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Business Communication
Polishing Your Professional Presence
CANADIAN
EDITION
Barbara Shwom
Northwestern University
Lisa Gueldenzoph Snyder
North Carolina A&T State University
Liz Clarke
Centennial College
With contributions from
Julia M. Lewis Satov and Julie Hamilton
Toronto
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Credits and acknowledgments for material borrowed from other sources and reproduced, with permission, in this
textbook appear on the appropriate page within the text.
Original edition published by Pearson Education, Inc., Upper Saddle River, New Jersey, USA. Copyright © [2015]
Pearson Education, Inc. This edition is authorized for sale only in Canada.
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Library and Archives Canada Cataloguing in Publication
Shwom, Barbara Lynne, author
Business communication: polishing your professional presence/Barbara Shwom,
Lisa Gueldenzoph Snyder, Liz Clarke.—1st Canadian edition.
Includes index.
ISBN 978-0-13-342766-0 (paperback)
1. Business communication. 2. Business writing. I. Snyder, Lisa Gueldenzoph, author II. Clarke, Liz, 1963–,
author III. Title.
HF5718.S47 2015
651.7
C2015-906526-7
10 9 8 7 6 5 4 3 2 1 V0SA
ISBN 13: 978-0-13-342766-0
Dedication
To our husbands for their continued patience, and to our families for their
enduring support.
To our students for helping us be better teachers by challenging us to learn
more every day.
To our colleagues in our universities, in the Association for Business
Communication, and in business for providing valuable feedback and insight.
—Barbara and Lisa
To my students, who inspire me, teach me, and lead me into new ways of
thinking about communication, technology, culture, and diversity.
To my mother, the late Betty Clarke, who was the best teacher I’ve ever
known.
To Letta, Vonda, Florence, Janet, Helen, George, and Charlie. My first
instructors in diversity.
To Freddie, my co-pilot throughout the preparation of this manuscript. Yes, we
can go for a walk now.
—Liz Clarke
About The Authors
Barbara Shwom
Barbara Shwom, Ph.D., is Professor of Instruction in Writing at Northwestern University, where she teaches in the Weinberg College of Arts and Sciences, Kellogg School of Management, and McCormick School of
Engineering and Applied Science. For more than 30 years she has designed
and taught communication courses that have influenced this textbook,
including Writing in Organizations, Communicating Complex Data, Engin
eering Design and Communication, and How to Become an Expert in
Roughly 10 Weeks. Professor Shwom’s teaching at Northwestern has been
recognized by both an outstanding teacher award and an appointment as a
fellow of Northwestern’s Searle Center for Teaching Excellence. Professor
Shwom has gained industry experience as the managing principal of Communication Partners, a consulting
practice that works with clients from a range of industries, including biotechnology, high-tech research and
development, pharmaceuticals, management consulting, market research, financial services, engineering,
and consumer products. Professor Shwom’s research interests include evolving genres of business communication, visual communication of data, and methods of persuasion. In addition to many articles, she is also
the co-author of a textbook on graphics and visual communication for managers. She currently sits on the
editorial review board of Business Communication Quarterly and has served as president for both the Association for Business Communication and the Association of Professional Communication Consultants.
Lisa Gueldenzoph Snyder
Lisa Gueldenzoph Snyder, Ph.D., is a Professor and Chairperson of the
Department of Business Education in the School of Business and Economics
at North Carolina Agricultural and Technical State University in Greensboro.
In addition to business communication, she teaches classes in computer
applications and ecommerce. She earned a doctorate in Higher Education
Administration from Bowling Green State University in Ohio, where she also
received a master’s degree in Business Education. Her Bachelor of Science in
Business Education is from Northern Michigan University.
Dr. Snyder is widely published in journals, such as the Business Communication Quarterly, Journal of Business Communication, Business Education Digest, The Delta Pi Epsilon Journal, and NABTE Review. She has made over 150 presentations at
local, regional, and national professional development events, workshops, and conferences. Dr. Snyder
received the Meada Gibbs Outstanding Teacher Award from the Association for Business Communication
and the Distinguished Alumni Award from the Business Education program at Bowling Green State University. She has also received the Innovative Instructional Practices Award from Delta Pi Epsilon, the Distinguished Service Award from the Ohio Business Teachers Association, and the Collegiate Teacher of the Year
Award from both the North Carolina Business Education Association and the Southern Business Education
Association. Dr. Snyder is also an active member of the Association of Business Communication, Delta Pi
Epsilon, and National Business Education Association.
Liz Clarke
Liz Clarke, MBA, has been a full-time faculty member at the School of
Business, Centennial College, since August 2000. Professor Clarke is also
the Coordinator for the Business Administration: Leadership and Management Advanced Diploma Program at the school. Over the last 15 years,
Professor Clarke has focused on emerging educational and business technologies as well as trends in business communications across a variety of
both graduate and undergraduate programs and courses. In 2014, she represented Centennial College at the coveted biennial CASE (Canadian Academics Studying Europe) conference. Hosted by the University of Applied
Sciences and Arts, Northwestern Switzerland, CASE 2014 concentrated on
European law, banking, governance, and migration and took place in Paris, Strasbourg, Stuttgart, Zurich,
and Olten. In 2012, Professor Clarke was nominated—by her students—for Centennial College’s prestigious
Wicken Teaching Excellence Award.
vii
viii About
the Authors
Professor Clarke has over 25 years’ experience working with clients in a wide range of industries,
including research, financial services, information technology (IT), supply chain and logistics, and education, including the Ontario Institute for Cancer Research, the Ontario College of Art and Design, Armstrong
Partnership LP, CIBC, the Canadian Urban Transit Association, and the Toronto Region Research Alliance.
In 2015, she is a member of the International Association of Business Communicators (IABC).
Professor Clarke holds a Master of Business Administration from the Rotman School of Management,
University of Toronto, where she graduated with Dean’s List Honours. She completed an Honours Bachelor
of Arts degree at Brock University, where she won the J.H. and J.F. Harding Prize honouring Excellence in
Theatre and Dramatic Literature (English).
Brief Contents
Preface xvii
Supplements xviii
ACKNOWLEDGMENTS xix
VISUAL WALK-THROUGH xx
Part 1 | Establishing Context and Basics 1
Becoming a Successful Business Communicator 2
2
Managing the Communication Process: Analyzing, Composing, Evaluating 26
Part 2 | Working with Others
3
Who Am I? Understanding and Adapting Interpersonal Communication Styles 64
4
Who Are You? Understanding Intercultural Communication and Workplace Diversity 94
5
What Are the Tools and What Are the Rules? Communications Technologies in the Workplace 128
6
How Can We Be Better, Together? Collaboration and Productivity 160
Part 3 | Delivering Effective Messages
7
Communicating Routine Messages and Building Goodwill 190
8
Communicating Persuasive Messages 222
9
Communicating Bad News Messages 256
Part 4 | Researching, Proposing, Reporting, and Presenting
10Finding and Evaluating Business Information 286
11
Preparing Business Reports and Proposals 326
12Preparing and Delivering Business Presentations 382
Appendix A Communicating Your Professional Brand: Social Media, Résumés, Cover Letters, and Interviews 431
Appendix B Questions to Ask about Key Communications Technologies 447
Appendix C Formats for Business Documents 453
Appendix D Documentation and Reference Styles 463
Glossary 479
References 485
Index 493
ix
Contents
Preface xvii
Supplements xviii
ACKNOWLEDGMENTS xix
VISUAL WALK-THROUGH xx
Part 1 Establishing Context and Basics
1 Becoming a Successful Business Communicator 2
LO 1.1
Why should you study business communication? 4
Effective business communicators have a competitive edge in the job market 4
Communication skills will help you, and your employer, succeed 5
LO 1.2
Why is business communication challenging? 7
Business communication is a complex process 7
Barriers often block successful communication 8
Context adds to the complexity 9
Multiple audiences have different needs 9
Social media expands communication opportunities and responsibilities 10
LO 1.3
What characteristics do successful business communicators share? 10
Effective communicators are strategic 10
Effective communicators are professional 12
Effective communicators are adaptable 16
Learning Objectives in Review 22 • Key Terms 22 • Review Questions 22 • Critical Thinking 23 • Developing Your Communication Skills 23
2 Managing the Communication Process:
Analyzing, Composing, Evaluating 26
LO 2.1
Why should you spend time analyzing? 28
Analyzing the purpose focuses the message 28
Analyzing the audience helps you meet their needs 30
Analyzing the content ensures a complete message 31
Analyzing the medium helps you choose the best delivery option 32
Ethics Ethics in Communication: Using O-A-R 34
LO 2.2
What is involved in composing? 34
Practising strategic time management 35
Technology Boost Your Brainpower: Become a Single Tasker 36
Organizing the message 37
Drafting the content 40
Designing a professional format and delivery 41
LO 2.3
How does evaluating improve your communication? 46
Revise content: Improve effectiveness 46
Edit for style and tone: Project a professional image 49
Culture Considering Culture in Business Communications 51
Proofread to increase your credibility 52
Review feedback to improve your communication strategy 54
Learning Objectives in Review 57 • Key Terms 57 • case study 58 • Review Questions 59 •
Critical Thinking 59 • Developing Your Communication Skills 60
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Contents xi
Part 2 Working with Others
3 Who Am I? Understanding and Adapting Interpersonal
Communication Styles 64
LO 3.1
Why do you need to understand communication styles? 66
Understand that styles are adaptable 66
Define and understand your communications comfort zone 67
Culture How Can You Optimize Your Personal Communication Style at School?
