Chapter 3 Planning Spoken and Written Messages

1. Chapter 3 Planning Spoken and Written Messages

2. Objectives • Identify the purpose of the message and the appropriate channel • Develop clear perceptions of the audience to enhance the impact of the communication and human relations • Apply techniques for adapting messages to the audience, including strategies for communicating ethically and responsibly • Recognize the importance of organizing a message before writing the first draft • Select the appropriate message outline (deductive or inductive) for developing messages to achieve the desired response

3. Process For Planning And Preparing Messages • A systematic analysis process will help you develop messages that save you and your organization valuable time and portray you as a capable energetic professional

4. Chapter 3 Lecture Slide Process for Planning and Preparing Spoken and Written Messages

5. Step 1Determine purpose and channel • Ask yourself why you are preparing the message • Get information • Answer a question • Make an announcement • Accept an offer • Deny a requests • Seek support

6. Step 1Determine The Purpose And Channel • Condense the answer to these questions into a brief sentence • This is the purpose or central idea

7. Step 2Envision the Audience • Much confusion in communication is due to differences in the sender and receiver’s perceptions • You need to understand your audience to comprehend their possible perceptions of your communication

8. Step 2Envision the Audience • Focus on relevant information you know about the receiver and consider • Age • Economic level • Educational/occupational background • Needs and concerns of the receiver • Culture • Rapport • Expectations

9. Chapter 3 The Value of Empathy Consider the impact of what you say and how you say it.

10. Step 2Envision the Audience • Assume an empathetic attitude toward the receiver Example page 86

11. Step 3Adapting the Message to the Audience • Focus on the receivers point of view • Develop a “you attitude” rather than a “me attitude” • Use the word “you” (appropriately) frequently as opposed to the pronoun “I” Example page 89

12. Step 3Adapting the Message to the Audience • Give complements carefully • Avoid flattery (undeserved praise)

13. Step 3Adapting the Message to the Audience • Concentrate on the following questions • Does the message address the receivers major needs and concerns? • Is the receiver clearly in the picture? • Will the receiver perceive the idea to be fair, logical, and ethical? Are the ideas expressed clearly and concisely

14. Step 3Adapting the Message to the Audience • Does the messages serve as a vehicle for developing positive business relationships—even when the message is negative? • Is the message sent promptly to indicate courtesy? Does the message reflect high standards of a business professional • Quality paper, accurate formatting, quality printing, and absence of misspellings and grammatical errors?

15. Step 3Adapting the Message to the Audience • Communicate ethically and responsibly • Consider the following questions • Is the information stated truthfully, honestly, and fairly? • Does the message embellish or exaggerate the facts? • Are the ideas expressed clearly and understandably?

16. Is your viewpoint supported with objective facts Are ideas stated with tact and consideration that preserves the receivers self-worth? Libel-written defamatory remarks Slander-spoken defamatory remarks Are graphics carefully designed to avoid distorting facts and relationships? Step 3Adapting the Message to the Audience

17. Step 3Adapting the Message to the Audience • Build and protect goodwill • Goodwill-when a business is worth more than its tangible assets • Good name • Desirable location • Unique product • Excellent customer service, etc. • Insensitive messages can diminish goodwill

18. Step 3Adapting the Message to the Audience • Tone-the way a statement sounds and conveys the communicator’s attitude • Eliminate words that are overly euphemistic, condescending, demeaning, and bias

19. Step 3Adapting the Message to the Audience • Use euphemisms cautiously • Euphemisms-kind word substituted for ones that may offend Example page 93

20. Step 3Adapting the Message to the Audience • Avoid condescending or demeaning expressions • Imply the communicator is temporarily coming down from eye level of superiority • Demeaning expressions (dysphemism) • Makes an idea of seem negative for disrespectful • Ambulance chasers-lawyers • Pigs-policemen, etc.

