to their advantage—and how companies struggle with communication.
Sample annotated letters, emails, blog posts, and other messages illustrate what works well and what could be improved.
cashiers to not ask me 50 times to barrassing to the company, at least the ty to respond, as someone did quickly: nce at the checkout. Our cashiers have me of them have done so on their own. t War- rs also
nstead nternet
ssages micro- r mes-
etwork, primar-
ort- With west cus- nd 9
ween uth- p his
criti- ided mith
veral mple,
rate ons, oitte Film wing
Figure 8 Kevin Smith’s Tweet About Southwest Airlines
© T
W IT
T E
R , I
N C
.
ThatKevinSmith KevinSmith
W E
S T
A IR
LI N
E S
C O
R P
O R
AT E
Figure 9 Southwest’s Response to Kevin Smith
CITIES SERVED: DAILY DEPARTURES: HEADQUARTERS: EMPLOYEES:
CONNECT WITH SWA ELSEWHE
MOST RECENT RECOGNITION
• Examples are integrated right into the paragraph text, such as Best Buy’s suspension of an employee for a video posted on YouTube, Toyota’s response to safety recalls, McDonald’s adaptation to interna- tional markets, Google’s strategy for hiring, and more.
FREE SHIPPING
Personalizes the message to a select group of
customers.
Uses the indirect plan to provide history and context
for the decision.
Explains the Chapter 11 decision.
Uses headings to address customers’ questions.
Uses a conversational style and a personal approach
from the company’s leader.
Highlights customers’ most prevalent concerns.
Reassures customers with a positive, forward-looking
tone
FREE SHIPPING
Figure 12 Borders Updates Reward Customers During the Bankruptcy Process
the paragraph f l
Figure 10 McDonald’s India Website
U S
E D
W IT
H P
E R
M IS
S IO
N F
R O
M M
C D
O N
A LD
’S C
O R
P O
R AT
IO N
.
Companies customize their websites in other ways, too. Site navigation for high-context cultures, for example, might include subtle guidance and new pages opening in several new browser windows. This strategy allows the user to select new entry points for further exploration. But for low-context cultures, which tend to have more linear thought patterns, navigational cues may be more explicit, and new pages will open within the current window, to allow the user to go back and forth easily.23
We all interpret events through our own mental fi lter, and that fi lter s based on our unique knowledge,
experiences, and perspectives. For example, the language of time is as different among cultures as the lan- guage of words. Americans, Canadi- ans, Germans, and Japanese are very time conscious and precise about appointments; Latin American and Middle Eastern cultures tend to be more casual about time. For example, f your Mexican host tells you that he
or she will meet with you at 3:00, it’s most likely más o menos (Spanish for more or less”) 3:00.
33168_00_fm_pi-xxxiii_SE.indd v33168_00_fm_pi-xxxiii_SE.indd v 13/12/11 2:35 PM13/12/11 2:35 PM
• A companion blog, BizCom in the News (www.bizcominthenews.com), spotlights communication issues that make headlines. Browse stories by chapter or by topic, and access stories on the book’s Facebook page (www.facebook.com/bizcominthenews).
Illustrates Principles with Current, Real-World Examples
• Expanded end-of-chapter exercises include six new company scenarios that help you develop skills that will transfer to the workplace. For example, Aggresshop prepares you to respond to a customer complaint on the company’s blog and select the appropriate channel to communicate organizational change.
CHAPTER 1 Understanding Business Communication 33
Aggresshop Imagine you work for Aggresshop, an upscale women’s clothing boutique with 16 stores throughout the United States. At www.cengagebrain.com, you’ll fi nd Aggresshop’s company blog for customers and employees.
As you’ll read in the scenario, Aggresshop is experiencing many customer com- plaints about its sales associates’ overly aggressive techniques (two posts are shown below). The CEO decides to change the sales compensation structure to address this issue.
On the blog, you’ll see examples of several communication concepts discussed in Chapter 1: directions of communication, communication media, barriers to communica- tion, and ethics in communication. This scenario will also help you learn to do the following:
• Respond to customer complaints on a company blog.
• Communicate a change internally.
• Tailor message content and tone for different audiences and communication channels.
To help you practice your business communication your instructor may assign the
© IS
TO C
K P
H O
TO .C
O M
/S IR
IM O
Scan This!
33168_00_fm_pi-xxxiii_SE.indd vi33168_00_fm_pi-xxxiii_SE.indd vi 13/12/11 2:35 PM13/12/11 2:35 PM
C u
rr en
t, f
as t-
p ac
ed &
I n
te re
st in
g –
Ju st
li ke
b u
si n
es s
it se
lf.
Ober / Newman Business Communication: In Person, In Print, Online 8eNewman / Ober Business Communication: In Person, In Print, Online 8e
Current, fast-paced, & interesting – Just like business itself.
On
ability, which m
akes
Try the strateg
ies in F igure 9
fo
build in to your
writing routin
e those strateg
ies t
differen t athle
tes and artists
use di fferent
strategi es for
acco p
goals, s o do dif
ferent w riters. T
here is no one
best wa y, so ch
oose wh at work
s bes
for you .
Figure 9 Strate
gies for Overco
ming W riter’s B
lock
State yo ur purp
ose in w riting.
Schedu le a rea
sonable
block o f time.
Minimiz e distra
ctions.
Choose the righ
t enviro nment.
Write fre ely.
Think o ut loud.
Avoid p erfectio
nism.
Write th e easies
t parts fi rst.
3
2
1
4
5
6
7
8
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
• Engaging model documents help you learn the many types of writing—both in print and online. Models provide marginal callouts with detailed writing instructions.
CHAPTER 12 Employment Communication 417
Chooses present tense verbs to describe current
responsibilities.
Includes relevant skills and hobbies (optional).
Starts with educational background, most relevant for a graduating student.
Education Moraine Valley Community College, Palos Hills, IL • Associate in Science Degree (A.S.), 3.8 G.P.A.,
Expected Graduation 2012 • Dean’s List All Semesters • Coursework: International Business, Fundamentals of
Accounting, Business Mathematics, Financial Accounting, Computer Applications in Accounting
The American International University in Rome Study Abroad, High School Program, Summer 2010 • Lived with a host family for three weeks • Studied Italian and Introduction to Business
Management
Employment Moraine Valley Community College Teaching Assistant, Computer Applications in Accounting, (2011-present) • Assist professor with grading 150 papers each semester • Hold daily office hours for students • Provide tutoring on challenging course material
Lakewatch Apartments Property Accountant (2009-2012) • Processed all accounts payable including taxes,
mortgages, and monthly bills • Maintained cash receipt journals for various properties • Processed and deposited rental income • Maintained general ledger and reconciled all bank
statements • Produced special reports for the partners and investors
Other • Notary Public, State of Illinois • Proficient in Peachtree and Microsoft Word, Excel,
and Outlook • Proficient Italian • Hobbies include guitar, tennis, model airplanes
Highlights experience to differentiate his candidacy.
Uses a simple, creative design; includes clear
contact information and a professional email address.
Marcus C. Benini
Uses bold type to emphasize job title, which is more
important than the names of this applicant’s employers.
Chooses past tense verbs to describe previous
experience.
Figure 4 Sample Résumé 1 (Chronological)
© C
E N
G A
G E
L E
A R
N IN
G
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
.
Creative visuals enhance your learning experience and aid in retention.
Engages with Creative Visuals & an Accessible
Writing Style With strong visual appeal, this edition encourages you to read. Where appropriate, content is presented visually— in tables and graphics. Written in a professional, conversational style, Business Communication: In Person, In Print, Online aids comprehension and refl ects business writing in companies today.
33168_00_fm_pi-xxxiii_SE.indd vii33168_00_fm_pi-xxxiii_SE.indd vii 13/12/11 2:36 PM13/12/11 2:36 PM
Reinforces Learning & Promotes Skill-Building with a Variety of Innovative Digital Resources
The eighth edition of Business Communication: In Person, In Print, Online integrates the most advanced new technology for effi cient and effective study opportunities.
CengageNOW™ is an integrated, online learning system that gives you more control over your success. This innovative, intuitive tool combines the best of current technology to help you plan and study more effectively.
33168_00_fm_pi-xxxiii_SE.indd viii33168_00_fm_pi-xxxiii_SE.indd viii 13/12/11 2:36 PM13/12/11 2:36 PM
C u
rr en
t, f
as t-
p ac
ed &
I n
te re
st in
g –
Ju st
li ke
b u
si n
es s
it se
lf.
Ober / Newman Business Communication: In Person, In Print, Online 8eNewman / Ober Business Communication: In Person, In Print, Online 8e
digital tools
• A diagnostic Personalized Study Plan helps you identify troublesome concepts and creates individualized study plans for better class preparation and grades.
• With CengageNOW you also get PowerPoint® slides, videos, digital fl ash
cards, games, and an integrated ebook to make studying business communication more effective and convenient.
CengageNOW:
33168_00_fm_pi-xxxiii_SE.indd ix33168_00_fm_pi-xxxiii_SE.indd ix 13/12/11 2:36 PM13/12/11 2:36 PM
Innovative Digital Resources
CourseMate is a unique website, created to support this text, to make course concepts come alive with interactive learning, study, and exam preparation tools. CourseMate delivers what you need, including an interactive eBook, quizzes, videos, KnowNOW!, Career Transitions interactive tool, and more!
Log in through www.cengagebrain.com to see what is available.
• Pretests
• Posttests
• PowerPoint study slides
• Flash cards
• Multimedia company scenarios
• BizComInTheNews.com
Through CourseMate,
33168_00_fm_pi-xxxiii_SE.indd x33168_00_fm_pi-xxxiii_SE.indd x 13/12/11 2:36 PM13/12/11 2:36 PM
C u
rr en
t, f
as t-
p ac
ed &
I n
te re
st in
g –
Ju st
li ke
b u
si n
es s
it se
lf.
Ober / Newman Business Communication: In Person, In Print, Online 8e
digital tools Newman / Ober Business Communication: In Person, In Print, Online 8e
Helpful tools including fl ash cards, crossword puzzles, and videos are at your fi ngertips!
33168_00_fm_pi-xxxiii_SE.indd xi33168_00_fm_pi-xxxiii_SE.indd xi 13/12/11 2:36 PM13/12/11 2:36 PM
Business Communication: In Person, In Print, Online 8e www.cengagebrain.com
Find free resources and more at CengageBrain.com
Buy, Download orRENT
TEXTBOOKS and save
up to60% on
33168_00_fm_pi-xxxiii_SE.indd xii33168_00_fm_pi-xxxiii_SE.indd xii 13/12/11 2:36 PM13/12/11 2:36 PM
Business Communication In Person, In Print, Online
8e
33168_00_fm_pi-xxxiii_SE.indd xiii33168_00_fm_pi-xxxiii_SE.indd xiii 13/12/11 2:36 PM13/12/11 2:36 PM
This page intentionally left blank
Business Communication In Person, In Print, Online
AMY NEWMAN Cornell University
SCOT OBER Ball State University
8e
33168_00_fm_pi-xxxiii_SE.indd xv33168_00_fm_pi-xxxiii_SE.indd xv 14/12/11 5:47 PM14/12/11 5:47 PM
© 2013, 2009 South-Western, Cengage Learning
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher.
Library of Congress Control Number: 2011941238
ISBN-13: 978-1-111-53316-8
ISBN-10: 1-111-53316-4
South-Western 5191 Natorp Boulevard Mason, OH 45040 USA
Cengage Learning products are represented in Canada by Nelson Education, Ltd.
For your course and learning solutions, visit www.cengage.com Purchase any of our products at your local college store or at our preferred online store www.cengagebrain.com
Back Cover Icons: © iStockphoto.com/Giorgio Magini
Business Communication: In Person, In Print, Online 8e Newman Ober
Vice President of Editorial, Business: Jack W. Calhoun
Publisher: Erin Joyner
Acquisitions Editor: Jason Fremder
Senior Developmental Editor: Mary Emmons
Editorial Assistant: Megan Fischer
Marketing Manager: Michelle Lockard
Sr. Marketing Communications Manager: Sarah Greber
Sr. Content Project Manager: Cliff Kallemeyn
Media Editor: John Rich
Manufacturing Planner: Ron Montgomery
Production Service: MPS Limited, a Macmillan Company
Art Director: Stacy Shirley
Rights Acquisitions Specialist: Sam Marshall
Senior Rights Acquisitions Specialist: Deanna Ettinger
Photo Researcher: Terri Miller/E-Visual Communications, Inc.
Printed in the United States of America 1 2 3 4 5 6 7 15 14 13 12 11
For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, 1-800-354-9706
For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions
Further permissions questions can be emailed to permissionrequest@cengage.com
33168_00_fm_pi-xxxiii_SE.indd xvi33168_00_fm_pi-xxxiii_SE.indd xvi 14/12/11 5:47 PM14/12/11 5:47 PM
xvii
Brief Contents PART 1
FOUNDATIONS OF BUSINESS COMMUNICATION
1 Understanding Business Communication 2
2 Team and Intercultural Communication 36
3 Interpersonal Communication Skills 70
PART 2 DEVELOPING YOUR BUSINESS WRITING SKILLS
4 The Writing Process 104
5 Revising Your Writing 140
PART 3 WRITTEN MESSAGES
6 Neutral and Positive Messages 180
7 Persuasive Messages 208
8 Bad-News Messages 248
PART 4 REPORT WRITING
9 Planning the Report and Managing Data 284
10 Writing the Report 324
PART 5 ORAL AND EMPLOYMENT COMMUNICATION
11 Oral Presentations 366
12 Employment Communication 412
REFERENCE MANUAL A LANGUAGE ARTS BASICS 468 B FORMATTING BUSINESS DOCUMENTS 503 C COMMON TYPES OF BUSINESS REPORTS 524 D GLOSSARY 532
Index 536
33168_00_fm_pi-xxxiii_SE.indd xvii33168_00_fm_pi-xxxiii_SE.indd xvii 13/12/11 2:36 PM13/12/11 2:36 PM
This page intentionally left blank
xix
Contents
Part 1 FOUNDATIONS OF BUSINESS COMMUNICATION 3
1 Understanding Business Communication 2 Communicating in Organizations 4 The Components of Communication 5
The Communication Model 5 Directions of Communication 7
Communication Barriers 10 Verbal Barriers 10 Nonverbal Barriers 12
Communication Media Choices 13 Traditional Communication Channels 14 Technology-Based Communication Media 14 Choosing Communication Media 18 Convergence of Communication Media 19
Potential Legal Consequences of Communication 20 Ethics and Communication 21
What Affects Ethical Behavior 22 Ethics Pays 22 Framework for Ethical Decision Making 23 Communicating Ethically 24
Introducing the 3Ps (Purpose, Process, Product) Model 24
The 3Ps In Action: An Ethical Decision from the Movie Up in the Air 25 The 3Ps In Practice: Media Choices in the Movie Up in the Air 26 Summary 27 Exercises 27 Company Scenario: Aggresshop 33 Notes 34
2 Team and Intercultural Communication 36 Work Team Communication 38
The Variables of Group Communication 38 Initial Group Goals 38 Giving Constructive Feedback 39 Con� ict Resolution 40 The Ethical Dimension of Team Communication 41
Collaboration on Team Writing Projects 42 Applying Strategies for Team Writing 42 Commenting on Peers’ Writing 43 Using Technology for Work in Teams 44
Intercultural Communication 45 Cultural Differences 46 Group-Oriented Behavior 49 Strategies for Communicating Across Cultures 50
33168_00_fm_pi-xxxiii_SE.indd xix33168_00_fm_pi-xxxiii_SE.indd xix 13/12/11 2:36 PM13/12/11 2:36 PM
Contentsxx
Diversity Within the United States 51 The Value of Diversity 51 Ethnicity Issues in Communication 53 Gender Issues in Communication 54 Communicating with People with Disabilities 56 Communicating Across Generations 58
The 3Ps In Action: Addressing Disrespectful Comments 59 The 3Ps In Practice: Tailoring a Message to Different Audiences 60 Summary 61 Exercises 61 Company Scenario: Dewey, Wright, and Howe 68 Notes 69
3 Interpersonal Communication Skills 70 Nonverbal Communication 72
Body Movement 72 Physical Appearance 73 Voice Qualities 73 Time 74 Touch 74 Space and Territory 74
Listening 75 The Value of Listening 75 The Problem of Poor Listening Skills 76 Keys to Better Listening 77
Using Social Media to Build Business Relationships 79 Engaging Customers Online 79 Engaging Employees Online 81
Communicating by Voice and Text Messaging 82 Business Meetings 84
Determining the Meeting Format 84 Planning the Meeting 87 Facilitating the Meeting 90 Participating in the Meeting 90 Following Up the Meeting 91
The 3Ps In Action: Listening to Customers 93 The 3Ps In Practice: Planning a Meeting 95 Summary 96 Exercises 96 Company Scenario: In the Loop Soup Kitchen 102 Notes 103
Part 2 DEVELOPING YOUR BUSINESS WRITING SKILLS 105
4 The Writing Process 104 An Overview of the Writing Process 106 Audience Analysis 107
Who Is the Primary Audience? 107 What Is Your Relationship with the Audience? 107
33168_00_fm_pi-xxxiii_SE.indd xx33168_00_fm_pi-xxxiii_SE.indd xx 13/12/11 2:36 PM13/12/11 2:36 PM
Contents xxi
How Will the Audience Likely React? 108 What Does the Audience Already Know? 108 What Is Unique About the Audience? 108 Example of Audience Analysis 109 Ethical Persuasion 110
Planning 110 Purpose 110 Content 111 Organization 112
Drafting 114 Letting Go 115 Overcoming Writer’s Block 116 Writing for Different Media 117
Revising 123 Revising for Content 123 Revising for Style 124 Revising for Correctness 124
Proofreading 124
The 3Ps In Action: Responding to the Embarrassing Sign at a National Fast-Food Restaurant 126 The 3Ps In Practice: Announcing Writing Skills Workshops 128 Summary 129 Exercises 129 Company Scenario: Writeaway Hotels 137 Notes 138
5 Revising Your Writing 140 What Do We Mean by Style? 142 Choosing the Right Words 142
Write Clearly 142 Write Concisely 147
Writing Effective Sentences 151 Use a Variety of Sentence Types 151 Use Active and Passive Voice Appropriately 152 Use Parallel Structure 153
Developing Logical Paragraphs 154 Keep Paragraphs Uni� ed and Coherent 155 Control Paragraph Length 157
Creating an Appropriate Tone 158 Write Con� dently 158 Use a Courteous and Sincere Tone 159 Use Appropriate Emphasis and Subordination 160 Use Positive Language 162 Stress the “You” Attitude 163
The 3Ps In Action: Revising Content for an Entertainment Company Website 166 The 3Ps In Practice: Revising an Email to Employees 167 Summary 168 Exercises 168 Company Scenario : Writeaway Hotels 178 Notes 179
33168_00_fm_pi-xxxiii_SE.indd xxi33168_00_fm_pi-xxxiii_SE.indd xxi 13/12/11 2:36 PM13/12/11 2:36 PM
Contentsxxii
Part 3 WRITTEN MESSAGES 181
6 Neutral and Positive Messages 180 Types of Neutral and Positive Messages 182 Planning a Neutral or Positive Message 182 Organizing a Neutral Message 182
Major Idea First 183 Explanation and Details 184 Friendly Closing 185
Sending Instant Messages for Neutral Messages 186 When to IM at Work 186 How to IM at Work 187
Responding to a Neutral Message 187 Composing Goodwill Messages 190
Recognition Notes 191 Congratulatory Notes 191 Thank-You Notes 191 Sympathy Notes 193
Addressing Customer Comments Online 194 Deciding Whether to Respond 194 Responding to Positive Reviews 195 Anticipating Customer Needs Online 196
The 3Ps In Action: Responding to a Request for Information 198 The 3Ps In Practice: Responding to Online Feedback 199 Summary 200 Exercises 200 Company Scenario: In the Loop 206 Notes 207
7 Persuasive Messages 208 Planning Persuasive Messages 210 Analyzing Your Audience 210
Knowing Your Audience 210 Applying Persuasion Principles 211
Writing a Short Persuasive Message 214 Determining How to Start the Message 214 Justifying Your Idea or Request 217 Dealing with Obstacles 219 Motivating Action 219
Writing a Sales Letter 220 Selecting a Central Selling Theme 220 Gaining the Reader’s Attention 222 Creating Interest and Building Desire 223 Motivating Action 227
Writing and Responding to Negative Customer Feedback 228 Writing Customer Complaint Letters and Online Reviews 230 Responding to Negative Feedback 232
The 3Ps In Action: A Sales Letter to Automobile Customers 235 The 3Ps In Practice: Requesting a Visit to Another Dealership 237
33168_00_fm_pi-xxxiii_SE.indd xxii33168_00_fm_pi-xxxiii_SE.indd xxii 14/12/11 3:04 PM14/12/11 3:04 PM
Contents xxiii
Summary 238 Exercises 238 Company Scenario: PersuadeCafé 245 Notes 246
8 Bad-News Messages 248 Planning the Bad-News Message 250
Organizing to Suit Your Audience 251 Justifying Your Decision 255 Giving the Bad News 257 Closing on a Pleasant Note 258
Composing Bad-News Replies 259 Rejecting an Idea 260 Refusing a Favor 261 Refusing a Customer Request 261
Announcing Bad News 263 Bad News About Normal Operations 264 Bad News About the Organization 266 Bad News About Jobs 267
The 3Ps In Action: Rejecting an Idea to Spin Off a Company Division 269 The 3Ps In Practice: Announcing the Close of a Division 271 Summary 272 Exercises 272 Company Scenario: Aggresshop 280 Notes 282
Part 4 REPORT WRITING 285
9 Planning the Report and Managing Data 284 Who Reads and Writes Reports 286 Finding Sources for Your Report 286
Identifying Types of Data 288 Searching for Relevant Sources 289 Evaluating Sources of Information 289
Collecting Data Through Questionnaires 293 Constructing the Questionnaire 294 Writing the Cover Letter or Email 297
Displaying Quantitative Information 298 Constructing Tables 299 Preparing Charts 303
Interpreting Data 309 Making Sense of the Data 309 Considering the Ethical Dimension 311
The 3Ps In Action: Displaying Nutritional Information 312 The 3Ps In Practice: Developing a Questionnaire about Dessert Items 313 Summary 314 Exercises 314 Company Scenario: PersuadeCafé 322 Notes 323
33168_00_fm_pi-xxxiii_SE.indd xxiii33168_00_fm_pi-xxxiii_SE.indd xxiii 13/12/11 2:36 PM13/12/11 2:36 PM
Contentsxxiv
10 Writing the Report 324 Planning the Report 326
Selecting a Report Format 326 Organizing the Report 329 Outlining the Report 334
Drafting the Report 336 Drafting the Body 336 Drafting Supplementary Sections 339
Developing an Effective Writing Style 342 Tone 342 Pronouns 343 Verb Tense 343 Emphasis and Subordination 343 Coherence 344
Documenting Your Sources 346 Why We Document Sources 346 What Has to Be Documented 346 How to Document Sources 347 Distortion by Omission 348
Refi ning Your Draft 349 Revising 349 Formatting 350 Proofreading 350
The 3Ps In Action: Interpreting Data for Consumers 352 The 3Ps In Practice: Writing an Executive Summary for a PowerPoint Report 353 Summary 354 Exercises 354 Company Scenario: PersuadeCafé 364 Notes 365
Part 5 ORAL AND EMPLOYMENT COMMUNICATION 367
11 Oral Presentation 366 The Role of Business Presentations 368 Planning the Presentation 368
Purpose 369 Audience Analysis 370 Delivery Method 372
Organizing the Presentation 374 The Opening 374 The Body 376 The Ending 378 Humor in Business Presentations 378
Planning Team and Online Presentations 379 Team Presentations 379 Online Presentations 380
33168_00_fm_pi-xxxiii_SE.indd xxiv33168_00_fm_pi-xxxiii_SE.indd xxiv 13/12/11 2:36 PM13/12/11 2:36 PM
Contents xxv
Developing Visual Support for Business Presentations 381 Creating Presentation Slides 381 Using Presentation Slides 388 Using Video 390 Creating and Using Handouts 390
Practicing and Delivering the Presentation 391 Practicing the Presentation 391 Delivering the Presentation 392
The 3Ps In Action: Giving Feedback to a Speaker 396 The 3Ps In Practice: Preparing for a TED Conference Presentation 398 Summary 399 Exercises 399 Company Scenario: PersuadeCafé 409 Notes 410
12 Employment Communication 412 Putting Your Best Self Forward 414 Preparing Your Résumé 414
Résumé Length 414 Résumé Format 418 Résumé Content 420 Résumés on the Web 428
Writing Cover Letters and Inquiry Emails 431 Cover Letters 431 Inquiry Emails 435
Preparing for a Job Interview 437 Researching the Organization 437 Practicing Interview Questions 437 Managing a Video or Phone Interview 441 Preparing Your Own Questions 441 Dressing for Success 442
Conducting Yourself During the Interview 443 Following Up Throughout the Process 445 Practicing Business Etiquette 448
Meeting and Greeting 448 Dining 449 Giving Gifts 451 Managing Your Online Reputation 451 Working in an Of� ce 452
The 3Ps In Action: Sending a Thank-You Note 454 The 3Ps In Practice: Writing a Résumé 456 Summary 457 Exercises 457 Company Scenario: Bank on Me 463 Notes 465
33168_00_fm_pi-xxxiii_SE.indd xxv33168_00_fm_pi-xxxiii_SE.indd xxv 13/12/11 2:36 PM13/12/11 2:36 PM
Contentsxxvi
REFERENCE MANUAL 467
A Language Arts Basics 468 LAB 1: Parts of Speech 468
Application 471 LAB 2: Punctuation—Commas 472
Commas Used Between Expressions 473 Commas Used After Expressions 474 Commas Used Before and After Expressions 474 Application 476
LAB 3: Punctuation—Other Marks 478 Hyphens 478 Semicolons 479 Colons 480 Apostrophes 481 Periods 482 Quotation Marks 482 Italics (or Underlining) 483 Ellipses 483 Application 484
LAB 4: Grammar 485 Complete Sentences 486 Modi� ers (Adjectives and Adverbs) 486 Agreement (Subject/Verb/Pronoun) 487 Case 488 Application 489
LAB 5: Mechanics 490 Abbreviations 491 Capitalization 491 Numbers 492 Spelling 493 Word and Paragraph Division 494 Application 495
LAB 6: Word Usage 496 Application 501
B Formatting Business Documents 503 Formatting Letters and Memos 503
Letter and Punctuation Styles 503 Stationery and Margins 503 Required Letter Parts 503 Optional Letter Parts 505 Memo Header Format 506
Formatting Primarily Text Reports 506 Margins 516 Spacing and Fonts 516 Report Headings 516 Headers, Footers, and Page Numbers 516
Formatting Reports in Presentation Software 516 Documenting Sources 517
33168_00_fm_pi-xxxiii_SE.indd xxvi33168_00_fm_pi-xxxiii_SE.indd xxvi 13/12/11 2:36 PM13/12/11 2:36 PM
Contents xxvii
C Common Types of Reports 524 Periodic Reports 524
Routine Management Reports 524 Compliance Reports 524 Progress Reports 524
Proposals 524 Project Proposals 525 Research Proposals 525
Policies and Procedures 528 Policy 528 Procedure 528
Situational Reports 530
D Glossary 532
Index 536
33168_00_fm_pi-xxxiii_SE.indd xxvii33168_00_fm_pi-xxxiii_SE.indd xxvii 13/12/11 2:36 PM13/12/11 2:36 PM
This page intentionally left blank
xxix
Introducing Amy Newman
Amy Newman specializes in business communication at the Cornell Uni- versity School of Hotel Administra- tion. As a senior lecturer, she teaches two required communication courses: a freshman business writing and oral communication class and an upper- level persuasive communication class. Amy also teaches an elective, Corpo- rate Communication, which focuses on communication strategy, crisis communication, and social media.
Amy was an adjunct instructor at Ithaca College; Milano, The New School for Management and Urban Policy in New York City; and eCornell, where she taught classes online. She has won several awards for excellence in teach- ing and student advising and grants to develop technology-based learning solutions.
Amy’s research focuses on social media and other communication tech- nologies. She has published articles and delivered presentations about instant messaging, email, and social media. Her current work examines hospitality managers’ perspectives on social media and the ethical implications of social media participation.
Prior to joining Cornell, Amy spent 20 years working for large companies, such as Canon, Reuters, Scholastic, and MCI. Internally, she held senior-level manage- ment positions in human resources and leadership development. As an external consultant, Amy worked to improve communication and employee performance in hospitality, technology, education, publishing, fi nancial services, and entertain- ment companies.
A graduate of Cornell University and Milano, Amy is co-author of Business Communication: In Person, In Print, Online, 8e. Amy has developed several multimedia company scenarios to accompany the book and maintains a blog, BizCom in the News.
33168_00_fm_pi-xxxiii_SE.indd xxix33168_00_fm_pi-xxxiii_SE.indd xxix 13/12/11 2:36 PM13/12/11 2:36 PM
This page intentionally left blank
xxxi
Acknowledgments
Kate Archard, University of Massachusetts, Boston
Fiona Barnes, University of Florida Christina Bergenholtz, Quinsigamond
Community College David Bolton, University of Maryland Dominic Bruni, University of Wisconsin,
Oshkosh Marilyn Chalupa, Ball State University Cindi Costa, Mohave Community College Melissa Diegnau, Riverland Community
College Peggy Fisher, Ball State University
Jorge Gaytan, North Carolina, AT&T Bill Graham, Seton Hall University Valerie Gray, Harrisburg Area Community
College Mary Groves, University of Nevada, Reno Gloria Lessman, Bellevue University Karen Messina, SUNY Orange Bill McPherson, Indiana University-Purdue Jean Anna Sellers, Fort Hays State University Stacey Short, Northern Illinois University Lynn Staley, University of Missouri, St. Louis Sanci C. Teague, Western Kentucky
Community and Technical College
Lisa Barley, Eastern Michigan University Lia Barone, Norwalk Community College Carl Bridges, Arthur Andersen Consulting Annette Briscoe, Indiana University Southeast Mitchel T. Burchfi eld, Southwest Texas
Junior College Janice Burke, South Suburban College Leila Chambers, Cuesta College G. Jay Christensen, California State
University, Northridge Cheryl Christiansen, California State
University, Stanislaus Connie Clark, Lane Community College Miriam Coleman, Western Michigan
University
Anne Hutta Colvin, Montgomery County Community College
Doris L. Cost, Metropolitan State College of Denver
L. Ben Crane, Temple University Ava Cross, Ryerson Polytechnic University Nancy J. Daugherty, Indiana University-
Purdue University, Indianapolis Rosemarie Dittmer, Northeastern
University Gary Donnelly, Casper College Graham N. Drake, State University of New
York, Geneseo Kay Durden, The University of Tennessee
at Martin
Business Communication: In Person, In Print, Online was inspired by my teaching and learn- ing from students at Cornell, and I am grateful for how they have shaped my thinking about business communication and who I am as an instructor. I thank my faculty col- leagues for their extraordinary support and guidance in my teaching and professional development: Judi Brownell, Daphne Jameson, David Lennox, Craig Snow, and Maria Loukianenko Wolfe. I also extend my sincere thanks to Cornell Student Services staff Curtis Ferguson and Molly deRoos for their input on chapter content.
Throughout the revision process, I have consulted many colleagues, friends, and family for valuable feedback on book content and, when needed, a sympathetic ear: Joshua Bronstein, Daniel Meyerson, Laura Newman, Crystal Thomas, and my wonder- ful, encouraging husband, Ed Marion. I dedicate this book to my mother, who passed the year before publication and who taught me my fi rst word: hot.
Several research assistants contributed to this edition and its supplements. With- out their help, the book would not have the currency and life that I intended: Katie Satinsky, Grace Lee, Abigail Needles, and Zachary Ruben.
The following instructors participated in the editorial review board for the eighth edition. Throughout each stage of the revision process, they offered creative input that shaped the chapter content and dynamic design. I thank each of them for their valu- able feedback and suggestions:
I would also like to acknowledge the following reviewers for their thoughtful contribu- tions on previous editions:
33168_00_fm_pi-xxxiii_SE.indd xxxi33168_00_fm_pi-xxxiii_SE.indd xxxi 13/12/11 2:36 PM13/12/11 2:36 PM
xxxii Acknowledgments
Laura Eurich, University of Colorado at Colorado Springs
Mary Groves, University of Nevada, Reno Phillip A. Holcomb, Angelo State University Larry R. Honl, University of Wisconsin,
Eau Claire Kristi Kelly, Florida Gulf Coast University Margaret Kilcoyne, Northwestern State
University Michelle Kirtley Johnston, Loyola University Alice Kinder, Virginia Polytechnic Institute
and State University Emogene King, Tyler Junior College Richard N. Kleeberg, Solano Community
College Patricia Laidler, Massasoit Community College Lowell Lamberton, Central Oregon
Community College E. Jay Larson, Lewis and Clark State College Kimberly Laux, Saginaw Valley State
University Michael Liberman, East Stroudsburg
University Julie MacDonald, Northwestern State University Marsha C. Markman, California Lutheran
University Beryl McEwen, North Carolina A&T State
University Diana McKowen, Indiana University,
Bloomington Maureen McLaughlin, Highline Community
College Sylvia A. Miller, Cameron University Billie Miller-Cooper, Cosumnes River College Russell Moore, Western Kentucky University Wayne Moore, Indiana University of
Pennsylvania Gerald W. Morton, Auburn University of
Montgomery Danell Moses, Western Carolina University,
Cullowhee, NC
Jaunett Neighbors, Central Virginia Community College
Judy Nixon, University of Tennessee at Chattanooga
Rosemary Olds, Des Moines Area Community College
Richard O. Pompian, Boise State University Rebecca Pope-Ruark, Elon University Karen Sterkel Powell, Colorado State
University Seamus Reilly, University of Illinois Carla Rineer, Millersville University Jeanette Ritzenthaler, New Hampshire
College Betty Robbins, University of Oklahoma Joan C. Roderick, Southwest Texas State
University Mary Jane Ryals, Florida State University Lacye Prewitt Schmidt, State Technical
Institute of Memphis Jean Anna Sellers, Fort Hays State
University Sue Seymour, Cameron University Sherry Sherrill, Forsyth Technical
Community College John R. Sinton, Finger Lakes Community
College Curtis J. Smith, Finger Lakes Community
College Craig E. Stanley, California State University,
Sacramento Ted O. Stoddard, Brigham Young University Vincent C. Trofi , Providence College Deborah A. Valentine, Emory University Randall L. Waller, Baylor University Maria W. Warren, University of West Florida Michael R. Wunsch, Northern Arizona
University Annette Wyandotte, Indiana University,
Southeast Betty Rogers Youngkin, University of Dayton
Several business communication instructors devoted time and energy to making this edition a success. Because of their professionalism and creativity, the eighth edition will provide an enhanced teaching and learning experience for adopters. Maria Loukianenko Wolfe developed innovative activities to create valuable instructor’s guides that en- hance class interaction and learning. Elizabeth Christensen of Sinclair Community College and David Lennox of Cornell wrote a comprehensive test bank to reinforce stu- dents’ learning. In addition, I value the excellent contributions of Karen Howie, North- western Michigan College, who developed digital content for the CourseMate website.
Finally, I am grateful to the inspiring team at Cengage Learning. It is a true pleasure to work with this team and their staff, who nurtured the book from a list of ideas to printed copy and every step along the way:
Erin Joyner, Publisher, Business and Computers Jason Fremder, Acquisitions Editor Michelle Lockard, Marketing Manager Cliff Kallemeyn, Content Project Manager Mary Emmons, Senior Developmental Editor John Rich, Media Editor Stacy Shirley, Senior Art Director
Amy Newman
33168_00_fm_pi-xxxiii_SE.indd xxxii33168_00_fm_pi-xxxiii_SE.indd xxxii 13/12/11 2:36 PM13/12/11 2:36 PM
Business Communication In Person, In Print, Online
8e
33168_00_fm_pi-xxxiii_SE.indd 133168_00_fm_pi-xxxiii_SE.indd 1 13/12/11 2:36 PM13/12/11 2:36 PM
2
Stimulus (1) Filter (1) Message (1) Medium (1) Destination (1) Directions of Communication (1) The Formal Communication Network (1) Downward Communication (1) Understanding Business Communication (1) Upward Communication (1) Lateral (or Horizontal) Communication (1) The Informal Communication Network
(1) Communication Media Choices (1) Communication Barriers (1) Verbal Barriers (1) Nonverbal Barriers (1) Potential Legal Consequences of Communication (1) What Affects Ethical Behavior (1) Framework for Ethical Decision Making
Chapter 1
LEARNING OBJECTIVES
After you have fi nished this chapter, you should be able to
Identify the components of communication.
Identify the major verbal and nonverbal barriers to communication.
Describe criteria for choosing communication media.
Avoid potential legal consequences of communication.
Communicate ethically.
The Learning Objectives (LOs) will help you learn the material. You’ll see references to the LOs throughout the chapter.
“You can set up an iChat, but you don’t know how people think.”
— RYAN BINGHAM, GEORGE CLOONEY’S
CHARACTER IN UP IN THE AIR
us (1) Filter (1) Message (1 Directions
33168_01_ch01_p002-035.indd 233168_01_ch01_p002-035.indd 2 06/12/11 11:29 AM06/12/11 11:29 AM
3
Foundations of Business Communication Part 1
Chapter Introduction: Communication in the Movie Up in the Air
In the movie Up in the Air, Anna Kendrick’s character, Natalie, proposes videoconferencing as a way to reduce travel costs. It’s an innovative suggestion, but not appropriate for her company’s work — to communicate to employees that their job has been
eliminated (a nice way of saying, “You’re fired”). A more experienced
employee at the company, played by George Clooney, thinks the idea
is ridiculous.
Most reasonable people would agree. People prefer to receive bad
news in person.1,2 As technology is increasingly used for communica-
tion, choosing the right media is more important than ever.
Despite the research — and common sense — the persuasive Natalie gets
a chance to prove herself and trains company employees to deliver
the bad news by video. Spoiler alert: The system doesn’t work out too
well in the end. And poor
Natalie gets a taste of
her own medicine when her
boyfriend breaks up with
her via text message.
or
of
r
h ©
D A
LE R
O B
IN E
T T
E /©
D R
E A
M W
O R
K S
P IC
T U
R E
S /
C O
U R
T E
S Y
E V
E R
E T
T C
O LL
E C
T IO
N
Communicating in Person in Up in the Air
33168_01_ch01_p002-035.indd 333168_01_ch01_p002-035.indd 3 06/12/11 11:29 AM06/12/11 11:29 AM
PART 1 Foundations of Business Communication4
COMMUNICATING IN ORGANIZATIONS Walk through the halls of any organization—a start-up company, a Fortune 500 giant, a state government offi ce, or a not-for-profi t organization—and what do you see? Managers and other employees drafting emails, attending meetings, reading articles online, writing reports, conducting interviews, talking on the phone, and making presentations. In short, you see people communicating.
People in organizations work together to achieve a common goal that can only be reached through communication. Groups of people must interact in order to communicate their ideas, needs, expertise, and plans. Communication is how people share information, coordinate activities, and make better decisions. Under- standing how communication works in companies and how to communicate competently will make you more effective in every aspect of business.
But many employees lack the communication skills required by their employ- ers. Consider these recent research fi ndings:
• Employees are “ill prepared” for the workforce, according to a recent study of employers, shown in Figure 1. More than 31% of respondents found a “high need” for written and oral communication skills (and other topics covered in this book, such as ethics, professionalism, diversity, and teamwork), but do not offer training.3
• In a 2010 study, communication was ranked as the top skill employers seek in job candidates. Employers also noted analytical skills, the ability to work in a team, technical skills, and a strong work ethic as important qualifi cations.4
• “People who cannot write and communicate clearly will not be hired and are unlikely to last long enough to be considered for promotion,” reports The College Board, based on a survey of human resource directors.5
• The College Board also reports that one-third of employees in U.S. blue-chip companies write poorly, and companies spend as much as $3.1 billion each year on remedial writing training.6
• On a more positive note, companies that are considered highly effective communicators had 47% higher returns to shareholders than companies considered the least effective communicators. This study, by Towers Watson, a global professional services fi rm, calls communication “a leading indicator of fi nancial performance and a driver of employee engagement.”7
• Employees who are happy with how their company communicates diffi cult decisions are twice as likely to be motivated to work for the company and four times as likely to recommend their company.8
Communication is necessary for an organization to achieve its goals.
Figure 1 Employees “Ill Prepared” for Workforce
D AT
A R
E P
R O
D U
C E
D W
IT H
P E
R M
IS S
IO N
F R
O M
T H
E C
O N
F E
R E
N C
E
B O
A R
D , I
N C
. © 2
00 9
T H
E C
O N
F E
R E
N C
E B
O A
R D
, I N
C .