At Work? 69
Learn to adapt: Get out of your comfort zone 70
Ethics Photography and Audio and Video Recordings: Just Because You Can,
Does It Mean You Should? 71
Technology Has Facebook Made You Fumble? Beware the Impact of Social/
Mobile Technologies on Face-to-Face Business Etiquette 73
LO 3.2
What listening skills will help you communicate better with others? 74
Hearing accurately 75
Comprehending and interpreting 76
Evaluating 79
Responding 79
LO 3.3
What speaking strategies will encourage others to listen to you and
understand what you are saying? 80
Focus on your audience 80
Share the conversation 81
Use clear, unambiguous language 81
Support your message with appropriate nonverbal communication 81
Avoid upward inflection 82
Avoid language that triggers a negative response 82
Be aware of gender-specific communication styles 84
Apply ACE to support interpersonal communication skills 85
Learning Objectives in Review 87 • Key Terms 87 • case study 87 • Review Questions 89 • Critical Thinking 89 • Developing Your Communication Skills 89
4 Who Are You? Understanding Intercultural Communication
and Workplace Diversity 94
LO 4.1
Why do we need to study intercultural communication and workplace
diversity? 96
Understand the impact of culture and diversity on communication 97
Know that each individual is unique 98
Develop a mindset of cultural intelligence 98
LO 4.2
What do you need to know to improve your cultural intelligence? 100
Understand how cultures differ 100
Ethics Speak My Language: Learn and Preserve Your Languages 102
Integrate communication style and culture: The Lewis model of cultural types 105
Be aware that common language does not equal common meaning or culture 106
Develop strategies that help you communicate interculturally 107
LO 4.3
How can you make your communications inclusive? 109
Develop a mindset of inclusion 109
Learn the art of respectful inquiry 116
Culture When the Questions Say More Than the Answers 117
Use ACE to navigate diverse and intercultural situations 119
xii Contents
5 What Are the Tools and What Are the Rules? Communications
Technologies in the Workplace 128
LO 5.1
LO 5.2
Why is an understanding of communications technologies important? 130
Understand media richness theory (MRT) 130
Consider a few basics about using communications technologies 131
Ask important questions about technology tools 134
What are the main functions of communications technologies? 136
Use distribution tools to share information 136
Use networking tools to discuss, build community, and expand connections 140
Technology When Complaints Go Viral 142
Use collaboration tools to work virtually with others 142
Culture Assumptions and Access 146
LO 5.3
What are the “best practices” of experienced virtual communicators? 146
Email 146
Conference calls 148
Virtual meetings and videoconferences 150
Webinars (mass audience) 151
Social media 151
6 How Can We Be Better, Together? Collaboration and Productivity 160
LO 6.1
How do you communicate effectively as part of a team? 162
Create a team charter 162
Give the team time to develop 164
Ethics Team Dynamics = Team Ethics? 165
Plan for effective meetings 166
Be a valued team member 167
LO 6.2
LO 6.3
How can working on a team help you develop leadership skills? 169
Identify and practise key leadership fundamentals 169
Use conflict management to help develop leadership skills 170
What are some key aspects of high-performance team collaboration? 175
Enhance productivity with virtual best practices 175
Technology Social Collaboration: Taking the Team Online 177
Develop the “c factor” in your team 178
Culture The “Second Hour”: Creating a “C Factor” Team Culture 179
Use a peer coaching model for feedback 180
Learning Objectives in Review 184 • Key Terms 184 • case study 184 • Review
Questions 185 • Critical Thinking 186 • Developing Your Communication Skills 186
Part 3 Delivering Effective Messages
7 Communicating Routine Messages and Building Goodwill 190
LO 7.1
How do you compose messages containing questions and requests? 192
Decide between a direct or an indirect message 192
Provide reasons for the request 193
Adopt the receiver’s perspective and include audience benefits 193
Conclude with gratitude and a call for action 195
Contents xiii
LO 7.2
How do you compose informational messages? 197
Reply to questions with a direct answer 197
Respond to customer requests by creating goodwill 197
Highlight key points in confirmation messages 199
Organize routine announcements so they are easy to skim 199
Format instructions so readers can easily follow the steps 200
Ethics Is Blind Courtesy Copy (BCC) Like Spying? 201
Use your own templates to save time and reduce errors 203
Technology Raise Efficiency and Accuracy with Clipboard Manager
Software 204
LO 7.3
What kinds of messages build goodwill in business relationships? 204
Culture Routine Messages and Corporate Culture: How Can You Get It Right? 205
Thank you messages 206
Congratulatory messages 207
Sympathy messages 208
“For-your-information” messages 208
LO 7.4
How can you use social media to build goodwill in business? 210
Provide quick responses to questions and concerns 210
Build “real-time goodwill” by creating community with social media 211
8 Communicating Persuasive Messages 222
LO 8.1
LO 8.2
How can the ACE process help you persuade your audience? 224
Analyzing helps you plan your message 224
Composing implements the persuasive plan 228
Evaluating helps you review the draft for effectiveness 228
What are the basic elements of persuasion? 229
Building credibility 230
Culture Adapting Persuasive Appeals 231
Constructing a logical argument 231
Appealing to your audience’s emotions 234
Ethics Is Being Persuasive Like Being Dishonest? 235
LO 8.3
What types of business messages require persuasion? 238
Recommendations for action 239
Sales messages 240
Technology Composing a Persuasive Recommendation
with Presentation Software 242
Social media: Indirect persuasion 246
Persuasion helps you motivate others 246
9 Communicating Bad News Messages 256
LO 9.1
How does the ACE process help you deliver bad news effectively? 258
Analyzing and planning bad news messages 258
Technology Can You Email, Text, or Tweet Bad News? 262
Using effective strategies to compose bad news messages 263
Evaluating bad news messages 268
Checking cultural assumptions about delivering bad news 269
xiv Contents
Culture Gaining Intercultural Perspective on Bad News 270
LO 9.2
What types of bad news messages are common in business? 271
Denying customer claims 271
Acknowledging mistakes or problems 272
Ethics To Apologize . . . or Not to Apologize 273
Communicating negative change 273
LO 9.3
How can you control the spread of bad news through social media? 275
Having a plan in place 275
Technology From Hashtag to Bashtag 275
Part 4 Researching, Proposing, Reporting, and Presenting
10 Finding and Evaluating Business Information 286
LO 10.1
How do you determine what information you need? 288
Analyze the research question and topic 289
Identify audience concerns and needs 290
Establish the scope of the research 291
Define research activities 291
Culture Blurred Lines? 292
Develop a work plan 293
LO 10.2
How do you conduct and evaluate research in print and online sources? 295
Gather relevant print and electronic files 295
Search the web strategically 295
Technology Going beneath the Surface of the Web 297
Use an online index or database to find articles and business data 298
Use a library or bookseller to find relevant books 299
Follow leads in reliable sources 299
Evaluate your sources for credibility 299
LO 10.3
How do you conduct and evaluate primary research? 300
Conduct survey research to gather information that is easy to compare 302
Conduct interview research to gather in-depth information 306
Conduct observational research to understand how people act 308
Ethics How to Be an Ethical Researcher 309
LO 10.4
LO 10.5
How can you use social media in your research? 310
Search for experts 311
Post questions to your network and beyond 311
Share information 311
Gather anecdotal evidence 312
How can you effectively organize the results of your research? 312
Build your reference list as you research 312
Organize documents and notes on your computer and “in the cloud” 313
Organize your findings by research questions 315
Contents xv
11 Preparing Business Reports and Proposals 326
LO 11.1
LO 11.2
How can ACE help you write a business report? 328
Analyze to understand the purpose and report type 328
Analyze to understand the audience’s needs 328
Analyze to choose the best medium 329
Compose your report to meet audience expectations 329
Compose using an objective and easy-to-read style 330
Evaluate by reviewing on your own and getting feedback from others 331
How should you structure typical business reports? 332
Progress reports 332
Travel reports 332
Formal reports 332