21. Step 3Adapting the Message to the Audience • Use connotative tone cautiously • Denotative meaning-literal • Connotative meaning-literal meaning plus extra message • May be helpful at times Example page 95

22. Step 3Adapting the Message to the Audience • Use specific language appropriately Example page 96

23. Step 3Adapting the Message to the Audience • Use bias-free language • Exclude stereotypes • Avoid gender bias • Avoid racial or ethnic bias • Avoid age bias • Avoid disability bias Examples pages 97 and 98

24. Chapter 3 Overview of Generations • Matures: 1925–1942 • Boomers: 1943–1960 • Gen Xers: 1961–1980 • Millennials: 1980–2003

25. Step 3Adapting the Message to the Audience • Use contemporary language • Reflects corrected, standard English used in a professional setting • Eliminate outdated expressions • Eliminate clichés • Overused expressions

26. Chapter 3 Eliminating Clichés • right as rain • ships that pass in the night • batten down the hatches • salt of the earth • long row to hoe • up the creek without a paddle • like a bull in a china shop

27. Step 3Adapting the Message to the Audience • Use simple, informal words • Jargon may be used when communicating with colleagues

28. Step 3Adapting the Message to the Audience • Communicate Concisely • Include all relevant details in the fewest possible words • Necessary do to the “avalanche’ of information created and distributed by technological advances

29. Chapter 3 Lecture Slide Writing Concisely • Eliminate redundancies • Use active voice • Include essential details only • Tighten using prefixes, suffixes, compound adjectives

30. Chapter 3 Revising for Conciseness Sample 1 Just three days ago you asked us to investigate the problem you had with your air conditioning equipment. We have completed the investigation. As you probably know, your building is steam heated. Too low humidity is apparently the cause of the trouble. Your solution is to . . . . Sample 2 You asked us to let you know when the new shipment of R-23 film came on the market. The R-23 is now available.

31. Step 3Adapting the Message to the Audience • Eliminate redundancies • A phrase in which one word unnecessarily repeats an idea contained in an accompanying word • Not to be confused with repetition Examples page 102

32. Chapter 3 Lecture Slide Project a Positive, Tactful Tone • State ideas using positive language • Speak of what can be done instead of what you cannot be done Emphasis on what CAN be done Emphasis on what can NOT be done

33. Step 3Adapting the Message to the Audience • Sometimes negative words are more effective in achieving clarity (provides more contrast) “Ink jet printers are not acceptable for printing resumes.” • Negative words may be necessary when positive words have not brought desired results

34. Step 3Adapting the Message to the Audience • Avoid using second person when stating negative ideas • Use second person for stating pleasant ideas Emphasis placed on Fred Emphasis placed on the brochure

35. Step 3Adapting the Message to the Audience • Use passive voice to convey negative ideas Preferred for negative ideas

36. Step 3Adapting the Message to the Audience • Use subjunctive mood to de-emphasize negative ideas • Speak of a wish, necessity, doubt, or conditions contrary to fact

37. Step 3Adapting the Message to the Audience • Include a positive idea in the same sentence with a negative one.

38. Step 4 Organizing the Message • Dividing a topic into parts and arranging them inappropriate sequence

39. Step 4 Organizing the Message • Outlining to benefit the sender and the receiver • Some parts will be central ideas • Other parts will be minor ideas (details)

40. Encourages accuracy and brevity Permits concentration on one phase at a time Saves time in structuring ideas Provides a psychological life Facilitates appropriate emphases of ideas Facilitates concise and accurate message Makes relationships between ideas easier to distinguish and remember Promotes a positive reaction to the message and the sender Chapter 3 Benefits of Outlining Receiver Benefits Sender Benefits

41. Step 4 Organizing the Message • Sequence ideas to achieve desired goals • Follow the three-step process illustrated in figure 3-3

42. Chapter 3 Lecture Slide Step 4: Selecting an Outline for Spoken and Written Messages

43. Summary • Identify the purpose of the message and the appropriate channel • Develop clear perceptions of the audience to enhance the impact of the communication and human relations • Apply techniques for adapting messages to the audience, including strategies for communicating ethically and responsibility • Recognize the importance of organizing a message before writing the first draft • Select the appropriate message outline (deducted or inductive) for developing messages to achieve the desired response