80%
70%
60%
50%
40%
30%
20%
10%
0%
55.0%
47.5%
37.0% 33.3% 31.3%
24.5%
% High Need
Gap of Training in Applied Skills: Those Defining Skill as “High Need,” Yet Not Offering Training
Et hic
s
Pr of
es sio
na lis
m
W rit
te n
Co m
m un
ica tio
n
Or al
Co m
m un
ica tio
n
Di ve
rs ity
Te am
wo rk
55.0%
hic s
47.5%
ism
24.5%
or k
31.3%
tio n
33.3%
sit y
37.0%
tio n
%
33168_01_ch01_p002-035.indd 433168_01_ch01_p002-035.indd 4 06/12/11 11:29 AM06/12/11 11:29 AM
CHAPTER 1 Understanding Business Communication 5
Clearly, good communication skills are crucial to your success in an organiza- tion. Competence in writing and speaking will help you get hired, perform well, and earn promotions. If you decide to go into business for yourself, writing and speaking skills will help you fi nd investors, promote your product, and manage your employ- ees. These same skills will also help you achieve your personal and social goals.
It’s no wonder that, according to Mark H. McCormack, chairman of Interna- tional Management Group and best-selling author of What They Don’t Teach You at Harvard Business School, “People’s written communications are probably more revealing than any other single item in the workplace.”9
Communication is the pro- cess of sending and receiving messages—sometimes through spoken or written words, and sometimes nonverbally through facial expressions, gestures, and voice qualities. If someone sends a message to you, and you receive it, communication will have taken place. However, in this example, only if you under- stand Chinese will the commu- nication have been successful.10
THE COMPONENTS OF COMMUNICATION How does communication happen among people and throughout an organiza- tion? In this section, we’ll discuss the communication model (or process) and the directions of communication within a company.
The Communication Model
The communication model consists of fi ve components: the stimulus, fi lter, mes- sage, medium, and destination. Ideally, the process ends with feedback to the sender, although feedback is not necessary for communication to have taken place. Consider the example of a company opening a new store in Los Angeles, California. Imagine that you are the VP, business development, and need to announce this decision to all employees. Other stakeholders—for example, customers, investors, and suppliers— will have to be informed too, but let’s use the example of internal communication here. Figure 2 shows how communication might happen in this situation.
The Stimulus For communication to take place, there fi rst must be a stimulus, an event that cre- ates within an individual the need to communicate. This stimulus can be internal or external. An internal stimulus is simply an idea that forms within your mind. External stimuli come to you through your sensory organs, for example, your eyes and ears. A stimulus for communicating in business might be an email message you just read, a bit of gossip you heard over lunch, or even the hot air generated by an overworked heating system (or colleague!).
The Filter If everyone had the same perception of events, your job of communicating would be easier; you could assume that your perception of reality was accurate and that others would understand your motives and intent. But each of us has a unique perception of reality, based on our individual experiences, culture, emotions at the
Communication is sending and receiving verbal and nonverbal messages.
Identify the components of communication.
Step 1: A stimulus creates a need to communicate.
Step 2: Our knowledge, experience, and viewpoints act as fi lters to help us interpret (decode) the stimulus.
Communication is successful only when you understand the message. These Chinese symbols mean crisis.
International Communication
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 533168_01_ch01_p002-035.indd 5 06/12/11 11:29 AM06/12/11 11:29 AM
PART 1 Foundations of Business Communication6
moment, personality, knowledge, socioeconomic status, and a host of other vari- ables. Each variable acts as a fi lter in shaping a person’s unique impressions of reality.
Once your brain receives a message, you interpret the message and decide how to respond. Our example of open- ing a new store would probably be re- ceived positively. But how do you think employees reacted to Starbucks’ deci- sion to close 900 underperforming stores in 2008 and 2009? If you worked at one of those stores, you would have been concerned about losing your job, but if you were an investor, you might have been happy about the news, believing that Starbucks was making a smart business decision.
The Message Whether a communication achieves the sender’s objectives depends on how well you construct the message (the information to be communicated). The purpose and content of your message may be clear, but communication success also
The brain attempts to make sense of the stimulus.
Step 3: We formulate (encode) a verbal or nonverbal response to the stimulus.
Figure 2 Internal Communication Process: Opening a New Store
Starbucks’ investors and employees reacted differently to the news that 900 underperforming stores were closing.
© R
IC H
A R
D L
E V
IN E
/A LA
M Y
Stimulus As the VP, business development, you and the rest of the management team decide at a monthly meeting to open a new store in Los Angeles. The company wants to expand into a new market and has research that indicates Los Angeles is a good choice.
Filter You interpret this stimulus (the information about the new store) and decide whether and how to communicate it. Most likely, you perceive the store opening as good news—more revenue—and want employees to be excited about it.
Medium Because employees are dispersed around the country, you decide an email is the best way to communicate the news quickly and consistently. You also create a page on the company’s intranet site for employees to get more information, �nd updates, and ask you questions.
Destination Next, employees receive your messages (which creates a new stimulus for them). At this point, you hope for the best: that the messages achieved their objectives.
Employees may be too busy to pay attention to the news, or they may delete the email without reading it. Noise is any distraction during the communication process.
Message Next, you create a message—the information to be communicated. Knowing your audience of employees, you tailor the message to what is important to them (for example, new job opportunities).
Noise Noise Employeees may bee be too bub usy to paus ay attentionay t th h y delete tthe emailth l withoutl w reading ire t Noiset
p s
chooicee. excited about it. more information,
SSS i l Fil M di D i iMMM
, �nd updates, and ask you questions.
Feedback Employees may respond to the news by asking questions through the intranet page. As the VP, business development, you’ll want feedback to make sure your message was received as you intended and to see what follow-up communication you may need.
Feedback
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 633168_01_ch01_p002-035.indd 6 06/12/11 11:30 AM06/12/11 11:30 AM
CHAPTER 1 Understanding Business Communication 7
depends on how well you know your audience (who receives your communication) and how much you adapt your message to the audience.
The Medium Once the sender has encoded a message, the next step in the process is to transmit that message to the receiver. At this point, the sender must choose the medium— how the message is transmitted. Oral messages might be transmitted through a staff meeting, individual meeting, telephone conversation, voice mail, podcast, conference call, videoconference, or even less formally, through the company grapevine. Written messages might be transmitted through an email, a report, a blog post, a web page, a brochure, a bulletin board notice, or a company newsletter. Nonverbal messages might be transmitted through facial expressions, gestures, or body movement. As we’ll discuss later in this chapter, choosing the right medium for your audience, message, and objectives is critical to the success of your communication.
The Destination The message is transmitted and then enters the sensory environment of the receiver (the destination or audience), at which point control passes from the sender to the receiver. Once the message reaches its destination, you have no guar- antee that communication will actually occur. Your audience may misinterpret your message or miss it entirely. Assuming your message is transmitted, it then becomes the source, or stimulus, for the next communication episode, and the process begins again.
The Dynamic Nature of Communication Although these components are presented in steps, you probably know from your own experience that communication is not a linear, static process. Rarely does communication fl ow neatly from one stage to the next with the senders and receivers easily identifi ed at any given point.
Two or more people often send and receive messages simultaneously. For ex- ample, the look on your face when you receive a message may send a new message to the sender that you understand, agree with, or are baffl ed by the message being sent. And your feedback may prompt the sender to modify his or her intended message. The model helps us understand each step of the process—but communi- cation is far more complicated than presented here.
Directions of Communication
For an organization to be successful, communication must fl ow freely through formal and informal channels.
The Formal Communication Network Three types of communication make up an organization’s formal communication network: downward, upward, and lateral. Information may be transmitted in these directions, which we’ll illustrate with Starbucks’ organization chart, shown in Figure 3.11
Downward Communication Downward communication is the fl ow of informa- tion from managers to their employees (people who report to them). From the Starbucks organization chart, we could assume that Howard Schultz, as CEO and president, communicates downward to his direct reports. When Starbucks decided to close stores, for example, he would have communicated this message to Cliff
Step 4: We select the form of the message (medium).
Step 5: The message reaches its destination and, if successful, is perceived accurately by the receiver.
Communication is not a linear, static process.
33168_01_ch01_p002-035.indd 733168_01_ch01_p002-035.indd 7 06/12/11 11:30 AM06/12/11 11:30 AM
PART 1 Foundations of Business Communication8
Burrows (president, Starbucks Coffee U.S.), who would then have communicated the bad news to his direct reports: Jim McDermet, Paul Twohig, and the others. This is called cascading communication, where information fl ows from one level in an organization down to another.
Employees have many justifi able complaints about their managers’ communi- cation. A Florida State University study proves the adage “Employees don’t leave a company; they leave a manager.”12 Some of the disappointing results are shown in Figure 4.
Another issue with downward communication is that managers assume their employees receive and understand their messages. From our discussion on fi lters—and probably from your own experience—you know this isn’t always the case. Employees pay attention to their manager’s messages, but managers need
Jim McDermet SVP, Northeast Atlantic Division
Paul Twohig SVP, Southeast Plains Division
Cos LaPorta SVP, Western Paci�c Division
Chris Carr SVP, Northwest
Mountain Division
Cliff Burrows President, Starbucks
Coffee U.S.
John Culver President, Starbucks Coffee International
Annie Young-Scrivner Chief Marketing Of�cer
Troy Alstead EVP, Chief Financial
Of�cer and Chief Administrative Of�cer
[and others]
Howard Schultz CEO & President
Figure 3 Starbucks’ Organization Chart
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
31% 27% 23%
My supervisor gave me the “silent treatment” in the past year.
My supervisor made negative comments about me to other employees or managers.
My supervisor blames others to cover up mistakes or to minimize embarrassment.
Figure 4 In FSU Study, Employees Rate Their Supervisors
Source: Barry Ray, “Who’s Afraid of the Big Bad Boss?” Florida State University News, December 4, 2006.
33168_01_ch01_p002-035.indd 833168_01_ch01_p002-035.indd 8 06/12/11 11:30 AM06/12/11 11:30 AM
CHAPTER 1 Understanding Business Communication 9
feedback from employees to determine whether their messages are received as intended.
Upward Communication Upward communication is the fl ow of information from lower-level employees to upper-level employees or managers. Upward com- munication provides upper management with feedback about their communica- tion, suggestions for improving the business, and information needed for decision making. Encouraging employees to voice their opinions and concerns is one of the most important parts of a manager’s job.
In the Starbucks example, Troy Alstead, as chief fi nancial offi cer, probably gave oral and written fi nancial reports to Howard Schultz to tell him which stores were underperforming. Lower-level employees may have expressed their frustration about the closings through formal upward communication channels, for example, during team meetings.
Lateral (or Horizontal) Communication Lateral communication (also called horizontal communication) is the fl ow of information among peers within an or- ganization. Through lateral communication, employees create a more cohesive work unit by coordinating work, sharing plans and activities, negotiating differ- ences, and developing interpersonal support. At Starbucks, managers responsible for closing a store probably communicated with each other to coordinate messages and timing—and perhaps to console each other during the process.
Lateral communication can be challenging in an organization because you’re trying to infl uence people but have no management authority over them. This is particularly diffi cult when the lateral communication is cross-functional—across different departments, divisions, or branches. In these situations, you’ll need to rely on your relationship-building and persuasive communication skills to rally support and accomplish your goals.
The Informal Communication Network The informal communication network (or grapevine) transmits information through unoffi cial channels within the organization. Employees share what’s hap- pening in the company in person (while eating in the cafeteria or refi lling their coffee cup) and online (on social networking sites and blogs).
Without good formal communication, the grapevine will take over. People need information, particularly when they fear change that may affect them: layoffs, benefi t cuts, or organizational restructurings. Although the grapevine is surpris- ingly accurate (75% to 90% according to some studies),13 managers who let the grapevine function as employees’ main source of information miss out on the chance to convey their own messages.
Websites such as Glassdoor provide a public forum for current and former em- ployees to voice their opinions about companies. As you can imagine, employ- ees posted negative comments during the layoffs at Starbucks. This is potentially embarrassing for a company, but there’s little management can do about the site—or any informal communication network.
Rather than trying to eliminate the grapevine (a futile effort), competent man- agers pay attention to it and act promptly to counteract false rumors. They use the formal communication network (meetings, email, the intranet, and newsletters) to ensure that all news—positive and negative—gets out to employees as quickly and as completely as possible. Savvy managers also identify key infl uencers in an organization to get accurate messages infused into the grapevine.
The free fl ow of information within the organization allows managers to stop rumors and communicate their own messages to employees. However, managers face additional challenges at work: verbal and nonverbal barriers to communication.
The informal communication network transmits information through unoffi cial channels within the organization.
33168_01_ch01_p002-035.indd 933168_01_ch01_p002-035.indd 9 06/12/11 11:30 AM06/12/11 11:30 AM
PART 1 Foundations of Business Communication10
International Communication
COMMUNICATION BARRIERS Considering the complexity of the communication process and the many com- munication channels, your messages may not always be received exactly as you intend. As we discussed in the section about communication fi lters, your messages may not be received at all, or they may be received incompletely or inaccurately. Some of the obstacles to effective and effi cient communication are verbal; others are nonverbal.
Verbal Barriers
Verbal barriers are related to what you write or say. They include inadequate knowledge or vocabulary, differences in interpretation, language differences, in- appropriate use of expressions, overabstraction and ambiguity, and polarization.
Inadequate Knowledge or Vocabulary Before you can communicate an idea, you must fi rst have the idea and know enough about it. Assume, for example, that you’re John Culver, president, Star- bucks Coffee International. In your role, you’ll need to inform international em- ployees of the U.S. store closings. The decision may not affect international stores directly, but employees should be aware of the move and should hear the rationale from you—not public news organizations. You know all of the background infor- mation and are ready to announce the change to staff. Or are you?
Have you analyzed your audience? Do you know whether international em- ployees already know about the closings, so you can decide how much background information to include? Do you know how much detail about the decision to pro- vide? Employees should know why these 900 stores were selected, but do they need to see the fi nancial performance of each? How personal should your com- munication be? Are international employees worried about their own jobs? Should you reassure them about the company’s plans in other countries, or would that just worry them more? The answers to these questions will be important for you to achieve your communication objectives.
Differences in Interpretation Sometimes senders and receivers attribute different meanings to the same word or attribute the same meaning to different words. When this happens, miscom- munication can occur.
Every word has both a denotative and a connotative meaning. Denotation re- fers to the literal, dictionary meaning of a word. Connotation refers to the subjec- tive, emotional meaning that you attach to a word. For example, the denotative meaning of the word plastic is “a synthetic material that can be easily molded into different forms.” For some people, the word also has a negative connotative meaning—“cheap or artifi cial substitute”—or they associate the term with its en- vironmental impact. For other people, the word means a credit card, as in “He used plastic to pay the bill.”
Most interpretation problems occur because people ascribe different connota- tive meanings to a word. Do you have a positive, neutral, or negative reaction to the terms broad, bad, aggressive, workaholic, corporate raider, head-hunter, golden para- chute, or wasted? Are your reactions likely to be the same as everyone else’s? Some terms cause an emotional reaction that turns off the receiver and could harm your relationship.
Language Differences International businesspeople say that you can buy in your native language anywhere in the world, but you can sell only in the local language. Most
Identify the major verbal and nonverbal barriers to communication.
You must know enough about both your topic and your audience to express yourself precisely and appropriately.
A word’s denotation defi nes its meaning; its connotation indicates our associations with the word.
33168_01_ch01_p002-035.indd 1033168_01_ch01_p002-035.indd 10 06/12/11 11:30 AM06/12/11 11:30 AM
CHAPTER 1 Understanding Business Communication 11
communication between U.S. or Canadian fi rms and international fi rms is in English; in other cases, an interpreter (for oral communica- tion) or translator (for written com- munication) may be used. But even with such services, problems can occur.
To ensure that the intended meaning is not lost in translation, important documents should fi rst be translated into the second language and then retranslated into English. Of course, communication diffi cul- ties arise even among native English speakers. A British advertisement for Electrolux vacuum cleaners dis- played the headline “Nothing Sucks like an Electrolux.” Copywriters in the United States and Canada would never use this wording!
Inappropriate Use of Expressions The intended meaning of an expression differs from its literal interpretation. Ex- amples of expressions include slang, jargon, and euphemisms.
• Slang is an expression, often short-lived, identifi ed with a specifi c group of people. Business has its own slang, such as 24/7, bandwidth, bottom line, strate- gic � t, and window of opportunity. Using slang that your audience understands serves as a communication shortcut. But issues arise when the sender uses slang that receivers don’t understand, either because they’re excluded from a group or because of language differences.
• Jargon is the technical terminology used within specialized groups—sometimes called “the pros’ prose.” Technology, for example, has spawned a whole new vocabulary. Do you know the meaning of these common computer terms?
Use slang, jargon, and euphemisms cautiously.
© D
A V
ID D
O N
O H
U E
/A LA
M Y
Poor translations can result in unintended meanings, as shown in this sign in China.
OS FAQ JPEG retweet
POS Trojan horse VoIP AI
SEO hacker followers spam
thumbnail HTML patch CAD
As with slang, the problem is not in using jargon—jargon provides a very precise and effi cient way of communicating with those familiar with it. The problem comes when we use jargon just to impress others, which can alienate people.
• Euphemisms are expressions used instead of words that may be offensive or inappropriate. Sensitive communicators use euphemisms when appropriate; for example, some consider “passed away” more pleasant than “died.”
Euphemisms, like slang and jargon, shouldn’t be overused. Euphemisms for fi ring people have become a corporate joke; now companies downsize, right- size, smartsize, rationalize, amortize, reduce, redeploy, reorganize, restructure, offshore, outsource, and outplace. In the movie Up in the Air, George Clooney’s character advises Natalie, the new hire, “Never say ‘fi red.’” Instead, she says,
33168_01_ch01_p002-035.indd 1133168_01_ch01_p002-035.indd 11 06/12/11 11:30 AM06/12/11 11:30 AM
PART 1 Foundations of Business Communication12
“You’ve been let go.” On a website, employ- ees posted memorable expressions that managers used to tell them they were fi red (see Figure 5).14
Overabstraction and Ambiguity An abstract word identifi es an idea or a feeling instead of a concrete object. For example, com- munication is an abstract word, but newspaper is a concrete word, a word that identifi es something that can be seen or touched. Abstract words are necessary to describe things you cannot see or touch, but we run into diffi culty when we use too many abstract words or when we use too high a level of abstraction. The higher the level of abstraction, the more diffi cult it is for the re- ceiver to visualize exactly what the sender has in mind. For example, which sentence commu-
nicates more information: “I acquired an asset at the store” or “I bought a printer at Fletcher Electronics”?
Ambiguous terms such as a few, some, several, and far away, may be too broad for business communication. What does ASAP (as soon as possible) mean to you? Does it mean within the hour, by the end of the day, or something else? A more specifi c deadline, for example, January 20 at 3:00 p.m., will improve your chances of getting what you need when you need it.
Polarization Not every situation has two opposite and distinct poles—usually we can see gray areas. Of course, there are some true dichotomies. You are either human or nonhu- man, and your company either will or will not close an offi ce. But most aspects of life involve more than two alternatives.
Is a speaker telling the truth or lying? What the speaker says may be true, but she may selectively omit information and give an inaccurate impression. Most likely, the answer lies somewhere in between. Likewise, you are not necessarily either tall or short, rich or poor, smart or dumb. Competent communicators avoid inappropriate either/or logic and instead make the effort to search for middle- ground words to best describe a situation.
When we talk about verbal barriers to communication, let’s remember that what you do not say can also cause issues in communication. What if you congratulated only one of the three people after a company presentation? How would the other two presenters feel—even though you said nothing negative about their performance? Or suppose you tell one of them, “You really did an outstanding job this time.” The pre- senter’s reaction might be, “What was wrong with my performance last time?”
Nonverbal Barriers
Not all communication diffi culties are related to what you write or say. Some are related to how you act. Nonverbal barriers to communication include inappropri- ate or confl icting signals, differences in perception, inappropriate emotions, and distractions.
Inappropriate or Con� icting Signals Suppose a well-qualifi ed applicant for an auditing position submits a résumé with a typographical error or shows up to an interview in jeans. When verbal and nonverbal signals confl ict, we tend to believe the nonverbal messages because they are more diffi cult to manipulate than verbal messages.
The word transportation is abstract; the word car is concrete.
Thinking in terms of all or nothing limits our choices.
What you do not say may also communicate a message.
People will usually believe what we do rather than what we say.
“We’re going to make a few changes
around here, and one of them is you.”
“I was �red from my second post-high- school job working for a dry cleaning establishment. My boss actually said,
‘You’re not dry cleaning material.’”
Figure 5 Euphemisms Used to Fire Employees
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 1233168_01_ch01_p002-035.indd 12 06/12/11 11:30 AM06/12/11 11:30 AM
CHAPTER 1 Understanding Business Communication 13
Many nonverbal signals vary from culture to culture—both within the United States and internationally. What is appropriate in one context might not be appropriate in another. We’ll explore this further when we discuss intercultural communication in the next chapter.
Differences in Perception Even when they hear the same presentation or read the same report, people of different ages, socioeconomic backgrounds, cultures, and so forth may form very different perceptions. How people perceive a message contributes to the mental fi lter we discussed earlier.
When employees receive an email from the company president, they’ll prob- ably react differently based on their experience, knowledge, and points of view. One employee may be so intimidated by the president that he accepts everything the president says, whereas another employee may have such negative feelings about the president that she believes nothing the president says.
Inappropriate Emotions In most cases, a moderate level of emotional involvement intensifi es the communi- cation and makes it more personal. However, too much emotional involvement can be an obstacle to communication. For example, excessive anger can create an emo- tionally charged environment that makes reasonable discussion impossible. Like- wise, prejudice (automatically rejecting certain people or ideas), stereotyping (placing individuals into categories), and boredom all hinder effective communication. These emotions tend to close your mind to new ideas and cause you to reject or ignore in- formation that is contrary to your prevailing belief. Keeping an objective, open mind is important for effective communication—and for you to develop as a person.
Distractions Environmental or competing elements that hinder your ability to concentrate can affect communication. Such distractions are called noise, which you saw in the communication model (Figure 2). Examples of en- vironmental noise are poor acoustics, extreme temper- ature, uncomfortable seating, or even your coworker’s body odor. Examples of competing noise are too many projects, meetings, or emails.
Communication technologies themselves can cause distractions. Can you watch TV, text, and IM all at the same time? You may think you’re good at multi- tasking, but a Stanford University study concludes the opposite: “Heavy multitaskers are lousy at multitask- ing.”15 Another study conducted at the University of London’s Institute of Psychiatry found that “an average worker’s functioning IQ falls 10 points when distracted by ringing telephones and incoming emails.”16
Competent communicators try to avoid verbal and nonverbal barriers that might cause misunderstandings. They also choose the best communication media for their messages.
COMMUNICATION MEDIA CHOICES As a business communicator, you have many options (channels or media) through which you can communicate a message. The real challenge is deciding which medium to use for your communication.
It’s typically better to rely on logic instead of emotions when communicating.
Information overload is an increasingly serious issue at work.
Describe criteria for choosing communication media.
© J
G I/B
LE N
D IM
A G
E S
/G E
T T
Y IM
A G
E S
Multitasking may diminish your ability to communicate effectively.
33168_01_ch01_p002-035.indd 1333168_01_ch01_p002-035.indd 13 06/12/11 11:30 AM06/12/11 11:30 AM
PART 1 Foundations of Business Communication14
Communication Technologies
Traditional Communication Channels
Traditional forms of oral and written communication still exist in all organizations today.
Traditional Written Communication Organizations still print slick, colorful brochures; in- ternal newsletters for employees without computer access; fi nancial statements for customers who don’t choose the online option; solicitation letters; and peri- odicals such as magazines, journals, and newspapers. Complex reports also may be printed because they’re diffi cult to read on a computer screen.
How much longer will some of these print commu- nications exist? It’s hard to say. In an offi ce environment today, you’ll likely receive few interoffi ce memos and postal letters. These communications are considered more offi cial and formal, so you may receive important information about your pay or benefi ts, or you may send your cover letter and résumé through the mail, but not much else. Many companies no longer have printed let- terhead with the company’s name and logo; when you print a memo or letter, you’ll insert the logo from a digi- tal fi le. You may receive a report that you’ll print, but it will probably come as an email attachment.
Traditional Oral Communication Fortunately, people do still meet in person. Face-to-face meetings are the most personal form of business communication and the best choice for building rela- tionships. Traditional meetings include one-on-one (individual), small group (team), or large group gatherings.
At many organizations, fl ip charts and handouts are still used during meetings and training programs. Some companies don’t have technology available in all meeting rooms, and some believe computers during meetings hinder communica- tion. At times, low-tech options may be best to stay within organizational norms and to achieve your communication goals.
Technology-Based Communication Media
Technology has changed workplace communication, providing many options for sending a message. Depending on the type of message, you may choose from a variety of communication technologies.
Email, Phone, Voice Mail Although they are technology based, email, the phone, and voice mail are consid- ered more conventional channels of communication. Email is so pervasive in or- ganizations that it has become the default choice for communication.17 And yet, one study showed a decline in numbers of email messages received, possibly because of increased use of instant messaging and social networking sites.18
Landline offi ce phones persist, but who knows for how long, considering cell
Face-to-face is the best medium for building relationships.
Email is often the default communication channel in organizations.
© A
R T
D IR
E C
TO R
S &
T R
IP /A
LA M
Y
Travel brochures, a traditional form of written communication, use photos of exotic destinations to lure customers.
33168_01_ch01_p002-035.indd 1433168_01_ch01_p002-035.indd 14 06/12/11 11:30 AM06/12/11 11:30 AM
CHAPTER 1 Understanding Business Communication 15
phones— increasingly smartphones—have replaced so many home phones. People still call each other at work, but sending an email to someone in the next cubicle is common. It’s no surprise that most people believe email is used too often in- stead of face-to-face communication.19
In Chapters 3 and 4, we’ll discuss how to leave effective voice mails and write effective emails.
Instant and Text Messaging Instant messaging (IM) and texting are becoming increasingly popular at work. For short messages and quick questions, these channels are ideal.20 Of course, with smartphones, email may give you an instant response as well, but this varies by organization and people. As you probably know, the real value of IMing is “pres- ence awareness”—you know when someone is available to respond immediately. Although some people consider IM an annoying interruption at work, people who use IM at the offi ce report fewer disruptions21 and believe that IM saves time and provides timely, relevant information.22 One analyst predicts that by 2015, approxi- mately 95% of employees will use IM as their primary communication tool for voice, video, and text chatting.23
Texting is still considered quite informal for communicating at work. And text- ing in front of other people—particularly during class!—may be considered rude. But it’s useful for these business tasks:
• Confi rming deliveries • Sending product alerts • Providing fast client contact • Advertising your new product or service • Sending important information in a meeting • Providing instant reminders24
Social Media Perhaps the more interesting technologies for communication are social media. Web 2.0, which encourages online interaction, has opened the door for people to participate on the web. This is quite different from the one- way communication of the early Internet, when companies would post brochure-like websites for people to consume.
The real value of social media for companies is the opportunity to con- nect with people online. Social media is about the conversation. To promote interaction, companies use 2.0 technologies, for example, blogs, wikis, video, and social networking sites. These tools are used on the Internet (for the public), on a company’s intranet (for employee access only), and on extranets (private networks for people outside the company, e.g., custom- ers or franchisees). Examples of social media are shown in Figure 6.
For many companies, social media focuses on user-generated content (UGC), also called consumer-generated media (CGM). This content can be blog entries, product reviews, videos, or other messages posted about a company. As we discussed earlier in the Glassdoor example, this content isn’t always positive. In Chapter 7, we’ll explore how to respond to negative online comments.
The Fortune Global 100 companies are using social media actively. Seventy- nine percent are using at least one of four main social platforms—Twitter, videos, Facebook, and blogs—to communicate with customers.25 Of these tools, Twitter is the most frequently used.26 As a student, you may not be excited about Twitter (the average Twitter user is 39 years old),27 but this has proved useful for companies,
Companies use social media to have a conversation with internal and external audiences.
After introducing a few examples here, we’ll discuss social media— and other technologies—where relevant throughout the book. For example, we’ll explore wikis for team communication; social networking for interpersonal communication; email, blogs, and instant messaging for written communication; user- generated content for customer communication; and video for oral presentations.
33168_01_ch01_p002-035.indd 1533168_01_ch01_p002-035.indd 15 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication16
as we’ll discuss later. The Fortune Global 100’s frequency of social media activity is shown in Figure 7.28
Blogs Companies use blogs to connect with employees and customers. Successful blogs are updated regularly with news or commentary, and many encourage inter- activity through comments, email subscriptions, and RSS (Really Simple Syndica- tion) feeds to share news and other content.
Wegmans, a regional supermarket, has an active blog called “Fresh Stories” to educate and engage customers—and keep them coming back. The blog includes videos, photos, and posts by CEO Danny Wegman. In one recent post, the CEO wrote,
With the spring season upon us (we hope! It’s been a cold April in the Roches- ter area), I wanted to kick off the season with a fresh story from the farm. I’m hoping you’ll start sharing your growing stories and questions as we experi- ence this new season together!29
With a blog, a CEO can build direct relationships with customers and personal- ize the company, particularly with a conversational style such as Danny Wegman’s.
The Wegmans blog also allows open comments, which are not always positive. Following the earthquake and tsunami disasters in Japan, one customer wrote,
Visit the author’s blog at www.bizcominthenews .com for current communication examples.
© IS
TO C
K P
H O
TO .C
O M
/F A
Z O
N 1;
C O
U R
T E
S Y
O F
G O
O G
LE , I
N C
.;
C O
U R
T E
S Y
O F
T W
IT T
E R
, I N
C .;
C O
U R
T E
S Y
O F
T U
M B
LR , I
N C
.;
R E
P R
O D
U C
E D
W IT
H P
E R
M IS
S IO
N O
F Y
A H
O O
! I N
C . ©
2 01
1
YA H
O O
! I N
C .
F LI
C K
R A
N D
T H
E F
LI C
K R
L O
G O
A R
E R
E G
IS T
E R
E D
T R
A D
E M
A R
K S
O F
Y A
H O
O ! I
N C
.; C
O U
R T
E S
Y O
F G
O O
G LE
, I N
C .;
C O
U R
T E
S Y
O F
W IK
IS PA
C E
S .C
O M
; C O
U R
T E
S Y
O F
W IG
G IO
;
C O
U R
T E
S Y
O F
L IN
K E
D IN
C O
R P
O R
AT IO
N ; ©
IS TO
C K
P H
O TO
.C O
M /
G IO
R G
IO M
A G
IN I
Percentage of Fortune 100 companies using their
Twitter account per week
27 tweets on average per week
Percentage of Fortune 100 companies using their
YouTube account per month
10 videos on average per month
Percentage of Fortune 100 companies using their
Facebook page per week
3.6 posts on average per week
Percentage of Fortune 100 companies using their
corporate blog per month
7 posts on average per month
Figure 7 How Fortune Global 100 Use Social Media
Figure 6 Social Media Examples
Social Networks
Wikis Multimedia
Microblogs
Blogs/Vlogs
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 1633168_01_ch01_p002-035.indd 16 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 17
“I would like to see Wegmans train their cashiers to not ask me 50 times to donate. . . . NO MEANS NO.” Although this is embarrassing to the company, at least the open blog gives representatives the opportunity to respond, as someone did quickly: “We’re sorry to hear about your recent experience at the checkout. Our cashiers have not been instructed to ask for donations, but some of them have done so on their own. We’ll share your comments with our folks at War- rington.”30 Negative comments from customers also give companies the chance to improve service.
A vlog is simply a video form of a blog. Instead of primarily text, this type of blog is like Internet television.
Microblogs Microblogs are used for short messages with timely information. Twitter, a popular micro- blogging site, allows for only 140 characters per mes- sage. Although Twitter feels like a social network, relationships with “followers” are weak and primar- ily one-way (for updates only).31,32
As a business tool, Twitter is useful for report- ing news and connecting with customers. With a well-established, online presence, Southwest Airlines, for example, can quickly respond to cus- tomers’ concerns. The tweets in Figures 8 and 9 illustrate a partial Twitter exchange between Kevin Smith, popular movie director, and South- west Airlines after Smith was asked to give up his seat for being “too fat to fl y.”
Although most companies avoid public criti- cism, Southwest’s active online presence provided a forum for the company to apologize to Smith and present its perspective on the incident.
Multimedia Multimedia may incorporate several forms of media. Corporate videos, for example, can promote products and services, illustrate product functionality, address crisis situations, and excite prospective employees. Deloitte Consulting held a contest—the Deloitte Film Festival—for employees to create videos showing what it’s like to work at the company. The videos were fun for employees to create and watch, and examples posted on YouTube became an effec- tive recruiting tool.
Flickr is an increasingly popular site for hosting videos and photos. Anyone can post photos on Flickr, and it can be useful for businesses. Just as companies have a “channel” on YouTube, they can create a “group” on Flickr to promote their products.
If you have used iTunes, you know what a podcast is. People download and lis- ten to these audio and video fi les at their desktop computers or on the go. Compa- nies use podcasts to provide portable audio or video content about their products and services.
Wikis Wikis are online spaces where people collaborate. Wikipedia, for example, allows people to edit a web page to co-create content. Within a company, wikis allow workgroups to share documents and track revisions, schedule team meetings, communicate online, and manage deadlines. In Chapter 2, we’ll discuss how you can create and use a wiki for working in a small group.
Figure 8 Kevin Smith’s Tweet About Southwest Airlines
© T
W IT
T E
R , I
N C
.
ThatKevinSmith KevinSmith
© S
O U
T H
W E
S T
A IR
LI N
E S
C O
R P
O R
AT E
Figure 9 Southwest’s Response to Kevin Smith
CITIES SERVED: DAILY DEPARTURES: HEADQUARTERS: EMPLOYEES:
CONNECT WITH SWA ELSEWHE
MOST RECENT RECOGNITION
33168_01_ch01_p002-035.indd 1733168_01_ch01_p002-035.indd 17 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication18
Social Networking If you’re on Facebook, you’re familiar with social networking. Under the social media umbrella, social networking sites are for communities of people who share common interests or activities. You may be surprised to learn that the average Facebook user is 38 years old.33 Clearly, this site has evolved from its college roots. Some companies have a Facebook page to connect with custom- ers, while others participate in other social networking sites such as MySpace. As a business student, you might be registered on LinkedIn, a professional network- ing site.
Social networking tools are sometimes integrated into other social media plat- forms. For example, companies install programs that mirror social networking sites on their intranets to connect employees within the organization. In Chapter 3, we’ll look at social networking in more detail.
Choosing Communication Media
Given all of these media choices, which is best for your message? You should always consider your audience and communication objectives fi rst. What do you want your audience to do, think, or feel differently as a result of your message, and what’s the best medium to achieve this?
Although perceptions of communication media vary, we can think of our choices along the continuum shown in Figure 10.
Do you agree with this sequence? From your own experience and perspective, which would you move, and why? For example, is a text message more personal than an email because it’s sent immediately to someone’s phone?
Social networking is a subset of social media.
Figure 10 Continuum of Communication Media
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 1833168_01_ch01_p002-035.indd 18 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 19
As you plan your messages, you also might fi nd the considerations in Figure 11 useful.
Companies often will use multiple communication channels as part of a large communication strategy. Sending multiple messages through a variety of com- munication media helps the company reach different audiences. To announce a company acquisition, for example, executives may hold a conference call with analysts, meet with the management team in person, send an email to all employ- ees, and post a video on the company intranet. This coordination is part of a stra- tegic communication plan, typically created at senior levels in an organization.
Convergence of Communication Media
Technology is blurring many forms of communication—oral and written, face-to-face and online. Imagine that you’re meeting with a customer in person and send a text to someone back at the offi ce to ask a quick product question. Or, you’re on a phone call and respond to an IM. These examples could be considered multicommunicating, or synchronous (at the same time), overlapping conversations.34
Multicommunicating can be effective—up to a point. As you can imagine, with too many conversations going at the same time, it’s easy to get confused. And you can be effective at multicommunicating only if people around you tolerate this. In some work situations, texting during a meeting may be acceptable, but not in others. Pay attention to what your respected peers do, and adjust your behavior to match theirs.
Communication technologies themselves are also connecting and converging. Mashups, for example, are web applications or pages that combine content from different sources. Geolocation services such as Foursquare and Gowalla display mashups based on where you are. Some programs allow you to open an email and listen to an attached voice message or open a text and watch a video. What will distinguish email, IM, and texting in the future if communication becomes more and more immediate? This remains to be seen.
Relationship Considerations Logistical Considerations
• What is your relationship with the audience? Do you have a strong, existing relationship, or are you building a new one?
• Is the communication neutral, posi- tive, or potentially bad news? How is the audience likely to react?
• To what extent do you want imme- diate feedback? Will this communi- cation be one-way or two-way?
• What would your audience prefer? What are the organizational norms for this type of commu- nication? If you’re responding to a message, in what form did you receive it?
• At what level of the organization is the receiver? Is this person senior, junior, or at your level?
• Is this message confi dential or pri- vate in some way?
• Do you need the message or con- versation documented?
• How long is the message? How complex is the information?
• How many people will receive the message?
• How urgent is the message? Do the receivers need it immediately?
• Where are the receivers located? • What is most practical and
effi cient? • How easily will the receivers un-
derstand your message? What’s their primary language and reading profi ciency?
• What access to technology does your audience have?
Figure 11 Considerations for Choosing Communication Media
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 1933168_01_ch01_p002-035.indd 19 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication20
POTENTIAL LEGAL CONSEQUENCES OF COMMUNICATION In a business environment, we need to consider legal consequences—and other repercussions—of our communication. When you work for a company, anything you write and say may become public if your company is sued or is part of a government investigation. During legal discovery, the company must produce evidence related to an inquiry, including emails, IMs, recorded phone conversa- tions, voice mail messages, and other communications the attorneys believe are relevant. According to an American Management Association (AMA) study, 24% of companies have had email subpoenaed in lawsuits.35 This may include emails employees wrote using personal email addresses, such as Gmail, and believed were private.
In 2010, when the U.S. Securities and Exchange Commission sued Goldman Sachs for fraud related to the fi nancial crisis, the company produced mounds of documentation. Within the 200 million pages Goldman submitted were email messages that investigators called into question. In some emails, Goldman execu- tives seem to be boasting about profi ts in the midst of the U.S. housing market collapse.36
Goldman’s emails also were embarrassing because of the profanity used. During congressional hearings, management was repeatedly questioned about obscene language used in their messages. Since then, the company has banned profanity in emails—and has implemented software to scan emails for obscene words and warn the writer before messages are sent.37
Avoid potential legal consequences of communication.
Employee emails may become public if your company is sued or is part of a government investigation, as these Goldman Sachs executives learned during congressional hearings.
© J
IM W
AT S
O N
/A F
P /G
E T
T Y
IM A
G E
S
In the Goldman case, email messages became public as part of a broader in- vestigation; however, messages themselves may be the impetus for a lawsuit. The AMA study also found that 15% of U.S. companies fought legal claims based on employees’ email.38
When you join a company, you will probably sign several policies about com- municating at work. These are designed to protect the company against lawsuits, public relations nightmares, and breaches of confi dentiality, privacy, and security. Your company may provide guidelines, such as the following examples from Time Warner Cable’s (TWC) social media policy:
• Follow copyright, fair use, and fi nancial disclosure laws. • Don’t publish confi dential or other proprietary information.
33168_01_ch01_p002-035.indd 2033168_01_ch01_p002-035.indd 20 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 21
• Don’t cite or reference clients, partners, or suppliers without their prior ap- proval. When a reference is made, where possible, link back to the source.
• When communicating online, behave professionally and with the utmost respect for those individuals involved in the discussion. Ethnic slurs, personal insults, foul language, or conduct that would not be acceptable in TWC’s workplace should not be used.
• On social networks where you identify yourself as an employee of TWC, be mindful that the content posted will be visible to coworkers, customers, and partners. Make sure the information posted is the most professional refl ection of your opinions and beliefs.
• Do not insult or disparage TWC, its products and services, or any fellow employees, even if specifi c names are not mentioned.39
You can protect yourself and your company by paying careful attention to what you put in writing and what you say. A law fi rm suggests asking yourself, “‘Would I be comfortable two years from now being cross-examined in federal court in front of a jury about the content of this email I am about to send?’ If the answer is anything other than an unqualifi ed ‘yes,’ it is not an email that should be sent.”40
You might ask yourself the same question for all communications related to your company.