Technology Using Software Features to Help Format Formal Reports 335
LO 11.3
LO 11.4
How do you prepare an effective proposal? 350
Understand the problem and propose a well-balanced solution 351
Identify the appropriate type of proposal 351
How do you properly respond to a request for proposal? 354
Structure an RFP proposal like a formal report 354
Follow specified guidelines when responding to RFPs 355
Use proposal-writing software to increase efficiency 358
Culture Proposals for a Non-Canadian Audience: Extra Research
Is Required 359
LO 11.5
How do you integrate visuals into reports? 360
Choose the best form of display: table or graph 360
Choose the best type of graph 360
Design graphs and tables to communicate 363
Integrate data displays within the text 365
Ethics Representing Data Ethically 366
LO 11.6
How should you document your research? 368
Determine what needs to be documented 368
Prepare the documentation 369
12 Preparing and Delivering Business Presentations 382
LO 12.1
LO 12.2
What do you analyze when planning a business presentation? 384
Analyze your purpose and outcome: Why? 385
Analyze your audience: Who? 385
Analyze your message: What? 386
Analyze your setting: Where? 387
Analyze your medium options: How? 387
How do you compose the presentation? 388
Identify the type of presentation 388
Organize the content 388
Create a storyboard 393
Develop a template 395
Design individual slides 397
xvi Contents
Evaluate your slides in a practice session 398
Technology PowerPoint Tip: Use Hyperlinks to Customize Presentations 405
Create effective handouts 405
LO 12.3
How do you deliver and evaluate the presentation? 407
Set the stage 407
Culture Meeting Audience Expectations 408
Control your body 410
Use your voice effectively 410
Present your visuals effectively 411
Coordinate with your team 411
Ethics Plagiarism or “Repurposing”? 412
Evaluate the audience’s response 413
LO 12.4
LO 12.5
How do you handle questions and answers? 413
Plan for a question-and-answer (Q&A) session 414
Answer questions skillfully 415
How do you adapt your approach for online presentations? 416
In a live online presentation, manage the audience experience 416
In a podcast, provide content that offers lasting value 417
Appendix ACommunicating Your Professional Brand: Social Media, Résumés,
Cover Letters, and Interviews 431
Appendix BQuestions to Ask about Key Communications Technologies 447
Appendix C Formats for Business Documents 453
Appendix D Documentation and Reference Styles 463
Glossary 479
references 485
Index 493
Preface
Mastering the skills needed for proficient and professional business communication has
never been more challenging than it is now. Students are confronted with a dizzying
array of technologies that can facilitate messaging, but can these technologies help people communicate? To further complicate matters, many postsecondary students find
themselves seated in real or virtual classrooms with people who may speak quite varied
versions of the common language of instruction: English. On the other side of the real
or virtual podium stands the university or college instructor. Across the postsecondary
spectrum, instructors are faced with culturally diverse classrooms, reflecting decidedly
nonhomogeneous English language skills. Often, fewer resources are at hand to support
instructors in helping students become more polished communicators.
How can students and instructors make sense of this complex communications
environment? Why should they bother trying?
Some old-fashioned truths about the Canadian workplace remain. Employers continue to rank strong verbal and written communication skills among the most highly
desired qualities of their employees (see Chapter 1 for employer data). Being polished
and professional in your messaging, be that via Twitter, Skype, or a face-to-face presentation, is critical to every business-related employment situation. Mastering this wide
range of skills will go a long way toward ensuring a graduate’s current and future
employability, regardless of his or her primary area of study.
This text reflects a distinctly Canadian approach to communication studies. After
acquiring the simple yet powerful ACE framework in Chapter 2, students are led on a
journey through self-discovery and self-awareness of their current communication style
in Chapter 3. Chapter 4 builds on this self-knowledge by exploring the impact that culture and diversity have on one’s communication preferences. Together, these three chapters give students the foundational tools they need as they venture further into a review
of communications technologies in Chapter 5. Once students understand the need to
analyze, evaluate, and compose their messages, are cognizant of their preferred communication style and the styles of others, and can choose between the best available
technologies to facilitate messaging, Chapter 6 leads them into putting these elements
together as team members and leaders. In the contemporary Canadian workplace, all of
these skills are vital to an employee’s long-term success.
For readers who want concrete examples of how the key elements of each chapter
support success in the workplace, look no further than the unique “@ Work” features
that bookend each chapter. At the opening of each chapter, students learn about real
communication challenges that confront professionals across all walks of life. Seemingly harmless choices can have deep “real-world” ramifications. At the close of each
chapter, the problem identified at the opening is solved using the ACE framework as
well as the techniques and concepts discussed in the chapter. Real business professionals + real-world problems + real content-based solutions = real learning.
Social media, as well as mobile and other emerging technologies, provides an
astounding array of options for both business professionals and postsecondary learners.
How can one possibly make sense of channel selection when a new option appears on
the horizon almost daily? In this text, a discussion of communications technologies is
incorporated into each chapter. In the same manner that ACE provides a simple yet
powerful framework for messaging, Chapter 5 teaches students to match their purpose
with one of three activities: distributing, networking, or collaborating. Chapter 5, in
concert with the more detailed Appendix B: Questions to Ask about Key Communications Technologies, teaches students to ask evaluative questions about technologies that
have not even been developed yet, thus allowing students to leverage new technologies
for the most applicable communication purpose.
A detailed yet forward-thinking approach to technology, a deep exploration of one’s
own communication styles and the styles of others, a respectful yet thought-provoking
look at cross-cultural communication and diverse workplaces, and a pragmatic toolkit
on collaboration are the elements that combine to make Business Communications:
Polishing Your Professional Presence the most dynamic, current, and engaging Canad
ian text in its category.
xvii
Supplements
At the Instructor Resource Centre, http://catalogue.pearsoned.ca, instructors can easily
register to gain access to a variety of instructor resources available with this text in
downloadable format. If assistance is needed, our dedicated technical support team is
ready to help with the media supplements that accompany this text. Visit http://
247pearsoned.custhelp.com for answers to frequently asked questions and toll-free user
support phone numbers.
The following supplements are available with this text:
• Instructor’s Resource Manual. Revised for use with the Canadian Edition by Denise
Blay, Fanshawe College, this manual includes a variety of handy resources for
instructors.
• Test Bank. Revised by Bruce Watson, Southern Alberta Institute of Technology.
Students learn better when they are held accountable for what they have learned.
That is why we developed a bank of questions in multiple-choice, true/false, and
essay format.
• TestGen® Computerized Test Bank. This is a powerful assessment generation program that helps instructors easily create and print quizzes and exams. Questions
and tests are authored online, allowing ultimate flexibility and the ability to efficiently create and print assessments any time, anywhere.
• PowerPoint Presentations. Revised for the Canadian Edition by Liz Clarke, Centennial College, these visual aids display, summarize, and help explain core information
presented in each chapter. All of the PowerPoint slides have been updated for consistency and to reflect current content in this new edition.
xviii A01_SHWO7660_01_SE_FM.indd Page 19 11/01/16 9:42 PM f-w-155-user
Acknowledgments
A Word of Thanks
The US authors, Barbara Shwom and Lisa
Gueldenzoph Snyder, created the initial text
with great wisdom, experience, and skill. I
am grateful to have had such amazing material as my starting point.
