PLANNIONG SPOKEN AND WRITTEN MESSAGES
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Transcript of PLANNIONG SPOKEN AND WRITTEN MESSAGES
Lecture SlidesBusiness Communication, 16e, Lehman & DuFrene
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Planning Spoken and Written Messages
Chapter 3
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Objectives
• Objective 1 – Identify the purpose of the message
• Objective 2 – Develop clear perceptions of the audience to enhance the impact of the communication and human relations
• Objective 3 – Apply techniques for adapting messages to the audience, including strategies for communicating ethically and responsibly
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Process for Planning and Preparing Spoken and Written Messages
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Step 1a: Determine the Purpose of the Message
WhatWhat do you hope to accomplish do you hope to accomplish with the message?with the message?
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Purpose• Think through what you are trying to say and
understand the objective before you begin
• Overall purpose is to have receiver understand logical information
• Most business messages are used to convey vast amounts of information needed to complete the day to day tasks of the organization
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Step 1b: Select a Channel – you want to maximize the likelihood that the receiver will understand and accept your message
Situation Channel/Justification
Tell a customer damaged merchandise will be replaced
Notify a sales rep of job termination
Inform employees of a new Internet usage policy
Telephone or face-to-face: Lends importance to the message; more personal
Telephone or face-to-face: Lends importance to the message; more personal
Email: Routine matter; mass distribution*select the channel that is most appropriate depending on the NATURE and LOCATION of the audience, FORMALITY and CONTENT, of the message, and the need for FEEDBACK
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Step 2: Envision the Audience
What should you learn What should you learn about your audience?about your audience?
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Audience• Age: A message replying to a student is not the same as business to
business reply• Economic Level: message to a small business will differ from one to a
large corporation• Educational/Work Background: technical jargon and acronyms used
can be confusing to someone not used to it• Needs/Concerns of Receiver: need to understand the receiver’s point
of reference• Culture: cultural diversity increases the complexity i.e typical
American expressions may not translate• Rapport: a sensitive message prepared for a long term client may
differ from a new client’s message• Expectation: certain professions are less tolerant of messages with
errors – i.e lawyers, accountants, financial analysts
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Your Turn
• What are the results of not understanding the characteristics of the audience?
• Give an example of a communication situation in which audience needs were not understood or addressed.
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Step 3: Adapt the Message to the Audience
• Focus on the ________ point of view• Communicate ________ and __________• Build and protect ________• Use ____________ language• Use ______, informal words• Project a positive, ______ tone• Write ________
receiver’s
ethically responsibly
goodwill
contemporary
simple
tactful
concisely
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Adapting: Focusing on Receiver’s Viewpoint
“Me” Attitude “You” Attitude
I want to congratulate you on your award.
I am interested in ordering . . .
I give you permission to take an extra vacation day.
Congratulations! You are the Employee of the Year.
Please send me . . .(You is the understood subject.)
You earned an extra day of vacation because of your performance.
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Adapting: Communicating Ethically and Responsibly
• State information as truthfully and fairly as possible
• Do not exaggerate facts • Express ideas understandably• Support viewpoint with facts • Respect and preserve receiver’s self-worth• Design honest graphics
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Adapting: Building and Protecting Goodwill
• Use ___________ cautiously
• Avoid _____________ or demeaning expressions
• Use __________ tone cautiously
• Use _______ language appropriately
• Use ________ language
euphemisms
condescending
connotative
specific
bias-free
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Adapting: Using Contemporary, Easily Understood Language
• Eliminate outdated expressions
• Eliminate clichés – or over used phrases common in our everyday conversations
• Choose simple, informal words
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Adapting: Writing Concisely
• Eliminate redundancies
• Use active voice
• Include only relevant details
• Eliminate clichés
• Do not restate ideas
• Tighten using prefixes, suffixes, and compound adjectives
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Adapting: Projecting a Positive, Tactful Tone
• State ideas using _______ language• Avoid using ______ person when stating
negative ideas• Use _______ voice to convey negative ideas• Use __________ mood to de-emphasize
negative ideas• Include a ________ idea in the same
sentence with a ________ one
positivesecond
passivesubjunctive
positivenegative
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Objectives 4 and 5
• Recognize the importance of organizing a message before writing the first draft
• Select the appropriate message pattern deductive or inductive for developing messages to achieve the desired response
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Organizing the message
• We began by determining the need for a message, second we decided the best way to get the message to our audience, then we analyzed our audience and their needs. Finally we moved on to identifying the specific ways we adapt our messages to specific audiences. Now we need to compose our message
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Organizing the message
• First be sure that the message is the right message…is it complete, accurate, fair, reasonable, ethical and logical?
• Then take a look at the purpose, anticipate the receivers likely reaction (positive or negative) and should the message begin with the point or the details first.
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Organizing the message
• After going through all the thought process you can begin to organize your thoughts in an outline format – this helps messages be more concise and accurate, the relationships between the ideas are clearer and the reaction to the message will be more positive. – this is the ultimately why its important to organize the message
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Outlining the message
Answer these three questions:
•What is the central idea of the message
•What is the most likely receiver reaction to the message
•And given the likely reaction should the central idea be listed first or should the details be first
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Outlining the message
• Deductive order or putting the main idea first is used the when the message will please the receiver
• Inductive order or putting the details first us used when the message may be negative or displease the receiver. The receiver may not be interested or will need some persuasion
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Outlining the message
• For additional sequencing consider:• Time – when writing about a series of events or process begin
with first step through last step
• Space – if writing about geographic areas proceed through them all until all relevant ones have been discussed
• Familiarity – if its complicated begin with the easier and move on to the harder points
• Importance – present major decision making factors in order of most important first
• Value – if money is involved proceed with the values of most importance first
Chapter 3, Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning
Step 4: Select an Appropriate Outline