ETHICS AND COMMUNICATION Beyond the legal requirements, companies will expect you to communicate ethi- cally. Consider this situation: Brian Maupin, a Best Buy employee, posted videos about the company on YouTube.41 His fi rst cartoon video, which received over 3.3 million views within two weeks, mocked a customer of “Phone Mart,” desperate for the latest version of the iPhone (Figure 12).
Before Maupin was invited back after being suspended, he created another video poking fun at the company’s policies. This interaction, between the store employee and the woman who “run[s] the ethics department” at the corporate offi ce, illustrates gray areas in communication ethics—and the importance of social media policies.
Was Maupin’s behavior ethical? Most corporate executives would consider the videos disparaging to the company. Although Maupin didn’t expect the videos to be such a huge success, he still publicly disagreed with sales policies, questioned loyalty to a top Best Buy supplier (Apple), and insulted customers. Things worked
Communicate ethically.
thi– eoss
overr atee
Ethics in Communication
© T
IN Y
W AT
C H
P R
O D
U C
T IO
N S
Maupin: How is it any business of Phone Mart’s what I do in my spare time?
Head of Corporate Ethics Department: If it hurts us or one of our Phone Mart partners, like Apple, then it hurts all the Phone Mart employees and stockholders, and we must take action to protect the company from these attacks, James Cameron.
You iPhone4 vs HTC Evo tinywatchproductions
tinywatchproductions 4,707,322 views
Figure 12 Best Buy Employee Posts a Video
33168_01_ch01_p002-035.indd 2133168_01_ch01_p002-035.indd 21 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication22
out fi ne for Maupin, but negative comments about your company—or people—are best kept private.
Each of us has a personal code of ethics, or system of moral principles, that go beyond legal rules to tell us how to act. Our ethics represent our personal belief about whether something is right or wrong. As children, we begin forming our ethical standards based on how we perceive the behavior of our parents, other adults, and our peer group.
Let’s consider three types of ethics:
• Professional ethics are defi ned by an organization (such as Best Buy or The Public Relations Society of America). Employees and members are expected to follow these guidelines, which defi ne what is right or wrong in the workplace— often beyond established laws. For example, 95% of Fortune 500 companies protect their employees from discrimination in the workplace based on sexual orientation. This goes beyond the U.S. federal legal requirement.42
• Social ethics are defi ned by society. For example, although accepting gifts from suppliers is strictly frowned upon in North American societies, this prac- tice may be commonplace and accepted in other societies.
• Individual ethics are defi ned by the person and are based on family values, heritage, personal experience, and other factors. For example, most universi- ties have guidelines to deter plagiarism. In addition to the guidelines that rep- resent professional ethics, you probably have your own beliefs about cheating.
What Affects Ethical Behavior
According to ethicists, when people make unethical decisions, they do so for one of three reasons:
1. We do what’s most convenient—in other words, we take the easy route.
2. We do what we must to win. Some people think that embracing ethics would limit their ability to succeed. They believe that “good guys fi nish last.”
3. We rationalize our choices. We decide that the decision we make depends upon the particular circumstances (this is called situational ethics).
The corporate culture affects ethics. If everyone spends time during the workday on Facebook, you are likely to also (the “everybody-does-it” defense). If managers are aware of unethical practices and don’t stop them, they are condoning these actions.
How much freedom an organization gives an employee to behave unethically also affects behavior. At fast-food restaurants, for example, one employee takes your order and receives your payment, and another employee fi lls the order. This means that the person fi lling your order doesn’t handle the money, and the person who han- dles the money doesn’t fi ll your order. In this case, less opportunity for theft occurs.
When a strict code of ethics is in effect and enforced, employees have fewer opportunities to be unethical. Employees know what is expected of them and what happens if they fail to live up to these expectations, which is why a clearer policy at Best Buy may have helped Brian Maupin.
Ethics Pays
Companies that are considered the most ethical outperform the S&P 500 and FTSE 100. The Ethisphere Institute identifi es an annual list of ethical companies based on their corporate citizenship and responsibility, innovation that contributes to the public well-being, executive leadership and tone from the top, and other crite- ria. Gap Inc., for example, appears on the Ethisphere list—and on the list of “Best Corporate Citizens,” published by Corporate Responsibility Magazine. On its website, shown in Figure 13, you can see how Gap promotes its social responsibility.43
Consider professional, social, and individual ethics.
Ethics are affected by the corporate culture.
Companies do well by doing good.
33168_01_ch01_p002-035.indd 2233168_01_ch01_p002-035.indd 22 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 23
Many companies are including corporate social responsibility (CSR) into their business model. CSR (or being socially responsible) means that compa- nies consider the public’s interest in their business practices. CSR extends beyond a solely numbers- driven measurement of success and instead en- courages focus on a triple bottom line of people, planet, profi t. Progressive companies consider CSR good for business—and the right thing to do.
Framework for Ethical Decision Making
When faced with an ethical decision, consider the factors shown in Figure 14.
In addition to ethical decisions, we face com- munications that challenge us to be responsible and appropriate. When a recent law school grad- uate, Dianna, sent emails to her prospective em- ployer (a criminal defense attorney),44 she didn’t think about the consequences. In an email, she stated that she decided not to accept the fi rm’s job offer. However, William, her hiring manager, had a different perspective: that she had already accepted the job. He said that he had fi nished pre- paring a computer and ordering offi ce supplies for her. If William’s version is true, most people would probably agree that Dianna’s decision was unethical.
About Gap Inc. Our Brands Careers Social Responsibility Investors Media
Search GGOO
At Gap Inc., social responsibility is fundamental to how we do business.
Printer-friendly version
Dan Henkle, SVP, Global Responsibility
Get the complete picture at www.gapinc.com/socialresponsibility.
It means everything from ensuring that workers are treated fairly to addressing our environmental impact.
And it’s now covered in depth on our new social responsibility website at www.gapinc.com/socialresponsibility.
What are we doing to be a responsible company? We’re working around the world to improve factory conditions and help women advance. We’re designing more sustainable stores and products, and getting creative about protecting natural resources. We’re continuing to make Gap Inc. a company where people are proud to work and able to reach their career goals. We’re investing in communities by applying business innovation to social values.
We’ve created a new social responsibility site. We’ve shifted from a printed report to a website – it’s more informative, timely, interactive and environmentally friendly.
There you’ll �nd up-to-date information about our programs and activities in four key areas (supply chain, environment, employees and community investment), including videos, stories, detailed data, and a world map highlighting our work; there’s even a section on the social and environmental initiatives of our individual brands: Gap, Old Navy, Banana Republic, Piperlime and Athleta.
© G
A P
IN C
.
Figure 13 Gap Promotes Its Social Responsibility
Figure 14 Framework for Ethical Decision Making
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 2333168_01_ch01_p002-035.indd 23 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication24
Beyond the ethics of the decision, were Dianna and William’s communications responsible and appropriate? Dianna sent an email and left a voice mail message at 9:30 p.m., when William would not likely be in the offi ce. She certainly could have chosen a more appropriate medium for her message, perhaps a phone call during business hours. William responded to Dianna’s email with anger, writing that her email “smacks of immaturity.” Dianna could have let it go, but she responded, ques- tioning William’s legal knowledge. Not to be outdone, William responded and warned her to avoid “pissing off more experienced lawyers.” Did the exchange end there? Of course not. Dianna sent one fi nal email with three words: “bla bla bla.” William then forwarded the email chain, which was forwarded again and again, until it became viral and made ABC Nightly News. Both Dianna and William could have taken the high road and ended the exchange earlier. Their angry, belittling, back-and-forth dialog did not refl ect professional business behavior.
Communicating Ethically
According to one communication professor,
Much of what is controversial in the workplace today revolves around ethics and the way people express their views. . . . Ethics is inextricably tied to com- munication. The rhetorical acts of persuading or of simply passing on infor- mation are deeply infl uenced by individual ethical perspectives.45
When communicating, we constantly make decisions regarding what informa- tion to include and what information to exclude from our messages. For the infor- mation that is included, we make conscious decisions about how to phrase the message, how much to emphasize each point, and how to organize the message. According to one business survey, 63% of the managers surveyed stated that mis- leading communications had undermined their trust in companies.46
Communication decisions have legal and ethical dimensions—both for you as the writer and for the organization. For example, BMW, the German auto- mobile maker, was required to pay a $2 million judgment awarded to a U.S. car buyer because it had failed to inform him that paint had been damaged and then retouched.47
Competent communicators ensure that their oral and written messages are ethical, both in terms of what is communicated and in terms of what is left unsaid.
INTRODUCING THE 3PS (PURPOSE, PROCESS, PRODUCT) MODEL Every chapter in this text concludes with a 3Ps model to illustrate important com- munication concepts covered in the chapter. These short case studies, which re- late to each chapter introduction, include the purpose, the process, and the product (the 3Ps). The purpose defi nes the situation and discusses the need for a particular communication task. The process is a series of questions that provides step-by-step guidance for accomplishing the specifi c communication task. Finally, the product is the result—the fi nal communication.
The 3Ps model demonstrates examples of communication so that you can see the process of communicating, not just the results. This approach helps you focus on one aspect of your communication at a time. Using the 3Ps in your own com- munication will help you produce messages more easily and deliver a better re- sult. Pay particular attention to the questions in the process section, and ask yourself similar questions as you prepare your own messages.
You’ll fi nd this entire email exchange on www .bizcominthenews.com, under Company Samples.
When communicating, we constantly make decisions with ethical implications.
The 3Ps model guides you step-by-step through a typical communication by posing and answering relevant questions about each aspect of the message.
33168_01_ch01_p002-035.indd 2433168_01_ch01_p002-035.indd 24 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 25
An Ethical Decision from the Movie Up in the Air
Purpose The movie Up in the Air profi les a consulting fi rm hired by other companies to commu- nicate layoff decisions to employees. Of course, this isn’t a real fi rm, and people might question the ethics of an outside company giving employees such bad news.
Imagine that you are a graduating senior and have received a job offer to work for this company as an entry-level auditor in the accounting offi ce. You like the position, but you are disturbed by its ruthless reputation of fi ring the employees of other fi rms. You have to decide whether to accept the job, despite your concerns about the company.
Process To help you decide whether to accept the job, you use the Framework for Ethical Deci- sion Making. You choose the following questions because they are most relevant to the situation:
1. Is the action legal? Yes, both the company’s work and my position at the company are legal. As long as companies don’t discriminate against employees, they can legally downsize for business reasons.
2. Who will be affected by my decision and how? Employees will still be laid off whether I take the job or not. My decision, technically, won’t directly affect people who lose their jobs.
3. Is this job in line with my values? I wish that companies could avoid downsizing staff (perhaps with more strategic planning and better management). But I realize that downsizing is a reality of work- ing in business.
On the other hand, employees should hear bad news from someone they know and trust—for example, their supervisor—not from someone outside the company. This just doesn’t feel right to me.
4. How will I feel after the decision is known? If I take the job, I probably won’t feel too good. I want to be proud of the company I work for instead of embarrassed about what they do. I’m concerned about explain- ing the company’s business to my family. What would my parents say?
Product Based on the answers to these questions, you decide not to accept the job. When you call the hiring manager to turn down the job, you don’t mention your ethical dilemma; instead, you state your appreciation for the offer and focus on your decision.
33168_01_ch01_p002-035.indd 2533168_01_ch01_p002-035.indd 25 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication26
Media Choices in the Movie Up in the Air
Purpose The company profi led in the movie Up in the Air is looking to save costs, and Natalie, a recent college graduate, has an idea to accomplish this goal: communicate layoff decisions through videoconferencing technology rather than fl ying consultants out to meet with people in person. You are Natalie’s manager (but more reasonable than Natalie’s manager in the movie), and you want to explain to Natalie why her idea is not an appropriate medium for telling people the bad news.
Process 1. What criteria will you use to determine the best communication medium for a
message?
2. Why are face-to-face meetings (a rich medium) most commonly used for the layoff discussions?
3. What are the downsides of Natalie’s suggestion to use videoconferencing?
4. How will you explain your rationale to Natalie?
5. What medium will you use for your message to Natalie? Consider an email, a memo, or a face-to-face meeting. Why did you choose this option?
Product Using the medium you chose in response to the last question above (email, memo, or face-to-face meeting), prepare your communication to Natalie. Explain to her why videoconferencing is not a suitable medium for announcing a layoff decision.
33168_01_ch01_p002-035.indd 2633168_01_ch01_p002-035.indd 26 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 27
Summary Identify the components of communication.
The components of communication explain how communication happens. The com- munication process begins with a stimulus, which is fi ltered by the receiver, who creates a message transmitted through a medium. If your message is successful, the receiver (destination) provides feedback to the sender. These components of communication are used in both formal and informal communication networks. The formal communica- tion network consists of downward, upward, and lateral (horizontal) communication. The informal communication network (the grapevine) consists of information transmitted through unoffi cial channels.
Identify the major verbal and nonverbal barriers to communication. Barriers may interfere with effective communication. Examples of verbal barriers are inadequate knowledge or vocabulary, differences in interpretation, language differences, inappropriate use of expressions, overabstraction and ambiguity, and polarization. Examples of nonverbal barriers are inappropriate or confl icting signals, differences in perception, inappropriate emotions, and distractions.
Describe criteria for choosing communication media. Verbal communication includes oral and written communication. Traditional communi- cation channels, such as face-to-face meetings and letters, still exist, but technology- based communication, such as social media, are increasingly popular for business communication. When deciding which channel (medium) to use for your message, fi rst identify your audience and communication objectives. Consider lean channels for rou- tine and neutral messages and rich channels for complex messages and bad news.
Avoid potential legal consequences of communication. Although communication is essential to all organizations, oral and written communica- tion may have negative consequences as well. Email and other messages may be part of a legal discovery process, and inappropriate communication may be the impetus for litigation. To avoid these damaging situations, follow your company’s guidelines and policies regarding email and other communication.
Communicate ethically. Beyond the legal requirements, we all have our own system of moral practices that guide our behavior. At the company level, corporate social responsibility (CSR) has become part of progressive organizations’ communication strategy. At the personal level, you’re responsible for behaving ethically, which includes how you communicate at work. The Framework for Ethical Decision Making will help guide your behavior and ensure that you communicate ethically.
Exercises
1. Identify communication components in a current news story.
Use a current news item to identify the fi ve components of the communication process. You may use examples from the author’s blog www.bizcominthenews.com. After read- ing background information about the story, choose one aspect of communication and identify the stimulus, fi lter, message, medium, feedback, and noise. You may add your own assumptions if you don’t have enough details from the story.
Identify the components of communication.
SSuummmmmmaarrry
EExxeercciiseesss
33168_01_ch01_p002-035.indd 2733168_01_ch01_p002-035.indd 27 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication28
2. Examine your own communication fi lters.
Looking at the same news story you explored above, list at least ten ways you person- ally are fi ltering the information you receive. Consider such factors as your individual experiences, culture, emotions at the moment, personality, knowledge, socioeconomic status, and demographic variables.
3. Create an organization chart to identify a company’s formal communication network.
Think of an organization where you’ve worked recently. Create an organization chart for two or three levels of employees. Then add arrows to identify the three directions of the formal communication network.
4. Describe a company’s grapevine.
For the same organization you explored in the previous question, consider the in- formal communication network. With a partner, discuss how you heard about unof- ficial information about the company. How accurate do you think this information was? Was senior management plugged into the grapevine? Do you have examples of how management responded to information spread through the grapevine? If management ignored the grapevine, what do you think should have been done instead?
5. Identify communication barriers between a manager and an employee.
Watch Scene 13, “Flair,” from the movie Offi ce Space. This communication does not go very well. Identify the verbal and nonverbal barriers of communication in this scene.
6. Identify communication barriers between a retail sales representative and a customer.
Watch the video clip from the fi ctitious retail store, Aggresshop. Identify the verbal and nonverbal barriers of communication in this scene. Think about the inter- action from both perspectives: the sales associate’s and the shopper’s.
7. Discuss communication barriers.
Which category of communication barriers—verbal or nonverbal—do you believe is easier to overcome? Why? Share your thoughts with the rest of the class.
8. Adapt jargon for your audience.
Think of a topic you know well (e.g., a sport, a hobby, or an academic subject). Write an email to a colleague who is also an expert on the subject. Include at least six jargon terms that fl ow easily into the con- text of your email.
Now assume that you are sending the same email to someone who is not at all familiar with the topic. Revise your original message to make it appropriate for this reader. Which email is longer? Which is more effective? Why?
Identify the major verbal and nonverbal barriers to communication.
Scene from the movie Offi ce Space
© 2
0T H
C E
N T
U R
Y F
O X
F IL
M C
O R
P. A
LL R
IG H
T S
R E
S E
R V
E D
. C O
U R
T E
S Y
: E V
E R
E T
T C
O LL
E C
T IO
N .
Scene from the Aggresshop video
C O
U R
T E
S Y
O F
A M
Y N
E W
M A
N .
33168_01_ch01_p002-035.indd 2833168_01_ch01_p002-035.indd 28 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 29
9. Analyze print communication.
Find an example of print communication, for example, a fl yer on campus, a newsletter, or a magazine ad. With a partner, discuss why the creator of the message may have chosen a print medium. In your opinion, was this the best choice? What technology-based media may have worked instead or could supplement the printed message?
10. Explore how a company uses social media.
What’s your favorite company? Spend some time exploring how the company uses social media. Does it have a customer blog, Facebook page, Twitter account, and other online places to connect with constituencies? Now compare this company’s online presence to one of its close competitors’ online presence. Which has more online ac- tivity, for example, more followers on Twitter, more people who “like” it on Facebook, or more blogs targeted to different audiences? In small groups, discuss fi ndings about each of your favorite companies.
11. Choose communication media for different audiences.
Imagine that you’re the CEO of a retail store such as Aggresshop (described at the end of this chapter and at www.cengagebrain.com). Let’s say you’re planning to redesign each of the 16 stores in the United States. As part of this effort, you’ll need to close stores for two weeks at a time. Working in teams, identify in the communication plan template below which medium you would use to communicate with each audience. You may have multiple communications for some audiences. Include the rationale for your decisions.
Audience Communication Medium (or Media)
Rationale for Choosing the Communication Medium
Store managers
Store sales representatives
Corporate offi ce employees
VIP customers
Other customers
Suppliers
12. Choose how to a reject a job offer.
We’ll discuss employment communication in Chapter 12; for now, consider a situation in which you’re offered a summer internship but decide not to accept it. With a partner, discuss the most appropriate communication channel to use for your message. Would you use a different channel if you received the offer by email or by phone?
13. Give your manager advice about communication media.
For this exercise, you’ll help your manager be a better communicator. Let’s say you’re lucky enough to have a good working relationship with your manager, and he or she tells you—before the rest of the team—that your department will be moving from
Describe criteria for choosing communication media.
33168_01_ch01_p002-035.indd 2933168_01_ch01_p002-035.indd 29 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication30
14. Research a lawsuit about communication.
Find an example of a company that was sued because of its communication. Research the situation with a particular focus on the communication that was called into question (e.g., email messages, unclear reports, or discriminatory language).
Imagine that you’re a consultant who was hired by one of the company’s competi- tors. The competitor would like to avoid a similar situation and wants to hear what you learned about the case. Prepare and deliver a short presentation to class, summarizing the main points. Focus on how the company can avoid a similar lawsuit.
15. Write a policy about email use.
Draft a policy about employees’ email use. Consider what would be important for a company to communicate to employees about their email communication. Next, search the Internet to fi nd a sample policy about appropriate use of email. You may fi nd one on your school’s website (perhaps you had to read and sign a policy when you fi rst en- rolled). Compare your draft to the sample. Did you miss any important points? Revise your policy if necessary.
Then, in small groups, discuss your policy and be honest about how your use of email may violate the policy. Now that you know what is expected, would you handle email differently? Why or why not?
16. Respond to an email that suggests an unethical practice.
Imagine that you’re an intern for the law fi rm Dewey, Wright, and Howe. As part of a team, you’re developing an Orientation Plan for future interns. Your team receives the email on the next page from the HR recruiter at the fi rm.
In small groups, fi rst discuss the situation and why this is an ethical dilemma. Then, on your own, write an email to respond to Mark’s suggestion. You will want to balance
Avoid potential legal consequences of communication.
Communicate ethically.
Delete Junk Reply Reply All Forward Print To Do
To: Kendra Simpson From: Larson James Subject: Confidential: Department Move to Itasca
Kendra,
I just wanted to give you a heads-up that our department is next in line to move out to Itasca. I’m planning to email the rest of the team next week but wanted to tell you earlier because you mentioned that you might sign a lease for a new apartment tonight.
Larson
downtown Chicago to a suburb. This is a major change and will be bad news for most people.
In response to this email from your manager, write a reply to suggest that he also hold a face-to-face meeting for employees. Explain why you think this is important.
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 3033168_01_ch01_p002-035.indd 30 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 31
17. Discuss ethical dilemmas.
Working in small groups and using the guidelines for ethical decision making discussed in this chapter, decide what you would do in each of the following situations:
1. Confi dentiality: Your boss told you that one of your employees will have to be laid off because of budget cuts, but this information is confi dential for the time being. You know that the employee just received a job offer from another company but is planning to reject the offer.
2. Copyright Issues: During peer reviews in a class, you read another student’s paper and noticed two paragraphs of information that sounded familiar. The content appears to be quoted directly from a textbook used in your Introduction to Marketing class.
3. Employment: You accepted a job but received an offer for a much better job two days later.
4. Hiring: A Colombian candidate is the most qualifi ed for a job, but the position requires quite a bit of face-to-face and telephone communication with customers, and you’re concerned that customers won’t understand his accent.
5. Academic Integrity: A friend asks you to proofread and correct his 12-page Financial Accounting report, which is due online in two hours. You notice lots of grammatical and typographical errors.
6. Merit-Based Pay: An employee has performed well all year and deserves a pay raise. However, she is at the top of her grade scale and can’t be promoted.
Delete Junk Reply Reply All Forward Print To Do
To: Team Members From: Mark Golding, HR Recruiter Subject: Feedback on Your Project Work Plan
Team,
I’m not sure why you’re spending so much time on this and planning to do research. I told Sondra before she left on vacation that I already have the Orientation Plan from Levine and Wollinger, where I worked before Dewey. We can just use their format and change the names!
Regards,
Mark
ethics with tone to avoid accusing Mark of anything inappropriate and potentially mak- ing him feel defensive. When you’re fi nished, share your draft with your group members and compare emails. Which works best and why?
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 3133168_01_ch01_p002-035.indd 31 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication32
18. Address a questionable business tactic.
You work part-time at a busy pawnshop in central San Antonio. A number of neighbor- hood stores have been burglarized in recent years, and the owner wants criminals to think twice before they break into his pawnshop. After thinking about the situation, he posts this sign in the window one night: “$10,000 reward offered to any offi cer of the law who shoots and kills someone attempting to rob this property.”
When you come to work the next morning and see the sign, your fi rst thought is that it will probably be an effective deterrent. As the day goes on, however, you begin to have doubts about the ethics of posting such a sign. Although you don’t know of any law that would apply to this situation, you’re not sure that your boss is doing the right thing. You decide to speak with him. To prepare for this discussion, list the points you might make to convince the boss to take the sign down. Next, list the points in favor of leaving the sign up. If you were in charge, what would you do? Explain your answer in a brief oral report to the class.
Each chapter ends with a company scenario available at www .cengagebrain.com. This fi rst scenario, Aggresshop, is also used at the end of Chapter 8, Bad-News Messages.
33168_01_ch01_p002-035.indd 3233168_01_ch01_p002-035.indd 32 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 33
Aggresshop Imagine you work for Aggresshop, an upscale women’s clothing boutique with 16 stores throughout the United States. At www.cengagebrain.com, you’ll fi nd Aggresshop’s company blog for customers and employees.
As you’ll read in the scenario, Aggresshop is experiencing many customer com- plaints about its sales associates’ overly aggressive techniques (two posts are shown below). The CEO decides to change the sales compensation structure to address this issue.
On the blog, you’ll see examples of several communication concepts discussed in Chapter 1: directions of communication, communication media, barriers to communica- tion, and ethics in communication. This scenario will also help you learn to do the following:
• Respond to customer complaints on a company blog.
• Communicate a change internally.
• Tailor message content and tone for different audiences and communication channels.
To help you practice your business communication, your instructor may assign the following activities now or later in the semester:
• Write customer service standards for Aggresshop sales associates.
• Respond to customer comments on the blog.
• Write an article for customers on the blog.
© IS
TO C
K P
H O
TO .C
O M
/S IR
IM O
Compliments
, COMPANY INFORMATION
C O
U R
T E
S Y
O F
A M
Y N
E W
M A
N .
33168_01_ch01_p002-035.indd 3333168_01_ch01_p002-035.indd 33 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication34
1. Rana Tassabehji and Maria Vakola, “Business Email: The Killer Impact,” Communications of the ACM 48 (2005): 64–70.
2. Harris International and Whitepages .com, “Survey Shows Most Adults Want Tough Talks Face to Face,” February 27, 2007, www.whitepagesinc .com/press/article/000000073, accessed July 12, 2010.
3. Jill Casner-Lotto, Elyse Rosenblum, and Mary Wright, “The Ill-Prepared U.S. Workforce,” Consortium: Corporate Voices for Working Fami- lies, The Conference Board, SHRM, and ASTD, 2009, www.shrm.org/ Research/SurveyFindings/Articles/ Documents/BED-09Workforce_ RR.pdf, accessed July 6, 2010.
4. “Employers Rank Communication Skills First Among Job Candidate Skills and Qualities,” National Asso- ciation of Colleges and Employers, January 21, 2010, http://www.vscpa .com/Content/57969.aspx, accessed July 6, 2010.
5. “Writing: A Ticket to Work . . . Or a Ticket Out?” The College Board, The National Commission on Writing, September 2004, www.collegeboard .com/prod_downloads/writingcom/ writing-ticket-to-work.pdf, accessed July 6, 2010.
6. Sam Dillon. “What Corporate America Can’t Build: A Sentence,” The New York Times, December 7, 2004, www.nytimes.com/2004/12/07/ business/07write.html, accessed July 6, 2010.
7. “Capitalizing on Effective Commu- nication. Communication ROI Study Report,” Watson Wyatt, 2009/2010, www.towerswatson.com/assets/ pdf/670/NA-2009-14890.pdf, accessed July 6, 2010.
8. “Writing: A Ticket to Work . . . Or a Ticket Out?”
9. Mark H. McCormack, “Words You Use Tell a Lot About You,” Arizona Republic, April 13, 2000, p. D4.
10. Although many believe that the Chinese word for crisis is made up of elements that mean “danger” and “opportunity,” linguists and sinolo- gists have debunked this myth. See, for example, Victor H. Mair, “How a misunderstanding about Chinese characters has led many astray,” September 2009, http://www.pinyin .info/chinese/crisis.html, accessed October 22, 2011.
11. Starbucks, www.starbucks.com, accessed July 8, 2010.
12. Barry Ray, “Who’s Afraid of the Big Bad Boss? Plenty of Us, New FSU Study Shows.” Florida State University News, December 4, 2006, www.fsu.edu/news/2006/12/04/bad .boss/, accessed July 7, 2010. Study by Wayne Hochwarter, an associate professor of management in FSU’s College of Business.
13. Suzanne M. Crampton, John W. Hodge, and Jitendra M. Mishra, “The Informal Network: Factors Infl uenc- ing Grapevine Activity,” Public Person- nel Management 27 (1998): 568–584.
14. Ragan Communications Forum, “Have you been fi red?” www.myragan .com, accessed July 10, 2010.
15. Clare Baldwin, “Media Multitask- ing Doesn’t Work Say Researchers,” Reuters, August 24, 2009, http:// uk.reuters.com/article/2009/08/24/ tech-us-multitasking-stanford- idUKTRE57N55D20090824, accessed September 25, 2010.
16. Jack Trout, “Beware Of ‘Infomania.’” Forbes.com. August 11, 2006. www .forbes.com/fdc/welcome_mjx. shtml, accessed July 8, 2010.
17. “‘We Never Talk Anymore.’ Survey Reveals Few Executives Use Tele- phone or Meet in Person at Work,” Offi ceTeam, January 18, 2006, www.honeycombconnect.com/ Human_Resources/document_6389 .ashx?page=page_74&datasour ce=68, accessed July 29, 2010.
18. Sara Radicati, “Business User Sur- vey, 2009,” The Radicati Group, Inc. www.radicati.com/wp/wp-content/ uploads/2009/11/Business-User- Survey-2009-Executive-Summary1 .pdf, accessed July 29, 2010.
19. Thomas W. Jackson, Anthony Bur- gess, and Janet Edwards, “A Simple Approach to Improving Email Communication,” Communications of the ACM 49 (June 2006): 107–109.
20. Judi Brownell and Amy Newman, “Hospitality Managers and Commu- nication Technologies: Challenges and Solutions.” Cornell Hospitality Research 9 (December 2009).
21. R. Kelly Garrett and James N. Danziger, “IM = Interruption Management? Instant Messaging and Disrup- tion in the Workplace,” Journal of Computer-Mediated Communication 13 (2007): article 2.
22. Eulynn Shiu and Amanda Lenhart, “How Americans Use Instant Messaging,” Pew Internet & American Life Project, September 2004, www.pewinternet.org/
Reports/2004/How-Americans-Use- Instant-Messaging.aspx, accessed July 29, 2009.
23. Gartner, “Hype Cycle for Emerging Technologies, 2008 [ID Number: G00159496],” www.gartner .com/technology/research/ methodologies/hypeCycles.jsp, accessed May 20, 2009.
24. “Ten Ways to Use Texting for Busi- ness,” Inc.com, www.inc.com/ss/ ten-ways-use-texting-business, accessed July 12, 2010.
25. “Social Media in Business: Fortune 100 Statistics,” iStrategy 2010 with data from Burson-Marsteller, June 7, 2010, http://misterthibodeau .posterous.com/istrategy-2010-blog- archive-social-media-in-b, accessed July 14, 2010.
26. Ibid. 27. “Study: Ages of Social Network
Users,” Pingdom with data from Google Ad Planner, February 16, 2010, http://royal.pingdom .com/2010/02/16/study-ages-of- social-network-users/, accessed July 14, 2010.
28. iStrategy 2010. 29. Danny Wegman, “Down on the
Farm: Watching Our Tomatoes Grow,” Wegmans Blog, May 3, 2011, www.wegmans.com/blog/, accessed May 12, 2011.
30. Colleen Wegman, “Responding to the Crisis in Japan and How You Can Help,” Wegmans Blog, March 17, 2011, www.wegmans.com/blog/, accessed May 12, 2011.
31. Dan Zarrella. “Is Twitter a Social Network?” HubSpot blog, June 22, 2009, http://blog .hubspot.com/blog/tabid/ 6307/Default.aspx?Author= Dan%20Zarrella&BBPage=7, accessed July 12, 2010.
32. Antone Gonsalves, “Twitter Is About News, Not Social Media,” Information Week, May 5, 2010, www .informationweek.com/news/ windows/microsoft_news/ 224700842, accessed July 17, 2010.
33. Pingdom. 34. N. Lamar Reinsch, Jr., et al., “Multi-
communicating: A Practice Whose Time Has Come?” Academy of Man- agement Review 33 (2008): 391–408.
35. American Management Associa- tion and the ePolicy Institute, 2006. “Workplace E-mail, Instant Messag- ing and Blog Survey,” www.epolicy institute.com/survey2006Summary. pdf, accessed July 20, 2009.
NotesNNooteees
33168_01_ch01_p002-035.indd 3433168_01_ch01_p002-035.indd 34 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 35
36. “Goldman Disputes Assertions About E-mails,” CBS News, April 24, 2010, www.cbsnews.com/ stories/2010/04/24/business/ main6428758.shtml, accessed September 18, 2010.
37. Cassell Bryan-Low and Aaron Lucchetti, “George Carlin Never Would’ve Cut It at the New Goldman Sachs,” The Wall Street Journal, July 29, 2010, http://online.wsj .com/article/SB1000142405274870 4895004575395550672406796.html, accessed July 29, 2010.
38. American Management Association. 39. Lydia Dishman, “Social Media
Policies: The Good, The Mediocre, and the Ugly,” Fast Company, June 9, 2010, www.fastcompany .com/1668368/social-media-
policies-the-good-the-bad-and-the- ugly, accessed February 22, 2011.
40. Douglas C. Northup and Ronald J. Stolkin, “Legal Issues Affecting Busi- ness E-mails.” Fennemore Craig, June 13, 2007, www.fclaw .com/newsletter/materials/ BusinessEmailsUpdate6-13-07.pdf, accessed July 19, 2010.
41. MG Siegler, “Best Buy Trying to Fire Employee Over Those Hilarious EVO versus iPhone Videos,” TechCrunch, July 1, 2010, http://techcrunch .com/2010/07/01/best-buy-iphone- 4-evo-4g/, accessed September 11, 2010.
42. Equality Forum, “Fortune 500 Project,” www.equalityforum.com/ fortune500/, accessed July 19, 2010.
43. “2010 World’s Most Ethical Companies,” Ethisphere, http:// ethisphere.com/wme2010/, accessed July 19, 2010.
44. Jack Tapper, “The ‘Bla Bla Bla’ Heard ‘Round the World,” ABC News/ Nightline, February 18, 2006, http://abcnews.go.com/Nightline/ story?id=1635472, accessed July 20, 2010.
45. Betsy Stevens, “Teaching Commu- nication with Ethics-Based Cases,” Business Communication Quarterly (September 1996): 6.
46. “What Has Undermined Your Trust in Companies?” USA Today, February 10, 2003, p. 1B.
47. “State Court Cuts Punitive Award in BMW Car Case,” Wall Street Journal, May 12, 1997, p. B5.
33168_01_ch01_p002-035.indd 3533168_01_ch01_p002-035.indd 35 06/12/11 11:31 AM06/12/11 11:31 AM
36
Work Team Communication (2) Conflict (2) Conformity (2) Consensus (2) Giving Constructive Feedback (2) Conflict Resolution (2) Collaboration on Team Writing Projects (2) Applying Strategies for Team Writing (2) Team and Intercultural Communication (2) Commenting on Peers’ Writing (2) Using Technology for Work in Teams (2) Intercultural Communication (2) Cultural Differences (2) Group-Oriented Behavior (2) Strategies for Communicating Across Cultures (2) Diversity Within the United States (2) The Value of Diversity (2) Ethnicity Issues in Communication (2) Gender Issues in Communication (2) Communicating
with People with Disabilities (2) Communicating Across Generations
Chapter 2
LEARNING OBJECTIVES
After you have fi nished this chapter, you should be able to
Communicate effectively and ethically in small groups.
Collaborate to improve team writing.
Communicate with intercultural audiences.
Communicate with diverse populations.
“We embrace diversity . . . to better serve our consumers by better re� ecting the communities
we serve.” — THE WALT DISNEY COMPANY
k Team Communicatio ty (2) Consensus
36
33168_02_ch02_p036-069.indd 3633168_02_ch02_p036-069.indd 36 09/12/11 4:24 PM09/12/11 4:24 PM
37
Foundations of Business Communication Part 1
Chapter Introduction: Diversity at Disney
Many companies say they “value diversity” — just as they say, “Employees are our greatest asset” — but Disney means it. With a U.S. employee population that is 40% Latino, Black, and Asian, Disney secured a spot on Diversity Inc’s Top 50 Companies for Diver-
sity.1 Although this diversity may be most obvious at lower levels
of the company, 21% of Disney management is minority.2 The company
also scored 100% on the Human Rights Campaign Foundation’s Corporate
Equality Index.3
Beyond the numbers, Disney’s philosophy reflects its commitment:
Disney views the development of a diverse workforce as a business imperative and a catalyst to achieve better performance. . . . We believe that a diversity of opinions, ideas, and perspectives enhances our internal creativity and the company’s vitality.4
Disney puts this philosophy into action with several programs to
ensure an inclusive working environment for its Cast Members and
Imagineers — what the company calls its employees.5 A Diversity Leader-
ship Advisory Board established at all Disney Resorts raises aware-
ness and discusses issues of diversity. Diversity Resource Groups
consist of employees who provide input into product and service
development.6 And Disney has a structured mentoring process, including
training for mentors and metrics to assess performance.7
Its diverse employee population
and these initiatives reflect
Disney’s strong focus on corporate
responsibility. But this approach
is also a smart marketing move to
ensure that Disney reflects and
reaches its diverse customer base
around the world.
ct
e
h
o
d
e
© U
N IV
E R
S IT
Y O
F C
E N
T R
A L
F LO
R ID
A /U
C F
C
O N
S E
R V
AT O
R Y
T H
E AT
R E
University of Central Florida Recipients of the Disney Diversity Scholarship
37
33168_02_ch02_p036-069.indd 3733168_02_ch02_p036-069.indd 37 09/12/11 4:24 PM09/12/11 4:24 PM
PART 1 Foundations of Business Communication38
WORK TEAM COMMUNICATION By defi nition, people who work in organizations communicate with other people. Working in small groups and with diverse groups of people is one of most enriching— and sometimes one of the most challenging—aspects of a business environment. In this chapter, we’ll explore ways to get the most out of your experience working with and learning from others.
A team is a group of individuals who depend on each other to accomplish a common objective. Teams are often more creative and accomplish more work than individuals working alone; a group’s total output exceeds the sum of each individual’s contribution. As a manager, if you work well as part of a team and can resolve confl icts, you will likely be seen as an effective leader with potential for promotion.8
On the other hand, teams can waste time, accomplish little work, and create a toxic environment. If you have worked as part of a team, you know all too well that people don’t always contribute equally. Someone you might call a “slacker” is practicing social loafi ng, the psychological term for avoiding individual responsi- bility in a group setting.
Two to seven members—with fi ve as an ideal—seems to work best for effective work teams.9 Smaller teams often lack diversity of skills and interests to function well, and larger teams struggle with managing their interactions because two or three people may dominate discussions and make key decisions.
The Variables of Group Communication
Three factors—confl ict, conformity, and consensus—greatly affect a team’s perfor- mance and how much team members enjoy working together. Let’s consider a situation when these variables would come into play. Imagine that you worked for Disney when a young boy was killed by a bus at the Florida park.10 To address this tragedy, you are working on a crisis management team with managers from sev- eral departments: transportation, public relations, human resources, and legal. To be successful, this crisis team needs to navigate the variables that shape group communication, explained in Figure 1.
Initial Group Goals
Teams work more effectively when the members know each other well—their strengths and weaknesses, work styles, experiences, attitudes, and so on. Starting off by getting to know each other improves the social dimension of your work and may not only make tasks go more smoothly but may help you enjoy the team experience more.
Small talk about friends, family, and social activities before and after meet- ings is natural and helps to establish a supportive and open environment. Even in online meeting environments, you can post a profi le to introduce yourself or spend time IMing to learn about each other.
Too often, decisions just happen on a team; members may go along with what they think everyone else wants. Instead, teams should agree on how they’ll oper- ate and make decisions; for example, consider discussing the following early on with your team:
• What if someone misses a deliverable or team meeting? How should he or she notify the team? What will be the consequences?
• What if someone needs help completing a task? How should he or she handle this situation?
Communicate effectively and ethically in small groups.
If the group is too large, members may form cliques, or subgroups.
Debate issues, not personalities.
The group’s fi rst task is to get to know each other.
33168_02_ch02_p036-069.indd 3833168_02_ch02_p036-069.indd 38 09/12/11 4:24 PM09/12/11 4:24 PM
CHAPTER 2 Team and Intercultural Communication 39
• What if two team members are having a confl ict? How should it be resolved? • Which decisions will be most important for our team? How should we make
those decisions?
Giving Constructive Feedback
Giving and receiving constructive feedback is critical to work through team prob- lems. These proven methods for giving and receiving criticism work equally well for giving and receiving praise.11
Acknowledge the Need for Feedback Imagine a work environment—or a class—where you never receive feedback on your performance. How would you know what you do well and what skills you need to develop? Feedback is the only way to fi nd out what needs to be improved. Your team must agree that giving and receiving feedback is part of your team’s culture—how you’ll work together. This way, no one will be surprised when he or she receives feedback.
Give Both Positive and Negative Feedback Many people take good work for granted and give feedback only when they no- tice problems. In one study, 67% of employees said they received too little positive
Giving and receiving feedback should be a part of every team’s culture.
Figure 1 The Variables of Group Communication
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_02_ch02_p036-069.indd 3933168_02_ch02_p036-069.indd 39 09/12/11 4:24 PM09/12/11 4:24 PM
PART 1 Foundations of Business Communication40
feedback.12 Hearing only complaints can be demoralizing and might discourage peo- ple from making any changes at all. Always try to balance positive and constructive feedback. Figure 2 suggests ways to give both positive and constructive feedback.