Lise Dupont and the team at Pearson
Canada, including Jennifer Sutton, Emily
Dill, Susan Johnson, and Mohinder Singh,
have shown fantastic patience, resolve, and
determination to get this important book
out to students in Canada. I am grateful for
their support.
Many thanks to Julia Satov, who
graciously shared her wisdom and creativity
with me in the development of the Ethics
and Culture boxes that appear throughout
the book.
Thank you to Julie Hamilton, who
jumped in and showed considerable talent
and perseverance in the overhaul of
Chapters 10 and 11.
A huge thank you to the @ Work
professionals who have patiently stuck
with this process through many iterations.
You are learning heroes in this book!
•
•
•
•
•
Marc Edwards
Amy Elder
Mark Federman
Marzena Gersho
Kathleen Leslie
•
•
•
•
•
•
Wendy Kam Marcy
Farzana Mawani
Jeff Plotnikoff
Courtney Rivington
Adrienne Rosen
Carolyn Swadron
Thank you to Catherine Town and
David Pritchard for being interviewed for
this book. Your input has been invaluable.
Enormous gratitude to my friends and
family who heard, often more than once,
that I was “on a deadline” and had to work
on “the book” instead of doing something,
ironically, infinitely more communicative.
I promise to bring my now rusty interpersonal
skills back up to speed as quickly as I can.
Special Thanks
to Reviewers
Several instructors, some of whom didn’t
want to be mentioned by name below,
reviewed the entire Canadian manuscript;
others provided feedback on key sections.
We are grateful to everyone for their input
and advice, which helped to ensure the content is both relevant and realistic.
• Trevor Arkell, Humber College Institute
of Technology and Advanced Learning
• Bob Basil, Kwantlen Polytechnic
University
• Denise Blay, Fanshawe College
• Kathlyn Bradshaw, Algonquin College
of Applied Arts and Technology
• Bonnie Feigenbaum, Concordia
University
• Katharine Ferguson, Seneca College of
Applied Arts and Technology
• Ange Frymire (Fleming), Kwantlen
Polytechnic University
• Marcia Gunter, Seneca College of
• Wendy Keller, Concordia University
• J. P. Lamarche, Algonquin College of
• Hugh MacDonald, University of
Toronto
• Marian MacDonald, Niagara College of
• Peter C. Miller, Seneca College of
• Heather Peace, Algonquin College of
• Robin Potter, Seneca College of Applied
Arts and Technology
• Melanie A. Rubens, Seneca College of
• Tanya Stewart, Fleming College of
• Christian Venhuizen, Simon Fraser
University
xix
Visual Walk-Through
We have created a book that effectively presents core communication competencies in
12 chapters.
Part One: Establishing Context and Basics
(Chapters 1 & 2)
Part One addresses the basic communication competencies of business communication
and introduces the ACE (Analyzing, Composing, Evaluating) framework.
Part Two: Working with Others (Chapters 3, 4, 5, & 6)
Part Two takes students through the process of understanding their own communication
style and preferences to understanding that others also have styles and preferences. In
some cases, style and preference can be influenced by culture and by the diversity of the
stakeholders participating in communication. Then students explore the various technologies that can facilitate (or impair) communication. The last chapter in this section,
Chapter 6, puts all these elements together in a practical review of good collaborative
practices in the workplace.
Part Three: Delivering Effective Messages
(Chapters 7, 8, & 9)
This section reviews professional approaches to routine and goodwill messages, persuasive messages, and “bad news” messages.
Part Four: Researching, Proposing, Reporting,
and Presenting (Chapters 10, 11, & 12)
More formal business documents, the research that can go into preparing them, and the
skills needed to present them are reviewed in the final section.
Appendices
• Appendix A: Communicating Your Professional Brand: Social Media, Résumés,
Cover Letters, and Interviews
• Appendix B: Questions to Ask about Key Communications Technologies
• Appendix C: Formats for Business Documents
• Appendix D: Documentation and Reference Styles
xx A01_SHWO7660_01_SE_FM.indd Page 21 11/01/16 9:42 PM f-w-155-user
Visual Walk-Through xxi
Ana
lyz
e
Get the Best Results from Your Communication
M05_SHWO7660_01_SE_C05.indd Page 129 11/01/16 9:52 AM f-447
Evaluate
At the heart of the book is a flexible communication process called ACE,
which stands for Analyzing, Composing, and Evaluating. ACE applies to any
situation, from simple email messages to formal business presentations. As
you go through the book, you continue to acquire knowledge about how to
apply this framework and why it is important.
ACE
/205/PHC00204/9780133427660_SHWOM/SHWOM_BUSINESS_COMMUNICATION_POLISHING_YOUR_PRO ...
e
os
p
Co m
Wendy Kam Marcy
Cofounder and Lifestyle Blogger,
Hip + Urban Girl’s Guide
How can we keep it together when we are so far apart?
Photo courtesy of Wendy Kam Marcy
and Geoff Marcy.
Director of Marketing,
Adfluent Media
@ WORK
What started out as a hobby blog in 2010, Hip + Urban Girl’s
Guide (HUG), quickly grew to become a popular women’s
lifestyle website. We cover food, style, travel, and local events
in Toronto. We also work with various public relations agencies
and brands to promote their products and events through our
site and social media.
Now in its fifth year, HUG is a successful small business with
an international support team. My business partner and
cofounder lives in Los Angeles, I live in Toronto, and our guest
bloggers are scattered throughout the city. The agencies we
work with and clients we represent are primarily in Canada. My
accountant is in Edmonton and I have a business advisor/
mentor in San Francisco.
Everything happens so fast in the digital world.
M05_SHWO7660_01_SE_C05.indd Page 153
Assignments often arrive on our desk with extremely
tight
turnaround times. How do we successfully juggle multiple
campaigns, accommodate everyone’s schedules (without
inconveniencing one another), keep track of deliverables and
deadlines, and manage all the different time zones?
Check the end of this chapter to find out how Wendy uses
ACE to professionally manage all these important
stakeholders, decisions, and action plans!
@ Work Business Profiles
ACE
Analyze
Compose
Evaluate
Cofounder and Lifestyle Blogger,
Hip + Urban Girl’s Guide
@ WORK
153
@ WORK
Director of Marketing,
• 9:00 a.m.: Staff meeting with eight people in person, two conAdfluent Media
necting by teleconference, and one connecting by Skype
• 10:30 a.m.: Emails to connections within the local office, provincial head office, and across to Asian and European destinations
• 12:30 p.m.: Lunch event with clients and partners
• 2:30 p.m.: Videoconference with team in South America
• 4:30 p.m.: Final edit of presentation materials for use tomorrow
in a videoconference with Asian team (simultaneous edit/
review with Canadian contacts across three provinces using
Google Docs)
• 5:30 p.m.: A quick blog entry to inform all subscribed clients of
a change in product specifications
Photo courtesy of Wendy Kam Marcy
and Geoff Marcy.
In Chapter 3 we looked at individual communications styles and
their impact on interpersonal communications. In Chapter 4 we
looked at some key aspects of interpersonal communications in
the context of cultural variables and diverse identities. In practice, how will you use this knowledge and these skills on a dayto-day basis?
Working relationships and business partnerships can now
span great distances while being rooted in a strong local network. Virtual business relationships can cross borders or they
can take the form of telecommuting within a province, region,
or city. Although global business travel and face-to-face
meetings remain important to initiate and solidify business
relationships, many day-to-day operational aspects of longdistance relationships can be supported using current and
emerging communications technologies. Similarly, some
aspects of your work will likely remain local: interactions with
colleagues, teammates, supervisors, and clients. Communications technologies can also enhance and support local communications efforts. In reality, the average business day may
involve a mix of long-distance and local interactions using
many modes, from face-to-face conversations to email to web
conferencing. For example:
ACE
11/01/16 7:36 PM f-w-155-user
Wendy Kam Marcy
Introduction
ACE
The “@ Work” sections in the Canadian Edition
This chapter explores how you can
highlight contemporary business professionals
who
At the beginning of this chapter, Wendy described her com• understand the basics about communications technologies
soworking relationships with internal and external partners
plex
you
manage both
upsides and risks involved in their use,
are implementing the core concepts• understand
ofcaneach
chapter.
spread across a wide geographic area. How does Wendy use
the functional application of communicationsACE to manage her choices?
technologies,
Each chapter opens with a real-life problem
• assess the available tools and channels to select the rightClear,
one thoughtful, and timely communication is the key to making everything flow seamlessly in the blogging business.
for your
and
scenario, and each chapter closes with
a purpose,
solution
• acquire “best practices” when employing virtual communica• Analyze. When a pitch arrives by email, my business parttion tools. as well as
ner and I analyze each request. Typically, we know right
that includes the implementation of ACE
away if the campaign is a “fit” for our audience and if it is
worth our time to pursue it. We look at immediate profitabilcore chapter concepts.
ity, the potential for an ongoing business relationship, and
any other opportunities a new campaign might open up.
With this information we reply to each other via email
with our thoughts. Usually we are in agreement, but there
are times when one of us needs to persuade and sell the
other person on the idea. When this happens, we discuss
further by phone or Skype.
129 Once we accept the campaign, we determine how we
should proceed:
• Should we continue correspondence by email?
• Would it be better to schedule a teleconference with
the agency/client?
• Should we meet the agency/client in person?
We make this decision knowing that some people
communicate effectively electronically whereas others prefer
face-to-face interaction. From experience, when it comes
to the initial client briefing, it is best to do it in person when
possible. This is especially true for larger projects. Having
the decision makers in one room (or in one real-time videoconference) allows for more fluent communication, proper
introductions, and a stronger foundation of trust.
• Compose. Our typical order of operation is as follows:
1. A briefing with the client to discuss objectives
2. The creation of a marketing strategy and an
execution plan
3. Gaining approval and signoff from the client
As one can see, the other cofounder and I would find
emailing all this information back and forth very tedious
and time consuming. We typically find it more productive
to communicate in real time over the phone or via Skype,
where we can share screens and prepare documents in
real time.
As cofounders, we also have to make decisions on
who is going to write the post, which social channels to
leverage, and how to prioritize other content.
The entire team has to ensure we are all on the same
page by constantly engaging with one another. Opportunities for our team to meet in person are rare, so we rely
heavily on virtual tools to collaborate and check in with each
other. Spontaneous communication needs to occur regularly.
• Evaluate. Our team stays organized and well prepared
using cloud-based tools like Google Drive. We are able to
share and evaluate draft work and make corrections in a
single document. This is all accessible anytime, anywhere,
with a single login using a Gmail account.
When the team needs a status meeting to review or
evaluate our work, we use Google Hangouts. Regardless
of where my team members are located or what device
they prefer to use, I can hold videoconferences and even
livestream meetings. This tool allows me to keep a history of
my Hangouts, so I can always reference past conversations.
The Google suite of products, Skype, FaceTime, and
other tools are all very powerful collaborative communications
tools that make it possible for long-distance teams such as
ours to stay productive. It is pretty remarkable how we have
managed to run a successful, creative business with minimal
face-to-face interaction!
xxii Visual
Walk-Through
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Practical Advice
208
Chapter 7 Communicating Routine Messages and Building Goodwill
FIGURE 7.15 Congratulatory Email Message
INEFFECTIVE
WHY IS THIS
EMAIL LESS
EFFECTIVE?
Rebecca.Rex@calyxa.com
Congratulations!
Begins with a focus on the writer rather than
expressing congratulations.
Rebecca :
I was just reading the online version of The Halifax Chronicle Herald—as you know,
we used to live there several years ago, and I like to keep up with the local news.
Anyway, I noticed an article about the Halifax Entrepreneur of the Year and was
so surprised to see you won it this year! Congratulations! I’m sure it was well
deserved.
Mentions the congratulations as an afterthought
and says “I’m sure it was well deserved,” which
suggests that others may doubt whether the
recipient deserved the award.
Includes a casual closing of “thanks,”
which does not match the message.
Thanks ,
Pierre
EFFECTIVE
Rebecca.Rex@calyxa.com
Congratulations!
WHY IS THIS
M04_SHWO7660_01_SE_C04.indd
Page 118
EMAIL
MORE
EFFECTIVE?
11/01/16 9:39 AM f-447
Begins with the congratulations,
emphasizing its importance.
Hi, Rebecca:
Congratulations on receiving the Halifax Entrepreneur of the Year Award! I read
about it in the online version of The Halifax Chronicle Herald, which I still read
even though I’ve moved from Halifax. I was so happy for you when I saw the photo
of you holding the plaque.
I know the award was well deserved. The time and effort you put into your work is
exceptional.
Regards,
Pierre
118
Chapter 4 Who Are You? Understanding Intercultural Communication and Workplace Diversity
Uses the phrase “I know it was
well deserved,” expressing
InapproprIate request
confidence.
Includes a
Using the female
Kristopher Smythe <SmytheK@corporatehouse.com>
supporting
about theTo:
firstcomment
name ignores
From:
Wendy Gibson <GibsonW@corporatehouse.com>
recipient’s
work.
thehard
official
request
to use male
Pierre Lavoie
Sales & Marketing
Belmont Paper Products
2797 Av Watt
Sainte-Foy, QC G1P 3X3
(418) 555-6730
(418) 555-6731 Fax
(800) 555-6731 Toll Free
references.
A
ds,” which
is
Uses “Regar
misguided attempt
more appropriate for a
to appear friendly.
congratulations message.
Subject: Updating Your Online Bio
Hi Krystal,
I hope you don’t mind if I address you, between us, as Krystal. I have called you Krystal
since we both started working here five years ago and it is a hard habit to break!
Fails to provide
any case, I need some information from you for a project I’m working on. Can you get
Uses a signature
block becauseInhe
adequate
context
back to me fairly quickly as I’m on a deadline?
is sending
this email
from his business
for the request.
email account.
The
signature
block
is Status: In the online bio that was updated before your gender transition, or
•
Marital
Without context,
useful because
it provides
full
whatever it is called, you are listed as married (to Steve) with three children. Is this
the reader
would
still correct?
contact information.
question the need
• Pronouns: I can’t decide if you should be called “he” or “she” in the bio. Maybe I
for this
should I use “she” until six months ago and then switch to “he” for the more current
information. This
As with all routine messages, use a direct structure when
organizing congratulatory
items? For example, “She graduated from the University of Toronto with an MBA in
request would
1995,” and then “He was awarded the President’s Gold Leaf Success Award in June
notes. Identify the purpose for writing in the first sentence.seem
Then
provide any supporting
invasive.
details, followed by a friendly closing. Consider the differences between the two2015.”
emailWill that work?
• Voluntary Service: The online bio discusses your work with the ValleyBrook Business
messages in FIGURE 7.15.
Association, but I wonder if, under the present circumstances, you would like this
left out.
Sympathy messages
Review the Results
sympathy message (also called condolences) A
Ignores the
recipient’s request
to be referred to as
male. The decision
is not Wendy’s to
make.
An unstated
assumption that
the recipient may
feel embarrassed
or ashamed. This is
inappropriate.
I’m working on these updates now. I’ll just go with what I’ve got If I don’t hear from you
by Friday.
Even if you do not have a close personal relationship with co-workers or business Thanks!
acquaintances, they will appreciate your expressions of sympathy when they have experienced a
Wendy Gibson
loss. Many people do not know what to say when a colleague becomes seriously Site
ill or
has
Administrator
experienced a death in the family. Although you can use purchased get-well cards
and x345
426-555-8844
GibsonW@corporatehouse.com
preprinted sympathy notes to deliver your message, be sure to also include a few
lines
www.corporatehouse.com
that show your compassion and understanding. Just like thank you notes, sympathy
messages (also called condolences) are more meaningful when handwritten and sent
approprIate request
shortly after you hear about the situation. Read the example
in FIGURE 7.16.
Addresses recipient
in a manner
To:
Kristopher Smythe <SmytheK@corporatehouse.com>
From:
Wendy Gibson <GibsonW@corporatehouse.com>
message that expresses compassion and understandconsistent with the
Targeted
examples
throughout the messages
book
Subject: Updating Your Online Bio
ing when someone
experiences a loss. are provided
“For-your-information”
recipient’s request.