Use “I” statements to describe how someone’s behavior affects you. This ap- proach focuses on your reaction and helps avoid attacking or blaming the other person. Use the guidelines in Figure 3, but adapt the model to your own language, so you’re authentic and sound natural.13
Confl ict Resolution
As discussed earlier, confl icts are a natural and effective part of the team process— until they become personal or disruptive. Most confl icts in groups can be pre- vented if a group spends time developing itself into a team, getting to know each other, establishing ground rules, and discussing norms for group behavior. How- ever, no matter how much planning is done or how conscientiously team members work, confl icts occasionally show up.
Problems rarely disappear on their own. However, you should neither overreact nor underreact to group problems. Some behaviors are only fl eeting disruptions and can be ignored. Others are chronic and disruptive and must be resolved. If someone is late to a meeting once, you can probably let it go. If this continues, it should be addressed.
Think of each problem as a group problem. It’s tempting to defuse confl icts by making a scapegoat of one member—for example, “We’d be fi nished with this report now if Sam had done his part; you never can depend on him.” Rarely is one person solely responsible for the success or failure of a group effort. Were the ex- pectations of Sam clear to him? Was he waiting for data from someone else? Did he need help but couldn’t get it from the rest of the team? What is the team’s role in encouraging or allowing behavior, and what can each of you do differently to encourage more constructive behavior?
At the same time, be realistic about team performance. Don’t assume respon- sibility for others’ happiness. You’re responsible for being a fully contributing member of the team, behaving ethically, and treating others with respect. But the purpose of the group is not to develop lifelong friendships or to solve other people’s
“I” statements tell specifi cally how someone’s behavior affects you.
React to problems appropriately, consider them “group” problems, and have realistic expectations about the group process.
Figure 2 How to Give Positive and Negative Feedback
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_02_ch02_p036-069.indd 4033168_02_ch02_p036-069.indd 40 09/12/11 4:24 PM09/12/11 4:24 PM
CHAPTER 2 Team and Intercultural Communication 41
time-management or personal problems. If someone is sick, you may decide to extend a deadline, but you do not need to spend 20 minutes of a meeting talking about the illness.
Competent communicators welcome all contributions from group members, even if they disagree. This contributes to productive confl ict where team members evaluate each contribution objectively against team goals and respond in a non- threatening, constructive way. If the atmosphere temporarily becomes tense, you can make a light comment, laugh, or offer a compliment to restore harmony and move the group forward.
However, if interpersonal confl ict develops into a permanent part of the group interactions, it’s best to address the confl ict directly. Working through the confl ict as a team may not be fun, but it will bring you to greater understanding and a higher level of productivity. It takes a brave manager to say, “I’d like to talk about how we interact with each other at these meetings. It seems like we often end up fi ghting—it’s not productive, and someone usually gets hurt. Does anyone else feel that way? What can we do differently?”
The Ethical Dimension of Team Communication
When you agree to participate on a team, you accept certain standards of ethi- cal behavior. One of these standards is to put the good of the team ahead of personal gain. Effective team performance requires members to set aside private
Concentrate on group goals rather than individual goals.
Figure 3 Using “I” Statements When Giving Feedback
Ethics in Communication
Sequence Explanation
“When you . . .” Start with a “When you . . .” statement that describes the behavior without judgment, exaggeration, label- ing, attribution, or motives. Just state the facts as specifi cally as possible.
“I feel . . .” Tell how the behavior affects you. If you need more than a word or two to describe the feeling, it’s prob- ably just some variation of joy, sorrow, anger, or fear.
“Because I . . .” Now say why you are affected that way. Describe the connection between the facts you observed and the feelings they provoke in you.
(Pause for discussion.) Let the other person respond.
“I would like . . .” Describe the change you want the other person to consider . . .
“Because . . .” . . . and why you think the change will help alleviate the problem.
“What do you think?” Listen to the other person’s response. Be prepared to discuss options and compromise on a solution.
How the feedback will work: “When you [do this], I feel [this way], because [of such and such].” (Pause for discussion.) “What I would like you to consider is [doing X], because I think it will accomplish [Y]. What do you think?”
Example: “When you submit work late, I get angry because it delays the rest of the project. We needed your research today in order to start the report outline.” (Pause for discussion.) “I’d like you to consider fi nding some way to fi nish work on time, so we can be more productive and meet our tight deadlines. What do you think?”
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_02_ch02_p036-069.indd 4133168_02_ch02_p036-069.indd 41 09/12/11 4:24 PM09/12/11 4:24 PM
PART 1 Foundations of Business Communication42
agendas and avoid advocating positions that might benefi t them personally but that would not be best for the team. In baseball, team ethics are clear. If a run- ner is on base, the batter may bunt the ball, knowing he’ll probably be thrown out (i.e., the pitcher will get the ball to fi rst base before he gets there). The batter makes the sacrifi ce for the good of the team, so that the teammate can advance a base.
Team members also have an ethical responsibil- ity to respect each other’s integrity and emotional needs. Everyone’s ideas should be treated with re- spect, and no one should feel a loss of self-esteem. Team members should be encouraged to produce their best work, rather than feel criticized for not performing up to standard. When a baseball player hits a home run, the entire team celebrates. When a player strikes out, you’ll never see team members criticizing him.
Finally, each member has an ethical responsibility to promote the team’s well-being—refraining from destructive gossip, dominating meetings, and sabo- taging work. When New York Yankee Alex Rodriguez admitted using performance-enhancing steroids, for example, his behavior created controversy and bruised the reputation of the entire team. One team member’s behavior can undermine the team’s ability to reach its goals.
COLLABORATION ON TEAM WRITING PROJECTS The increasing complexity of the workplace makes it diffi cult for any one person to have the time or expertise to write long or complex documents on his or her own. Team writing is common in organizations for sales proposals, recommenda- tion reports, websites, fi nancial analyses, and other projects that require input from people in different functions or departments.
Applying Strategies for Team Writing
Let’s take an example of a start-up business. If you and two friends want to open an ice cream store and need funding—from either a bank or private investors— you would write a business plan. You would probably all do extensive research to make sure the business is feasible. Then, you might have one person write the fi nancial projections, another write the marketing plan, and so on, until you com- plete the business plan. No one person will have expertise in all areas of planning your new business. When you present your idea to investors, each of you will cre- ate slides for your part of the presentation. And later, when you create a website, you may divide up the writing for that, too. Consider the steps in Figure 4 when writing as part of a team.
Figure 5 shows the start of a simple project plan. You can create something much more detailed, or keep it simple and build on these steps.
Collaborate to improve team writing.
Writing as part of a team is a common task in organizations.
New York Yankee Alex Rodriguez affected the entire team when he admitted steroid use.
© A
L M
E S
S E
R S
C H
M ID
T /G
E T
T Y
IM A
G E
S
33168_02_ch02_p036-069.indd 4233168_02_ch02_p036-069.indd 42 09/12/11 4:24 PM09/12/11 4:24 PM
CHAPTER 2 Team and Intercultural Communication 43
Commenting on Peers’ Writing
Commenting on your peers’ writing is useful for both of you. Your peer receives feedback to improve his or her writing, and you practice techniques to objec- tively evaluate others’—and eventually your own—writing. When done effectively,
Writing a Business Plan
Who Task By When
Madeline Create wiki. April 20
Madeline Draft an outline for the business plan. April 22
Griffi n Draft company overview section (mission, vision, etc.).
April 24
Beata Draft management profi les. April 24
Madeline Research local ice cream shops and other businesses for competitive analysis section.
April 30
[To be continued . . .]
Figure 5 Example of a Simple Project Plan
Figure 4 Steps for Team Writing
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_02_ch02_p036-069.indd 4333168_02_ch02_p036-069.indd 43 09/12/11 4:24 PM09/12/11 4:24 PM
PART 1 Foundations of Business Communication44
• Read fi rst for meaning; comment on the large issues fi rst—the information, organization, relevance for the audience, and overall clarity.
• Assume the role of reader—not instructor. Your job is to help the writer, not to grade the assignment.
• Point out sections that you liked, as well as those you disliked, explaining specifi cally why you thought they were effective or ineffective (not “I liked this part,” but “You did a good job of explaining this diffi cult concept”).
• Use “I” language (not “You need to make this clearer,” but “I was confused here”). • Comment helpfully—but sparingly. You don’t need to point out the same
misspelling a dozen times. • Emphasize the writer when giving positive feedback, and emphasize the text
(rather than the writer) when giving negative feedback: “I’m glad you used the most current data from the annual report.” “This argument would be more persuasive for me if it contained the most current data.”
• Avoid taking over the text. Accept that you are reading someone else’s writing—not your own. Make constructive suggestions, but avoid making decisions or demands.
Figure 6 Tips for Commenting on Peer Writing
Communication Technologies
C i
providing each other feedback can build a sense of community within the team. Follow the tips in Figure 6 for commenting on peer writing.
Using Technology for Work in Teams
Although working in teams can be a challenge, technology such as wikis and Google Docs can help you manage documents and deadlines—and may improve your team communication. As introduced in Chapter 1, wikis are websites where groups of people collaborate on projects and edit each other’s content. At Leap- Frog, the toy maker, a team of researchers, product designers, and engineers uses a wiki to “log new product ideas, track concepts over the course of their develop- ment, and spark better collaboration between team members.”14
More businesses are adopting wikis to produce these useful results:15,16
• Improved work processes. Wikis make it easy to share information, monitor contributions, and track who makes revisions to which documents when.
• Better collaboration. Because wikis include interactive tools, such as chat and blogging, team members can communicate easily.
• More contributions. Wikis level the playing fi eld, allowing users to contribute equally from anywhere in the world.
• Better work outcomes. With greater collaboration and contribution, users can expect better project results.
• Improved knowledge management. Because information is stored in one central place, knowledge is more easily retrieved and retained. Knowledge retention is particularly important for high-turnover organizations and as the workforce ages and more people retire.
• Less email. Case studies show that employees participating in a wiki receive less email and experience a more organized fl ow of communication.
• Fewer meetings. With better online communication and editing, wikis may reduce the number of in-person meetings.
The technology behind wikis is relatively simple. Designed as a website, wikis are fairly intuitive to use and can incorporate links, video, message boards, and other web features. With wikis, you can control who can access and edit which information, ensuring privacy and security. MediaWiki, Wiggio, Wikispaces— and even Google Sites—are all free and offer enough functionality for small
Wikis are easy to use and can be created for no cost.
A happy customer with one of LeapFrog’s interactive toys. Product teams at the toy maker use wikis to collaborate on new product designs.
© HANDOUT/NEWSCOM
33168_02_ch02_p036-069.indd 4433168_02_ch02_p036-069.indd 44 09/12/11 4:24 PM09/12/11 4:24 PM
CHAPTER 2 Team and Intercultural Communication 45
team projects, whereas enterprise wikis offer more functionality and control for large companies and major projects.
An example of a wiki created in Wiggio (www.wiggio .com) for a mar- keting project is shown in Figure 7. Al- though it looks like a typical website, the wiki has an important distinction: any member can post to the site and edit content. Wiggio offers additional functionality, such as polling and sending voice and text messages to your group members.
You can see how wikis might im- prove your team communication. In an online environment, according to the author of the book Wikipatterns, “Errors can be fi xed immediately by anyone who notices them, and dif- fering viewpoints can be worked out in a more natural manner. People can work together to reach a balance of viewpoints through a dialog that takes place as they edit, instead of putting forth versions that each feels is fi nal.”17 You might fi nd collaborating online an easier place to give feedback and address differences.
Google Docs is a good alterna- tive to a wiki for smaller and shorter projects. You can use Google Docs to share documents and revise each other’s work. However, with Google Sites, which is more like a wiki, you can use multiple Google applications and other functional- ity in one place.
If you’re using Microsoft applications rather than Google Docs, you can still show revisions using the “Track Changes” feature. Although this type of sharing doesn’t offer the functionality—or the benefi ts—of using a wiki, this solution may be just enough for simple projects. However, when a project is more complex and requires input from multiple people, a wiki has far more options for you to col- laborate and build your team online.
INTERCULTURAL COMMUNICATION Working with others becomes even more complex—and interesting—when col- leagues work in other countries. Intercultural communication (or cross-cultural communication) takes place between people from different cultures, when a mes- sage is created by someone from one culture to be understood by someone from another culture. More broadly, multiculturalism refers to appreciating diversity among people, typically beyond differences in countries of origin.
To be successful in today’s global, multicultural business environment, man- agers need to appreciate differences among people. Although English may be the standard language for business, by no means do we have one standard for all busi- ness communication. If you want to do business abroad, you need to understand different cultures and adapt to the local language of business.
Communicate with intercultural audiences.
International business would not be possible without international communication.
C O
U R
T E
S Y
O F
W IG
G IO
wiggio Darryl Myers Search all threads Create a Group Logout
Marketing Project Feed Showing: All content From: Marketing Project Applications
Calendar
Folder
Alerts Group Profile
Add Members
All groups
Spun News
Wiggio PR
Greenhorn
B2L
Bl Team
Graphics
List all groups (79) Create a group
Members
Darryl Myers (A) Joe Rettenmyer Darryl Myers Jeremy Flores Stephanie Stein Dana Lampert Rob Doyle Derek Doyle Dana Lampert Anthony
Communication Mediums Marketing Project
Darryl Myers created a new poll (31 minutes ago)
Communication mediums to accomplish our project goals. How should we communicate to accomplish our project goals?
take this poll . show progress . show results . resend
Darryl Myers (One minute ago)
Please make sure you all take the poll. We’re all working to different schedules; this will help us coordinate the way we meet. Thanks!
Darryl Myers added a file (58 minutes ago)
Marketing_Principles_Dr. Robert_Green.pdf download . view . share . show in folder
Darryl Myers added a file (59 minutes ago)
4p’s of Marketing
4p’s_of_Marketing.png . download . view . share . show in folder
Marketing Project
Marketing Project
Reply
Reply
Comment Event File Meeting Message To-Do List Poll
Poll
Communication mediums to accomplish our project goals.
How should we communicate to accomplish our project goals?
1. What in your opinion is the best way for our marketing project team to communicate effectively with one another?
Face-to-face meeting
Virtual meeting
Teleconference
Communication portal
Figure 7 Sample Wiki Homepage and Polling Feature
International Communication
33168_02_ch02_p036-069.indd 4533168_02_ch02_p036-069.indd 45 09/12/11 4:24 PM09/12/11 4:24 PM
PART 1 Foundations of Business Communication46
When we talk about culture, we mean the customary traits, attitudes, and be- haviors of a group of people. Ethnocentrism is the belief that an individual’s own cultural group is superior. This attitude hinders communication, understanding, and goodwill between business partners. Such arrogance is not only counterpro- ductive but also unrealistic, considering that the U.S. population represents less than 5% of the world population.
Diversity has a profound effect on our lives and poses new opportunities and challenges for managers: opportunities to expand our own thinking and learn about other cultures—and challenges in communication. Although you’ll learn in this chapter about communicating with people from different cultures, keep in mind that each member of a culture is an individual. We generalize here to teach broad principles for communication, but you should always adapt to individuals, who may think, feel, and act quite differently from the cultural norm or stereotype.
Cultural Differences
Cultures differ widely in the traits they value. For example, Figure 8 shows that international cultures vary in how much they emphasize individualism, time
According to an old joke, What do you call someone who speaks three languages? Trilingual. What do you call someone who speaks two languages? Bilingual. What do you call someone who speaks one language? American.
Cultures differ not only in their verbal languages but also in their nonverbal languages.
Value High Low
Individualism: Cultures in which people see themselves fi rst as individuals and believe that their own interests take priority.
United States Canada Great Britain Australia Netherlands
Japan China Mexico Greece Hong Kong
Time Orientation: Cultures that perceive time as a scarce resource and that tend to be impatient.
United States Switzerland
Pacifi c Rim and Middle Eastern countries
Power Distance: Cultures in which man- agement decisions are made by the boss simply because he or she is the boss.
France Spain Japan Mexico Brazil
United States Israel Germany Ireland Sweden
Uncertainty Avoidance: Cultures in which people want predictable and certain futures.
Israel Japan Italy Argentina
United States Canada Australia Singapore
Formality: Cultures that attach consider- able importance to tradition, ceremony, social rules, and rank.
China India Latin American countries
United States Canada Scandinavian countries
Materialism: Cultures that emphasize assertiveness and the acquisition of money and material objects.
Japan Austria Italy
Scandinavian countries
Context Sensitivity: Cultures that empha- size the surrounding circumstances (or context), make extensive use of body language, and take the time to build relationships and establish trust.
Asian and African countries
Northern European countries
To learn more about cultural differences, read Geert Hofstede, Culture’s Consequences: Comparing Values, Behaviors, Institutions and Organizations Across Nations, 2nd ed. (Thousand Oaks, CA: Sage Publications).
Figure 8 Cultural Values
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_02_ch02_p036-069.indd 4633168_02_ch02_p036-069.indd 46 09/12/11 4:24 PM09/12/11 4:24 PM
CHAPTER 2 Team and Intercultural Communication 47
Geert HofstedeTM Cultural Dimensions
Compare your home culture with your host culture
Home culture: United States
Host culture: South Korea
The 5D Model of professor Geert Hofstede
100
80
60
40
20
0
sc or
es
United States South Korea
PDI IDV MAS UAI LTO
PDI Power Distance Index
IDV Individualism
MAS Masculinity
UAI Uncertainty Avoidance Index
LTO Long-Term Orientation
Figure 10 McDonald’s India Website
U S
E D
W IT
H P
E R
M IS
S IO
N F
R O
M M
C D
O N
A LD
’S C
O R
P O
R AT
IO N
.
orientation, power distance, uncertainty avoidance, formality, materialism, and context sensitivity.18
You can use the Geert Hofstede model to compare your own culture with another.19 Figure 9 compares the United States with South Korea, showing some of the cultural traits from Figure 8 and a new dimension: masculinity. You may fi nd the Geert Hofstede model helpful to understand differences among you, your class- mates, and your coworkers.
We can look at communication differences even more deeply through a lens of “high-context” and “low-context” cultures, the last value listed in Figure 8. According to anthropologist Edward T. Hall, high-context cultures rely less on words used and more on subtle actions and reactions of communicators. Communication for these cultures is more implicit and emphasizes relationships among people. Silence is not unusual in these cultures, as it could have great meaning. Low-context cultures, on the other hand, rely on more explicit communication—the words people use. In low-con- text cultures, tasks are more important than relationships, so peo- ple use a direct style of communication, which we’ll explore more when we discuss how to organize a message.20
Let’s see how McDonald’s adapts its website to cultures around the world. The company’s Indian website, shown in Figure 10, shows groups of people interacting.21 This might appeal to the In- dian people, who are part of a collectivist society. The emphasis here is on family and relationships.
Contrast the Indian website with two designed for individualist societies—the Germans and the Swiss (Figure 11). In both of these examples, products and promotions are emphasized rather than people. The German example focuses on McDonald’s signature hamburger, while the Swiss example highlights a popular Monop- oly game.22 McDonald’s digital strategy is to have dynamic content on their websites, which each country updates frequently to best communicate messages for its own culture.
Companies customize their websites in other ways, too. Site navigation for high-context cultures, for example, might include subtle guidance and new pages opening in several new browser windows. This strategy allows the user to select new entry points for further exploration. But for low-context cultures, which tend to have more linear thought patterns, navigational cues may be more explicit, and new pages will open within the current window, to allow the user to go back and forth easily.23
We all interpret events through our own mental fi lter, and that fi lter is based on our unique knowledge, experiences, and perspectives. For example, the language of time is as different among cultures as the lan- guage of words. Americans, Canadi- ans, Germans, and Japanese are very time conscious and precise about appointments; Latin American and Middle Eastern cultures tend to be more casual about time. For example, if your Mexican host tells you that he or she will meet with you at 3:00, it’s most likely más o menos (Spanish for “more or less”) 3:00.
Figure 9 Comparing Cultural Dimensions
U S
E D
B Y
P E
R M
IS S
IO N
. G E
E R
T H
O F
S T
E D
E , “
C U
LT U
R E
’S C
O N
S E
Q U
E N
C E
S : C
O M
PA R
IN G
V A
LU E
S , B
E H
A V
IO R
S , I
N S
T IT
U T
IO N
S A
N D
O R
G A
N IZ
AT IO
N S
A C
R O
S S
N AT
IO N
S ”,
S E
C O
N D
E D
IT IO
N . T
H O
U S
A N
D O
A K
S , C
A LI
F O
R N
IA : S
A G
E P
U B
LI C
AT IO
N S
, 2 00
1, IS
B N
0 -8
03 9-
73 23
-3 .
33168_02_ch02_p036-069.indd 4733168_02_ch02_p036-069.indd 47 09/12/11 4:24 PM09/12/11 4:24 PM
PART 1 Foundations of Business Communication48
Businesspeople in both Asian and Latin American countries tend to favor long negotiations and slow deliberations. They exchange pleasantries for a while before getting down to business. Similarly, many non-Western cultures use silence dur- ing meetings to contemplate a decision, whereas businesspeople from the United States and Canada tend to have little tolerance for silence in business negotia- tions. As a result, Americans and Canadians may rush in and offer compromises and counterproposals that would have been unnecessary if they were more com- fortable with the silence—and more patient.
Body language, especially gestures and eye contact, also varies among cultures. For example, our sign for “okay”—forming a circle with our forefi nger and thumb— means “zero” in France, “money” in Japan, and a vulgarity in Brazil (Figure 12).24
Americans and Canadians consider eye contact important. In Asian and many Latin American countries, however, looking a colleague full in the eye is considered an irritating sign of poor upbringing.
Very few nonverbal messages have universal meanings.
Figure 11 McDonald’s Germany and Switzerland Websites
U S
E D
W IT
H P
E R
M IS
S IO
N F
R O
M M
C D
O N
A LD
’S C
O R
P O
R AT
IO N
.
Figure 12 Same Sign, Different Meanings
C O
U R
T E
S Y
O F
C R
Y S
TA L
B U
LL E
N .
U S
E D
B Y
P E
R M
IS S
IO N
.
33168_02_ch02_p036-069.indd 4833168_02_ch02_p036-069.indd 48 09/12/11 4:24 PM09/12/11 4:24 PM
CHAPTER 2 Team and Intercultural Communication 49
Touching behavior is very culture specifi c. Many Asians do not like to be touched except for a brief handshake in greeting. However, handshakes in much of Europe tend to last much longer than in the United States and Canada, and Europeans tend to shake hands every time they see each other, perhaps several times a day. In much of Europe, men often kiss each other upon greeting; if you don’t know this custom, you might react inappropriately and embarrass yourself.
Our feelings about space are partly an outgrowth of our culture and partly a result of geography and economics. For example, Americans and Canadians are used to wide-open spaces and tend to move about expansively, using hand and arm motions for emphasis. But in Japan, which has much smaller living and work- ing spaces, such abrupt and extensive body movements are not typical. Likewise, Americans and Canadians tend to sit face to face so that they can maintain eye contact, whereas the Chinese and Japanese (to whom eye contact is not so impor- tant) tend to sit side by side during negotiations.
Also, the sense of personal space differs among cultures. In the United States and Canada, most business exchanges occur at about fi ve feet, within the “social zone,” which is closer than the “public zone,” but farther than the “intimate zone” (see Figure 13). However, both in Middle Eastern and Latin American countries, this distance is too far. Businesspeople there tend to stand close enough to feel your breath as you speak. Most Americans and Canadians will back away uncon- sciously from such close contact.
Finally, social behavior is very culture dependent. For example, in the Japanese culture, who bows fi rst upon meeting, how deeply the person bows, and how long the bow is held depend on one’s status.
Before you travel or interact with people from other countries, become familiar with these and other customs, for example, giving (and accepting) gifts, exchang- ing business cards, the degree of formality expected, and how people entertain.
Group-Oriented Behavior
As shown earlier, the business environment in capitalistic societies, such as the United States and Canada, places great value on how individuals contribute to an organization. Individual effort is often stressed more than group effort, and a com- petitive atmosphere prevails. But in other cultures, originality and independence of judgment are not valued as highly as teamwork. The Japanese say, “A nail stand- ing out will be hammered down.” The Japanese go to great lengths to reach deci- sions through group consensus.
Closely related to the concept of group-oriented behavior is the notion of “sav- ing face.” People save face when they avoid embarrassment. When Akio Toyoda,
When in doubt about how to act, follow the lead of your host.
Expect negotiations to take longer when unanimous agreement rather than majority rule is the norm.
Figure 13 Personal Spaces for Social Interaction
© ISTOCKPHOTO.COM/JOSHUA HODGE PHOTOGRAPHY
11/2’ 4’ 12’
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_02_ch02_p036-069.indd 4933168_02_ch02_p036-069.indd 49 09/12/11 4:25 PM09/12/11 4:25 PM
PART 1 Foundations of Business Communication50
the Japanese president of Toyota Motor Corporation, apologized for many vehicle recalls starting in 2009, he demonstrated emotion and great humility—far more than might have been expected of an American business leader.
Human relationships are highly valued in Japanese cultures and are em- bodied in the concept of wa, the Japa- nese pursuit of harmony. This concept makes it diffi cult for the Japanese to say “no” to a request because it would be im- polite. They are very reluctant to offend others—even if they unintentionally mis- lead them instead. A “yes” to a Japanese might mean “Yes, I understand you” rather than “Yes, I agree.” To an American, the Japanese style of communication may seem too indirect and verbose. At one point during Toyoda’s testimony before Congress, the committee chair said, “What I’m trying to fi nd out: is that a yes or a no?” To Japanese viewers, this sounded rude and disrespectful.26
Latin Americans also tend to avoid an outright “no” in their business dealings, preferring instead a milder, less explicit response. For successful intercultural communications, you have to read between the lines because what is left unsaid or unwritten may be just as important as what is said or written.
Strategies for Communicating Across Cultures
When communicating with people from different cultures, whether abroad or at home, use the following strategies.
Maintain Formality Compared to U.S. and Canadian cultures, most other cultures value and respect a much more formal approach to business dealings. Call others by their titles and family names unless specifi cally asked to do otherwise. By both verbal and nonverbal clues, convey an attitude of propriety and decorum. Although you may think these strategies sound cold, most other cultures consider these appropriate.
Show Respect When interacting with people from other cultures, withhold judgment. Although different from your own, attitudes held by an entire culture are probably based on sound reasoning. Listen carefully to what is being communicated, trying to under- stand the other person’s feelings. Learn about your host country—its geography, form of government, largest cities, culture, current events, and so on.
Expect to adapt to different cultures. For Japanese business practices, it is not uncommon for the evening’s entertainment to extend beyond dinner. You can ex- pect a second round of drinks or an invitation to a coffee shop. Refusing a drink during social business engagements may even be considered rude or impolite. If you’re not a drinker, think about how you would handle the situation in advance.
Communicate Clearly To make your oral and written messages understood, follow these guidelines:
• Avoid slang, jargon, and other fi gures of speech. Expressions such as “They’ll eat that up” or “out in left fi eld” can confuse even a fl uent English speaker.
• Be specifi c and illustrate your points with concrete examples.
The Toyoda family changed the company name to Toyota in 1937 for its clearer sound and more favorable number of strokes for writing the name.25
Showing respect is probably the easiest strategy to exhibit— and one of the most important.
Akio Toyoda apologizes at recall press conference for Toyota Motor Company.
© A
P IM
A G
E S
/K O
JI S
A S
A H
A R
A
33168_02_ch02_p036-069.indd 5033168_02_ch02_p036-069.indd 50 09/12/11 4:25 PM09/12/11 4:25 PM
CHAPTER 2 Team and Intercultural Communication 51
• Provide and solicit feedback, summarize frequently, write a summary of points covered in a meeting, ask your counterpart for his or her understand- ing, and encourage questions.
• Use a variety of media: handouts (distributed before the meeting to allow time for reading), visuals, models, and so on.
• Use humor sparingly; humor is risky—it may be lost on your counterpart, or worse, it may offend someone.
• Speak plainly and slowly (but not so slowly as to be condescending); choose your words carefully.
People who know more about, and are more comfortable with, different cul- tures are more effective managers because they reap the benefi ts of international business and avoid misunderstandings.
DIVERSITY WITHIN THE UNITED STATES Of course, we have much diversity within the United States. Each year, the United States becomes even more diverse, which creates tremendous opportunities for companies—and a few challenges for business communicators.
The Value of Diversity
Imagine a work environment where everyone is exactly the same. How would you allocate work when everyone has the same skills? How would you generate new ideas when everyone thinks similarly?
Diversity among em- ployees provides rich- ness and strength for an organization. People from varied backgrounds and perspectives help companies solve prob- lems, make better deci- sions, and create a much more interesting work environment.
Companies recognize the need for diversity and actively seek em- ployees from different backgrounds. Cox Com- munications, a broadband communications and en- tertainment company, ad- vertises regularly to show that its diverse workforce is a competitive advan- tage (Figure 14).
Many companies today go beyond think- ing about diversity— which tends to focus on numbers of people—and
Communicate with diverse populations.
Cultural diversity provides a rich work environment.
Figure 14 Cox Communications Promotes Diversity Through Advertisements
C O
U R
T E
S Y
O F
C O
X C
O M
M U
N IC
AT IO
N S
33168_02_ch02_p036-069.indd 5133168_02_ch02_p036-069.indd 51 09/12/11 4:25 PM09/12/11 4:25 PM
PART 1 Foundations of Business Communication52
strive for inclusion. Do all employees feel included and welcomed in their work environment? Are they able to contribute fully to an organization, or do invis- ible barriers prevent people from participating in relevant meetings, making signifi cant decisions, getting their ideas implemented—and, perhaps most im- portant, getting promoted? Focusing on an inclusive work environment ensures that all employees can reach their full potential with a company.
As you look at companies’ websites, you’ll see that many of them refer to both diversity and inclusion. State Farm, the insurance company, is a good ex- ample of how companies describe these values (Figure 15). The company defi nes diversity and inclusion as follows:
Diversity is the collective strength of experiences, skills, talents, perspectives, and cultures that each agent and employee brings to State Farm. It’s how we create a dynamic business environment to serve our customers.
Inclusion is about respecting and valuing the unique dimension each agent and employee adds to the organization. We recognize that agents and employ- ees are at their creative and productive best when they work in an inclusive work environment.27
As you might expect, communication, particularly language, is an important part of an inclusive working environment. Unbiased or neutral language treats
Use language that includes everyone equally.
Figure 15 State Farm Insurance Website
© S
TA T
E F
A R
M G
E N
E R
A L
IN S
U R
A N
C E
C O
M PA
N Y
33168_02_ch02_p036-069.indd 5233168_02_ch02_p036-069.indd 52 09/12/11 4:25 PM09/12/11 4:25 PM
CHAPTER 2 Team and Intercultural Communication 53
everyone equally, making no unwarranted assumptions about any group of people. Consider the types of bias in this report:
The distribution center was the scene of a confrontation today when two ladies from the morning shift accused a foreman of sexual harassment. Marta Maria Valdez, a Hispanic inspector, and Margaret Sawyer, an assembly-line worker, accused Mr. Engerrand of making suggestive comments. Mr. Engerrand, who is 62 years old and an epileptic, denied the charges and said he thought the girls were trying to cheat the company with their demand for a cash award.
Were you able to identify these instances of bias or discriminatory language?
• The women were referred to as ladies and girls, although the men in the company probably are not referred to as gentlemen and boys.
• The term foreman (and all other -man occupational titles) has a sexist connotation.
• The two women were identifi ed by their fi rst and last names, without a personal title, while the man was identifi ed by a personal title and last name only.
• Valdez’s ethnicity, Engerrand’s age, and Engerrand’s disability were identifi ed, although they are irrelevant to the situation.
Respectful communicators make sure that their writing is free of unbiased language.
Ethnicity Issues in Communication
Whether you belong to the majority culture or to one of the minority cultures where you work, you will interact and socialize with people different from yourself. In fact, the term minority is becoming something of a mis- nomer. The non-Hispanic White population in the United States is expected to decline from 64.7% of the population in 2010 to less than the majority (46.3%) in 2050.28 Also, most of us represent the minority of some group. If not race, we may be in the minority for our ethnicity, religion, age, sexual orien- tation, ability, geographic location, or other groups.
Terminology used to refer to groups is constantly evolving. The 2010 U.S. Census Form allowed people to select from several categories to identify their origin and race (Figures 16 and 17).29 But even these categories may not apply to how each person prefers to be identifi ed. Some White Americans prefer the term European American or Caucasian, and some Asian Americans prefer to be identifi ed by their country of origin—for example, Chinese American or Indonesian American. Others prefer different designations.
Refer to groups of people according to their preferences.
Figure 16 Question 8 on the 2010 U.S. Census Form
Source: United States Census 2010, “Explore the Form,” http://2010.census .gov/2010census/about/interactive-form.php
Figure 17 Question 9 on the 2010 U.S. Census Form
Source: United States Census 2010, “Explore the Form,” http://2010.census .gov/2010census/about/interactive-form.php
33168_02_ch02_p036-069.indd 5333168_02_ch02_p036-069.indd 53 09/12/11 4:25 PM09/12/11 4:25 PM
PART 1 Foundations of Business Communication54
When communicating about minorities—or “people of color”—in the United States, we should realize that what we call ourselves is not a trivial matter. The terms used to refer to other groups are not ours to establish. And it’s easy enough to use terms that others prefer.
We should also realize that ethnicity is not a characteristic limited to people of color; White Americans are ethnic, too. Every ethnic and racial group in the world—which includes 7 billion of us—has its own physical and cultural charac- teristics. Of course, every person within an ethnic group has his or her own indi- vidual characteristics as well.
No wonder communicating about ethnic and racial topics can be emotionally charged. Yet we must learn to communicate comfortably and honestly with one another. If we use the wrong terminology, make an unfair assumption, or present only one side of the story, our readers or listeners will let us know soon enough.
Gender Issues in Communication
Of course, more differences exist within each gender group than between groups. We should be careful not to stereotype and wrongly assume that all women or all men communicate or behave in one way. And yet, recognizing that common differ- ences do exist may help us understand each other better and improve communi- cation overall (see Figure 18).30
Men and women often communicate differently based on learned behavior.
Recognize that these differences often (but not always) exist. Thus, a woman should not take it personally if a male coworker fails to praise her work; he may simply be engaging in gender-typical behavior. If a male manager feels that a female colleague is more interested in relating to others in the group and seeking consensus than in solving the problem, she may simply be engaging in gender- typical behavior. Again, these patterns may be typical, but they certainly don’t apply to everyone.
3168_00_fm_pi-xxxiii_SE.indd xxx33168_00_fm_pi-xxxiii_SE.indd xxx 13/12/11 2:36 PM13/12/11 2:36 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest.
C u
rr en
t, f
as t-
p ac
ed &
I n
te re
st in
g –
Ju st
li ke
b u
si n
es s
it se
lf.
Ober / Newman Business Communication: In Person, In Print, Online 8e
Current, fast-paced, & interesting – Just like business itself.
The business world is evolving rapidly, and you deserve a textbook that keeps pace. Business Communication: In Person, In Print, Online presents innovative content that refl ects the variety of communication technology used in today’s workplace. The text moves beyond describing new media to helping you use social media and other emerging communication technologies. With engaging examples and an innovative, visual format, this edition grabs your attention and makes you want to read.
Business Communication: In Person, In Print, Online, 8e
• Refl ects how people communicate in business today.
• Illustrates principles with current, real-world examples.
• Engages readers with creative visuals and an accessible writing style.
• Reinforces learning and promotes skill-building with a variety of online resources.
Business Communication: In Person, In Print, Online
33168_00_fm_pi-xxxiii_SE.indd i33168_00_fm_pi-xxxiii_SE.indd i 13/12/11 2:35 PM13/12/11 2:35 PM
Refl ects How People Communicate in Business Today
Business Communication: In Person, In Print, Online prepares you for challenging situations you will face in the digital workplace. Effective, accurate written and oral communication skills are still paramount. But in today’s competitive business environment, you need to be more than a successful communicator; you need to use communication to differentiate yourself.
Prepares You for Today’s Digital Workplace
Get more familiar with communicating through social media.
g y p
• Sending important information in a meeting • Providing instant reminders24
Social Media Perhaps the more interesting technologies for communication are social media. Web 2.0, which encourages online interaction, has opened the door for people to participate on the web. This is quite different from the one- way communication of the early Internet, when companies would post brochure-like websites for people to consume.
The real value of social media for companies is the opportunity to con- nect with people online. Social media is about the conversation. To promote interaction, companies use 2.0 technologies, for example, blogs, wikis, video, and social networking sites. These tools are used on the Internet (for the public), on a company’s intranet (for employee access only), and on extranets (private networks for people outside the company, e.g., custom- ers or franchisees). Examples of social media are shown in Figure 6.
For many companies, social media focuses on user-generated content (UGC), also called consumer-generated media (CGM). This content can be blog entries, product reviews, videos, or other messages posted about a company. As we discussed earlier in the Glassdoor example, this content isn’t always positive. In Chapter 7, we’ll explore how to respond to negative online comments.
The Fortune Global 100 companies are using social media actively. Seventy- nine percent are using at least one of four main social platforms—Twitter, videos, Facebook, and blogs—to communicate with customers.25 Of these tools, Twitter is the most frequently used.26 As a student, you may not be excited about Twitter (the average Twitter user is 39 years old),27 but this has proved useful for companies,
Companies use social media to have a conversation with internal and external audiences.
After introducing a few examples here, we’ll discuss social media— and other technologies—where relevant throughout the book. For example, we’ll explore wikis for team communication; social networking for interpersonal communication; email, blogs, and instant messaging for written communication; user- generated content for customer communication; and video for oral presentations.
as we’ll discuss later. The Fortune Global 100’s frequency of social media activity is shown in Figure 7.28
Blogs Companies use blogs to connect with employees and customers. Successful blogs are updated regularly with news or commentary, and many encourage inter- activity through comments, email subscriptions, and RSS (Really Simple Syndica- tion) feeds to share news and other content.
Wegmans, a regional supermarket, has an active blog called “Fresh Stories” to educate and engage customers—and keep them coming back. The blog includes videos, photos, and posts by CEO Danny Wegman. In one recent post, the CEO wrote,
With the spring season upon us (we hope! It’s been a cold April in the Roches- ter area), I wanted to kick off the season with a fresh story from the farm. I’m hoping you’ll start sharing your growing stories and questions as we experi- ence this new season together!29
With a blog, a CEO can build direct relationships with customers and personal- ize the company, particularly with a conversational style such as Danny Wegman’s.
The Wegmans blog also allows open comments, which are not always positive. Following the earthquake and tsunami disasters in Japan, one customer wrote,
Visit the author’s blog at www.bizcominthenews .com for current communication examples.
Figure 7 How Fortune
Learn how to listen to and engage online audiences.
33168_00_fm_pi-xxxiii_SE.indd ii33168_00_fm_pi-xxxiii_SE.indd ii 13/12/11 2:35 PM13/12/11 2:35 PM
Ober / Newman Business Communication: In Person, In Print, Online 8e
C u
rr en
t, f
as t-
p ac
ed , &
i n
te re
st in
g –
Ju st
li ke
b u
si n
es s
it se
lf.
Newman / Ober Business Communication: In Person, In Print, Online 8e
new content
• Move from diversity to inclusion.
• Adapt communication to multicultural and international audiences.
• Participate in online (web) meetings and videoconferences.
• Create PowerPoint® “decks” and represent ideas using creative graphics.
• Manage your online reputation.
New Content Helps You:
Understand how to communicate ethically and avoid legal consequences of communication.
front of a jury about the content of this email I am about to send?’ If the answer is anything other than an unqualifi ed ‘yes,’ it is not an email that should be sent.”40
You might ask yourself the same question for all communications related to your company.
ETHICS AND COMMUNICATION Beyond the legal requirements, companies will expect you to communicate ethi- cally. Consider this situation: Brian Maupin, a Best Buy employee, posted videos about the company on YouTube.41 His fi rst cartoon video, which received over 3.3 million views within two weeks, mocked a customer of “Phone Mart,” desperate for the latest version of the iPhone (Figure 12).
Before Maupin was invited back after being suspended, he created another video poking fun at the company’s policies. This interaction, between the store employee and the woman who “run[s] the ethics department” at the corporate offi ce, illustrates gray areas in communication ethics—and the importance of social media policies.
Was Maupin’s behavior ethical? Most corporate executives would consider the videos disparaging to the company. Although Maupin didn’t expect the videos to be such a huge success, he still publicly disagreed with sales policies, questioned loyalty to a top Best Buy supplier (Apple), and insulted customers. Things worked
Communicate ethically.
thi– eoss
overr atee
Ethics in Communication
© T
IN Y
W AT
C H
P R
O D
U C
T IO
N S
Maupin: How is it any business of Phone Mart’s what I do in my spare time?