For-your-information (FyI) message A message
Hi Kristopher,
Provides
detailed
that
highlight core communication
skills,
suchmessages,
as: illustrated in FIGURE
This final category
of goodwill
7.17
, has no formal name,
written as an act of kindness to pass along informafor
but you can think of them as for-your-information (FyI)context
messages:
MessagesCurrently,
sent tothere is a project underway to ensure that all the information on our corpotion you think someone will appreciate knowing.
request.
rate website is up to date. Your bio is available at: www.corporatehouse.com/staffbios/
• Analyzing your audience and making choices about
KSmythe. Could you please review the current bio and let me know how you would like
any changes to appear?
the best way to communicate with that audience
There are a few options in terms of getting these changes to me.
Allows the
• Identifying and understanding interpersonal
recipient flexibility
• You could send me any specific changes you want by email. Please be as precise as
in channel
possible.
communication styles
selection for
• We could meet for coffee to discuss any changes you recommend. This has the added
providing updates.
advantage of allowing us to go through the changes in detail to ensure accuracy.
• Navigating situations that require competency in
Either way, I will provide you with a full edit with your changes by email for your review
Provides
and verification. If I could have your suggested changes by Friday, I’d really appreciate it.
communicating across cultures and with diverse
reassurance that
Thanks!
the recipient will
audiences
have a chance to
Wendy Gibson
verify the
Site Administrator
information. This
426-555-8844 x345
• Composing a clear message
also appeals to
GibsonW@corporatehouse.com
“best interests.”
www.corporatehouse.com
• Evaluating communication in ways that improve
FIGURE 4.12 An Inappropriate and an Appropriate Request for Sensitive Information
efficacy and readability
Phrases request in
terms of the
recipient’s “best
interests.”
Reinforces sincerity
and interest in
accuracy.
M07_SHWO7660_01_SE_C07.indd Page 204 11/01/16 11:50 AM f-447
204
Visual Walk-Through xxiii
Chapter 7 Communicating Routine Messages and Building Goodwill
TECHnology
raISE EffICIEnCy and aCCuraCy wITH ClIpBoard managEr SofTwarE
One of the most common situations you will face is the need
to write almost the same lines of text regularly. For example,
if you are thanking key clients for attending an important
fundraiser, you may write this generic response:
Ethics, Technology, and Culture
As you move through the book, you will see the topics of ethics,
technology, and culture integrated throughout. In addition, some
chapters provide in-depth focus on these topics. To build your skills in
ethics, technology, and culture, you will also find end-of-chapter
exercises that challenge you to think critically about these topics.
Generic Response: Thank you very much for your generous support of the Healthy Child Happy Heart (HCHH)
Fundraiser. Your presence at the event will make a significant difference in the lives of children across our
province. Please know that your financial support will
be directed to finding ways to help children with heart
defects live longer, stress-free lives.
While this captures the essence and the tone of what
you want to say, you will want to customize this message for
each recipient.
PasteItIn, Clipboard Magic, ClipMate, QuickClip, Spartan,
and a variety of others. Some versions of this software will
allow you to store clips on a central cloud server and retrieve
them from multiple devices and platforms.
Most clipboard managers function in essentially the same
way. Every time you cut or copy text, a clipboard manager
saves a history of your copied text in an easily accessed menu.
You can click on a menu item or button in the onscreen menu
to simply drop the clipped text back in. Clipboard managers
can save hundreds of clips, and many will allow you to organize them by subject or usage type for easy retrieval later. So,
for example, you could store several of the best “thank you”
messages sent after this fundraiser for your use the next time
you need to send “thank you” messages after an event.
Client #1: Thank you very much for your generous support of the Healthy Child Happy Heart (HCHH) Fundraiser. It/205/PHC00204/9780133427660_SHWOM/SHWOM_BUSINESS_COMMUNICATION_POLISHING_YOUR_PRO
was a pleasure to see you again, and to meet
...
your partner, Gilda McDonald, and to hear more about
her personal experience with children who are challenged by congenital heart defects.
Your company’s sponsorship of this event will make
8.2 What are the basic elements of persuasion?
235
a significant difference in the lives of children across our
270
Chapter 9 Communicating Bad News Messages
province. Please know that your financial support will
be directed to finding ways to help children with heart
longer,
stress-free
lives.
Within the defects
Indian live
culture,
these
answers
would not be considered evasive. The
#2: Thank
you
veryanswers
much for
your generous
audience would Client
understand
that all
these
equally
mean thatsupthe analysis is not
port of is
theuncomfortable
Healthy Childsaying
Happy“no.”
HeartHowever,
(HCHH) to
Fundready and the speaker
a Western audience
raiser.
It was a pleasure to see you again and I enjoyed
these answers seem
evasive.
The purpose of a persuasive message is to influence your
challenging. It is crucial to be more than just convincing.
our discussion
about
the from
futuredifferent
of the HCHH
organizaWhen you communicate
with
people
cultures,
start by understanding
audience to agree with your point of view. The purpose is
You must differentiate yourself as a credible
tion. I willstyle.
forward
yourwill
thoughts
to our
direc- ForSource:
your own communication
Others
deal with
badexecutive
news differently.
a deeper
http://m8software.com/clipboards/spartan/spartan-multi-clipboardNOT to get others to make decisions that would cause
communicator.
tor incultural
a separate
email.
review on managing
assumptions,
check out the cUlTURE box.
manager.htm. Used by permission; yanikap/Fotolia
themselves or others harm. Some individuals do not examHere are three inappropriate shortcuts that people often
Your presence at this event will make a significant
ine their own motivations prior to engaging in persuasive
take in an effort to be persuasive. These unethical choices
Recycling messages in this way does save time and it
difference in the lives of children across our province.
communication. Therefore, there are many people who
may work in the short run but will cause long-term damage
can also reduce errors, provided that the original text does
Please know that your financial support will be directed
have become naturally suspicious of persuasion. This realto a communicator’s reputation and effectiveness. Here are
not contain errors. On the down side, if the original text
to finding ways to help children with heart defects live
ity makes the process of ethical persuasion even more
some examples and some suggestions for better choices.
does have a typo that you missed, you will be reproducing
longer, stress-free lives.
that error each time you use the clip. Be sure to proofread
If there are 10 major clients you wish to acknowledge in
carefully before recycling text in this manner.
Unethical Shortcut
Long-Term Outcome
Better Choice
Result
this way, that is a lot of retyping and editing. To raise your
efficiency, you can use clipboard manager software to assist
The receiver will appreciate your
When stating an opinion,
Presenting an opinion The receiver may decline to do
Skylar has been excelling as an intern at Couture Ads. Not
Research:
Whileresearchingthisissue,youfindoutthat
For TECHNOLOGY exercises, go to Exercises 15 and 16 on pages 220
you. There are•many
clipboard
manager options available for
clarity and begin to build trust.
and suggesting it is
future business with you upon re be clear that it is an
and 221.
surprisingly, her supervisor has been giving her more imporrelationships
India are
far as
more “relationship
opinion. Feel free to justify
a fact
alizing that you confuse opinion
all major desktopbusiness
and mobile
operatingin
systems,
such
tant roles and responsibilities. One of those responsibilities
based” than “transaction based” (Hume, 2012). This
your opinion with fact.
with fact.
is to deliver particularly bad news to a long-standing client.
leads you to assume that an indirect approach during a
BigWigs
is
an
international
wig
manufacturing
company
face-to-facemeetingwouldbebest.Youconfirmthis
Fabricating and preThe receiver may decline to do
Take the time to find accur
The receiver may or may not be per
from India. Couture Ads also provides a local (Canadian)
assumption with your mentor. In addition to researchsenting false data or
future business with you upon
ate data that reflects a true
suaded in each specific instance, but will
lead/referral service and, through this service, Skylar has
ing what the approaches are in communicating bad
research
learning of your deception.
picture of a situation.
develop an overall relationship of trust.
LO 7.3
been in discussion with Beauty By Bates, a national retail
newsmessages,youcanseekoutacompany“file”on
Be sure to provide all the
The receiver may or may not be
Omitting information
The receiver may decline to do
chain, regarding BigWigs’ products. Mr. Jahari, the owner of
BigWigs to see if you can understand the long-standing
information you have that
persuaded in each specific instance,
crucial to a decision
future business with you upon
BigWigs,willbeflyinginthisweekandwantstosetupa
business relationship in more depth.
the receiver needs.
but will develop an overall relationship
learning that he or she did not
meeting to follow up on the latest developments with this
ImpoRTanT FacToRs To consIdER
of trust in your ability to provide
have all the information needed.
Business depends on good relationships. As Linda Hudson, president of BAE Systems,
possible retail client for his wigs.
Clipboard manager Software that allows a user to
complete and accurate information.
the
largest military
business in the world, explains, “It’s incredibly important to
• Strengthen
long-distance
connections
withvehicle
trust and
copy, organize, edit, save,
and quickly reuse
text
Issue: Skylar has been asked to meet with Mr.excerpts,
Jaharigraphics,
to
and other
digital It
assets.
that relationships
define everything that we do, and it’s all about the quality of
clarity.
is a challenge realize
to be respectful
and culturconvey the news that the latest marketing ads were not
ally sensitive in situations that are tense or negative.
Consider Skylar and her challenge in persuading Javier
new clothing line to Canada. (See the Culture box on
received well by Beauty By Bates. This potential client is
Be mindful not to be evasive or elusive. It can negato change his marketing approach to bring his company’s
page 231.)
not interested in buying wigs from BigWigs at this time.
tively affect goodwill, trust, and rapport. Remember
Challenge: Skylar is not familiar with Mr. Jahari, nor
that the client relationship is especially important
Unethical Shortcut
Better Choice
Result
with doing business in India. What should she consider?
when business is transacted over great distances,
both literallyandculturally.Yourclientmustreturn
•
How
should
she
prepare
to
deliver
a
bad
news
Skylar states that it is obvious that the
Skylar states that it is her opinion that the
Javier appreciates Skylar’s attention
to his home country trusting in the strength of your
message to any client?
Canadian market is different and that Javier
Canadian market needs a different approach. to detail and remains open to being
long-standing relationship, regardless of this
needs to rethink his choice of images.
She follows this up with fresh market data.
persuaded.
• When does culture matter in conveying bad news
particular situation.
messages?
Skylar forwards independent, validated mar
Javier appreciates Skylar’s
Skylar creates false market data, includ• Be prepared. Skylar needs to ensure that the latest marAssume the role of Skylar for a moment. This is where
ket research for Javier’s consideration.
thoroughness and remains open to
ing pie charts and other graphics, which
keting numbers are up to date and brought to the meetO-A-R can guide you:
being persuaded.
support her opinion 100%. She fails to
ing, with a copy to share with Mr. Jahari. These may
offer her sources for this data.
provide unbiased context regarding the potential client’s
• Observe: If possible and where appropriate, observe interdecision not to proceed with BigWigs. Additionally,
actions between other colleagues and clients from diverse
Javier respects Skylar’s
Skylar points out that two market segments
Skylar “forgets” to mention that the data
have alternatives or solutions ready to offer Mr. Jahari.
cultural and ethnic backgrounds. What are some of the
comprehensive analysis of his
would be receptive to Javier’s approach. She
suggest that at least two target market
This establishes a forward-thinking approach and conpractices when a question of culture arises? Are there proproposal and continues the
balances this by pointing out that six profit
segments would be receptive to Javier’s
veys to Mr. Jahari that Couture Ads has BigWigs’ best
tocols of practice that Couture Ads commonly follows?
negotiation.
able segments would be less receptive.
approach.
interests at heart.
• Ask: Ask a mentor or experienced colleague about strat• Understand your role. If hierarchy is an important factor
egies used to communicate bad news to international
Allowing the receiver to remain open to your ideas
• This recently published research shows us that certain segin the client’s business culture, then Skylar’s position as
clientsandpartners.Specifically,askyourmentoror
is a fundamental aspect of ethical persuasion. Sometimes
ments will be more successful and profitable than others.
an intern may pose some cultural and ethical challenges.
experienced colleague about his or her knowledge of this
using the right phrases to direct the conversation is all it
There may be some international clients who believe
• It is in your best interests to have a full picture of the
client or clients from India in general. Some questions to
takes. Here are some examples that you can borrow
that bad news should be delivered by more senior
current situation. Therefore, please accept the attached
ask include the following:
from Skylar:
administrative personnel. This is a consideration that
market research report, published just last week by the
• Is it good
business
practice
to call
Page
160 11/01/16
2:31 PM
f-447or email Mr. Jahari/205/PHC00204/9780133427660_SHWOM/SHWOM_BUSINESS_COMMUNICATION_POLISHING_YOUR_PRO
...
needs discussion with your supervisor.
Independent Market Research Association, which gives
firsttopreparehim?
• You may wish to consider this recent market research
you a full assessment of the current market.
• Would it be better to use a direct or an indirect
report on your target market segments.
approach?
• To be diligent, could we discuss an alternative approach
For CULTURE exercises, go to Critical Thinking Question 2 on page 282
For an ETHICS Exercise, go to Exercise 13 on page 254.
• Which communications “channel” is he likely to be
for our unique Canadian market?
and Exercise 16 on page 285.
most receptive to?
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/Data%20Disc%202/Don't_Del/PRAMOD/2016/JAN/11:01:16/PHC00204-SHWOM-205
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ETHICS
IS bEIng pErSuaSIvE lIkE bEIng dISHonEST?
CuLTurE
GaiNiNG iNTErCuLTuraL pErspECTivE ON bad NEws
What kinds of messages build goodwill in
business relationships?
6
Learning Objectives
How Can We Be Better,
Together? Collaboration
and Productivity
mbbirdy/E+/Getty Images.
The book’s main headings are structured as
numbered learning objectives. These
questions are answered in subheadings
throughout the section.
MyBCommLab®
Improve Your Grade!
Over 10 million students improved their results using the
Pearson MyLabs. Visit mybcommlab.com for simulations,
tutorials, media share assignments, interactive lesson
presentations, and other helpful learning apps.
LEARNING OBJECTIVES
LO 6.1 How do you communicate effectively as
part of a team? pages 162–169
Create a team charter
Give the team time to develop
Plan for effective meetings
Be a valued team member
LO 6.2 How can working on a team help you
develop leadership skills? pages 169–175
Identify and practise key leadership fundamentals
Use conflict management to help develop
leadership skills
160
LO 6.3 What are some key aspects of
high-performance team collaboration?
pages 175–183
Enhance productivity with virtual best practices
Develop the “c factor” in your teams
Use a peer coaching model for feedback
xxiv Visual
Walk-Through
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End of Chapter
Learning Objectives Summary
Learning Objectives in Review
The end-of-chapter “Learning Objectives in Review”
and “Developing Your Communication Skills” are also
grouped by both the learning objectives and the
subheadings. This structure helps you focus on the key
points of the chapter, assess what you know, and
complete exercises that polish your skills.
LO 6.1
How do you communicate effectively as part
of a team? pages 162–169
• Use conflict management to help develop leadership
skills. Identifythetypesandcausesofconflictandselect
the appropriate management response.
87 03/12/15
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• CreatePage
a team
charter.1:20
Definegoalsanddeliverables,and
M02_SHWO7660_01_SE_C02.indd Page 59 03/12/15 1:21 PM f-w-155-user
identify and agree on process issues and team expectations.
• Give the team time to develop. Be patient as the team
progresses through the normal stages of development
(forming, storming, norming, and performing).
• Plan for effective meetings. Create agendas and distribute minutes.
• Be a valued team member. Make a commitment to the
team, create a collaborative working environment, and
support team decisions.
LO 6.2
How can working on a team help you
pages
169–175
developObjectives
leadership skills?in
Learning
Review
Analyzing:
1. What information in the revised version addresses the need for
persuasion?
2. Howdoestheemailmessageemphasizereaderbenefits?
3. What content appears in the email that was not included in the
originalflyer?Whyisthatcontentuseful?
Composing:
4. Is the information in the email organized effectively? Explain.
5. What determines which information goes in which paragraph?
6. Is this email organized as a direct or indirect message? Why? Is
this the correct choice? Why?
Review Questions
REvIEW QUESTIONS
1. Why is analyzing your purpose important to composing an
effective message? Is the purpose always the same as the
desired outcome?
2. Explain the difference between the primary audience and the
secondary audience, and provide an example of a message that
wouldhaveaudiencebenefitsforboth.
3. What is the difference between primary research and secondary research? Describe a business communication situation in
which you would want to research both sources of information
to support your message.
CRITICAL THINKINg
1. Think about the last written assignment you completed. What
percentage of your overall time did you spend on each element of
the ACE process (analyzing, composing, and evaluating)? Will
you change your approach in the future? Explain why or why not.