Head of Corporate Ethics Department: If it hurts us or one of our Phone Mart partners, like Apple, then it hurts all the Phone Mart employees and stockholders, and we must take action to protect the company from these attacks, James Cameron.
You iPhone4 vs HTC Evo tinywatchproductions
tinywatchproductions 4,707,322 views
Figure 12 Best Buy Employee Posts a Video
33168_00_fm_pi-xxxiii_SE.indd iii33168_00_fm_pi-xxxiii_SE.indd iii 13/12/11 2:35 PM13/12/11 2:35 PM
• Use email, instant messaging, and texting effectively at work.
• Respond to customer comments and complaints online.
• Answer behavioral interview questions and prepare for a case interview.
New Content Helps You:
Delete Junk Reply Reply All Forward Print
From:
To:
Subject: Need More Detailed Bio by FridayUses a clear, specific subject line.
Uses a greeting that is standard within
the company.
Provides specific suggestions in bullets so
they are easy to skim.
Gives clear instructions: email by Friday.
Includes a simple, standard closing.
Uses a professional signature line.
Includes information that is useful to complete
the request.
Provides context for the request.
Gives a rationale for the deadline.
EmaEmaililil
Figure 12 Well-Written Email
© CENGAGE LEARNING 2013
space.?123 return ©
O LE
K S
IY M
A K
S Y
M E
N K
O P
See Chapter 12, Employment Communication, for tips on phone and video interviews.
alt 7 Z
8 X
9 C V B N M $
Aa space help Aa
© IS
TO C
K P
H O
TO .C
O M
O U
R T
E S
Y O
F N
C H
S O
F T
W A
R E
, I N
C .
Figure 11 Tips for Using VoIP
alt 7 ZZ
88 XXXX
AAa
Figurree 11111
Inbox (3 Sent (214) Messages) Write New Message
Thank you YZ Spa
A friendly photo makes me feel like I’m talking to real
human.
From Jill Z.
Sent 33 hhoouurrss aa
HHii SSaarraahh,,
II wwaanntteedd ttoo ppeerrssoonnaallllyy tthhaannkk yyoouu ffoorr sshhaarriinngg yyoouurr ppoossiittiivvee eexxppeerriieennccee wwiitthh XXYYZZ SSppaa oonn YYeellpp.. OOuurr ssttaaffff wwoorrkkss hhaarrdd ttoo eennssuurree tthhaatt yyoouu eennjjooyy yyoouurr ttiimmee tthheerree,, ssoo iitt’’ss mmoosstt rreewwaarrddiinngg ttoo hheeaarr tthhaatt oouurr ttrreeaattmmeennttss hheellppeedd ttoo mmaakkee yyoouurr bbiirrtthhddaayy ssppeecciiaall..
PPlleeaassee ffeeeell ffrreeee ttoo aasskk ffoorr mmee iiff aanndd wwhheenn yyoouu aarree nneexxtt ccoommiinngg iinn——iitt wwoouulldd bbee mmyy pplleeaassuurree ttoo mmeeeett aanndd tthhaannkk yyoouu aaggaaiinn iinn ppeerrssoonn.. IInn tthhee mmeeaannttiimmee,, pplleeaassee lleett mmee kknnooww iiff yyoouu hhaavvee aannyy ssuuggggeessttiioonnss ffoorr uuss,, aass wwee aarree ccoonnttiinnuuoouussllyy ttrryyiinngg ttoo iimmpprroovvee..
BBeesstt wwiisshheess,,
JJiillll ZZeeffffeerrss jjiillll@@ssppaass..ccoomm XXYYZZ SSppaass && SSaalloonnss
Thanks for at least using my name.
They really care what I think.
Wow! You really read my review!
Reply Delete Block User
“What TO Do” – A simple and personal thank you
Figure 13 Yelp’s Advice to Managers for Responding to a Positive Customer Post
The Plymouth manager’s response (at the bottom of Figure 12) could be more substantive, but her response is brief and funny. For informal social media interac- tions, this works just fi ne to connect with the writer and other prospective custom- ers. Considering the reviewer’s casual post, it might look odd for the manager to respond with something longer and more formal.
Yelp offers the example in Figure 13 with good advice for responding to posi- tive feedback online. For an authentic approach, personalize the response: provide a photo and your own name (not just the company’s name), mention the writer’s name, thank the writer for the post, address specifi c comments from the post, and offer solutions or other ways to stay in touch.
33168_00_fm_pi-xxxiii_SE.indd iv33168_00_fm_pi-xxxiii_SE.indd iv 13/12/11 2:35 PM13/12/11 2:35 PM
C u
rr en
t, f
as t-
p ac
ed &
I n
te re
st in
g –
Ju st
li ke
b u
si n
es s
it se
lf.
Ober / Newman Business Communication: In Person, In Print, Online 8eNewman / Ober Business Communication: In Person, In Print, Online 8e
Illustrates Principles with Current, Real-World Examples Business Communication: In Person, In Print, Online is interesting to read. Principles and skills come alive with many examples of communication at work. You’ll learn how companies use communication to their advantage—and how companies struggle with communication.
Sample annotated letters, emails, blog posts, and other messages illustrate what works well and what could be improved.
cashiers to not ask me 50 times to barrassing to the company, at least the ty to respond, as someone did quickly: nce at the checkout. Our cashiers have me of them have done so on their own. t War- rs also
nstead nternet
ssages micro- r mes-
etwork, primar-
ort- With west cus- nd 9
ween uth- p his
criti- ided mith
veral mple,
rate ons, oitte Film wing
Figure 8 Kevin Smith’s Tweet About Southwest Airlines
© T
W IT
T E
R , I
N C
.
ThatKevinSmith KevinSmith
W E
S T
A IR
LI N
E S
C O
R P
O R
AT E
Figure 9 Southwest’s Response to Kevin Smith
CITIES SERVED: DAILY DEPARTURES: HEADQUARTERS: EMPLOYEES:
CONNECT WITH SWA ELSEWHE
MOST RECENT RECOGNITION
• Examples are integrated right into the paragraph text, such as Best Buy’s suspension of an employee for a video posted on YouTube, Toyota’s response to safety recalls, McDonald’s adaptation to interna- tional markets, Google’s strategy for hiring, and more.
FREE SHIPPING
Personalizes the message to a select group of
customers.
Uses the indirect plan to provide history and context
for the decision.
Explains the Chapter 11 decision.
Uses headings to address customers’ questions.
Uses a conversational style and a personal approach
from the company’s leader.
Highlights customers’ most prevalent concerns.
Reassures customers with a positive, forward-looking
tone
FREE SHIPPING
Figure 12 Borders Updates Reward Customers During the Bankruptcy Process
the paragraph f l
Figure 10 McDonald’s India Website
U S
E D
W IT
H P
E R
M IS
S IO
N F
R O
M M
C D
O N
A LD
’S C
O R
P O
R AT
IO N
.
Companies customize their websites in other ways, too. Site navigation for high-context cultures, for example, might include subtle guidance and new pages opening in several new browser windows. This strategy allows the user to select new entry points for further exploration. But for low-context cultures, which tend to have more linear thought patterns, navigational cues may be more explicit, and new pages will open within the current window, to allow the user to go back and forth easily.23
We all interpret events through our own mental fi lter, and that fi lter s based on our unique knowledge,
experiences, and perspectives. For example, the language of time is as different among cultures as the lan- guage of words. Americans, Canadi- ans, Germans, and Japanese are very time conscious and precise about appointments; Latin American and Middle Eastern cultures tend to be more casual about time. For example, f your Mexican host tells you that he
or she will meet with you at 3:00, it’s most likely más o menos (Spanish for more or less”) 3:00.
33168_00_fm_pi-xxxiii_SE.indd v33168_00_fm_pi-xxxiii_SE.indd v 13/12/11 2:35 PM13/12/11 2:35 PM
• A companion blog, BizCom in the News (www.bizcominthenews.com), spotlights communication issues that make headlines. Browse stories by chapter or by topic, and access stories on the book’s Facebook page (www.facebook.com/bizcominthenews).
Illustrates Principles with Current, Real-World Examples
• Expanded end-of-chapter exercises include six new company scenarios that help you develop skills that will transfer to the workplace. For example, Aggresshop prepares you to respond to a customer complaint on the company’s blog and select the appropriate channel to communicate organizational change.
CHAPTER 1 Understanding Business Communication 33
Aggresshop Imagine you work for Aggresshop, an upscale women’s clothing boutique with 16 stores throughout the United States. At www.cengagebrain.com, you’ll fi nd Aggresshop’s company blog for customers and employees.
As you’ll read in the scenario, Aggresshop is experiencing many customer com- plaints about its sales associates’ overly aggressive techniques (two posts are shown below). The CEO decides to change the sales compensation structure to address this issue.
On the blog, you’ll see examples of several communication concepts discussed in Chapter 1: directions of communication, communication media, barriers to communica- tion, and ethics in communication. This scenario will also help you learn to do the following:
• Respond to customer complaints on a company blog.
• Communicate a change internally.
• Tailor message content and tone for different audiences and communication channels.
To help you practice your business communication your instructor may assign the
© IS
TO C
K P
H O
TO .C
O M
/S IR
IM O
Scan This!
33168_00_fm_pi-xxxiii_SE.indd vi33168_00_fm_pi-xxxiii_SE.indd vi 13/12/11 2:35 PM13/12/11 2:35 PM
C u
rr en
t, f
as t-
p ac
ed &
I n
te re
st in
g –
Ju st
li ke
b u
si n
es s
it se
lf.
Ober / Newman Business Communication: In Person, In Print, Online 8eNewman / Ober Business Communication: In Person, In Print, Online 8e
Current, fast-paced, & interesting – Just like business itself.
On
ability, which m
akes
Try the strateg
ies in F igure 9
fo
build in to your
writing routin
e those strateg
ies t
differen t athle
tes and artists
use di fferent
strategi es for
acco p
goals, s o do dif
ferent w riters. T
here is no one
best wa y, so ch
oose wh at work
s bes
for you .
Figure 9 Strate
gies for Overco
ming W riter’s B
lock
State yo ur purp
ose in w riting.
Schedu le a rea
sonable
block o f time.
Minimiz e distra
ctions.
Choose the righ
t enviro nment.
Write fre ely.
Think o ut loud.
Avoid p erfectio
nism.
Write th e easies
t parts fi rst.
3
2
1
4
5
6
7
8
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
• Engaging model documents help you learn the many types of writing—both in print and online. Models provide marginal callouts with detailed writing instructions.
CHAPTER 12 Employment Communication 417
Chooses present tense verbs to describe current
responsibilities.
Includes relevant skills and hobbies (optional).
Starts with educational background, most relevant for a graduating student.
Education Moraine Valley Community College, Palos Hills, IL • Associate in Science Degree (A.S.), 3.8 G.P.A.,
Expected Graduation 2012 • Dean’s List All Semesters • Coursework: International Business, Fundamentals of
Accounting, Business Mathematics, Financial Accounting, Computer Applications in Accounting
The American International University in Rome Study Abroad, High School Program, Summer 2010 • Lived with a host family for three weeks • Studied Italian and Introduction to Business
Management
Employment Moraine Valley Community College Teaching Assistant, Computer Applications in Accounting, (2011-present) • Assist professor with grading 150 papers each semester • Hold daily office hours for students • Provide tutoring on challenging course material
Lakewatch Apartments Property Accountant (2009-2012) • Processed all accounts payable including taxes,
mortgages, and monthly bills • Maintained cash receipt journals for various properties • Processed and deposited rental income • Maintained general ledger and reconciled all bank
statements • Produced special reports for the partners and investors
Other • Notary Public, State of Illinois • Proficient in Peachtree and Microsoft Word, Excel,
and Outlook • Proficient Italian • Hobbies include guitar, tennis, model airplanes
Highlights experience to differentiate his candidacy.
Uses a simple, creative design; includes clear
contact information and a professional email address.
Marcus C. Benini
Uses bold type to emphasize job title, which is more
important than the names of this applicant’s employers.
Chooses past tense verbs to describe previous
experience.
Figure 4 Sample Résumé 1 (Chronological)
© C
E N
G A
G E
L E
A R
N IN
G
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
.
Creative visuals enhance your learning experience and aid in retention.
Engages with Creative Visuals & an Accessible
Writing Style With strong visual appeal, this edition encourages you to read. Where appropriate, content is presented visually— in tables and graphics. Written in a professional, conversational style, Business Communication: In Person, In Print, Online aids comprehension and refl ects business writing in companies today.
33168_00_fm_pi-xxxiii_SE.indd vii33168_00_fm_pi-xxxiii_SE.indd vii 13/12/11 2:36 PM13/12/11 2:36 PM
Reinforces Learning & Promotes Skill-Building with a Variety of Innovative Digital Resources
The eighth edition of Business Communication: In Person, In Print, Online integrates the most advanced new technology for effi cient and effective study opportunities.
CengageNOW™ is an integrated, online learning system that gives you more control over your success. This innovative, intuitive tool combines the best of current technology to help you plan and study more effectively.
33168_00_fm_pi-xxxiii_SE.indd viii33168_00_fm_pi-xxxiii_SE.indd viii 13/12/11 2:36 PM13/12/11 2:36 PM
C u
rr en
t, f
as t-
p ac
ed &
I n
te re
st in
g –
Ju st
li ke
b u
si n
es s
it se
lf.
Ober / Newman Business Communication: In Person, In Print, Online 8eNewman / Ober Business Communication: In Person, In Print, Online 8e
digital tools
• A diagnostic Personalized Study Plan helps you identify troublesome concepts and creates individualized study plans for better class preparation and grades.
• With CengageNOW you also get PowerPoint® slides, videos, digital fl ash
cards, games, and an integrated ebook to make studying business communication more effective and convenient.
CengageNOW:
33168_00_fm_pi-xxxiii_SE.indd ix33168_00_fm_pi-xxxiii_SE.indd ix 13/12/11 2:36 PM13/12/11 2:36 PM
Innovative Digital Resources
CourseMate is a unique website, created to support this text, to make course concepts come alive with interactive learning, study, and exam preparation tools. CourseMate delivers what you need, including an interactive eBook, quizzes, videos, KnowNOW!, Career Transitions interactive tool, and more!
Log in through www.cengagebrain.com to see what is available.
• Pretests
• Posttests
• PowerPoint study slides
• Flash cards
• Multimedia company scenarios
• BizComInTheNews.com
Through CourseMate,
33168_00_fm_pi-xxxiii_SE.indd x33168_00_fm_pi-xxxiii_SE.indd x 13/12/11 2:36 PM13/12/11 2:36 PM
C u
rr en
t, f
as t-
p ac
ed &
I n
te re
st in
g –
Ju st
li ke
b u
si n
es s
it se
lf.
Ober / Newman Business Communication: In Person, In Print, Online 8e
digital tools Newman / Ober Business Communication: In Person, In Print, Online 8e
Helpful tools including fl ash cards, crossword puzzles, and videos are at your fi ngertips!
33168_00_fm_pi-xxxiii_SE.indd xi33168_00_fm_pi-xxxiii_SE.indd xi 13/12/11 2:36 PM13/12/11 2:36 PM
Business Communication: In Person, In Print, Online 8e www.cengagebrain.com
Find free resources and more at CengageBrain.com
Buy, Download orRENT
TEXTBOOKS and save
up to60% on
33168_00_fm_pi-xxxiii_SE.indd xii33168_00_fm_pi-xxxiii_SE.indd xii 13/12/11 2:36 PM13/12/11 2:36 PM
Business Communication In Person, In Print, Online
8e
33168_00_fm_pi-xxxiii_SE.indd xiii33168_00_fm_pi-xxxiii_SE.indd xiii 13/12/11 2:36 PM13/12/11 2:36 PM
This page intentionally left blank
Business Communication In Person, In Print, Online
AMY NEWMAN Cornell University
SCOT OBER Ball State University
8e
33168_00_fm_pi-xxxiii_SE.indd xv33168_00_fm_pi-xxxiii_SE.indd xv 14/12/11 5:47 PM14/12/11 5:47 PM
© 2013, 2009 South-Western, Cengage Learning
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher.
Library of Congress Control Number: 2011941238
ISBN-13: 978-1-111-53316-8
ISBN-10: 1-111-53316-4
South-Western 5191 Natorp Boulevard Mason, OH 45040 USA
Cengage Learning products are represented in Canada by Nelson Education, Ltd.
For your course and learning solutions, visit www.cengage.com Purchase any of our products at your local college store or at our preferred online store www.cengagebrain.com
Back Cover Icons: © iStockphoto.com/Giorgio Magini
Business Communication: In Person, In Print, Online 8e Newman Ober
Vice President of Editorial, Business: Jack W. Calhoun
Publisher: Erin Joyner
Acquisitions Editor: Jason Fremder
Senior Developmental Editor: Mary Emmons
Editorial Assistant: Megan Fischer
Marketing Manager: Michelle Lockard
Sr. Marketing Communications Manager: Sarah Greber
Sr. Content Project Manager: Cliff Kallemeyn
Media Editor: John Rich
Manufacturing Planner: Ron Montgomery
Production Service: MPS Limited, a Macmillan Company
Art Director: Stacy Shirley
Rights Acquisitions Specialist: Sam Marshall
Senior Rights Acquisitions Specialist: Deanna Ettinger
Photo Researcher: Terri Miller/E-Visual Communications, Inc.
Printed in the United States of America 1 2 3 4 5 6 7 15 14 13 12 11
For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, 1-800-354-9706
For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions
Further permissions questions can be emailed to permissionrequest@cengage.com
33168_00_fm_pi-xxxiii_SE.indd xvi33168_00_fm_pi-xxxiii_SE.indd xvi 14/12/11 5:47 PM14/12/11 5:47 PM
xvii
Brief Contents PART 1
FOUNDATIONS OF BUSINESS COMMUNICATION
1 Understanding Business Communication 2
2 Team and Intercultural Communication 36
3 Interpersonal Communication Skills 70
PART 2 DEVELOPING YOUR BUSINESS WRITING SKILLS
4 The Writing Process 104
5 Revising Your Writing 140
PART 3 WRITTEN MESSAGES
6 Neutral and Positive Messages 180
7 Persuasive Messages 208
8 Bad-News Messages 248
PART 4 REPORT WRITING
9 Planning the Report and Managing Data 284
10 Writing the Report 324
PART 5 ORAL AND EMPLOYMENT COMMUNICATION
11 Oral Presentations 366
12 Employment Communication 412
REFERENCE MANUAL A LANGUAGE ARTS BASICS 468 B FORMATTING BUSINESS DOCUMENTS 503 C COMMON TYPES OF BUSINESS REPORTS 524 D GLOSSARY 532
Index 536
33168_00_fm_pi-xxxiii_SE.indd xvii33168_00_fm_pi-xxxiii_SE.indd xvii 13/12/11 2:36 PM13/12/11 2:36 PM
This page intentionally left blank
xix
Contents
Part 1 FOUNDATIONS OF BUSINESS COMMUNICATION 3
1 Understanding Business Communication 2 Communicating in Organizations 4 The Components of Communication 5
The Communication Model 5 Directions of Communication 7
Communication Barriers 10 Verbal Barriers 10 Nonverbal Barriers 12
Communication Media Choices 13 Traditional Communication Channels 14 Technology-Based Communication Media 14 Choosing Communication Media 18 Convergence of Communication Media 19
Potential Legal Consequences of Communication 20 Ethics and Communication 21
What Affects Ethical Behavior 22 Ethics Pays 22 Framework for Ethical Decision Making 23 Communicating Ethically 24
Introducing the 3Ps (Purpose, Process, Product) Model 24
The 3Ps In Action: An Ethical Decision from the Movie Up in the Air 25 The 3Ps In Practice: Media Choices in the Movie Up in the Air 26 Summary 27 Exercises 27 Company Scenario: Aggresshop 33 Notes 34
2 Team and Intercultural Communication 36 Work Team Communication 38
The Variables of Group Communication 38 Initial Group Goals 38 Giving Constructive Feedback 39 Con� ict Resolution 40 The Ethical Dimension of Team Communication 41
Collaboration on Team Writing Projects 42 Applying Strategies for Team Writing 42 Commenting on Peers’ Writing 43 Using Technology for Work in Teams 44
Intercultural Communication 45 Cultural Differences 46 Group-Oriented Behavior 49 Strategies for Communicating Across Cultures 50
33168_00_fm_pi-xxxiii_SE.indd xix33168_00_fm_pi-xxxiii_SE.indd xix 13/12/11 2:36 PM13/12/11 2:36 PM
Contentsxx
Diversity Within the United States 51 The Value of Diversity 51 Ethnicity Issues in Communication 53 Gender Issues in Communication 54 Communicating with People with Disabilities 56 Communicating Across Generations 58
The 3Ps In Action: Addressing Disrespectful Comments 59 The 3Ps In Practice: Tailoring a Message to Different Audiences 60 Summary 61 Exercises 61 Company Scenario: Dewey, Wright, and Howe 68 Notes 69
3 Interpersonal Communication Skills 70 Nonverbal Communication 72
Body Movement 72 Physical Appearance 73 Voice Qualities 73 Time 74 Touch 74 Space and Territory 74
Listening 75 The Value of Listening 75 The Problem of Poor Listening Skills 76 Keys to Better Listening 77
Using Social Media to Build Business Relationships 79 Engaging Customers Online 79 Engaging Employees Online 81
Communicating by Voice and Text Messaging 82 Business Meetings 84
Determining the Meeting Format 84 Planning the Meeting 87 Facilitating the Meeting 90 Participating in the Meeting 90 Following Up the Meeting 91
The 3Ps In Action: Listening to Customers 93 The 3Ps In Practice: Planning a Meeting 95 Summary 96 Exercises 96 Company Scenario: In the Loop Soup Kitchen 102 Notes 103
Part 2 DEVELOPING YOUR BUSINESS WRITING SKILLS 105
4 The Writing Process 104 An Overview of the Writing Process 106 Audience Analysis 107
Who Is the Primary Audience? 107 What Is Your Relationship with the Audience? 107
33168_00_fm_pi-xxxiii_SE.indd xx33168_00_fm_pi-xxxiii_SE.indd xx 13/12/11 2:36 PM13/12/11 2:36 PM
Contents xxi
How Will the Audience Likely React? 108 What Does the Audience Already Know? 108 What Is Unique About the Audience? 108 Example of Audience Analysis 109 Ethical Persuasion 110
Planning 110 Purpose 110 Content 111 Organization 112
Drafting 114 Letting Go 115 Overcoming Writer’s Block 116 Writing for Different Media 117
Revising 123 Revising for Content 123 Revising for Style 124 Revising for Correctness 124
Proofreading 124
The 3Ps In Action: Responding to the Embarrassing Sign at a National Fast-Food Restaurant 126 The 3Ps In Practice: Announcing Writing Skills Workshops 128 Summary 129 Exercises 129 Company Scenario: Writeaway Hotels 137 Notes 138
5 Revising Your Writing 140 What Do We Mean by Style? 142 Choosing the Right Words 142
Write Clearly 142 Write Concisely 147
Writing Effective Sentences 151 Use a Variety of Sentence Types 151 Use Active and Passive Voice Appropriately 152 Use Parallel Structure 153
Developing Logical Paragraphs 154 Keep Paragraphs Uni� ed and Coherent 155 Control Paragraph Length 157
Creating an Appropriate Tone 158 Write Con� dently 158 Use a Courteous and Sincere Tone 159 Use Appropriate Emphasis and Subordination 160 Use Positive Language 162 Stress the “You” Attitude 163
The 3Ps In Action: Revising Content for an Entertainment Company Website 166 The 3Ps In Practice: Revising an Email to Employees 167 Summary 168 Exercises 168 Company Scenario : Writeaway Hotels 178 Notes 179
33168_00_fm_pi-xxxiii_SE.indd xxi33168_00_fm_pi-xxxiii_SE.indd xxi 13/12/11 2:36 PM13/12/11 2:36 PM
Contentsxxii
Part 3 WRITTEN MESSAGES 181
6 Neutral and Positive Messages 180 Types of Neutral and Positive Messages 182 Planning a Neutral or Positive Message 182 Organizing a Neutral Message 182
Major Idea First 183 Explanation and Details 184 Friendly Closing 185
Sending Instant Messages for Neutral Messages 186 When to IM at Work 186 How to IM at Work 187
Responding to a Neutral Message 187 Composing Goodwill Messages 190
Recognition Notes 191 Congratulatory Notes 191 Thank-You Notes 191 Sympathy Notes 193
Addressing Customer Comments Online 194 Deciding Whether to Respond 194 Responding to Positive Reviews 195 Anticipating Customer Needs Online 196
The 3Ps In Action: Responding to a Request for Information 198 The 3Ps In Practice: Responding to Online Feedback 199 Summary 200 Exercises 200 Company Scenario: In the Loop 206 Notes 207
7 Persuasive Messages 208 Planning Persuasive Messages 210 Analyzing Your Audience 210
Knowing Your Audience 210 Applying Persuasion Principles 211
Writing a Short Persuasive Message 214 Determining How to Start the Message 214 Justifying Your Idea or Request 217 Dealing with Obstacles 219 Motivating Action 219
Writing a Sales Letter 220 Selecting a Central Selling Theme 220 Gaining the Reader’s Attention 222 Creating Interest and Building Desire 223 Motivating Action 227
Writing and Responding to Negative Customer Feedback 228 Writing Customer Complaint Letters and Online Reviews 230 Responding to Negative Feedback 232
The 3Ps In Action: A Sales Letter to Automobile Customers 235 The 3Ps In Practice: Requesting a Visit to Another Dealership 237
33168_00_fm_pi-xxxiii_SE.indd xxii33168_00_fm_pi-xxxiii_SE.indd xxii 14/12/11 3:04 PM14/12/11 3:04 PM
Contents xxiii
Summary 238 Exercises 238 Company Scenario: PersuadeCafé 245 Notes 246
8 Bad-News Messages 248 Planning the Bad-News Message 250
Organizing to Suit Your Audience 251 Justifying Your Decision 255 Giving the Bad News 257 Closing on a Pleasant Note 258
Composing Bad-News Replies 259 Rejecting an Idea 260 Refusing a Favor 261 Refusing a Customer Request 261
Announcing Bad News 263 Bad News About Normal Operations 264 Bad News About the Organization 266 Bad News About Jobs 267
The 3Ps In Action: Rejecting an Idea to Spin Off a Company Division 269 The 3Ps In Practice: Announcing the Close of a Division 271 Summary 272 Exercises 272 Company Scenario: Aggresshop 280 Notes 282
Part 4 REPORT WRITING 285
9 Planning the Report and Managing Data 284 Who Reads and Writes Reports 286 Finding Sources for Your Report 286
Identifying Types of Data 288 Searching for Relevant Sources 289 Evaluating Sources of Information 289
Collecting Data Through Questionnaires 293 Constructing the Questionnaire 294 Writing the Cover Letter or Email 297
Displaying Quantitative Information 298 Constructing Tables 299 Preparing Charts 303
Interpreting Data 309 Making Sense of the Data 309 Considering the Ethical Dimension 311
The 3Ps In Action: Displaying Nutritional Information 312 The 3Ps In Practice: Developing a Questionnaire about Dessert Items 313 Summary 314 Exercises 314 Company Scenario: PersuadeCafé 322 Notes 323
33168_00_fm_pi-xxxiii_SE.indd xxiii33168_00_fm_pi-xxxiii_SE.indd xxiii 13/12/11 2:36 PM13/12/11 2:36 PM
Contentsxxiv
10 Writing the Report 324 Planning the Report 326
Selecting a Report Format 326 Organizing the Report 329 Outlining the Report 334
Drafting the Report 336 Drafting the Body 336 Drafting Supplementary Sections 339
Developing an Effective Writing Style 342 Tone 342 Pronouns 343 Verb Tense 343 Emphasis and Subordination 343 Coherence 344
Documenting Your Sources 346 Why We Document Sources 346 What Has to Be Documented 346 How to Document Sources 347 Distortion by Omission 348
Refi ning Your Draft 349 Revising 349 Formatting 350 Proofreading 350
The 3Ps In Action: Interpreting Data for Consumers 352 The 3Ps In Practice: Writing an Executive Summary for a PowerPoint Report 353 Summary 354 Exercises 354 Company Scenario: PersuadeCafé 364 Notes 365
Part 5 ORAL AND EMPLOYMENT COMMUNICATION 367
11 Oral Presentation 366 The Role of Business Presentations 368 Planning the Presentation 368
Purpose 369 Audience Analysis 370 Delivery Method 372
Organizing the Presentation 374 The Opening 374 The Body 376 The Ending 378 Humor in Business Presentations 378
Planning Team and Online Presentations 379 Team Presentations 379 Online Presentations 380
33168_00_fm_pi-xxxiii_SE.indd xxiv33168_00_fm_pi-xxxiii_SE.indd xxiv 13/12/11 2:36 PM13/12/11 2:36 PM
Contents xxv
Developing Visual Support for Business Presentations 381 Creating Presentation Slides 381 Using Presentation Slides 388 Using Video 390 Creating and Using Handouts 390
Practicing and Delivering the Presentation 391 Practicing the Presentation 391 Delivering the Presentation 392
The 3Ps In Action: Giving Feedback to a Speaker 396 The 3Ps In Practice: Preparing for a TED Conference Presentation 398 Summary 399 Exercises 399 Company Scenario: PersuadeCafé 409 Notes 410
12 Employment Communication 412 Putting Your Best Self Forward 414 Preparing Your Résumé 414
Résumé Length 414 Résumé Format 418 Résumé Content 420 Résumés on the Web 428
Writing Cover Letters and Inquiry Emails 431 Cover Letters 431 Inquiry Emails 435
Preparing for a Job Interview 437 Researching the Organization 437 Practicing Interview Questions 437 Managing a Video or Phone Interview 441 Preparing Your Own Questions 441 Dressing for Success 442
Conducting Yourself During the Interview 443 Following Up Throughout the Process 445 Practicing Business Etiquette 448
Meeting and Greeting 448 Dining 449 Giving Gifts 451 Managing Your Online Reputation 451 Working in an Of� ce 452
The 3Ps In Action: Sending a Thank-You Note 454 The 3Ps In Practice: Writing a Résumé 456 Summary 457 Exercises 457 Company Scenario: Bank on Me 463 Notes 465
33168_00_fm_pi-xxxiii_SE.indd xxv33168_00_fm_pi-xxxiii_SE.indd xxv 13/12/11 2:36 PM13/12/11 2:36 PM
Contentsxxvi
REFERENCE MANUAL 467
A Language Arts Basics 468 LAB 1: Parts of Speech 468
Application 471 LAB 2: Punctuation—Commas 472
Commas Used Between Expressions 473 Commas Used After Expressions 474 Commas Used Before and After Expressions 474 Application 476
LAB 3: Punctuation—Other Marks 478 Hyphens 478 Semicolons 479 Colons 480 Apostrophes 481 Periods 482 Quotation Marks 482 Italics (or Underlining) 483 Ellipses 483 Application 484
LAB 4: Grammar 485 Complete Sentences 486 Modi� ers (Adjectives and Adverbs) 486 Agreement (Subject/Verb/Pronoun) 487 Case 488 Application 489
LAB 5: Mechanics 490 Abbreviations 491 Capitalization 491 Numbers 492 Spelling 493 Word and Paragraph Division 494 Application 495
LAB 6: Word Usage 496 Application 501
B Formatting Business Documents 503 Formatting Letters and Memos 503
Letter and Punctuation Styles 503 Stationery and Margins 503 Required Letter Parts 503 Optional Letter Parts 505 Memo Header Format 506
Formatting Primarily Text Reports 506 Margins 516 Spacing and Fonts 516 Report Headings 516 Headers, Footers, and Page Numbers 516
Formatting Reports in Presentation Software 516 Documenting Sources 517
33168_00_fm_pi-xxxiii_SE.indd xxvi33168_00_fm_pi-xxxiii_SE.indd xxvi 13/12/11 2:36 PM13/12/11 2:36 PM
Contents xxvii
C Common Types of Reports 524 Periodic Reports 524
Routine Management Reports 524 Compliance Reports 524 Progress Reports 524
Proposals 524 Project Proposals 525 Research Proposals 525
Policies and Procedures 528 Policy 528 Procedure 528
Situational Reports 530
D Glossary 532
Index 536
33168_00_fm_pi-xxxiii_SE.indd xxvii33168_00_fm_pi-xxxiii_SE.indd xxvii 13/12/11 2:36 PM13/12/11 2:36 PM
This page intentionally left blank
xxix
Introducing Amy Newman
Amy Newman specializes in business communication at the Cornell Uni- versity School of Hotel Administra- tion. As a senior lecturer, she teaches two required communication courses: a freshman business writing and oral communication class and an upper- level persuasive communication class. Amy also teaches an elective, Corpo- rate Communication, which focuses on communication strategy, crisis communication, and social media.
Amy was an adjunct instructor at Ithaca College; Milano, The New School for Management and Urban Policy in New York City; and eCornell, where she taught classes online. She has won several awards for excellence in teach- ing and student advising and grants to develop technology-based learning solutions.
Amy’s research focuses on social media and other communication tech- nologies. She has published articles and delivered presentations about instant messaging, email, and social media. Her current work examines hospitality managers’ perspectives on social media and the ethical implications of social media participation.
Prior to joining Cornell, Amy spent 20 years working for large companies, such as Canon, Reuters, Scholastic, and MCI. Internally, she held senior-level manage- ment positions in human resources and leadership development. As an external consultant, Amy worked to improve communication and employee performance in hospitality, technology, education, publishing, fi nancial services, and entertain- ment companies.
A graduate of Cornell University and Milano, Amy is co-author of Business Communication: In Person, In Print, Online, 8e. Amy has developed several multimedia company scenarios to accompany the book and maintains a blog, BizCom in the News.
33168_00_fm_pi-xxxiii_SE.indd xxix33168_00_fm_pi-xxxiii_SE.indd xxix 13/12/11 2:36 PM13/12/11 2:36 PM
This page intentionally left blank
xxxi
Acknowledgments
Kate Archard, University of Massachusetts, Boston
Fiona Barnes, University of Florida Christina Bergenholtz, Quinsigamond
Community College David Bolton, University of Maryland Dominic Bruni, University of Wisconsin,
Oshkosh Marilyn Chalupa, Ball State University Cindi Costa, Mohave Community College Melissa Diegnau, Riverland Community
College Peggy Fisher, Ball State University
Jorge Gaytan, North Carolina, AT&T Bill Graham, Seton Hall University Valerie Gray, Harrisburg Area Community
College Mary Groves, University of Nevada, Reno Gloria Lessman, Bellevue University Karen Messina, SUNY Orange Bill McPherson, Indiana University-Purdue Jean Anna Sellers, Fort Hays State University Stacey Short, Northern Illinois University Lynn Staley, University of Missouri, St. Louis Sanci C. Teague, Western Kentucky
Community and Technical College
Lisa Barley, Eastern Michigan University Lia Barone, Norwalk Community College Carl Bridges, Arthur Andersen Consulting Annette Briscoe, Indiana University Southeast Mitchel T. Burchfi eld, Southwest Texas
Junior College Janice Burke, South Suburban College Leila Chambers, Cuesta College G. Jay Christensen, California State
University, Northridge Cheryl Christiansen, California State
University, Stanislaus Connie Clark, Lane Community College Miriam Coleman, Western Michigan
University
Anne Hutta Colvin, Montgomery County Community College
Doris L. Cost, Metropolitan State College of Denver
L. Ben Crane, Temple University Ava Cross, Ryerson Polytechnic University Nancy J. Daugherty, Indiana University-
Purdue University, Indianapolis Rosemarie Dittmer, Northeastern
University Gary Donnelly, Casper College Graham N. Drake, State University of New
York, Geneseo Kay Durden, The University of Tennessee
at Martin
Business Communication: In Person, In Print, Online was inspired by my teaching and learn- ing from students at Cornell, and I am grateful for how they have shaped my thinking about business communication and who I am as an instructor. I thank my faculty col- leagues for their extraordinary support and guidance in my teaching and professional development: Judi Brownell, Daphne Jameson, David Lennox, Craig Snow, and Maria Loukianenko Wolfe. I also extend my sincere thanks to Cornell Student Services staff Curtis Ferguson and Molly deRoos for their input on chapter content.
Throughout the revision process, I have consulted many colleagues, friends, and family for valuable feedback on book content and, when needed, a sympathetic ear: Joshua Bronstein, Daniel Meyerson, Laura Newman, Crystal Thomas, and my wonder- ful, encouraging husband, Ed Marion. I dedicate this book to my mother, who passed the year before publication and who taught me my fi rst word: hot.
Several research assistants contributed to this edition and its supplements. With- out their help, the book would not have the currency and life that I intended: Katie Satinsky, Grace Lee, Abigail Needles, and Zachary Ruben.
The following instructors participated in the editorial review board for the eighth edition. Throughout each stage of the revision process, they offered creative input that shaped the chapter content and dynamic design. I thank each of them for their valu- able feedback and suggestions:
I would also like to acknowledge the following reviewers for their thoughtful contribu- tions on previous editions:
33168_00_fm_pi-xxxiii_SE.indd xxxi33168_00_fm_pi-xxxiii_SE.indd xxxi 13/12/11 2:36 PM13/12/11 2:36 PM
xxxii Acknowledgments
Laura Eurich, University of Colorado at Colorado Springs
Mary Groves, University of Nevada, Reno Phillip A. Holcomb, Angelo State University Larry R. Honl, University of Wisconsin,
Eau Claire Kristi Kelly, Florida Gulf Coast University Margaret Kilcoyne, Northwestern State
University Michelle Kirtley Johnston, Loyola University Alice Kinder, Virginia Polytechnic Institute
and State University Emogene King, Tyler Junior College Richard N. Kleeberg, Solano Community
College Patricia Laidler, Massasoit Community College Lowell Lamberton, Central Oregon
Community College E. Jay Larson, Lewis and Clark State College Kimberly Laux, Saginaw Valley State
University Michael Liberman, East Stroudsburg
University Julie MacDonald, Northwestern State University Marsha C. Markman, California Lutheran
University Beryl McEwen, North Carolina A&T State
University Diana McKowen, Indiana University,
Bloomington Maureen McLaughlin, Highline Community
College Sylvia A. Miller, Cameron University Billie Miller-Cooper, Cosumnes River College Russell Moore, Western Kentucky University Wayne Moore, Indiana University of
Pennsylvania Gerald W. Morton, Auburn University of
Montgomery Danell Moses, Western Carolina University,
Cullowhee, NC
Jaunett Neighbors, Central Virginia Community College
Judy Nixon, University of Tennessee at Chattanooga
Rosemary Olds, Des Moines Area Community College
Richard O. Pompian, Boise State University Rebecca Pope-Ruark, Elon University Karen Sterkel Powell, Colorado State
University Seamus Reilly, University of Illinois Carla Rineer, Millersville University Jeanette Ritzenthaler, New Hampshire
College Betty Robbins, University of Oklahoma Joan C. Roderick, Southwest Texas State
University Mary Jane Ryals, Florida State University Lacye Prewitt Schmidt, State Technical
Institute of Memphis Jean Anna Sellers, Fort Hays State
University Sue Seymour, Cameron University Sherry Sherrill, Forsyth Technical
Community College John R. Sinton, Finger Lakes Community
College Curtis J. Smith, Finger Lakes Community
College Craig E. Stanley, California State University,
Sacramento Ted O. Stoddard, Brigham Young University Vincent C. Trofi , Providence College Deborah A. Valentine, Emory University Randall L. Waller, Baylor University Maria W. Warren, University of West Florida Michael R. Wunsch, Northern Arizona
University Annette Wyandotte, Indiana University,
Southeast Betty Rogers Youngkin, University of Dayton
Several business communication instructors devoted time and energy to making this edition a success. Because of their professionalism and creativity, the eighth edition will provide an enhanced teaching and learning experience for adopters. Maria Loukianenko Wolfe developed innovative activities to create valuable instructor’s guides that en- hance class interaction and learning. Elizabeth Christensen of Sinclair Community College and David Lennox of Cornell wrote a comprehensive test bank to reinforce stu- dents’ learning. In addition, I value the excellent contributions of Karen Howie, North- western Michigan College, who developed digital content for the CourseMate website.