2. Analyzing your audience helps you compose effective messages. However, sometimes you may need to communicate
with people you do not know. How do you learn about and
analyze an unfamiliar audience?
Case Study
3. Assume you work for a supervisor who generally prefers to
receive email messages rather than have face-to-face meetings.
Identify at least two circumstances in which you believe it
would be better to request a meeting to discuss an issue rather
than send an email. Explain your rationale.
Evaluating:
What are some key aspects of highperformance team collaboration? pages 175–183
• Enhance productivity with virtual best practices. Start
with a face-to-face meeting and be fully prepared and
present during online meetings.
• Develop the “c factor” in your teams. Make sure your
team has social time with each other, and develop a strategy for sharing speaking time equally during meetings.
• Use a peer coaching model for feedback. Set up a
coaching triangle, where goals are set, criticism is
avoided, and feedback is sought.
End of Chapter
• Identify and practise key leadership fundamentals:
59 Overcommunicate, reinforce team objectives, and create
Whya do
you need
to understand
supportive
climate.
communication styles? (pages 66–74)
C HA PTER
LO 3.1
2
Critical Thinking
LO 6.3
7. In evaluating content, are there additional persuasive points
• Understand that styles are adaptable. Not only does each
you could add?
individual have a preferred style, you develop multiple
variations on that style over time as you are exposed to
8. Does this email message use clear and concise wording as well
different situations and have more complex relationships.
as professional tone and style?
•
Define
and understand your communications comfort
9. Which elements promote a conversational style?
groupthinkyour
p. 174
affective
conflict
170 clearly you understand
The p.
more
communicazone.
10. When proofreading this email, which content elements
would
milestoneyou
p. 164
agenda
p. 164
tions
preferences,
the more adaptable
can be when
you proofread for accuracy?
minutesoppositional
p. 164
cognitive
p. 170 with a completely
youconflict
are presented
com11. Is the message designed well? Explain.
norming
p.
164
deliverables
p.
162
munication style. Access available self-assessment tools
12. Would you keep the current subject line or would you
revise
performing p. 164
forming
p. 164
andengageinreflectivepractices(reviewingaudio/video
it? Explain.
recordings, peer feedback, and instructor feedback with
KEy TERmS
key critical questions in mind).
• Learn to adapt: Get out of your comfort zone. When
youfindyourselfoutsideyourcomfortzone,understand
that you have an opportunity to learn where and how
you need to adapt.
4. Why is it important to consider your audience when deciding
the medium for delivery?
• Comprehending and interpreting. Fully understand
what is being said by observing people’s behaviour, “listening” to their nonverbal communication, being aware
of tone of voice and emphasis, and paraphrasing.
• Evaluating. Judge what you hear objectively. Remain
open minded, separate ideas from the speaker, and use
sound reasoning.
• Responding. Let the speaker know you understand and
team p. 161
process p. 162
initiate the next step in the conversation.
team charter p. 162
productivity p. 161
self-awareness p. 181
p. 164
LOstorming
3.3 What
speaking strategies will encourage
Talking
Stick p.to
180
others
listen to you and understand what
you are saying? (pages 80–86)
• Focus on your audience to analyze the audience’s
interests.
• Share the conversation by inviting others to speak.
• Use clear, concrete, unambiguous language to avoid
misinterpretation.
• Support your message with appropriate nonverbal
Conflict
a Virtual
LO Managing
3.2 What listening
skillsin
will
help youCross-Cultural Teamcommunication that reinforces your spoken message.
5. What is the difference between direct and indirect message
(pages
74–80)
with
others?
Avoid upward inflection thatwilldrainconfidencefrom
•
Thiscommunicate
case study builds better
on the case
provided
at the
end of
Chapters
Planningthefirstmeetingwasdifficult.Brendanlosttwodays
organization? When would you use each?
1
your
speech.
4 and
5. active listening techniques to ensure understanding.
of work
trying
to set a meeting time because there is a 12 2-hour
Use
6. Explain how reviewing feedback helps you improve your comtimedifferencebetweenCalgaryandNewDelhi.Aftermuchdiffi• Avoid language that triggers a negative response.
These include the following:
munication strategy.
Brendan’s internship at Kramer & Kaplin Market Research in Calculty
page 123),thefirstmeetingisscheduledfor7:30a.m.
• (see
Be aware
of gender-specific communication styles.
• Hearing accurately. This means eliminating distractions
gary started out well. He enjoyed brainstorming ideas with his
Central Standard Time on Wednesday.
to focus on the speaker.
manager and designing a survey for an important client. However,
Before the first meeting, Brendan becomes concerned about
the past few weeks have been pure misery. Brendan’s supervisor
Roberto’s attitude. Roberto simply cannot hide his contempt for
assigned him to join three other interns on a team to create a comthis project. Just before the meeting begins, Roberto whispers to
prehensive online handbook for interns. Brendan will work on this
Brendan, “Let’s just get this meeting over with. No one needs a
projectwithoneotherinternfromtheCalgaryoffice(Roberto)and
handbook. This project is just more busywork for interns.” Brendan
two interns from New Delhi, India (Maansi and Anant).
findsitdifficulttofocusonthecontentofthemeetingbecausehe
soft skills p. 73
interpretation p. 76
emoticons p. 77
active listening p. 74
synchronous p. 65
monologue p. 81
evaluating p. 79
ambiguous p. 81
b. Ifyes,seeifyourgroupcandefine,inwriting,whyorhow
unambiguous p. 81
nonverbal communication p. 76
gravitas p. 82
comfort zone p. 66
the situation poses an ethical challenge.
upwardinflectionp. 82
paraphrasing p. 77
halo effect p. 79
communication style p. 66
c. Finally, write down the most appropriate response or behavpassive listening p. 74
hard skills p. 73
comprehension p. 76
iour that you would recommend in the situation.
CASE STUDy
KEY TERmS
184
• I am considering giving a small gift to a potential client
of our company.
• When I called to ask for the manager or project lead, I
asked if “he” was available.
• Last night I showed the meeting agenda for today’s strategy session to my friend who also works in this
industry.
Developing
Better Interpersonal Communication Skills
• I was told I could pick anyone I wanted for this project,
This case study will help you review the chapter material by applyKnown for quietly producing quality work, Joe worked well
so I picked my favourite people.
ingittoaspecificscenario.
with his colleagues at AxeWorks. He was accustomed to doing a lot
• Our company created a service that can’t be used
by peoJoe was really looking forward to his first day at work as a
of communications tasks online, either through the integrated
ple with a visual impairment.
senior
application developer at BahlTec. He had left his job as an
instant messaging system on his computer desktop screen or via
• Our new website launched last night in English
only.
application developer at AxeWorks, a rival company, to accept this
email. He met with co-workers once a week to identify problems
7. “Convince Me” Tic-Tac-Toe! A game to play with a partner. On
new position. At AxeWorks, Joe was part of a development team of
and brainstorm solutions. The meetings were productive and very
a blank piece of paper, create the following Tic-Tac-Toe grid:
12 people responsible for creating new biometric apps for mobile
“on task” with very little social time. Each meeting had an agenda
devices. At BahlTec, he would be in a senior role with a larger, more
and someone taking notes that were distributed by email within a
experienced team working on a variety of apps and projects. He was
few days. Joe and his teammates would sometimes socialize outside
Greeting
Networking
Texting
excited about this opportunity.
of work, often stopping on the way home for a beer or meeting at
CASE STUDY
Each chapter concludes with a case study that places
recent email message that you wrote to someone other
you4. Retrieve
in a arealistic
scenario and poses questions related
than your family and friends. Do you believe that the email
portrays a professional image? If so, what elements of the email
to the
content
of
chapter.
create that image? If not, whatthe
elements
undermine that image?
5. Read three recent pieces of your writing (either emails or
assignments). Begin to create your custom list of common
errors. To help you develop your list, ask a friend to help you
assess your messages, or seek assistance from your school’s
writing centre. How can you ensure you do not continue to
make these errors in the future?
87
Informal conversation
Colour Choices
Emails
Use of words
Body language
Phone Etiquette
6. (Work with a partner or in a small group.) Take a look at the
business scenarios given here. For each one:
a. Decide with your partner or group whether or not this situation is ethically challenging.

Preface (PDF, 25 Pages, 11.9 MB)

Transcription

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