Finally, I am grateful to the inspiring team at Cengage Learning. It is a true pleasure to work with this team and their staff, who nurtured the book from a list of ideas to printed copy and every step along the way:
Erin Joyner, Publisher, Business and Computers Jason Fremder, Acquisitions Editor Michelle Lockard, Marketing Manager Cliff Kallemeyn, Content Project Manager Mary Emmons, Senior Developmental Editor John Rich, Media Editor Stacy Shirley, Senior Art Director
Amy Newman
33168_00_fm_pi-xxxiii_SE.indd xxxii33168_00_fm_pi-xxxiii_SE.indd xxxii 13/12/11 2:36 PM13/12/11 2:36 PM
Business Communication In Person, In Print, Online
8e
33168_00_fm_pi-xxxiii_SE.indd 133168_00_fm_pi-xxxiii_SE.indd 1 13/12/11 2:36 PM13/12/11 2:36 PM
2
Stimulus (1) Filter (1) Message (1) Medium (1) Destination (1) Directions of Communication (1) The Formal Communication Network (1) Downward Communication (1) Understanding Business Communication (1) Upward Communication (1) Lateral (or Horizontal) Communication (1) The Informal Communication Network
(1) Communication Media Choices (1) Communication Barriers (1) Verbal Barriers (1) Nonverbal Barriers (1) Potential Legal Consequences of Communication (1) What Affects Ethical Behavior (1) Framework for Ethical Decision Making
Chapter 1
LEARNING OBJECTIVES
After you have fi nished this chapter, you should be able to
Identify the components of communication.
Identify the major verbal and nonverbal barriers to communication.
Describe criteria for choosing communication media.
Avoid potential legal consequences of communication.
Communicate ethically.
The Learning Objectives (LOs) will help you learn the material. You’ll see references to the LOs throughout the chapter.
“You can set up an iChat, but you don’t know how people think.”
— RYAN BINGHAM, GEORGE CLOONEY’S
CHARACTER IN UP IN THE AIR
us (1) Filter (1) Message (1 Directions
33168_01_ch01_p002-035.indd 233168_01_ch01_p002-035.indd 2 06/12/11 11:29 AM06/12/11 11:29 AM
3
Foundations of Business Communication Part 1
Chapter Introduction: Communication in the Movie Up in the Air
In the movie Up in the Air, Anna Kendrick’s character, Natalie, proposes videoconferencing as a way to reduce travel costs. It’s an innovative suggestion, but not appropriate for her company’s work — to communicate to employees that their job has been
eliminated (a nice way of saying, “You’re fired”). A more experienced
employee at the company, played by George Clooney, thinks the idea
is ridiculous.
Most reasonable people would agree. People prefer to receive bad
news in person.1,2 As technology is increasingly used for communica-
tion, choosing the right media is more important than ever.
Despite the research — and common sense — the persuasive Natalie gets
a chance to prove herself and trains company employees to deliver
the bad news by video. Spoiler alert: The system doesn’t work out too
well in the end. And poor
Natalie gets a taste of
her own medicine when her
boyfriend breaks up with
her via text message.
or
of
r
h ©
D A
LE R
O B
IN E
T T
E /©
D R
E A
M W
O R
K S
P IC
T U
R E
S /
C O
U R
T E
S Y
E V
E R
E T
T C
O LL
E C
T IO
N
Communicating in Person in Up in the Air
33168_01_ch01_p002-035.indd 333168_01_ch01_p002-035.indd 3 06/12/11 11:29 AM06/12/11 11:29 AM
PART 1 Foundations of Business Communication4
COMMUNICATING IN ORGANIZATIONS Walk through the halls of any organization—a start-up company, a Fortune 500 giant, a state government offi ce, or a not-for-profi t organization—and what do you see? Managers and other employees drafting emails, attending meetings, reading articles online, writing reports, conducting interviews, talking on the phone, and making presentations. In short, you see people communicating.
People in organizations work together to achieve a common goal that can only be reached through communication. Groups of people must interact in order to communicate their ideas, needs, expertise, and plans. Communication is how people share information, coordinate activities, and make better decisions. Under- standing how communication works in companies and how to communicate competently will make you more effective in every aspect of business.
But many employees lack the communication skills required by their employ- ers. Consider these recent research fi ndings:
• Employees are “ill prepared” for the workforce, according to a recent study of employers, shown in Figure 1. More than 31% of respondents found a “high need” for written and oral communication skills (and other topics covered in this book, such as ethics, professionalism, diversity, and teamwork), but do not offer training.3
• In a 2010 study, communication was ranked as the top skill employers seek in job candidates. Employers also noted analytical skills, the ability to work in a team, technical skills, and a strong work ethic as important qualifi cations.4
• “People who cannot write and communicate clearly will not be hired and are unlikely to last long enough to be considered for promotion,” reports The College Board, based on a survey of human resource directors.5
• The College Board also reports that one-third of employees in U.S. blue-chip companies write poorly, and companies spend as much as $3.1 billion each year on remedial writing training.6
• On a more positive note, companies that are considered highly effective communicators had 47% higher returns to shareholders than companies considered the least effective communicators. This study, by Towers Watson, a global professional services fi rm, calls communication “a leading indicator of fi nancial performance and a driver of employee engagement.”7
• Employees who are happy with how their company communicates diffi cult decisions are twice as likely to be motivated to work for the company and four times as likely to recommend their company.8
Communication is necessary for an organization to achieve its goals.
Figure 1 Employees “Ill Prepared” for Workforce
D AT
A R
E P
R O
D U
C E
D W
IT H
P E
R M
IS S
IO N
F R
O M
T H
E C
O N
F E
R E
N C
E
B O
A R
D , I
N C
. © 2
00 9
T H
E C
O N
F E
R E
N C
E B
O A
R D
, I N
C .
80%
70%
60%
50%
40%
30%
20%
10%
0%
55.0%
47.5%
37.0% 33.3% 31.3%
24.5%
% High Need
Gap of Training in Applied Skills: Those Defining Skill as “High Need,” Yet Not Offering Training
Et hic
s
Pr of
es sio
na lis
m
W rit
te n
Co m
m un
ica tio
n
Or al
Co m
m un
ica tio
n
Di ve
rs ity
Te am
wo rk
55.0%
hic s
47.5%
ism
24.5%
or k
31.3%
tio n
33.3%
sit y
37.0%
tio n
%
33168_01_ch01_p002-035.indd 433168_01_ch01_p002-035.indd 4 06/12/11 11:29 AM06/12/11 11:29 AM
CHAPTER 1 Understanding Business Communication 5
Clearly, good communication skills are crucial to your success in an organiza- tion. Competence in writing and speaking will help you get hired, perform well, and earn promotions. If you decide to go into business for yourself, writing and speaking skills will help you fi nd investors, promote your product, and manage your employ- ees. These same skills will also help you achieve your personal and social goals.
It’s no wonder that, according to Mark H. McCormack, chairman of Interna- tional Management Group and best-selling author of What They Don’t Teach You at Harvard Business School, “People’s written communications are probably more revealing than any other single item in the workplace.”9
Communication is the pro- cess of sending and receiving messages—sometimes through spoken or written words, and sometimes nonverbally through facial expressions, gestures, and voice qualities. If someone sends a message to you, and you receive it, communication will have taken place. However, in this example, only if you under- stand Chinese will the commu- nication have been successful.10
THE COMPONENTS OF COMMUNICATION How does communication happen among people and throughout an organiza- tion? In this section, we’ll discuss the communication model (or process) and the directions of communication within a company.
The Communication Model
The communication model consists of fi ve components: the stimulus, fi lter, mes- sage, medium, and destination. Ideally, the process ends with feedback to the sender, although feedback is not necessary for communication to have taken place. Consider the example of a company opening a new store in Los Angeles, California. Imagine that you are the VP, business development, and need to announce this decision to all employees. Other stakeholders—for example, customers, investors, and suppliers— will have to be informed too, but let’s use the example of internal communication here. Figure 2 shows how communication might happen in this situation.
The Stimulus For communication to take place, there fi rst must be a stimulus, an event that cre- ates within an individual the need to communicate. This stimulus can be internal or external. An internal stimulus is simply an idea that forms within your mind. External stimuli come to you through your sensory organs, for example, your eyes and ears. A stimulus for communicating in business might be an email message you just read, a bit of gossip you heard over lunch, or even the hot air generated by an overworked heating system (or colleague!).
The Filter If everyone had the same perception of events, your job of communicating would be easier; you could assume that your perception of reality was accurate and that others would understand your motives and intent. But each of us has a unique perception of reality, based on our individual experiences, culture, emotions at the
Communication is sending and receiving verbal and nonverbal messages.
Identify the components of communication.
Step 1: A stimulus creates a need to communicate.
Step 2: Our knowledge, experience, and viewpoints act as fi lters to help us interpret (decode) the stimulus.
Communication is successful only when you understand the message. These Chinese symbols mean crisis.
International Communication
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 533168_01_ch01_p002-035.indd 5 06/12/11 11:29 AM06/12/11 11:29 AM
PART 1 Foundations of Business Communication6
moment, personality, knowledge, socioeconomic status, and a host of other vari- ables. Each variable acts as a fi lter in shaping a person’s unique impressions of reality.
Once your brain receives a message, you interpret the message and decide how to respond. Our example of open- ing a new store would probably be re- ceived positively. But how do you think employees reacted to Starbucks’ deci- sion to close 900 underperforming stores in 2008 and 2009? If you worked at one of those stores, you would have been concerned about losing your job, but if you were an investor, you might have been happy about the news, believing that Starbucks was making a smart business decision.
The Message Whether a communication achieves the sender’s objectives depends on how well you construct the message (the information to be communicated). The purpose and content of your message may be clear, but communication success also
The brain attempts to make sense of the stimulus.
Step 3: We formulate (encode) a verbal or nonverbal response to the stimulus.
Figure 2 Internal Communication Process: Opening a New Store
Starbucks’ investors and employees reacted differently to the news that 900 underperforming stores were closing.
© R
IC H
A R
D L
E V
IN E
/A LA
M Y
Stimulus As the VP, business development, you and the rest of the management team decide at a monthly meeting to open a new store in Los Angeles. The company wants to expand into a new market and has research that indicates Los Angeles is a good choice.
Filter You interpret this stimulus (the information about the new store) and decide whether and how to communicate it. Most likely, you perceive the store opening as good news—more revenue—and want employees to be excited about it.
Medium Because employees are dispersed around the country, you decide an email is the best way to communicate the news quickly and consistently. You also create a page on the company’s intranet site for employees to get more information, �nd updates, and ask you questions.
Destination Next, employees receive your messages (which creates a new stimulus for them). At this point, you hope for the best: that the messages achieved their objectives.
Employees may be too busy to pay attention to the news, or they may delete the email without reading it. Noise is any distraction during the communication process.
Message Next, you create a message—the information to be communicated. Knowing your audience of employees, you tailor the message to what is important to them (for example, new job opportunities).
Noise Noise Employeees may bee be too bub usy to paus ay attentionay t th h y delete tthe emailth l withoutl w reading ire t Noiset
p s
chooicee. excited about it. more information,
SSS i l Fil M di D i iMMM
, �nd updates, and ask you questions.
Feedback Employees may respond to the news by asking questions through the intranet page. As the VP, business development, you’ll want feedback to make sure your message was received as you intended and to see what follow-up communication you may need.
Feedback
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 633168_01_ch01_p002-035.indd 6 06/12/11 11:30 AM06/12/11 11:30 AM
CHAPTER 1 Understanding Business Communication 7
depends on how well you know your audience (who receives your communication) and how much you adapt your message to the audience.
The Medium Once the sender has encoded a message, the next step in the process is to transmit that message to the receiver. At this point, the sender must choose the medium— how the message is transmitted. Oral messages might be transmitted through a staff meeting, individual meeting, telephone conversation, voice mail, podcast, conference call, videoconference, or even less formally, through the company grapevine. Written messages might be transmitted through an email, a report, a blog post, a web page, a brochure, a bulletin board notice, or a company newsletter. Nonverbal messages might be transmitted through facial expressions, gestures, or body movement. As we’ll discuss later in this chapter, choosing the right medium for your audience, message, and objectives is critical to the success of your communication.
The Destination The message is transmitted and then enters the sensory environment of the receiver (the destination or audience), at which point control passes from the sender to the receiver. Once the message reaches its destination, you have no guar- antee that communication will actually occur. Your audience may misinterpret your message or miss it entirely. Assuming your message is transmitted, it then becomes the source, or stimulus, for the next communication episode, and the process begins again.
The Dynamic Nature of Communication Although these components are presented in steps, you probably know from your own experience that communication is not a linear, static process. Rarely does communication fl ow neatly from one stage to the next with the senders and receivers easily identifi ed at any given point.
Two or more people often send and receive messages simultaneously. For ex- ample, the look on your face when you receive a message may send a new message to the sender that you understand, agree with, or are baffl ed by the message being sent. And your feedback may prompt the sender to modify his or her intended message. The model helps us understand each step of the process—but communi- cation is far more complicated than presented here.
Directions of Communication
For an organization to be successful, communication must fl ow freely through formal and informal channels.
The Formal Communication Network Three types of communication make up an organization’s formal communication network: downward, upward, and lateral. Information may be transmitted in these directions, which we’ll illustrate with Starbucks’ organization chart, shown in Figure 3.11
Downward Communication Downward communication is the fl ow of informa- tion from managers to their employees (people who report to them). From the Starbucks organization chart, we could assume that Howard Schultz, as CEO and president, communicates downward to his direct reports. When Starbucks decided to close stores, for example, he would have communicated this message to Cliff
Step 4: We select the form of the message (medium).
Step 5: The message reaches its destination and, if successful, is perceived accurately by the receiver.
Communication is not a linear, static process.
33168_01_ch01_p002-035.indd 733168_01_ch01_p002-035.indd 7 06/12/11 11:30 AM06/12/11 11:30 AM
PART 1 Foundations of Business Communication8
Burrows (president, Starbucks Coffee U.S.), who would then have communicated the bad news to his direct reports: Jim McDermet, Paul Twohig, and the others. This is called cascading communication, where information fl ows from one level in an organization down to another.
Employees have many justifi able complaints about their managers’ communi- cation. A Florida State University study proves the adage “Employees don’t leave a company; they leave a manager.”12 Some of the disappointing results are shown in Figure 4.
Another issue with downward communication is that managers assume their employees receive and understand their messages. From our discussion on fi lters—and probably from your own experience—you know this isn’t always the case. Employees pay attention to their manager’s messages, but managers need
Jim McDermet SVP, Northeast Atlantic Division
Paul Twohig SVP, Southeast Plains Division
Cos LaPorta SVP, Western Paci�c Division
Chris Carr SVP, Northwest
Mountain Division
Cliff Burrows President, Starbucks
Coffee U.S.
John Culver President, Starbucks Coffee International
Annie Young-Scrivner Chief Marketing Of�cer
Troy Alstead EVP, Chief Financial
Of�cer and Chief Administrative Of�cer
[and others]
Howard Schultz CEO & President
Figure 3 Starbucks’ Organization Chart
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
31% 27% 23%
My supervisor gave me the “silent treatment” in the past year.
My supervisor made negative comments about me to other employees or managers.
My supervisor blames others to cover up mistakes or to minimize embarrassment.
Figure 4 In FSU Study, Employees Rate Their Supervisors
Source: Barry Ray, “Who’s Afraid of the Big Bad Boss?” Florida State University News, December 4, 2006.
33168_01_ch01_p002-035.indd 833168_01_ch01_p002-035.indd 8 06/12/11 11:30 AM06/12/11 11:30 AM
CHAPTER 1 Understanding Business Communication 9
feedback from employees to determine whether their messages are received as intended.
Upward Communication Upward communication is the fl ow of information from lower-level employees to upper-level employees or managers. Upward com- munication provides upper management with feedback about their communica- tion, suggestions for improving the business, and information needed for decision making. Encouraging employees to voice their opinions and concerns is one of the most important parts of a manager’s job.
In the Starbucks example, Troy Alstead, as chief fi nancial offi cer, probably gave oral and written fi nancial reports to Howard Schultz to tell him which stores were underperforming. Lower-level employees may have expressed their frustration about the closings through formal upward communication channels, for example, during team meetings.
Lateral (or Horizontal) Communication Lateral communication (also called horizontal communication) is the fl ow of information among peers within an or- ganization. Through lateral communication, employees create a more cohesive work unit by coordinating work, sharing plans and activities, negotiating differ- ences, and developing interpersonal support. At Starbucks, managers responsible for closing a store probably communicated with each other to coordinate messages and timing—and perhaps to console each other during the process.
Lateral communication can be challenging in an organization because you’re trying to infl uence people but have no management authority over them. This is particularly diffi cult when the lateral communication is cross-functional—across different departments, divisions, or branches. In these situations, you’ll need to rely on your relationship-building and persuasive communication skills to rally support and accomplish your goals.
The Informal Communication Network The informal communication network (or grapevine) transmits information through unoffi cial channels within the organization. Employees share what’s hap- pening in the company in person (while eating in the cafeteria or refi lling their coffee cup) and online (on social networking sites and blogs).
Without good formal communication, the grapevine will take over. People need information, particularly when they fear change that may affect them: layoffs, benefi t cuts, or organizational restructurings. Although the grapevine is surpris- ingly accurate (75% to 90% according to some studies),13 managers who let the grapevine function as employees’ main source of information miss out on the chance to convey their own messages.
Websites such as Glassdoor provide a public forum for current and former em- ployees to voice their opinions about companies. As you can imagine, employ- ees posted negative comments during the layoffs at Starbucks. This is potentially embarrassing for a company, but there’s little management can do about the site—or any informal communication network.
Rather than trying to eliminate the grapevine (a futile effort), competent man- agers pay attention to it and act promptly to counteract false rumors. They use the formal communication network (meetings, email, the intranet, and newsletters) to ensure that all news—positive and negative—gets out to employees as quickly and as completely as possible. Savvy managers also identify key infl uencers in an organization to get accurate messages infused into the grapevine.
The free fl ow of information within the organization allows managers to stop rumors and communicate their own messages to employees. However, managers face additional challenges at work: verbal and nonverbal barriers to communication.
The informal communication network transmits information through unoffi cial channels within the organization.
33168_01_ch01_p002-035.indd 933168_01_ch01_p002-035.indd 9 06/12/11 11:30 AM06/12/11 11:30 AM
PART 1 Foundations of Business Communication10
International Communication
COMMUNICATION BARRIERS Considering the complexity of the communication process and the many com- munication channels, your messages may not always be received exactly as you intend. As we discussed in the section about communication fi lters, your messages may not be received at all, or they may be received incompletely or inaccurately. Some of the obstacles to effective and effi cient communication are verbal; others are nonverbal.
Verbal Barriers
Verbal barriers are related to what you write or say. They include inadequate knowledge or vocabulary, differences in interpretation, language differences, in- appropriate use of expressions, overabstraction and ambiguity, and polarization.
Inadequate Knowledge or Vocabulary Before you can communicate an idea, you must fi rst have the idea and know enough about it. Assume, for example, that you’re John Culver, president, Star- bucks Coffee International. In your role, you’ll need to inform international em- ployees of the U.S. store closings. The decision may not affect international stores directly, but employees should be aware of the move and should hear the rationale from you—not public news organizations. You know all of the background infor- mation and are ready to announce the change to staff. Or are you?
Have you analyzed your audience? Do you know whether international em- ployees already know about the closings, so you can decide how much background information to include? Do you know how much detail about the decision to pro- vide? Employees should know why these 900 stores were selected, but do they need to see the fi nancial performance of each? How personal should your com- munication be? Are international employees worried about their own jobs? Should you reassure them about the company’s plans in other countries, or would that just worry them more? The answers to these questions will be important for you to achieve your communication objectives.
Differences in Interpretation Sometimes senders and receivers attribute different meanings to the same word or attribute the same meaning to different words. When this happens, miscom- munication can occur.
Every word has both a denotative and a connotative meaning. Denotation re- fers to the literal, dictionary meaning of a word. Connotation refers to the subjec- tive, emotional meaning that you attach to a word. For example, the denotative meaning of the word plastic is “a synthetic material that can be easily molded into different forms.” For some people, the word also has a negative connotative meaning—“cheap or artifi cial substitute”—or they associate the term with its en- vironmental impact. For other people, the word means a credit card, as in “He used plastic to pay the bill.”
Most interpretation problems occur because people ascribe different connota- tive meanings to a word. Do you have a positive, neutral, or negative reaction to the terms broad, bad, aggressive, workaholic, corporate raider, head-hunter, golden para- chute, or wasted? Are your reactions likely to be the same as everyone else’s? Some terms cause an emotional reaction that turns off the receiver and could harm your relationship.
Language Differences International businesspeople say that you can buy in your native language anywhere in the world, but you can sell only in the local language. Most
Identify the major verbal and nonverbal barriers to communication.
You must know enough about both your topic and your audience to express yourself precisely and appropriately.
A word’s denotation defi nes its meaning; its connotation indicates our associations with the word.
33168_01_ch01_p002-035.indd 1033168_01_ch01_p002-035.indd 10 06/12/11 11:30 AM06/12/11 11:30 AM
CHAPTER 1 Understanding Business Communication 11
communication between U.S. or Canadian fi rms and international fi rms is in English; in other cases, an interpreter (for oral communica- tion) or translator (for written com- munication) may be used. But even with such services, problems can occur.
To ensure that the intended meaning is not lost in translation, important documents should fi rst be translated into the second language and then retranslated into English. Of course, communication diffi cul- ties arise even among native English speakers. A British advertisement for Electrolux vacuum cleaners dis- played the headline “Nothing Sucks like an Electrolux.” Copywriters in the United States and Canada would never use this wording!
Inappropriate Use of Expressions The intended meaning of an expression differs from its literal interpretation. Ex- amples of expressions include slang, jargon, and euphemisms.
• Slang is an expression, often short-lived, identifi ed with a specifi c group of people. Business has its own slang, such as 24/7, bandwidth, bottom line, strate- gic � t, and window of opportunity. Using slang that your audience understands serves as a communication shortcut. But issues arise when the sender uses slang that receivers don’t understand, either because they’re excluded from a group or because of language differences.
• Jargon is the technical terminology used within specialized groups—sometimes called “the pros’ prose.” Technology, for example, has spawned a whole new vocabulary. Do you know the meaning of these common computer terms?
Use slang, jargon, and euphemisms cautiously.
© D
A V
ID D
O N
O H
U E
/A LA
M Y
Poor translations can result in unintended meanings, as shown in this sign in China.
OS FAQ JPEG retweet
POS Trojan horse VoIP AI
SEO hacker followers spam
thumbnail HTML patch CAD
As with slang, the problem is not in using jargon—jargon provides a very precise and effi cient way of communicating with those familiar with it. The problem comes when we use jargon just to impress others, which can alienate people.
• Euphemisms are expressions used instead of words that may be offensive or inappropriate. Sensitive communicators use euphemisms when appropriate; for example, some consider “passed away” more pleasant than “died.”
Euphemisms, like slang and jargon, shouldn’t be overused. Euphemisms for fi ring people have become a corporate joke; now companies downsize, right- size, smartsize, rationalize, amortize, reduce, redeploy, reorganize, restructure, offshore, outsource, and outplace. In the movie Up in the Air, George Clooney’s character advises Natalie, the new hire, “Never say ‘fi red.’” Instead, she says,
33168_01_ch01_p002-035.indd 1133168_01_ch01_p002-035.indd 11 06/12/11 11:30 AM06/12/11 11:30 AM
PART 1 Foundations of Business Communication12
“You’ve been let go.” On a website, employ- ees posted memorable expressions that managers used to tell them they were fi red (see Figure 5).14
Overabstraction and Ambiguity An abstract word identifi es an idea or a feeling instead of a concrete object. For example, com- munication is an abstract word, but newspaper is a concrete word, a word that identifi es something that can be seen or touched. Abstract words are necessary to describe things you cannot see or touch, but we run into diffi culty when we use too many abstract words or when we use too high a level of abstraction. The higher the level of abstraction, the more diffi cult it is for the re- ceiver to visualize exactly what the sender has in mind. For example, which sentence commu-
nicates more information: “I acquired an asset at the store” or “I bought a printer at Fletcher Electronics”?
Ambiguous terms such as a few, some, several, and far away, may be too broad for business communication. What does ASAP (as soon as possible) mean to you? Does it mean within the hour, by the end of the day, or something else? A more specifi c deadline, for example, January 20 at 3:00 p.m., will improve your chances of getting what you need when you need it.
Polarization Not every situation has two opposite and distinct poles—usually we can see gray areas. Of course, there are some true dichotomies. You are either human or nonhu- man, and your company either will or will not close an offi ce. But most aspects of life involve more than two alternatives.
Is a speaker telling the truth or lying? What the speaker says may be true, but she may selectively omit information and give an inaccurate impression. Most likely, the answer lies somewhere in between. Likewise, you are not necessarily either tall or short, rich or poor, smart or dumb. Competent communicators avoid inappropriate either/or logic and instead make the effort to search for middle- ground words to best describe a situation.
When we talk about verbal barriers to communication, let’s remember that what you do not say can also cause issues in communication. What if you congratulated only one of the three people after a company presentation? How would the other two presenters feel—even though you said nothing negative about their performance? Or suppose you tell one of them, “You really did an outstanding job this time.” The pre- senter’s reaction might be, “What was wrong with my performance last time?”
Nonverbal Barriers
Not all communication diffi culties are related to what you write or say. Some are related to how you act. Nonverbal barriers to communication include inappropri- ate or confl icting signals, differences in perception, inappropriate emotions, and distractions.
Inappropriate or Con� icting Signals Suppose a well-qualifi ed applicant for an auditing position submits a résumé with a typographical error or shows up to an interview in jeans. When verbal and nonverbal signals confl ict, we tend to believe the nonverbal messages because they are more diffi cult to manipulate than verbal messages.
The word transportation is abstract; the word car is concrete.
Thinking in terms of all or nothing limits our choices.
What you do not say may also communicate a message.
People will usually believe what we do rather than what we say.
“We’re going to make a few changes
around here, and one of them is you.”
“I was �red from my second post-high- school job working for a dry cleaning establishment. My boss actually said,
‘You’re not dry cleaning material.’”
Figure 5 Euphemisms Used to Fire Employees
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 1233168_01_ch01_p002-035.indd 12 06/12/11 11:30 AM06/12/11 11:30 AM
CHAPTER 1 Understanding Business Communication 13
Many nonverbal signals vary from culture to culture—both within the United States and internationally. What is appropriate in one context might not be appropriate in another. We’ll explore this further when we discuss intercultural communication in the next chapter.
Differences in Perception Even when they hear the same presentation or read the same report, people of different ages, socioeconomic backgrounds, cultures, and so forth may form very different perceptions. How people perceive a message contributes to the mental fi lter we discussed earlier.
When employees receive an email from the company president, they’ll prob- ably react differently based on their experience, knowledge, and points of view. One employee may be so intimidated by the president that he accepts everything the president says, whereas another employee may have such negative feelings about the president that she believes nothing the president says.
Inappropriate Emotions In most cases, a moderate level of emotional involvement intensifi es the communi- cation and makes it more personal. However, too much emotional involvement can be an obstacle to communication. For example, excessive anger can create an emo- tionally charged environment that makes reasonable discussion impossible. Like- wise, prejudice (automatically rejecting certain people or ideas), stereotyping (placing individuals into categories), and boredom all hinder effective communication. These emotions tend to close your mind to new ideas and cause you to reject or ignore in- formation that is contrary to your prevailing belief. Keeping an objective, open mind is important for effective communication—and for you to develop as a person.
Distractions Environmental or competing elements that hinder your ability to concentrate can affect communication. Such distractions are called noise, which you saw in the communication model (Figure 2). Examples of en- vironmental noise are poor acoustics, extreme temper- ature, uncomfortable seating, or even your coworker’s body odor. Examples of competing noise are too many projects, meetings, or emails.
Communication technologies themselves can cause distractions. Can you watch TV, text, and IM all at the same time? You may think you’re good at multi- tasking, but a Stanford University study concludes the opposite: “Heavy multitaskers are lousy at multitask- ing.”15 Another study conducted at the University of London’s Institute of Psychiatry found that “an average worker’s functioning IQ falls 10 points when distracted by ringing telephones and incoming emails.”16
Competent communicators try to avoid verbal and nonverbal barriers that might cause misunderstandings. They also choose the best communication media for their messages.
COMMUNICATION MEDIA CHOICES As a business communicator, you have many options (channels or media) through which you can communicate a message. The real challenge is deciding which medium to use for your communication.
It’s typically better to rely on logic instead of emotions when communicating.
Information overload is an increasingly serious issue at work.
Describe criteria for choosing communication media.
© J
G I/B
LE N
D IM
A G
E S
/G E
T T
Y IM
A G
E S
Multitasking may diminish your ability to communicate effectively.
33168_01_ch01_p002-035.indd 1333168_01_ch01_p002-035.indd 13 06/12/11 11:30 AM06/12/11 11:30 AM
PART 1 Foundations of Business Communication14
Communication Technologies
Traditional Communication Channels
Traditional forms of oral and written communication still exist in all organizations today.
Traditional Written Communication Organizations still print slick, colorful brochures; in- ternal newsletters for employees without computer access; fi nancial statements for customers who don’t choose the online option; solicitation letters; and peri- odicals such as magazines, journals, and newspapers. Complex reports also may be printed because they’re diffi cult to read on a computer screen.
How much longer will some of these print commu- nications exist? It’s hard to say. In an offi ce environment today, you’ll likely receive few interoffi ce memos and postal letters. These communications are considered more offi cial and formal, so you may receive important information about your pay or benefi ts, or you may send your cover letter and résumé through the mail, but not much else. Many companies no longer have printed let- terhead with the company’s name and logo; when you print a memo or letter, you’ll insert the logo from a digi- tal fi le. You may receive a report that you’ll print, but it will probably come as an email attachment.
Traditional Oral Communication Fortunately, people do still meet in person. Face-to-face meetings are the most personal form of business communication and the best choice for building rela- tionships. Traditional meetings include one-on-one (individual), small group (team), or large group gatherings.
At many organizations, fl ip charts and handouts are still used during meetings and training programs. Some companies don’t have technology available in all meeting rooms, and some believe computers during meetings hinder communica- tion. At times, low-tech options may be best to stay within organizational norms and to achieve your communication goals.
Technology-Based Communication Media
Technology has changed workplace communication, providing many options for sending a message. Depending on the type of message, you may choose from a variety of communication technologies.
Email, Phone, Voice Mail Although they are technology based, email, the phone, and voice mail are consid- ered more conventional channels of communication. Email is so pervasive in or- ganizations that it has become the default choice for communication.17 And yet, one study showed a decline in numbers of email messages received, possibly because of increased use of instant messaging and social networking sites.18
Landline offi ce phones persist, but who knows for how long, considering cell
Face-to-face is the best medium for building relationships.
Email is often the default communication channel in organizations.
© A
R T
D IR
E C
TO R
S &
T R
IP /A
LA M
Y
Travel brochures, a traditional form of written communication, use photos of exotic destinations to lure customers.
33168_01_ch01_p002-035.indd 1433168_01_ch01_p002-035.indd 14 06/12/11 11:30 AM06/12/11 11:30 AM
CHAPTER 1 Understanding Business Communication 15
phones— increasingly smartphones—have replaced so many home phones. People still call each other at work, but sending an email to someone in the next cubicle is common. It’s no surprise that most people believe email is used too often in- stead of face-to-face communication.19
In Chapters 3 and 4, we’ll discuss how to leave effective voice mails and write effective emails.
Instant and Text Messaging Instant messaging (IM) and texting are becoming increasingly popular at work. For short messages and quick questions, these channels are ideal.20 Of course, with smartphones, email may give you an instant response as well, but this varies by organization and people. As you probably know, the real value of IMing is “pres- ence awareness”—you know when someone is available to respond immediately. Although some people consider IM an annoying interruption at work, people who use IM at the offi ce report fewer disruptions21 and believe that IM saves time and provides timely, relevant information.22 One analyst predicts that by 2015, approxi- mately 95% of employees will use IM as their primary communication tool for voice, video, and text chatting.23
Texting is still considered quite informal for communicating at work. And text- ing in front of other people—particularly during class!—may be considered rude. But it’s useful for these business tasks:
• Confi rming deliveries • Sending product alerts • Providing fast client contact • Advertising your new product or service • Sending important information in a meeting • Providing instant reminders24
Social Media Perhaps the more interesting technologies for communication are social media. Web 2.0, which encourages online interaction, has opened the door for people to participate on the web. This is quite different from the one- way communication of the early Internet, when companies would post brochure-like websites for people to consume.
The real value of social media for companies is the opportunity to con- nect with people online. Social media is about the conversation. To promote interaction, companies use 2.0 technologies, for example, blogs, wikis, video, and social networking sites. These tools are used on the Internet (for the public), on a company’s intranet (for employee access only), and on extranets (private networks for people outside the company, e.g., custom- ers or franchisees). Examples of social media are shown in Figure 6.
For many companies, social media focuses on user-generated content (UGC), also called consumer-generated media (CGM). This content can be blog entries, product reviews, videos, or other messages posted about a company. As we discussed earlier in the Glassdoor example, this content isn’t always positive. In Chapter 7, we’ll explore how to respond to negative online comments.
The Fortune Global 100 companies are using social media actively. Seventy- nine percent are using at least one of four main social platforms—Twitter, videos, Facebook, and blogs—to communicate with customers.25 Of these tools, Twitter is the most frequently used.26 As a student, you may not be excited about Twitter (the average Twitter user is 39 years old),27 but this has proved useful for companies,
Companies use social media to have a conversation with internal and external audiences.
After introducing a few examples here, we’ll discuss social media— and other technologies—where relevant throughout the book. For example, we’ll explore wikis for team communication; social networking for interpersonal communication; email, blogs, and instant messaging for written communication; user- generated content for customer communication; and video for oral presentations.
33168_01_ch01_p002-035.indd 1533168_01_ch01_p002-035.indd 15 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication16
as we’ll discuss later. The Fortune Global 100’s frequency of social media activity is shown in Figure 7.28
Blogs Companies use blogs to connect with employees and customers. Successful blogs are updated regularly with news or commentary, and many encourage inter- activity through comments, email subscriptions, and RSS (Really Simple Syndica- tion) feeds to share news and other content.
Wegmans, a regional supermarket, has an active blog called “Fresh Stories” to educate and engage customers—and keep them coming back. The blog includes videos, photos, and posts by CEO Danny Wegman. In one recent post, the CEO wrote,
With the spring season upon us (we hope! It’s been a cold April in the Roches- ter area), I wanted to kick off the season with a fresh story from the farm. I’m hoping you’ll start sharing your growing stories and questions as we experi- ence this new season together!29
With a blog, a CEO can build direct relationships with customers and personal- ize the company, particularly with a conversational style such as Danny Wegman’s.
The Wegmans blog also allows open comments, which are not always positive. Following the earthquake and tsunami disasters in Japan, one customer wrote,
Visit the author’s blog at www.bizcominthenews .com for current communication examples.
© IS
TO C
K P
H O
TO .C
O M
/F A
Z O
N 1;
C O
U R
T E
S Y
O F
G O
O G
LE , I
N C
.;
C O
U R
T E
S Y
O F
T W
IT T
E R
, I N
C .;
C O
U R
T E
S Y
O F
T U
M B
LR , I
N C
.;
R E
P R
O D
U C
E D
W IT
H P
E R
M IS
S IO
N O
F Y
A H
O O
! I N
C . ©
2 01
1
YA H
O O
! I N
C .
F LI
C K
R A
N D
T H
E F
LI C
K R
L O
G O
A R
E R
E G
IS T
E R
E D
T R
A D
E M
A R
K S
O F
Y A
H O
O ! I
N C
.; C
O U
R T
E S
Y O
F G
O O
G LE
, I N
C .;
C O
U R
T E
S Y
O F
W IK
IS PA
C E
S .C
O M
; C O
U R
T E
S Y
O F
W IG
G IO
;
C O
U R
T E
S Y
O F
L IN
K E
D IN
C O
R P
O R
AT IO
N ; ©
IS TO
C K
P H
O TO
.C O
M /
G IO
R G
IO M
A G
IN I
Percentage of Fortune 100 companies using their
Twitter account per week
27 tweets on average per week
Percentage of Fortune 100 companies using their
YouTube account per month
10 videos on average per month
Percentage of Fortune 100 companies using their
Facebook page per week
3.6 posts on average per week
Percentage of Fortune 100 companies using their
corporate blog per month
7 posts on average per month
Figure 7 How Fortune Global 100 Use Social Media
Figure 6 Social Media Examples
Social Networks
Wikis Multimedia
Microblogs
Blogs/Vlogs
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 1633168_01_ch01_p002-035.indd 16 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 17
“I would like to see Wegmans train their cashiers to not ask me 50 times to donate. . . . NO MEANS NO.” Although this is embarrassing to the company, at least the open blog gives representatives the opportunity to respond, as someone did quickly: “We’re sorry to hear about your recent experience at the checkout. Our cashiers have not been instructed to ask for donations, but some of them have done so on their own. We’ll share your comments with our folks at War- rington.”30 Negative comments from customers also give companies the chance to improve service.
A vlog is simply a video form of a blog. Instead of primarily text, this type of blog is like Internet television.
Microblogs Microblogs are used for short messages with timely information. Twitter, a popular micro- blogging site, allows for only 140 characters per mes- sage. Although Twitter feels like a social network, relationships with “followers” are weak and primar- ily one-way (for updates only).31,32
As a business tool, Twitter is useful for report- ing news and connecting with customers. With a well-established, online presence, Southwest Airlines, for example, can quickly respond to cus- tomers’ concerns. The tweets in Figures 8 and 9 illustrate a partial Twitter exchange between Kevin Smith, popular movie director, and South- west Airlines after Smith was asked to give up his seat for being “too fat to fl y.”
Although most companies avoid public criti- cism, Southwest’s active online presence provided a forum for the company to apologize to Smith and present its perspective on the incident.
Multimedia Multimedia may incorporate several forms of media. Corporate videos, for example, can promote products and services, illustrate product functionality, address crisis situations, and excite prospective employees. Deloitte Consulting held a contest—the Deloitte Film Festival—for employees to create videos showing what it’s like to work at the company. The videos were fun for employees to create and watch, and examples posted on YouTube became an effec- tive recruiting tool.
Flickr is an increasingly popular site for hosting videos and photos. Anyone can post photos on Flickr, and it can be useful for businesses. Just as companies have a “channel” on YouTube, they can create a “group” on Flickr to promote their products.
If you have used iTunes, you know what a podcast is. People download and lis- ten to these audio and video fi les at their desktop computers or on the go. Compa- nies use podcasts to provide portable audio or video content about their products and services.
Wikis Wikis are online spaces where people collaborate. Wikipedia, for example, allows people to edit a web page to co-create content. Within a company, wikis allow workgroups to share documents and track revisions, schedule team meetings, communicate online, and manage deadlines. In Chapter 2, we’ll discuss how you can create and use a wiki for working in a small group.
Figure 8 Kevin Smith’s Tweet About Southwest Airlines
© T
W IT
T E
R , I
N C
.
ThatKevinSmith KevinSmith
© S
O U
T H
W E
S T
A IR
LI N
E S
C O
R P
O R
AT E
Figure 9 Southwest’s Response to Kevin Smith
CITIES SERVED: DAILY DEPARTURES: HEADQUARTERS: EMPLOYEES:
CONNECT WITH SWA ELSEWHE
MOST RECENT RECOGNITION
33168_01_ch01_p002-035.indd 1733168_01_ch01_p002-035.indd 17 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication18
Social Networking If you’re on Facebook, you’re familiar with social networking. Under the social media umbrella, social networking sites are for communities of people who share common interests or activities. You may be surprised to learn that the average Facebook user is 38 years old.33 Clearly, this site has evolved from its college roots. Some companies have a Facebook page to connect with custom- ers, while others participate in other social networking sites such as MySpace. As a business student, you might be registered on LinkedIn, a professional network- ing site.
Social networking tools are sometimes integrated into other social media plat- forms. For example, companies install programs that mirror social networking sites on their intranets to connect employees within the organization. In Chapter 3, we’ll look at social networking in more detail.
Choosing Communication Media
Given all of these media choices, which is best for your message? You should always consider your audience and communication objectives fi rst. What do you want your audience to do, think, or feel differently as a result of your message, and what’s the best medium to achieve this?
Although perceptions of communication media vary, we can think of our choices along the continuum shown in Figure 10.
Do you agree with this sequence? From your own experience and perspective, which would you move, and why? For example, is a text message more personal than an email because it’s sent immediately to someone’s phone?
Social networking is a subset of social media.
Figure 10 Continuum of Communication Media
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 1833168_01_ch01_p002-035.indd 18 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 19
As you plan your messages, you also might fi nd the considerations in Figure 11 useful.
Companies often will use multiple communication channels as part of a large communication strategy. Sending multiple messages through a variety of com- munication media helps the company reach different audiences. To announce a company acquisition, for example, executives may hold a conference call with analysts, meet with the management team in person, send an email to all employ- ees, and post a video on the company intranet. This coordination is part of a stra- tegic communication plan, typically created at senior levels in an organization.
Convergence of Communication Media
Technology is blurring many forms of communication—oral and written, face-to-face and online. Imagine that you’re meeting with a customer in person and send a text to someone back at the offi ce to ask a quick product question. Or, you’re on a phone call and respond to an IM. These examples could be considered multicommunicating, or synchronous (at the same time), overlapping conversations.34
Multicommunicating can be effective—up to a point. As you can imagine, with too many conversations going at the same time, it’s easy to get confused. And you can be effective at multicommunicating only if people around you tolerate this. In some work situations, texting during a meeting may be acceptable, but not in others. Pay attention to what your respected peers do, and adjust your behavior to match theirs.
Communication technologies themselves are also connecting and converging. Mashups, for example, are web applications or pages that combine content from different sources. Geolocation services such as Foursquare and Gowalla display mashups based on where you are. Some programs allow you to open an email and listen to an attached voice message or open a text and watch a video. What will distinguish email, IM, and texting in the future if communication becomes more and more immediate? This remains to be seen.
Relationship Considerations Logistical Considerations
• What is your relationship with the audience? Do you have a strong, existing relationship, or are you building a new one?
• Is the communication neutral, posi- tive, or potentially bad news? How is the audience likely to react?
• To what extent do you want imme- diate feedback? Will this communi- cation be one-way or two-way?
• What would your audience prefer? What are the organizational norms for this type of commu- nication? If you’re responding to a message, in what form did you receive it?
• At what level of the organization is the receiver? Is this person senior, junior, or at your level?
• Is this message confi dential or pri- vate in some way?
• Do you need the message or con- versation documented?
• How long is the message? How complex is the information?
• How many people will receive the message?
• How urgent is the message? Do the receivers need it immediately?
• Where are the receivers located? • What is most practical and
effi cient? • How easily will the receivers un-
derstand your message? What’s their primary language and reading profi ciency?
• What access to technology does your audience have?
Figure 11 Considerations for Choosing Communication Media
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 1933168_01_ch01_p002-035.indd 19 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication20
POTENTIAL LEGAL CONSEQUENCES OF COMMUNICATION In a business environment, we need to consider legal consequences—and other repercussions—of our communication. When you work for a company, anything you write and say may become public if your company is sued or is part of a government investigation. During legal discovery, the company must produce evidence related to an inquiry, including emails, IMs, recorded phone conversa- tions, voice mail messages, and other communications the attorneys believe are relevant. According to an American Management Association (AMA) study, 24% of companies have had email subpoenaed in lawsuits.35 This may include emails employees wrote using personal email addresses, such as Gmail, and believed were private.
In 2010, when the U.S. Securities and Exchange Commission sued Goldman Sachs for fraud related to the fi nancial crisis, the company produced mounds of documentation. Within the 200 million pages Goldman submitted were email messages that investigators called into question. In some emails, Goldman execu- tives seem to be boasting about profi ts in the midst of the U.S. housing market collapse.36
Goldman’s emails also were embarrassing because of the profanity used. During congressional hearings, management was repeatedly questioned about obscene language used in their messages. Since then, the company has banned profanity in emails—and has implemented software to scan emails for obscene words and warn the writer before messages are sent.37
Avoid potential legal consequences of communication.
Employee emails may become public if your company is sued or is part of a government investigation, as these Goldman Sachs executives learned during congressional hearings.
© J
IM W
AT S
O N
/A F
P /G
E T
T Y
IM A
G E
S
In the Goldman case, email messages became public as part of a broader in- vestigation; however, messages themselves may be the impetus for a lawsuit. The AMA study also found that 15% of U.S. companies fought legal claims based on employees’ email.38
When you join a company, you will probably sign several policies about com- municating at work. These are designed to protect the company against lawsuits, public relations nightmares, and breaches of confi dentiality, privacy, and security. Your company may provide guidelines, such as the following examples from Time Warner Cable’s (TWC) social media policy:
• Follow copyright, fair use, and fi nancial disclosure laws. • Don’t publish confi dential or other proprietary information.
33168_01_ch01_p002-035.indd 2033168_01_ch01_p002-035.indd 20 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 21
• Don’t cite or reference clients, partners, or suppliers without their prior ap- proval. When a reference is made, where possible, link back to the source.
• When communicating online, behave professionally and with the utmost respect for those individuals involved in the discussion. Ethnic slurs, personal insults, foul language, or conduct that would not be acceptable in TWC’s workplace should not be used.
• On social networks where you identify yourself as an employee of TWC, be mindful that the content posted will be visible to coworkers, customers, and partners. Make sure the information posted is the most professional refl ection of your opinions and beliefs.
• Do not insult or disparage TWC, its products and services, or any fellow employees, even if specifi c names are not mentioned.39
You can protect yourself and your company by paying careful attention to what you put in writing and what you say. A law fi rm suggests asking yourself, “‘Would I be comfortable two years from now being cross-examined in federal court in front of a jury about the content of this email I am about to send?’ If the answer is anything other than an unqualifi ed ‘yes,’ it is not an email that should be sent.”40
You might ask yourself the same question for all communications related to your company.
ETHICS AND COMMUNICATION Beyond the legal requirements, companies will expect you to communicate ethi- cally. Consider this situation: Brian Maupin, a Best Buy employee, posted videos about the company on YouTube.41 His fi rst cartoon video, which received over 3.3 million views within two weeks, mocked a customer of “Phone Mart,” desperate for the latest version of the iPhone (Figure 12).
Before Maupin was invited back after being suspended, he created another video poking fun at the company’s policies. This interaction, between the store employee and the woman who “run[s] the ethics department” at the corporate offi ce, illustrates gray areas in communication ethics—and the importance of social media policies.
Was Maupin’s behavior ethical? Most corporate executives would consider the videos disparaging to the company. Although Maupin didn’t expect the videos to be such a huge success, he still publicly disagreed with sales policies, questioned loyalty to a top Best Buy supplier (Apple), and insulted customers. Things worked
Communicate ethically.
thi– eoss
overr atee
Ethics in Communication
© T
IN Y
W AT
C H
P R
O D
U C
T IO
N S
Maupin: How is it any business of Phone Mart’s what I do in my spare time?
Head of Corporate Ethics Department: If it hurts us or one of our Phone Mart partners, like Apple, then it hurts all the Phone Mart employees and stockholders, and we must take action to protect the company from these attacks, James Cameron.
You iPhone4 vs HTC Evo tinywatchproductions
tinywatchproductions 4,707,322 views
Figure 12 Best Buy Employee Posts a Video
33168_01_ch01_p002-035.indd 2133168_01_ch01_p002-035.indd 21 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication22
out fi ne for Maupin, but negative comments about your company—or people—are best kept private.
Each of us has a personal code of ethics, or system of moral principles, that go beyond legal rules to tell us how to act. Our ethics represent our personal belief about whether something is right or wrong. As children, we begin forming our ethical standards based on how we perceive the behavior of our parents, other adults, and our peer group.
Let’s consider three types of ethics:
• Professional ethics are defi ned by an organization (such as Best Buy or The Public Relations Society of America). Employees and members are expected to follow these guidelines, which defi ne what is right or wrong in the workplace— often beyond established laws. For example, 95% of Fortune 500 companies protect their employees from discrimination in the workplace based on sexual orientation. This goes beyond the U.S. federal legal requirement.42
• Social ethics are defi ned by society. For example, although accepting gifts from suppliers is strictly frowned upon in North American societies, this prac- tice may be commonplace and accepted in other societies.
• Individual ethics are defi ned by the person and are based on family values, heritage, personal experience, and other factors. For example, most universi- ties have guidelines to deter plagiarism. In addition to the guidelines that rep- resent professional ethics, you probably have your own beliefs about cheating.
What Affects Ethical Behavior
According to ethicists, when people make unethical decisions, they do so for one of three reasons:
1. We do what’s most convenient—in other words, we take the easy route.
2. We do what we must to win. Some people think that embracing ethics would limit their ability to succeed. They believe that “good guys fi nish last.”
3. We rationalize our choices. We decide that the decision we make depends upon the particular circumstances (this is called situational ethics).
The corporate culture affects ethics. If everyone spends time during the workday on Facebook, you are likely to also (the “everybody-does-it” defense). If managers are aware of unethical practices and don’t stop them, they are condoning these actions.
How much freedom an organization gives an employee to behave unethically also affects behavior. At fast-food restaurants, for example, one employee takes your order and receives your payment, and another employee fi lls the order. This means that the person fi lling your order doesn’t handle the money, and the person who han- dles the money doesn’t fi ll your order. In this case, less opportunity for theft occurs.
When a strict code of ethics is in effect and enforced, employees have fewer opportunities to be unethical. Employees know what is expected of them and what happens if they fail to live up to these expectations, which is why a clearer policy at Best Buy may have helped Brian Maupin.
Ethics Pays
Companies that are considered the most ethical outperform the S&P 500 and FTSE 100. The Ethisphere Institute identifi es an annual list of ethical companies based on their corporate citizenship and responsibility, innovation that contributes to the public well-being, executive leadership and tone from the top, and other crite- ria. Gap Inc., for example, appears on the Ethisphere list—and on the list of “Best Corporate Citizens,” published by Corporate Responsibility Magazine. On its website, shown in Figure 13, you can see how Gap promotes its social responsibility.43
Consider professional, social, and individual ethics.
Ethics are affected by the corporate culture.
Companies do well by doing good.
33168_01_ch01_p002-035.indd 2233168_01_ch01_p002-035.indd 22 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 23
Many companies are including corporate social responsibility (CSR) into their business model. CSR (or being socially responsible) means that compa- nies consider the public’s interest in their business practices. CSR extends beyond a solely numbers- driven measurement of success and instead en- courages focus on a triple bottom line of people, planet, profi t. Progressive companies consider CSR good for business—and the right thing to do.
Framework for Ethical Decision Making
When faced with an ethical decision, consider the factors shown in Figure 14.
In addition to ethical decisions, we face com- munications that challenge us to be responsible and appropriate. When a recent law school grad- uate, Dianna, sent emails to her prospective em- ployer (a criminal defense attorney),44 she didn’t think about the consequences. In an email, she stated that she decided not to accept the fi rm’s job offer. However, William, her hiring manager, had a different perspective: that she had already accepted the job. He said that he had fi nished pre- paring a computer and ordering offi ce supplies for her. If William’s version is true, most people would probably agree that Dianna’s decision was unethical.
About Gap Inc. Our Brands Careers Social Responsibility Investors Media
Search GGOO
At Gap Inc., social responsibility is fundamental to how we do business.
Printer-friendly version
Dan Henkle, SVP, Global Responsibility
Get the complete picture at www.gapinc.com/socialresponsibility.
It means everything from ensuring that workers are treated fairly to addressing our environmental impact.
And it’s now covered in depth on our new social responsibility website at www.gapinc.com/socialresponsibility.
What are we doing to be a responsible company? We’re working around the world to improve factory conditions and help women advance. We’re designing more sustainable stores and products, and getting creative about protecting natural resources. We’re continuing to make Gap Inc. a company where people are proud to work and able to reach their career goals. We’re investing in communities by applying business innovation to social values.
We’ve created a new social responsibility site. We’ve shifted from a printed report to a website – it’s more informative, timely, interactive and environmentally friendly.
There you’ll �nd up-to-date information about our programs and activities in four key areas (supply chain, environment, employees and community investment), including videos, stories, detailed data, and a world map highlighting our work; there’s even a section on the social and environmental initiatives of our individual brands: Gap, Old Navy, Banana Republic, Piperlime and Athleta.
© G
A P
IN C
.
Figure 13 Gap Promotes Its Social Responsibility
Figure 14 Framework for Ethical Decision Making
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 2333168_01_ch01_p002-035.indd 23 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication24
Beyond the ethics of the decision, were Dianna and William’s communications responsible and appropriate? Dianna sent an email and left a voice mail message at 9:30 p.m., when William would not likely be in the offi ce. She certainly could have chosen a more appropriate medium for her message, perhaps a phone call during business hours. William responded to Dianna’s email with anger, writing that her email “smacks of immaturity.” Dianna could have let it go, but she responded, ques- tioning William’s legal knowledge. Not to be outdone, William responded and warned her to avoid “pissing off more experienced lawyers.” Did the exchange end there? Of course not. Dianna sent one fi nal email with three words: “bla bla bla.” William then forwarded the email chain, which was forwarded again and again, until it became viral and made ABC Nightly News. Both Dianna and William could have taken the high road and ended the exchange earlier. Their angry, belittling, back-and-forth dialog did not refl ect professional business behavior.
Communicating Ethically
According to one communication professor,
Much of what is controversial in the workplace today revolves around ethics and the way people express their views. . . . Ethics is inextricably tied to com- munication. The rhetorical acts of persuading or of simply passing on infor- mation are deeply infl uenced by individual ethical perspectives.45
When communicating, we constantly make decisions regarding what informa- tion to include and what information to exclude from our messages. For the infor- mation that is included, we make conscious decisions about how to phrase the message, how much to emphasize each point, and how to organize the message. According to one business survey, 63% of the managers surveyed stated that mis- leading communications had undermined their trust in companies.46
Communication decisions have legal and ethical dimensions—both for you as the writer and for the organization. For example, BMW, the German auto- mobile maker, was required to pay a $2 million judgment awarded to a U.S. car buyer because it had failed to inform him that paint had been damaged and then retouched.47
Competent communicators ensure that their oral and written messages are ethical, both in terms of what is communicated and in terms of what is left unsaid.
INTRODUCING THE 3PS (PURPOSE, PROCESS, PRODUCT) MODEL Every chapter in this text concludes with a 3Ps model to illustrate important com- munication concepts covered in the chapter. These short case studies, which re- late to each chapter introduction, include the purpose, the process, and the product (the 3Ps). The purpose defi nes the situation and discusses the need for a particular communication task. The process is a series of questions that provides step-by-step guidance for accomplishing the specifi c communication task. Finally, the product is the result—the fi nal communication.
The 3Ps model demonstrates examples of communication so that you can see the process of communicating, not just the results. This approach helps you focus on one aspect of your communication at a time. Using the 3Ps in your own com- munication will help you produce messages more easily and deliver a better re- sult. Pay particular attention to the questions in the process section, and ask yourself similar questions as you prepare your own messages.
You’ll fi nd this entire email exchange on www .bizcominthenews.com, under Company Samples.
When communicating, we constantly make decisions with ethical implications.
The 3Ps model guides you step-by-step through a typical communication by posing and answering relevant questions about each aspect of the message.
33168_01_ch01_p002-035.indd 2433168_01_ch01_p002-035.indd 24 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 25
An Ethical Decision from the Movie Up in the Air
Purpose The movie Up in the Air profi les a consulting fi rm hired by other companies to commu- nicate layoff decisions to employees. Of course, this isn’t a real fi rm, and people might question the ethics of an outside company giving employees such bad news.
Imagine that you are a graduating senior and have received a job offer to work for this company as an entry-level auditor in the accounting offi ce. You like the position, but you are disturbed by its ruthless reputation of fi ring the employees of other fi rms. You have to decide whether to accept the job, despite your concerns about the company.
Process To help you decide whether to accept the job, you use the Framework for Ethical Deci- sion Making. You choose the following questions because they are most relevant to the situation:
1. Is the action legal? Yes, both the company’s work and my position at the company are legal. As long as companies don’t discriminate against employees, they can legally downsize for business reasons.
2. Who will be affected by my decision and how? Employees will still be laid off whether I take the job or not. My decision, technically, won’t directly affect people who lose their jobs.
3. Is this job in line with my values? I wish that companies could avoid downsizing staff (perhaps with more strategic planning and better management). But I realize that downsizing is a reality of work- ing in business.
On the other hand, employees should hear bad news from someone they know and trust—for example, their supervisor—not from someone outside the company. This just doesn’t feel right to me.
4. How will I feel after the decision is known? If I take the job, I probably won’t feel too good. I want to be proud of the company I work for instead of embarrassed about what they do. I’m concerned about explain- ing the company’s business to my family. What would my parents say?
Product Based on the answers to these questions, you decide not to accept the job. When you call the hiring manager to turn down the job, you don’t mention your ethical dilemma; instead, you state your appreciation for the offer and focus on your decision.
33168_01_ch01_p002-035.indd 2533168_01_ch01_p002-035.indd 25 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication26
Media Choices in the Movie Up in the Air
Purpose The company profi led in the movie Up in the Air is looking to save costs, and Natalie, a recent college graduate, has an idea to accomplish this goal: communicate layoff decisions through videoconferencing technology rather than fl ying consultants out to meet with people in person. You are Natalie’s manager (but more reasonable than Natalie’s manager in the movie), and you want to explain to Natalie why her idea is not an appropriate medium for telling people the bad news.
Process 1. What criteria will you use to determine the best communication medium for a
message?
2. Why are face-to-face meetings (a rich medium) most commonly used for the layoff discussions?
3. What are the downsides of Natalie’s suggestion to use videoconferencing?
4. How will you explain your rationale to Natalie?
5. What medium will you use for your message to Natalie? Consider an email, a memo, or a face-to-face meeting. Why did you choose this option?
Product Using the medium you chose in response to the last question above (email, memo, or face-to-face meeting), prepare your communication to Natalie. Explain to her why videoconferencing is not a suitable medium for announcing a layoff decision.
33168_01_ch01_p002-035.indd 2633168_01_ch01_p002-035.indd 26 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 27
Summary Identify the components of communication.
The components of communication explain how communication happens. The com- munication process begins with a stimulus, which is fi ltered by the receiver, who creates a message transmitted through a medium. If your message is successful, the receiver (destination) provides feedback to the sender. These components of communication are used in both formal and informal communication networks. The formal communica- tion network consists of downward, upward, and lateral (horizontal) communication. The informal communication network (the grapevine) consists of information transmitted through unoffi cial channels.
Identify the major verbal and nonverbal barriers to communication. Barriers may interfere with effective communication. Examples of verbal barriers are inadequate knowledge or vocabulary, differences in interpretation, language differences, inappropriate use of expressions, overabstraction and ambiguity, and polarization. Examples of nonverbal barriers are inappropriate or confl icting signals, differences in perception, inappropriate emotions, and distractions.
Describe criteria for choosing communication media. Verbal communication includes oral and written communication. Traditional communi- cation channels, such as face-to-face meetings and letters, still exist, but technology- based communication, such as social media, are increasingly popular for business communication. When deciding which channel (medium) to use for your message, fi rst identify your audience and communication objectives. Consider lean channels for rou- tine and neutral messages and rich channels for complex messages and bad news.
Avoid potential legal consequences of communication. Although communication is essential to all organizations, oral and written communica- tion may have negative consequences as well. Email and other messages may be part of a legal discovery process, and inappropriate communication may be the impetus for litigation. To avoid these damaging situations, follow your company’s guidelines and policies regarding email and other communication.
Communicate ethically. Beyond the legal requirements, we all have our own system of moral practices that guide our behavior. At the company level, corporate social responsibility (CSR) has become part of progressive organizations’ communication strategy. At the personal level, you’re responsible for behaving ethically, which includes how you communicate at work. The Framework for Ethical Decision Making will help guide your behavior and ensure that you communicate ethically.
Exercises
1. Identify communication components in a current news story.
Use a current news item to identify the fi ve components of the communication process. You may use examples from the author’s blog www.bizcominthenews.com. After read- ing background information about the story, choose one aspect of communication and identify the stimulus, fi lter, message, medium, feedback, and noise. You may add your own assumptions if you don’t have enough details from the story.
Identify the components of communication.
SSuummmmmmaarrry
EExxeercciiseesss
33168_01_ch01_p002-035.indd 2733168_01_ch01_p002-035.indd 27 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication28
2. Examine your own communication fi lters.
Looking at the same news story you explored above, list at least ten ways you person- ally are fi ltering the information you receive. Consider such factors as your individual experiences, culture, emotions at the moment, personality, knowledge, socioeconomic status, and demographic variables.
3. Create an organization chart to identify a company’s formal communication network.
Think of an organization where you’ve worked recently. Create an organization chart for two or three levels of employees. Then add arrows to identify the three directions of the formal communication network.
4. Describe a company’s grapevine.
For the same organization you explored in the previous question, consider the in- formal communication network. With a partner, discuss how you heard about unof- ficial information about the company. How accurate do you think this information was? Was senior management plugged into the grapevine? Do you have examples of how management responded to information spread through the grapevine? If management ignored the grapevine, what do you think should have been done instead?
5. Identify communication barriers between a manager and an employee.
Watch Scene 13, “Flair,” from the movie Offi ce Space. This communication does not go very well. Identify the verbal and nonverbal barriers of communication in this scene.
6. Identify communication barriers between a retail sales representative and a customer.
Watch the video clip from the fi ctitious retail store, Aggresshop. Identify the verbal and nonverbal barriers of communication in this scene. Think about the inter- action from both perspectives: the sales associate’s and the shopper’s.
7. Discuss communication barriers.
Which category of communication barriers—verbal or nonverbal—do you believe is easier to overcome? Why? Share your thoughts with the rest of the class.
8. Adapt jargon for your audience.
Think of a topic you know well (e.g., a sport, a hobby, or an academic subject). Write an email to a colleague who is also an expert on the subject. Include at least six jargon terms that fl ow easily into the con- text of your email.
Now assume that you are sending the same email to someone who is not at all familiar with the topic. Revise your original message to make it appropriate for this reader. Which email is longer? Which is more effective? Why?
Identify the major verbal and nonverbal barriers to communication.
Scene from the movie Offi ce Space
© 2
0T H
C E
N T
U R
Y F
O X
F IL
M C
O R
P. A
LL R
IG H
T S
R E
S E
R V
E D
. C O
U R
T E
S Y
: E V
E R
E T
T C
O LL
E C
T IO
N .
Scene from the Aggresshop video
C O
U R
T E
S Y
O F
A M
Y N
E W
M A
N .
33168_01_ch01_p002-035.indd 2833168_01_ch01_p002-035.indd 28 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 29
9. Analyze print communication.
Find an example of print communication, for example, a fl yer on campus, a newsletter, or a magazine ad. With a partner, discuss why the creator of the message may have chosen a print medium. In your opinion, was this the best choice? What technology-based media may have worked instead or could supplement the printed message?
10. Explore how a company uses social media.
What’s your favorite company? Spend some time exploring how the company uses social media. Does it have a customer blog, Facebook page, Twitter account, and other online places to connect with constituencies? Now compare this company’s online presence to one of its close competitors’ online presence. Which has more online ac- tivity, for example, more followers on Twitter, more people who “like” it on Facebook, or more blogs targeted to different audiences? In small groups, discuss fi ndings about each of your favorite companies.
11. Choose communication media for different audiences.
Imagine that you’re the CEO of a retail store such as Aggresshop (described at the end of this chapter and at www.cengagebrain.com). Let’s say you’re planning to redesign each of the 16 stores in the United States. As part of this effort, you’ll need to close stores for two weeks at a time. Working in teams, identify in the communication plan template below which medium you would use to communicate with each audience. You may have multiple communications for some audiences. Include the rationale for your decisions.
Audience Communication Medium (or Media)
Rationale for Choosing the Communication Medium
Store managers
Store sales representatives
Corporate offi ce employees
VIP customers
Other customers
Suppliers
12. Choose how to a reject a job offer.
We’ll discuss employment communication in Chapter 12; for now, consider a situation in which you’re offered a summer internship but decide not to accept it. With a partner, discuss the most appropriate communication channel to use for your message. Would you use a different channel if you received the offer by email or by phone?
13. Give your manager advice about communication media.
For this exercise, you’ll help your manager be a better communicator. Let’s say you’re lucky enough to have a good working relationship with your manager, and he or she tells you—before the rest of the team—that your department will be moving from
Describe criteria for choosing communication media.
33168_01_ch01_p002-035.indd 2933168_01_ch01_p002-035.indd 29 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication30
14. Research a lawsuit about communication.
Find an example of a company that was sued because of its communication. Research the situation with a particular focus on the communication that was called into question (e.g., email messages, unclear reports, or discriminatory language).
Imagine that you’re a consultant who was hired by one of the company’s competi- tors. The competitor would like to avoid a similar situation and wants to hear what you learned about the case. Prepare and deliver a short presentation to class, summarizing the main points. Focus on how the company can avoid a similar lawsuit.
15. Write a policy about email use.
Draft a policy about employees’ email use. Consider what would be important for a company to communicate to employees about their email communication. Next, search the Internet to fi nd a sample policy about appropriate use of email. You may fi nd one on your school’s website (perhaps you had to read and sign a policy when you fi rst en- rolled). Compare your draft to the sample. Did you miss any important points? Revise your policy if necessary.
Then, in small groups, discuss your policy and be honest about how your use of email may violate the policy. Now that you know what is expected, would you handle email differently? Why or why not?
16. Respond to an email that suggests an unethical practice.
Imagine that you’re an intern for the law fi rm Dewey, Wright, and Howe. As part of a team, you’re developing an Orientation Plan for future interns. Your team receives the email on the next page from the HR recruiter at the fi rm.
In small groups, fi rst discuss the situation and why this is an ethical dilemma. Then, on your own, write an email to respond to Mark’s suggestion. You will want to balance
Avoid potential legal consequences of communication.
Communicate ethically.
Delete Junk Reply Reply All Forward Print To Do
To: Kendra Simpson From: Larson James Subject: Confidential: Department Move to Itasca
Kendra,
I just wanted to give you a heads-up that our department is next in line to move out to Itasca. I’m planning to email the rest of the team next week but wanted to tell you earlier because you mentioned that you might sign a lease for a new apartment tonight.
Larson
downtown Chicago to a suburb. This is a major change and will be bad news for most people.
In response to this email from your manager, write a reply to suggest that he also hold a face-to-face meeting for employees. Explain why you think this is important.
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 3033168_01_ch01_p002-035.indd 30 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 31
17. Discuss ethical dilemmas.
Working in small groups and using the guidelines for ethical decision making discussed in this chapter, decide what you would do in each of the following situations:
1. Confi dentiality: Your boss told you that one of your employees will have to be laid off because of budget cuts, but this information is confi dential for the time being. You know that the employee just received a job offer from another company but is planning to reject the offer.
2. Copyright Issues: During peer reviews in a class, you read another student’s paper and noticed two paragraphs of information that sounded familiar. The content appears to be quoted directly from a textbook used in your Introduction to Marketing class.
3. Employment: You accepted a job but received an offer for a much better job two days later.
4. Hiring: A Colombian candidate is the most qualifi ed for a job, but the position requires quite a bit of face-to-face and telephone communication with customers, and you’re concerned that customers won’t understand his accent.
5. Academic Integrity: A friend asks you to proofread and correct his 12-page Financial Accounting report, which is due online in two hours. You notice lots of grammatical and typographical errors.
6. Merit-Based Pay: An employee has performed well all year and deserves a pay raise. However, she is at the top of her grade scale and can’t be promoted.
Delete Junk Reply Reply All Forward Print To Do
To: Team Members From: Mark Golding, HR Recruiter Subject: Feedback on Your Project Work Plan
Team,
I’m not sure why you’re spending so much time on this and planning to do research. I told Sondra before she left on vacation that I already have the Orientation Plan from Levine and Wollinger, where I worked before Dewey. We can just use their format and change the names!
Regards,
Mark
ethics with tone to avoid accusing Mark of anything inappropriate and potentially mak- ing him feel defensive. When you’re fi nished, share your draft with your group members and compare emails. Which works best and why?
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_01_ch01_p002-035.indd 3133168_01_ch01_p002-035.indd 31 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication32
18. Address a questionable business tactic.
You work part-time at a busy pawnshop in central San Antonio. A number of neighbor- hood stores have been burglarized in recent years, and the owner wants criminals to think twice before they break into his pawnshop. After thinking about the situation, he posts this sign in the window one night: “$10,000 reward offered to any offi cer of the law who shoots and kills someone attempting to rob this property.”
When you come to work the next morning and see the sign, your fi rst thought is that it will probably be an effective deterrent. As the day goes on, however, you begin to have doubts about the ethics of posting such a sign. Although you don’t know of any law that would apply to this situation, you’re not sure that your boss is doing the right thing. You decide to speak with him. To prepare for this discussion, list the points you might make to convince the boss to take the sign down. Next, list the points in favor of leaving the sign up. If you were in charge, what would you do? Explain your answer in a brief oral report to the class.
Each chapter ends with a company scenario available at www .cengagebrain.com. This fi rst scenario, Aggresshop, is also used at the end of Chapter 8, Bad-News Messages.
33168_01_ch01_p002-035.indd 3233168_01_ch01_p002-035.indd 32 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 33
Aggresshop Imagine you work for Aggresshop, an upscale women’s clothing boutique with 16 stores throughout the United States. At www.cengagebrain.com, you’ll fi nd Aggresshop’s company blog for customers and employees.
As you’ll read in the scenario, Aggresshop is experiencing many customer com- plaints about its sales associates’ overly aggressive techniques (two posts are shown below). The CEO decides to change the sales compensation structure to address this issue.
On the blog, you’ll see examples of several communication concepts discussed in Chapter 1: directions of communication, communication media, barriers to communica- tion, and ethics in communication. This scenario will also help you learn to do the following:
• Respond to customer complaints on a company blog.
• Communicate a change internally.
• Tailor message content and tone for different audiences and communication channels.
To help you practice your business communication, your instructor may assign the following activities now or later in the semester:
• Write customer service standards for Aggresshop sales associates.
• Respond to customer comments on the blog.
• Write an article for customers on the blog.
© IS
TO C
K P
H O
TO .C
O M
/S IR
IM O
Compliments
, COMPANY INFORMATION
C O
U R
T E
S Y
O F
A M
Y N
E W
M A
N .
33168_01_ch01_p002-035.indd 3333168_01_ch01_p002-035.indd 33 06/12/11 11:31 AM06/12/11 11:31 AM
PART 1 Foundations of Business Communication34
1. Rana Tassabehji and Maria Vakola, “Business Email: The Killer Impact,” Communications of the ACM 48 (2005): 64–70.
2. Harris International and Whitepages .com, “Survey Shows Most Adults Want Tough Talks Face to Face,” February 27, 2007, www.whitepagesinc .com/press/article/000000073, accessed July 12, 2010.
3. Jill Casner-Lotto, Elyse Rosenblum, and Mary Wright, “The Ill-Prepared U.S. Workforce,” Consortium: Corporate Voices for Working Fami- lies, The Conference Board, SHRM, and ASTD, 2009, www.shrm.org/ Research/SurveyFindings/Articles/ Documents/BED-09Workforce_ RR.pdf, accessed July 6, 2010.
4. “Employers Rank Communication Skills First Among Job Candidate Skills and Qualities,” National Asso- ciation of Colleges and Employers, January 21, 2010, http://www.vscpa .com/Content/57969.aspx, accessed July 6, 2010.
5. “Writing: A Ticket to Work . . . Or a Ticket Out?” The College Board, The National Commission on Writing, September 2004, www.collegeboard .com/prod_downloads/writingcom/ writing-ticket-to-work.pdf, accessed July 6, 2010.
6. Sam Dillon. “What Corporate America Can’t Build: A Sentence,” The New York Times, December 7, 2004, www.nytimes.com/2004/12/07/ business/07write.html, accessed July 6, 2010.
7. “Capitalizing on Effective Commu- nication. Communication ROI Study Report,” Watson Wyatt, 2009/2010, www.towerswatson.com/assets/ pdf/670/NA-2009-14890.pdf, accessed July 6, 2010.
8. “Writing: A Ticket to Work . . . Or a Ticket Out?”
9. Mark H. McCormack, “Words You Use Tell a Lot About You,” Arizona Republic, April 13, 2000, p. D4.
10. Although many believe that the Chinese word for crisis is made up of elements that mean “danger” and “opportunity,” linguists and sinolo- gists have debunked this myth. See, for example, Victor H. Mair, “How a misunderstanding about Chinese characters has led many astray,” September 2009, http://www.pinyin .info/chinese/crisis.html, accessed October 22, 2011.
11. Starbucks, www.starbucks.com, accessed July 8, 2010.
12. Barry Ray, “Who’s Afraid of the Big Bad Boss? Plenty of Us, New FSU Study Shows.” Florida State University News, December 4, 2006, www.fsu.edu/news/2006/12/04/bad .boss/, accessed July 7, 2010. Study by Wayne Hochwarter, an associate professor of management in FSU’s College of Business.
13. Suzanne M. Crampton, John W. Hodge, and Jitendra M. Mishra, “The Informal Network: Factors Infl uenc- ing Grapevine Activity,” Public Person- nel Management 27 (1998): 568–584.
14. Ragan Communications Forum, “Have you been fi red?” www.myragan .com, accessed July 10, 2010.
15. Clare Baldwin, “Media Multitask- ing Doesn’t Work Say Researchers,” Reuters, August 24, 2009, http:// uk.reuters.com/article/2009/08/24/ tech-us-multitasking-stanford- idUKTRE57N55D20090824, accessed September 25, 2010.
16. Jack Trout, “Beware Of ‘Infomania.’” Forbes.com. August 11, 2006. www .forbes.com/fdc/welcome_mjx. shtml, accessed July 8, 2010.
17. “‘We Never Talk Anymore.’ Survey Reveals Few Executives Use Tele- phone or Meet in Person at Work,” Offi ceTeam, January 18, 2006, www.honeycombconnect.com/ Human_Resources/document_6389 .ashx?page=page_74&datasour ce=68, accessed July 29, 2010.
18. Sara Radicati, “Business User Sur- vey, 2009,” The Radicati Group, Inc. www.radicati.com/wp/wp-content/ uploads/2009/11/Business-User- Survey-2009-Executive-Summary1 .pdf, accessed July 29, 2010.
19. Thomas W. Jackson, Anthony Bur- gess, and Janet Edwards, “A Simple Approach to Improving Email Communication,” Communications of the ACM 49 (June 2006): 107–109.
20. Judi Brownell and Amy Newman, “Hospitality Managers and Commu- nication Technologies: Challenges and Solutions.” Cornell Hospitality Research 9 (December 2009).
21. R. Kelly Garrett and James N. Danziger, “IM = Interruption Management? Instant Messaging and Disrup- tion in the Workplace,” Journal of Computer-Mediated Communication 13 (2007): article 2.
22. Eulynn Shiu and Amanda Lenhart, “How Americans Use Instant Messaging,” Pew Internet & American Life Project, September 2004, www.pewinternet.org/
Reports/2004/How-Americans-Use- Instant-Messaging.aspx, accessed July 29, 2009.
23. Gartner, “Hype Cycle for Emerging Technologies, 2008 [ID Number: G00159496],” www.gartner .com/technology/research/ methodologies/hypeCycles.jsp, accessed May 20, 2009.
24. “Ten Ways to Use Texting for Busi- ness,” Inc.com, www.inc.com/ss/ ten-ways-use-texting-business, accessed July 12, 2010.
25. “Social Media in Business: Fortune 100 Statistics,” iStrategy 2010 with data from Burson-Marsteller, June 7, 2010, http://misterthibodeau .posterous.com/istrategy-2010-blog- archive-social-media-in-b, accessed July 14, 2010.
26. Ibid. 27. “Study: Ages of Social Network
Users,” Pingdom with data from Google Ad Planner, February 16, 2010, http://royal.pingdom .com/2010/02/16/study-ages-of- social-network-users/, accessed July 14, 2010.
28. iStrategy 2010. 29. Danny Wegman, “Down on the
Farm: Watching Our Tomatoes Grow,” Wegmans Blog, May 3, 2011, www.wegmans.com/blog/, accessed May 12, 2011.
30. Colleen Wegman, “Responding to the Crisis in Japan and How You Can Help,” Wegmans Blog, March 17, 2011, www.wegmans.com/blog/, accessed May 12, 2011.
31. Dan Zarrella. “Is Twitter a Social Network?” HubSpot blog, June 22, 2009, http://blog .hubspot.com/blog/tabid/ 6307/Default.aspx?Author= Dan%20Zarrella&BBPage=7, accessed July 12, 2010.
32. Antone Gonsalves, “Twitter Is About News, Not Social Media,” Information Week, May 5, 2010, www .informationweek.com/news/ windows/microsoft_news/ 224700842, accessed July 17, 2010.
33. Pingdom. 34. N. Lamar Reinsch, Jr., et al., “Multi-
communicating: A Practice Whose Time Has Come?” Academy of Man- agement Review 33 (2008): 391–408.
35. American Management Associa- tion and the ePolicy Institute, 2006. “Workplace E-mail, Instant Messag- ing and Blog Survey,” www.epolicy institute.com/survey2006Summary. pdf, accessed July 20, 2009.
NotesNNooteees
33168_01_ch01_p002-035.indd 3433168_01_ch01_p002-035.indd 34 06/12/11 11:31 AM06/12/11 11:31 AM
CHAPTER 1 Understanding Business Communication 35
36. “Goldman Disputes Assertions About E-mails,” CBS News, April 24, 2010, www.cbsnews.com/ stories/2010/04/24/business/ main6428758.shtml, accessed September 18, 2010.
37. Cassell Bryan-Low and Aaron Lucchetti, “George Carlin Never Would’ve Cut It at the New Goldman Sachs,” The Wall Street Journal, July 29, 2010, http://online.wsj .com/article/SB1000142405274870 4895004575395550672406796.html, accessed July 29, 2010.
38. American Management Association. 39. Lydia Dishman, “Social Media
Policies: The Good, The Mediocre, and the Ugly,” Fast Company, June 9, 2010, www.fastcompany .com/1668368/social-media-
policies-the-good-the-bad-and-the- ugly, accessed February 22, 2011.
40. Douglas C. Northup and Ronald J. Stolkin, “Legal Issues Affecting Busi- ness E-mails.” Fennemore Craig, June 13, 2007, www.fclaw .com/newsletter/materials/ BusinessEmailsUpdate6-13-07.pdf, accessed July 19, 2010.
41. MG Siegler, “Best Buy Trying to Fire Employee Over Those Hilarious EVO versus iPhone Videos,” TechCrunch, July 1, 2010, http://techcrunch .com/2010/07/01/best-buy-iphone- 4-evo-4g/, accessed September 11, 2010.
42. Equality Forum, “Fortune 500 Project,” www.equalityforum.com/ fortune500/, accessed July 19, 2010.
43. “2010 World’s Most Ethical Companies,” Ethisphere, http:// ethisphere.com/wme2010/, accessed July 19, 2010.
44. Jack Tapper, “The ‘Bla Bla Bla’ Heard ‘Round the World,” ABC News/ Nightline, February 18, 2006, http://abcnews.go.com/Nightline/ story?id=1635472, accessed July 20, 2010.
45. Betsy Stevens, “Teaching Commu- nication with Ethics-Based Cases,” Business Communication Quarterly (September 1996): 6.
46. “What Has Undermined Your Trust in Companies?” USA Today, February 10, 2003, p. 1B.
47. “State Court Cuts Punitive Award in BMW Car Case,” Wall Street Journal, May 12, 1997, p. B5.
33168_01_ch01_p002-035.indd 3533168_01_ch01_p002-035.indd 35 06/12/11 11:31 AM06/12/11 11:31 AM
36
Work Team Communication (2) Conflict (2) Conformity (2) Consensus (2) Giving Constructive Feedback (2) Conflict Resolution (2) Collaboration on Team Writing Projects (2) Applying Strategies for Team Writing (2) Team and Intercultural Communication (2) Commenting on Peers’ Writing (2) Using Technology for Work in Teams (2) Intercultural Communication (2) Cultural Differences (2) Group-Oriented Behavior (2) Strategies for Communicating Across Cultures (2) Diversity Within the United States (2) The Value of Diversity (2) Ethnicity Issues in Communication (2) Gender Issues in Communication (2) Communicating
with People with Disabilities (2) Communicating Across Generations
Chapter 2
LEARNING OBJECTIVES
After you have fi nished this chapter, you should be able to
Communicate effectively and ethically in small groups.
Collaborate to improve team writing.
Communicate with intercultural audiences.
Communicate with diverse populations.
“We embrace diversity . . . to better serve our consumers by better re� ecting the communities
we serve.” — THE WALT DISNEY COMPANY
k Team Communicatio ty (2) Consensus
36
33168_02_ch02_p036-069.indd 3633168_02_ch02_p036-069.indd 36 09/12/11 4:24 PM09/12/11 4:24 PM
37
Foundations of Business Communication Part 1
Chapter Introduction: Diversity at Disney
Many companies say they “value diversity” — just as they say, “Employees are our greatest asset” — but Disney means it. With a U.S. employee population that is 40% Latino, Black, and Asian, Disney secured a spot on Diversity Inc’s Top 50 Companies for Diver-
sity.1 Although this diversity may be most obvious at lower levels
of the company, 21% of Disney management is minority.2 The company
also scored 100% on the Human Rights Campaign Foundation’s Corporate
Equality Index.3
Beyond the numbers, Disney’s philosophy reflects its commitment:
Disney views the development of a diverse workforce as a business imperative and a catalyst to achieve better performance. . . . We believe that a diversity of opinions, ideas, and perspectives enhances our internal creativity and the company’s vitality.4
Disney puts this philosophy into action with several programs to
ensure an inclusive working environment for its Cast Members and
Imagineers — what the company calls its employees.5 A Diversity Leader-
ship Advisory Board established at all Disney Resorts raises aware-
ness and discusses issues of diversity. Diversity Resource Groups
consist of employees who provide input into product and service
development.6 And Disney has a structured mentoring process, including
training for mentors and metrics to assess performance.7
Its diverse employee population
and these initiatives reflect
Disney’s strong focus on corporate
responsibility. But this approach
is also a smart marketing move to
ensure that Disney reflects and
reaches its diverse customer base
around the world.
ct
e
h
o
d
e
© U
N IV
E R
S IT
Y O
F C
E N
T R
A L
F LO
R ID
A /U
C F
C
O N
S E
R V
AT O
R Y
T H
E AT
R E
University of Central Florida Recipients of the Disney Diversity Scholarship
37
33168_02_ch02_p036-069.indd 3733168_02_ch02_p036-069.indd 37 09/12/11 4:24 PM09/12/11 4:24 PM
PART 1 Foundations of Business Communication38
WORK TEAM COMMUNICATION By defi nition, people who work in organizations communicate with other people. Working in small groups and with diverse groups of people is one of most enriching— and sometimes one of the most challenging—aspects of a business environment. In this chapter, we’ll explore ways to get the most out of your experience working with and learning from others.
A team is a group of individuals who depend on each other to accomplish a common objective. Teams are often more creative and accomplish more work than individuals working alone; a group’s total output exceeds the sum of each individual’s contribution. As a manager, if you work well as part of a team and can resolve confl icts, you will likely be seen as an effective leader with potential for promotion.8
On the other hand, teams can waste time, accomplish little work, and create a toxic environment. If you have worked as part of a team, you know all too well that people don’t always contribute equally. Someone you might call a “slacker” is practicing social loafi ng, the psychological term for avoiding individual responsi- bility in a group setting.
Two to seven members—with fi ve as an ideal—seems to work best for effective work teams.9 Smaller teams often lack diversity of skills and interests to function well, and larger teams struggle with managing their interactions because two or three people may dominate discussions and make key decisions.
The Variables of Group Communication
Three factors—confl ict, conformity, and consensus—greatly affect a team’s perfor- mance and how much team members enjoy working together. Let’s consider a situation when these variables would come into play. Imagine that you worked for Disney when a young boy was killed by a bus at the Florida park.10 To address this tragedy, you are working on a crisis management team with managers from sev- eral departments: transportation, public relations, human resources, and legal. To be successful, this crisis team needs to navigate the variables that shape group communication, explained in Figure 1.
Initial Group Goals
Teams work more effectively when the members know each other well—their strengths and weaknesses, work styles, experiences, attitudes, and so on. Starting off by getting to know each other improves the social dimension of your work and may not only make tasks go more smoothly but may help you enjoy the team experience more.
Small talk about friends, family, and social activities before and after meet- ings is natural and helps to establish a supportive and open environment. Even in online meeting environments, you can post a profi le to introduce yourself or spend time IMing to learn about each other.
Too often, decisions just happen on a team; members may go along with what they think everyone else wants. Instead, teams should agree on how they’ll oper- ate and make decisions; for example, consider discussing the following early on with your team:
• What if someone misses a deliverable or team meeting? How should he or she notify the team? What will be the consequences?
• What if someone needs help completing a task? How should he or she handle this situation?
Communicate effectively and ethically in small groups.
If the group is too large, members may form cliques, or subgroups.
Debate issues, not personalities.
The group’s fi rst task is to get to know each other.
33168_02_ch02_p036-069.indd 3833168_02_ch02_p036-069.indd 38 09/12/11 4:24 PM09/12/11 4:24 PM
CHAPTER 2 Team and Intercultural Communication 39
• What if two team members are having a confl ict? How should it be resolved? • Which decisions will be most important for our team? How should we make
those decisions?
Giving Constructive Feedback
Giving and receiving constructive feedback is critical to work through team prob- lems. These proven methods for giving and receiving criticism work equally well for giving and receiving praise.11
Acknowledge the Need for Feedback Imagine a work environment—or a class—where you never receive feedback on your performance. How would you know what you do well and what skills you need to develop? Feedback is the only way to fi nd out what needs to be improved. Your team must agree that giving and receiving feedback is part of your team’s culture—how you’ll work together. This way, no one will be surprised when he or she receives feedback.
Give Both Positive and Negative Feedback Many people take good work for granted and give feedback only when they no- tice problems. In one study, 67% of employees said they received too little positive
Giving and receiving feedback should be a part of every team’s culture.
Figure 1 The Variables of Group Communication
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_02_ch02_p036-069.indd 3933168_02_ch02_p036-069.indd 39 09/12/11 4:24 PM09/12/11 4:24 PM
PART 1 Foundations of Business Communication40
feedback.12 Hearing only complaints can be demoralizing and might discourage peo- ple from making any changes at all. Always try to balance positive and constructive feedback. Figure 2 suggests ways to give both positive and constructive feedback.
Use “I” statements to describe how someone’s behavior affects you. This ap- proach focuses on your reaction and helps avoid attacking or blaming the other person. Use the guidelines in Figure 3, but adapt the model to your own language, so you’re authentic and sound natural.13
Confl ict Resolution
As discussed earlier, confl icts are a natural and effective part of the team process— until they become personal or disruptive. Most confl icts in groups can be pre- vented if a group spends time developing itself into a team, getting to know each other, establishing ground rules, and discussing norms for group behavior. How- ever, no matter how much planning is done or how conscientiously team members work, confl icts occasionally show up.
Problems rarely disappear on their own. However, you should neither overreact nor underreact to group problems. Some behaviors are only fl eeting disruptions and can be ignored. Others are chronic and disruptive and must be resolved. If someone is late to a meeting once, you can probably let it go. If this continues, it should be addressed.
Think of each problem as a group problem. It’s tempting to defuse confl icts by making a scapegoat of one member—for example, “We’d be fi nished with this report now if Sam had done his part; you never can depend on him.” Rarely is one person solely responsible for the success or failure of a group effort. Were the ex- pectations of Sam clear to him? Was he waiting for data from someone else? Did he need help but couldn’t get it from the rest of the team? What is the team’s role in encouraging or allowing behavior, and what can each of you do differently to encourage more constructive behavior?
At the same time, be realistic about team performance. Don’t assume respon- sibility for others’ happiness. You’re responsible for being a fully contributing member of the team, behaving ethically, and treating others with respect. But the purpose of the group is not to develop lifelong friendships or to solve other people’s
“I” statements tell specifi cally how someone’s behavior affects you.
React to problems appropriately, consider them “group” problems, and have realistic expectations about the group process.
Figure 2 How to Give Positive and Negative Feedback
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_02_ch02_p036-069.indd 4033168_02_ch02_p036-069.indd 40 09/12/11 4:24 PM09/12/11 4:24 PM
CHAPTER 2 Team and Intercultural Communication 41
time-management or personal problems. If someone is sick, you may decide to extend a deadline, but you do not need to spend 20 minutes of a meeting talking about the illness.
Competent communicators welcome all contributions from group members, even if they disagree. This contributes to productive confl ict where team members evaluate each contribution objectively against team goals and respond in a non- threatening, constructive way. If the atmosphere temporarily becomes tense, you can make a light comment, laugh, or offer a compliment to restore harmony and move the group forward.
However, if interpersonal confl ict develops into a permanent part of the group interactions, it’s best to address the confl ict directly. Working through the confl ict as a team may not be fun, but it will bring you to greater understanding and a higher level of productivity. It takes a brave manager to say, “I’d like to talk about how we interact with each other at these meetings. It seems like we often end up fi ghting—it’s not productive, and someone usually gets hurt. Does anyone else feel that way? What can we do differently?”
The Ethical Dimension of Team Communication
When you agree to participate on a team, you accept certain standards of ethi- cal behavior. One of these standards is to put the good of the team ahead of personal gain. Effective team performance requires members to set aside private
Concentrate on group goals rather than individual goals.
Figure 3 Using “I” Statements When Giving Feedback
Ethics in Communication
Sequence Explanation
“When you . . .” Start with a “When you . . .” statement that describes the behavior without judgment, exaggeration, label- ing, attribution, or motives. Just state the facts as specifi cally as possible.
“I feel . . .” Tell how the behavior affects you. If you need more than a word or two to describe the feeling, it’s prob- ably just some variation of joy, sorrow, anger, or fear.
“Because I . . .” Now say why you are affected that way. Describe the connection between the facts you observed and the feelings they provoke in you.
(Pause for discussion.) Let the other person respond.
“I would like . . .” Describe the change you want the other person to consider . . .
“Because . . .” . . . and why you think the change will help alleviate the problem.
“What do you think?” Listen to the other person’s response. Be prepared to discuss options and compromise on a solution.
How the feedback will work: “When you [do this], I feel [this way], because [of such and such].” (Pause for discussion.) “What I would like you to consider is [doing X], because I think it will accomplish [Y]. What do you think?”
Example: “When you submit work late, I get angry because it delays the rest of the project. We needed your research today in order to start the report outline.” (Pause for discussion.) “I’d like you to consider fi nding some way to fi nish work on time, so we can be more productive and meet our tight deadlines. What do you think?”
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_02_ch02_p036-069.indd 4133168_02_ch02_p036-069.indd 41 09/12/11 4:24 PM09/12/11 4:24 PM
PART 1 Foundations of Business Communication42
agendas and avoid advocating positions that might benefi t them personally but that would not be best for the team. In baseball, team ethics are clear. If a run- ner is on base, the batter may bunt the ball, knowing he’ll probably be thrown out (i.e., the pitcher will get the ball to fi rst base before he gets there). The batter makes the sacrifi ce for the good of the team, so that the teammate can advance a base.
Team members also have an ethical responsibil- ity to respect each other’s integrity and emotional needs. Everyone’s ideas should be treated with re- spect, and no one should feel a loss of self-esteem. Team members should be encouraged to produce their best work, rather than feel criticized for not performing up to standard. When a baseball player hits a home run, the entire team celebrates. When a player strikes out, you’ll never see team members criticizing him.
Finally, each member has an ethical responsibility to promote the team’s well-being—refraining from destructive gossip, dominating meetings, and sabo- taging work. When New York Yankee Alex Rodriguez admitted using performance-enhancing steroids, for example, his behavior created controversy and bruised the reputation of the entire team. One team member’s behavior can undermine the team’s ability to reach its goals.
COLLABORATION ON TEAM WRITING PROJECTS The increasing complexity of the workplace makes it diffi cult for any one person to have the time or expertise to write long or complex documents on his or her own. Team writing is common in organizations for sales proposals, recommenda- tion reports, websites, fi nancial analyses, and other projects that require input from people in different functions or departments.
Applying Strategies for Team Writing
Let’s take an example of a start-up business. If you and two friends want to open an ice cream store and need funding—from either a bank or private investors— you would write a business plan. You would probably all do extensive research to make sure the business is feasible. Then, you might have one person write the fi nancial projections, another write the marketing plan, and so on, until you com- plete the business plan. No one person will have expertise in all areas of planning your new business. When you present your idea to investors, each of you will cre- ate slides for your part of the presentation. And later, when you create a website, you may divide up the writing for that, too. Consider the steps in Figure 4 when writing as part of a team.
Figure 5 shows the start of a simple project plan. You can create something much more detailed, or keep it simple and build on these steps.
Collaborate to improve team writing.
Writing as part of a team is a common task in organizations.
New York Yankee Alex Rodriguez affected the entire team when he admitted steroid use.
© A
L M
E S
S E
R S
C H
M ID
T /G
E T
T Y
IM A
G E
S
33168_02_ch02_p036-069.indd 4233168_02_ch02_p036-069.indd 42 09/12/11 4:24 PM09/12/11 4:24 PM
CHAPTER 2 Team and Intercultural Communication 43
Commenting on Peers’ Writing
Commenting on your peers’ writing is useful for both of you. Your peer receives feedback to improve his or her writing, and you practice techniques to objec- tively evaluate others’—and eventually your own—writing. When done effectively,
Writing a Business Plan
Who Task By When
Madeline Create wiki. April 20
Madeline Draft an outline for the business plan. April 22
Griffi n Draft company overview section (mission, vision, etc.).
April 24
Beata Draft management profi les. April 24
Madeline Research local ice cream shops and other businesses for competitive analysis section.
April 30
[To be continued . . .]
Figure 5 Example of a Simple Project Plan
Figure 4 Steps for Team Writing
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_02_ch02_p036-069.indd 4333168_02_ch02_p036-069.indd 43 09/12/11 4:24 PM09/12/11 4:24 PM
PART 1 Foundations of Business Communication44
• Read fi rst for meaning; comment on the large issues fi rst—the information, organization, relevance for the audience, and overall clarity.
• Assume the role of reader—not instructor. Your job is to help the writer, not to grade the assignment.
• Point out sections that you liked, as well as those you disliked, explaining specifi cally why you thought they were effective or ineffective (not “I liked this part,” but “You did a good job of explaining this diffi cult concept”).
• Use “I” language (not “You need to make this clearer,” but “I was confused here”). • Comment helpfully—but sparingly. You don’t need to point out the same
misspelling a dozen times. • Emphasize the writer when giving positive feedback, and emphasize the text
(rather than the writer) when giving negative feedback: “I’m glad you used the most current data from the annual report.” “This argument would be more persuasive for me if it contained the most current data.”
• Avoid taking over the text. Accept that you are reading someone else’s writing—not your own. Make constructive suggestions, but avoid making decisions or demands.
Figure 6 Tips for Commenting on Peer Writing
Communication Technologies
C i
providing each other feedback can build a sense of community within the team. Follow the tips in Figure 6 for commenting on peer writing.
Using Technology for Work in Teams
Although working in teams can be a challenge, technology such as wikis and Google Docs can help you manage documents and deadlines—and may improve your team communication. As introduced in Chapter 1, wikis are websites where groups of people collaborate on projects and edit each other’s content. At Leap- Frog, the toy maker, a team of researchers, product designers, and engineers uses a wiki to “log new product ideas, track concepts over the course of their develop- ment, and spark better collaboration between team members.”14
More businesses are adopting wikis to produce these useful results:15,16
• Improved work processes. Wikis make it easy to share information, monitor contributions, and track who makes revisions to which documents when.
• Better collaboration. Because wikis include interactive tools, such as chat and blogging, team members can communicate easily.
• More contributions. Wikis level the playing fi eld, allowing users to contribute equally from anywhere in the world.
• Better work outcomes. With greater collaboration and contribution, users can expect better project results.
• Improved knowledge management. Because information is stored in one central place, knowledge is more easily retrieved and retained. Knowledge retention is particularly important for high-turnover organizations and as the workforce ages and more people retire.
• Less email. Case studies show that employees participating in a wiki receive less email and experience a more organized fl ow of communication.
• Fewer meetings. With better online communication and editing, wikis may reduce the number of in-person meetings.
The technology behind wikis is relatively simple. Designed as a website, wikis are fairly intuitive to use and can incorporate links, video, message boards, and other web features. With wikis, you can control who can access and edit which information, ensuring privacy and security. MediaWiki, Wiggio, Wikispaces— and even Google Sites—are all free and offer enough functionality for small
Wikis are easy to use and can be created for no cost.
A happy customer with one of LeapFrog’s interactive toys. Product teams at the toy maker use wikis to collaborate on new product designs.
© HANDOUT/NEWSCOM
33168_02_ch02_p036-069.indd 4433168_02_ch02_p036-069.indd 44 09/12/11 4:24 PM09/12/11 4:24 PM
CHAPTER 2 Team and Intercultural Communication 45
team projects, whereas enterprise wikis offer more functionality and control for large companies and major projects.
An example of a wiki created in Wiggio (www.wiggio .com) for a mar- keting project is shown in Figure 7. Al- though it looks like a typical website, the wiki has an important distinction: any member can post to the site and edit content. Wiggio offers additional functionality, such as polling and sending voice and text messages to your group members.
You can see how wikis might im- prove your team communication. In an online environment, according to the author of the book Wikipatterns, “Errors can be fi xed immediately by anyone who notices them, and dif- fering viewpoints can be worked out in a more natural manner. People can work together to reach a balance of viewpoints through a dialog that takes place as they edit, instead of putting forth versions that each feels is fi nal.”17 You might fi nd collaborating online an easier place to give feedback and address differences.
Google Docs is a good alterna- tive to a wiki for smaller and shorter projects. You can use Google Docs to share documents and revise each other’s work. However, with Google Sites, which is more like a wiki, you can use multiple Google applications and other functional- ity in one place.
If you’re using Microsoft applications rather than Google Docs, you can still show revisions using the “Track Changes” feature. Although this type of sharing doesn’t offer the functionality—or the benefi ts—of using a wiki, this solution may be just enough for simple projects. However, when a project is more complex and requires input from multiple people, a wiki has far more options for you to col- laborate and build your team online.
INTERCULTURAL COMMUNICATION Working with others becomes even more complex—and interesting—when col- leagues work in other countries. Intercultural communication (or cross-cultural communication) takes place between people from different cultures, when a mes- sage is created by someone from one culture to be understood by someone from another culture. More broadly, multiculturalism refers to appreciating diversity among people, typically beyond differences in countries of origin.
To be successful in today’s global, multicultural business environment, man- agers need to appreciate differences among people. Although English may be the standard language for business, by no means do we have one standard for all busi- ness communication. If you want to do business abroad, you need to understand different cultures and adapt to the local language of business.
Communicate with intercultural audiences.
International business would not be possible without international communication.
C O
U R
T E
S Y
O F
W IG
G IO
wiggio Darryl Myers Search all threads Create a Group Logout
Marketing Project Feed Showing: All content From: Marketing Project Applications
Calendar
Folder
Alerts Group Profile
Add Members
All groups
Spun News
Wiggio PR
Greenhorn
B2L
Bl Team
Graphics
List all groups (79) Create a group
Members
Darryl Myers (A) Joe Rettenmyer Darryl Myers Jeremy Flores Stephanie Stein Dana Lampert Rob Doyle Derek Doyle Dana Lampert Anthony
Communication Mediums Marketing Project
Darryl Myers created a new poll (31 minutes ago)
Communication mediums to accomplish our project goals. How should we communicate to accomplish our project goals?
take this poll . show progress . show results . resend
Darryl Myers (One minute ago)
Please make sure you all take the poll. We’re all working to different schedules; this will help us coordinate the way we meet. Thanks!
Darryl Myers added a file (58 minutes ago)
Marketing_Principles_Dr. Robert_Green.pdf download . view . share . show in folder
Darryl Myers added a file (59 minutes ago)
4p’s of Marketing
4p’s_of_Marketing.png . download . view . share . show in folder
Marketing Project
Marketing Project
Reply
Reply
Comment Event File Meeting Message To-Do List Poll
Poll
Communication mediums to accomplish our project goals.
How should we communicate to accomplish our project goals?
1. What in your opinion is the best way for our marketing project team to communicate effectively with one another?
Face-to-face meeting
Virtual meeting
Teleconference
Communication portal
Figure 7 Sample Wiki Homepage and Polling Feature
International Communication
33168_02_ch02_p036-069.indd 4533168_02_ch02_p036-069.indd 45 09/12/11 4:24 PM09/12/11 4:24 PM
PART 1 Foundations of Business Communication46
When we talk about culture, we mean the customary traits, attitudes, and be- haviors of a group of people. Ethnocentrism is the belief that an individual’s own cultural group is superior. This attitude hinders communication, understanding, and goodwill between business partners. Such arrogance is not only counterpro- ductive but also unrealistic, considering that the U.S. population represents less than 5% of the world population.
Diversity has a profound effect on our lives and poses new opportunities and challenges for managers: opportunities to expand our own thinking and learn about other cultures—and challenges in communication. Although you’ll learn in this chapter about communicating with people from different cultures, keep in mind that each member of a culture is an individual. We generalize here to teach broad principles for communication, but you should always adapt to individuals, who may think, feel, and act quite differently from the cultural norm or stereotype.
Cultural Differences
Cultures differ widely in the traits they value. For example, Figure 8 shows that international cultures vary in how much they emphasize individualism, time
According to an old joke, What do you call someone who speaks three languages? Trilingual. What do you call someone who speaks two languages? Bilingual. What do you call someone who speaks one language? American.
Cultures differ not only in their verbal languages but also in their nonverbal languages.
Value High Low
Individualism: Cultures in which people see themselves fi rst as individuals and believe that their own interests take priority.
United States Canada Great Britain Australia Netherlands
Japan China Mexico Greece Hong Kong
Time Orientation: Cultures that perceive time as a scarce resource and that tend to be impatient.
United States Switzerland
Pacifi c Rim and Middle Eastern countries
Power Distance: Cultures in which man- agement decisions are made by the boss simply because he or she is the boss.
France Spain Japan Mexico Brazil
United States Israel Germany Ireland Sweden
Uncertainty Avoidance: Cultures in which people want predictable and certain futures.
Israel Japan Italy Argentina
United States Canada Australia Singapore
Formality: Cultures that attach consider- able importance to tradition, ceremony, social rules, and rank.
China India Latin American countries
United States Canada Scandinavian countries
Materialism: Cultures that emphasize assertiveness and the acquisition of money and material objects.
Japan Austria Italy
Scandinavian countries
Context Sensitivity: Cultures that empha- size the surrounding circumstances (or context), make extensive use of body language, and take the time to build relationships and establish trust.
Asian and African countries
Northern European countries
To learn more about cultural differences, read Geert Hofstede, Culture’s Consequences: Comparing Values, Behaviors, Institutions and Organizations Across Nations, 2nd ed. (Thousand Oaks, CA: Sage Publications).
Figure 8 Cultural Values
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_02_ch02_p036-069.indd 4633168_02_ch02_p036-069.indd 46 09/12/11 4:24 PM09/12/11 4:24 PM
CHAPTER 2 Team and Intercultural Communication 47
Geert HofstedeTM Cultural Dimensions
Compare your home culture with your host culture
Home culture: United States
Host culture: South Korea
The 5D Model of professor Geert Hofstede
100
80
60
40
20
0
sc or
es
United States South Korea
PDI IDV MAS UAI LTO
PDI Power Distance Index
IDV Individualism
MAS Masculinity
UAI Uncertainty Avoidance Index
LTO Long-Term Orientation
Figure 10 McDonald’s India Website
U S
E D
W IT
H P
E R
M IS
S IO
N F
R O
M M
C D
O N
A LD
’S C
O R
P O
R AT
IO N
.
orientation, power distance, uncertainty avoidance, formality, materialism, and context sensitivity.18
You can use the Geert Hofstede model to compare your own culture with another.19 Figure 9 compares the United States with South Korea, showing some of the cultural traits from Figure 8 and a new dimension: masculinity. You may fi nd the Geert Hofstede model helpful to understand differences among you, your class- mates, and your coworkers.
We can look at communication differences even more deeply through a lens of “high-context” and “low-context” cultures, the last value listed in Figure 8. According to anthropologist Edward T. Hall, high-context cultures rely less on words used and more on subtle actions and reactions of communicators. Communication for these cultures is more implicit and emphasizes relationships among people. Silence is not unusual in these cultures, as it could have great meaning. Low-context cultures, on the other hand, rely on more explicit communication—the words people use. In low-con- text cultures, tasks are more important than relationships, so peo- ple use a direct style of communication, which we’ll explore more when we discuss how to organize a message.20
Let’s see how McDonald’s adapts its website to cultures around the world. The company’s Indian website, shown in Figure 10, shows groups of people interacting.21 This might appeal to the In- dian people, who are part of a collectivist society. The emphasis here is on family and relationships.
Contrast the Indian website with two designed for individualist societies—the Germans and the Swiss (Figure 11). In both of these examples, products and promotions are emphasized rather than people. The German example focuses on McDonald’s signature hamburger, while the Swiss example highlights a popular Monop- oly game.22 McDonald’s digital strategy is to have dynamic content on their websites, which each country updates frequently to best communicate messages for its own culture.
Companies customize their websites in other ways, too. Site navigation for high-context cultures, for example, might include subtle guidance and new pages opening in several new browser windows. This strategy allows the user to select new entry points for further exploration. But for low-context cultures, which tend to have more linear thought patterns, navigational cues may be more explicit, and new pages will open within the current window, to allow the user to go back and forth easily.23
We all interpret events through our own mental fi lter, and that fi lter is based on our unique knowledge, experiences, and perspectives. For example, the language of time is as different among cultures as the lan- guage of words. Americans, Canadi- ans, Germans, and Japanese are very time conscious and precise about appointments; Latin American and Middle Eastern cultures tend to be more casual about time. For example, if your Mexican host tells you that he or she will meet with you at 3:00, it’s most likely más o menos (Spanish for “more or less”) 3:00.
Figure 9 Comparing Cultural Dimensions
U S
E D
B Y
P E
R M
IS S
IO N
. G E
E R
T H
O F
S T
E D
E , “
C U
LT U
R E
’S C
O N
S E
Q U
E N
C E
S : C
O M
PA R
IN G
V A
LU E
S , B
E H
A V
IO R
S , I
N S
T IT
U T
IO N
S A
N D
O R
G A
N IZ
AT IO
N S
A C
R O
S S
N AT
IO N
S ”,
S E
C O
N D
E D
IT IO
N . T
H O
U S
A N
D O
A K
S , C
A LI
F O
R N
IA : S
A G
E P
U B
LI C
AT IO
N S
, 2 00
1, IS
B N
0 -8
03 9-
73 23
-3 .
33168_02_ch02_p036-069.indd 4733168_02_ch02_p036-069.indd 47 09/12/11 4:24 PM09/12/11 4:24 PM
PART 1 Foundations of Business Communication48
Businesspeople in both Asian and Latin American countries tend to favor long negotiations and slow deliberations. They exchange pleasantries for a while before getting down to business. Similarly, many non-Western cultures use silence dur- ing meetings to contemplate a decision, whereas businesspeople from the United States and Canada tend to have little tolerance for silence in business negotia- tions. As a result, Americans and Canadians may rush in and offer compromises and counterproposals that would have been unnecessary if they were more com- fortable with the silence—and more patient.
Body language, especially gestures and eye contact, also varies among cultures. For example, our sign for “okay”—forming a circle with our forefi nger and thumb— means “zero” in France, “money” in Japan, and a vulgarity in Brazil (Figure 12).24
Americans and Canadians consider eye contact important. In Asian and many Latin American countries, however, looking a colleague full in the eye is considered an irritating sign of poor upbringing.
Very few nonverbal messages have universal meanings.
Figure 11 McDonald’s Germany and Switzerland Websites
U S
E D
W IT
H P
E R
M IS
S IO
N F
R O
M M
C D
O N
A LD
’S C
O R
P O
R AT
IO N
.
Figure 12 Same Sign, Different Meanings
C O
U R
T E
S Y
O F
C R
Y S
TA L
B U
LL E
N .
U S
E D
B Y
P E
R M
IS S
IO N
.
33168_02_ch02_p036-069.indd 4833168_02_ch02_p036-069.indd 48 09/12/11 4:24 PM09/12/11 4:24 PM
CHAPTER 2 Team and Intercultural Communication 49
Touching behavior is very culture specifi c. Many Asians do not like to be touched except for a brief handshake in greeting. However, handshakes in much of Europe tend to last much longer than in the United States and Canada, and Europeans tend to shake hands every time they see each other, perhaps several times a day. In much of Europe, men often kiss each other upon greeting; if you don’t know this custom, you might react inappropriately and embarrass yourself.
Our feelings about space are partly an outgrowth of our culture and partly a result of geography and economics. For example, Americans and Canadians are used to wide-open spaces and tend to move about expansively, using hand and arm motions for emphasis. But in Japan, which has much smaller living and work- ing spaces, such abrupt and extensive body movements are not typical. Likewise, Americans and Canadians tend to sit face to face so that they can maintain eye contact, whereas the Chinese and Japanese (to whom eye contact is not so impor- tant) tend to sit side by side during negotiations.
Also, the sense of personal space differs among cultures. In the United States and Canada, most business exchanges occur at about fi ve feet, within the “social zone,” which is closer than the “public zone,” but farther than the “intimate zone” (see Figure 13). However, both in Middle Eastern and Latin American countries, this distance is too far. Businesspeople there tend to stand close enough to feel your breath as you speak. Most Americans and Canadians will back away uncon- sciously from such close contact.
Finally, social behavior is very culture dependent. For example, in the Japanese culture, who bows fi rst upon meeting, how deeply the person bows, and how long the bow is held depend on one’s status.
Before you travel or interact with people from other countries, become familiar with these and other customs, for example, giving (and accepting) gifts, exchang- ing business cards, the degree of formality expected, and how people entertain.
Group-Oriented Behavior
As shown earlier, the business environment in capitalistic societies, such as the United States and Canada, places great value on how individuals contribute to an organization. Individual effort is often stressed more than group effort, and a com- petitive atmosphere prevails. But in other cultures, originality and independence of judgment are not valued as highly as teamwork. The Japanese say, “A nail stand- ing out will be hammered down.” The Japanese go to great lengths to reach deci- sions through group consensus.
Closely related to the concept of group-oriented behavior is the notion of “sav- ing face.” People save face when they avoid embarrassment. When Akio Toyoda,
When in doubt about how to act, follow the lead of your host.
Expect negotiations to take longer when unanimous agreement rather than majority rule is the norm.
Figure 13 Personal Spaces for Social Interaction
© ISTOCKPHOTO.COM/JOSHUA HODGE PHOTOGRAPHY
11/2’ 4’ 12’
© C
E N
G A
G E
L E
A R
N IN
G 2
01 3
33168_02_ch02_p036-069.indd 4933168_02_ch02_p036-069.indd 49 09/12/11 4:25 PM09/12/11 4:25 PM
PART 1 Foundations of Business Communication50
the Japanese president of Toyota Motor Corporation, apologized for many vehicle recalls starting in 2009, he demonstrated emotion and great humility—far more than might have been expected of an American business leader.
Human relationships are highly valued in Japanese cultures and are em- bodied in the concept of wa, the Japa- nese pursuit of harmony. This concept makes it diffi cult for the Japanese to say “no” to a request because it would be im- polite. They are very reluctant to offend others—even if they unintentionally mis- lead them instead. A “yes” to a Japanese might mean “Yes, I understand you” rather than “Yes, I agree.” To an American, the Japanese style of communication may seem too indirect and verbose. At one point during Toyoda’s testimony before Congress, the committee chair said, “What I’m trying to fi nd out: is that a yes or a no?” To Japanese viewers, this sounded rude and disrespectful.26
Latin Americans also tend to avoid an outright “no” in their business dealings, preferring instead a milder, less explicit response. For successful intercultural communications, you have to read between the lines because what is left unsaid or unwritten may be just as important as what is said or written.
Strategies for Communicating Across Cultures
When communicating with people from different cultures, whether abroad or at home, use the following strategies.
Maintain Formality Compared to U.S. and Canadian cultures, most other cultures value and respect a much more formal approach to business dealings. Call others by their titles and family names unless specifi cally asked to do otherwise. By both verbal and nonverbal clues, convey an attitude of propriety and decorum. Although you may think these strategies sound cold, most other cultures consider these appropriate.
Show Respect When interacting with people from other cultures, withhold judgment. Although different from your own, attitudes held by an entire culture are probably based on sound reasoning. Listen carefully to what is being communicated, trying to under- stand the other person’s feelings. Learn about your host country—its geography, form of government, largest cities, culture, current events, and so on.
Expect to adapt to different cultures. For Japanese business practices, it is not uncommon for the evening’s entertainment to extend beyond dinner. You can ex- pect a second round of drinks or an invitation to a coffee shop. Refusing a drink during social business engagements may even be considered rude or impolite. If you’re not a drinker, think about how you would handle the situation in advance.
Communicate Clearly To make your oral and written messages understood, follow these guidelines:
• Avoid slang, jargon, and other fi gures of speech. Expressions such as “They’ll eat that up” or “out in left fi eld” can confuse even a fl uent English speaker.
• Be specifi c and illustrate your points with concrete examples.
The Toyoda family changed the company name to Toyota in 1937 for its clearer sound and more favorable number of strokes for writing the name.25
Showing respect is probably the easiest strategy to exhibit— and one of the most important.
Akio Toyoda apologizes at recall press conference for Toyota Motor Company.
© A
P IM
A G
E S
/K O
JI S
A S
A H
A R
A
33168_02_ch02_p036-069.indd 5033168_02_ch02_p036-069.indd 50 09/12/11 4:25 PM09/12/11 4:25 PM
CHAPTER 2 Team and Intercultural Communication 51
• Provide and solicit feedback, summarize frequently, write a summary of points covered in a meeting, ask your counterpart for his or her understand- ing, and encourage questions.
• Use a variety of media: handouts (distributed before the meeting to allow time for reading), visuals, models, and so on.
• Use humor sparingly; humor is risky—it may be lost on your counterpart, or worse, it may offend someone.
• Speak plainly and slowly (but not so slowly as to be condescending); choose your words carefully.
People who know more about, and are more comfortable with, different cul- tures are more effective managers because they reap the benefi ts of international business and avoid misunderstandings.
DIVERSITY WITHIN THE UNITED STATES Of course, we have much diversity within the United States. Each year, the United States becomes even more diverse, which creates tremendous opportunities for companies—and a few challenges for business communicators.
The Value of Diversity
Imagine a work environment where everyone is exactly the same. How would you allocate work when everyone has the same skills? How would you generate new ideas when everyone thinks similarly?
Diversity among em- ployees provides rich- ness and strength for an organization. People from varied backgrounds and perspectives help companies solve prob- lems, make better deci- sions, and create a much more interesting work environment.
Companies recognize the need for diversity and actively seek em- ployees from different backgrounds. Cox Com- munications, a broadband communications and en- tertainment company, ad- vertises regularly to show that its diverse workforce is a competitive advan- tage (Figure 14).
Many companies today go beyond think- ing about diversity— which tends to focus on numbers of people—and
Communicate with diverse populations.
Cultural diversity provides a rich work environment.
Figure 14 Cox Communications Promotes Diversity Through Advertisements
C O
U R
T E
S Y
O F
C O
X C
O M
M U
N IC
AT IO
N S
33168_02_ch02_p036-069.indd 5133168_02_ch02_p036-069.indd 51 09/12/11 4:25 PM09/12/11 4:25 PM
PART 1 Foundations of Business Communication52
strive for inclusion. Do all employees feel included and welcomed in their work environment? Are they able to contribute fully to an organization, or do invis- ible barriers prevent people from participating in relevant meetings, making signifi cant decisions, getting their ideas implemented—and, perhaps most im- portant, getting promoted? Focusing on an inclusive work environment ensures that all employees can reach their full potential with a company.
As you look at companies’ websites, you’ll see that many of them refer to both diversity and inclusion. State Farm, the insurance company, is a good ex- ample of how companies describe these values (Figure 15). The company defi nes diversity and inclusion as follows:
Diversity is the collective strength of experiences, skills, talents, perspectives, and cultures that each agent and employee brings to State Farm. It’s how we create a dynamic business environment to serve our customers.
Inclusion is about respecting and valuing the unique dimension each agent and employee adds to the organization. We recognize that agents and employ- ees are at their creative and productive best when they work in an inclusive work environment.27
As you might expect, communication, particularly language, is an important part of an inclusive working environment. Unbiased or neutral language treats
Use language that includes everyone equally.
Figure 15 State Farm Insurance Website
© S
TA T
E F
A R
M G
E N
E R
A L
IN S
U R
A N
C E
C O
M PA
N Y
33168_02_ch02_p036-069.indd 5233168_02_ch02_p036-069.indd 52 09/12/11 4:25 PM09/12/11 4:25 PM
CHAPTER 2 Team and Intercultural Communication 53
everyone equally, making no unwarranted assumptions about any group of people. Consider the types of bias in this report:
The distribution center was the scene of a confrontation today when two ladies from the morning shift accused a foreman of sexual harassment. Marta Maria Valdez, a Hispanic inspector, and Margaret Sawyer, an assembly-line worker, accused Mr. Engerrand of making suggestive comments. Mr. Engerrand, who is 62 years old and an epileptic, denied the charges and said he thought the girls were trying to cheat the company with their demand for a cash award.
Were you able to identify these instances of bias or discriminatory language?
• The women were referred to as ladies and girls, although the men in the company probably are not referred to as gentlemen and boys.
• The term foreman (and all other -man occupational titles) has a sexist connotation.
• The two women were identifi ed by their fi rst and last names, without a personal title, while the man was identifi ed by a personal title and last name only.
• Valdez’s ethnicity, Engerrand’s age, and Engerrand’s disability were identifi ed, although they are irrelevant to the situation.
Respectful communicators make sure that their writing is free of unbiased language.
Ethnicity Issues in Communication
Whether you belong to the majority culture or to one of the minority cultures where you work, you will interact and socialize with people different from yourself. In fact, the term minority is becoming something of a mis- nomer. The non-Hispanic White population in the United States is expected to decline from 64.7% of the population in 2010 to less than the majority (46.3%) in 2050.28 Also, most of us represent the minority of some group. If not race, we may be in the minority for our ethnicity, religion, age, sexual orien- tation, ability, geographic location, or other groups.
Terminology used to refer to groups is constantly evolving. The 2010 U.S. Census Form allowed people to select from several categories to identify their origin and race (Figures 16 and 17).29 But even these categories may not apply to how each person prefers to be identifi ed. Some White Americans prefer the term European American or Caucasian, and some Asian Americans prefer to be identifi ed by their country of origin—for example, Chinese American or Indonesian American. Others prefer different designations.
Refer to groups of people according to their preferences.
Figure 16 Question 8 on the 2010 U.S. Census Form
Source: United States Census 2010, “Explore the Form,” http://2010.census .gov/2010census/about/interactive-form.php
Figure 17 Question 9 on the 2010 U.S. Census Form
Source: United States Census 2010, “Explore the Form,” http://2010.census .gov/2010census/about/interactive-form.php
33168_02_ch02_p036-069.indd 5333168_02_ch02_p036-069.indd 53 09/12/11 4:25 PM09/12/11 4:25 PM
PART 1 Foundations of Business Communication54
When communicating about minorities—or “people of color”—in the United States, we should realize that what we call ourselves is not a trivial matter. The terms used to refer to other groups are not ours to establish. And it’s easy enough to use terms that others prefer.
We should also realize that ethnicity is not a characteristic limited to people of color; White Americans are ethnic, too. Every ethnic and racial group in the world—which includes 7 billion of us—has its own physical and cultural charac- teristics. Of course, every person within an ethnic group has his or her own indi- vidual characteristics as well.
No wonder communicating about ethnic and racial topics can be emotionally charged. Yet we must learn to communicate comfortably and honestly with one another. If we use the wrong terminology, make an unfair assumption, or present only one side of the story, our readers or listeners will let us know soon enough.
Gender Issues in Communication
Of course, more differences exist within each gender group than between groups. We should be careful not to stereotype and wrongly assume that all women or all men communicate or behave in one way. And yet, recognizing that common differ- ences do exist may help us understand each other better and improve communi- cation overall (see Figure 18).30
Men and women often communicate differently based on learned behavior.
Recognize that these differences often (but not always) exist. Thus, a woman should not take it personally if a male coworker fails to praise her work; he may simply be engaging in gender-typical behavior. If a male manager feels that a female colleague is more interested in relating to others in the group and seeking consensus than in solving the problem, she may simply be engaging in gender- typical behavior. Again, these patterns may be typical, but they certainly don’t apply to everyone.
Our website has a team of professional writers who can help you write any of your homework. They will write your papers from scratch. We also have a team of editors just to make sure all papers are of HIGH QUALITY & PLAGIARISM FREE. To make an Order you only need to click Ask A Question and we will direct you to our Order Page at WriteDemy. Then fill Our Order Form with all your assignment instructions. Select your deadline and pay for your paper. You will get it few hours before your set deadline.
Fill in all the assignment paper details that are required in the order form with the standard information being the page count, deadline, academic level and type of paper. It is advisable to have this information at hand so that you can quickly fill in the necessary information needed in the form for the essay writer to be immediately assigned to your writing project. Make payment for the custom essay order to enable us to assign a suitable writer to your order. Payments are made through Paypal on a secured billing page. Finally, sit back and relax.
About Writedemy
We are a professional paper writing website. If you have searched a question and bumped into our website just know you are in the right place to get help in your coursework. We offer HIGH QUALITY & PLAGIARISM FREE Papers.
How It Works
To make an Order you only need to click on “Order Now” and we will direct you to our Order Page. Fill Our Order Form with all your assignment instructions. Select your deadline and pay for your paper. You will get it few hours before your set deadline.
Are there Discounts?
All new clients are eligible for 20% off in their first Order. Our payment method is safe and secure.