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Chapter 3 Planning Spoken and Written Messages Lecture and Resource Slides BCOM 3e, Lehman & DuFrene © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning Objectives 1. Identify the purpose of the message and the appropriate channel. 2. Develop clear perceptions of the audience to enhance the impact of the communication and human relations. 3. Apply techniques for adapting messages to the audience, including strategies for communication ethically and responsibly. 4. Recognize the importance of organizing a message before writing the first draft. 5. Select the appropriate outline (deductive or inductive) for developing messages to achieve the desired response. Learning Objective 1 Identify the purpose of the message and the appropriate channel. Process for Planning and Preparing Spoken and Written Messages © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Step 1a: Determine the Purpose of the Message What do you hope to accomplish with the message? Get information Answer a question Accept an offer Deny a request Sell or get support for a product or idea Apologize © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Step 1b: Select a Channel Situation Channel/Justification Tell a customer damaged merchandise Telephone or face-to-face: Lends importance to the message; more will be replaced personal Notify a sales rep of job termination Telephone or face-to-face: Lends importance to the message; more personal Inform employees of a new Internet usage policy Email: Routine matter; mass distribution © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning Objective 2 Develop clear perceptions of the audience to enhance the impact of communication and human relations. Step 2: Envision the Audience What should you learn about your audience? Age and cultural factors Economic and educational levels Work background Needs and concerns Rapport Expectations © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Audience Perceptions Meaning an audience derives from a message is colored by: Previous experiences Attitude toward sender and ourselves Attitude toward subject Experience with channel, especially in electronic communication © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning Objective 3 Apply techniques for adapting messages to the audience, including strategies for communicating ethically and responsibly. Step 3: Adapt the Message to the Audience • Focus on the ________ receiver’s point of view • Communicate ________ ethically and __________ responsibly goodwill • Build and protect ________ contemporary language • Use ____________ • Use ______, simple informal words • Project a positive, ______ tactful tone • Write ________ concisely © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Adapting: Focusing on Receiver’s Viewpoint “Me” Attitude “You” Attitude I want to congratulate you on your award. Congratulations! You are the Employee of the Year. I am interested in ordering . . . Please send me . . . (You is the understood subject.) I give you permission to take an You earned an extra day of extra vacation day. vacation because of your performance. © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 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 © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Adapting: Building and Protecting Goodwill • Use ___________ euphemisms cautiously • Avoid _____________ condescending or demeaning expressions • Use __________ connotative tone cautiously • Use _______ specific language appropriately • Use ________ bias-free language © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Common Occupational Euphemisms Accountant Lawyer Politician or public relations director Psychiatrist • Bean counter • Ambulance chaser • Spin doctor • Shrink © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Using Connotative Words • May be more easily misinterpreted than denotative words • Appropriateness varies with the audience and the context © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Adapting: Using Contemporary, Easily Understood Language • Eliminate outdated expressions • Eliminate clichés • Choose simple, informal words © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Eliminating Clichés Cliché Improved Right as rain I am feeling good. Ships that pass in the night We are working different schedules. Up the creek without a paddle He is having trouble with his work. Salt of the earth This employee can be counted on to do a job right. © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 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 © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Adapting: Projecting a Positive, Tactful Tone • State ideas using _______ positive language second person when stating • Avoid using ______ negative ideas passive voice to convey negative ideas • Use _______ • Use __________ subjunctive mood to de-emphasize negative ideas positive idea in the same • Include a ________ negative one sentence with a ________ © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Projecting a Positive, Tactful Tone Negative Tone Don’t forget to submit your mileage. Positive Tone Please remember to submit your mileage. We cannot ship your order until you send us full specifications. You will receive your orders as soon as you send us full specifications. You neglected to indicate the Please send the complete specs for Part No. 332-3. specs for Part No. 332-3 so your order can be finalized. © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning Objective 4 Recognize the importance of organizing a message before writing the first draft. Sender Benefits from Outlining • Encourages ________ accuracy and ______ brevity • Permits ____________ concentration on one phase at a time • Saves time in __________ structuring ideas • Provides a psychological ___________ lift • Facilitates appropriate ________ emphasis of ideas © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Receiver Benefits from Outlining • Makes messages more concise and accurate • Makes relationships between ideas easier to distinguish and remember • Promotes a positive reaction to the message and the sender © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning Objective 5 Select the appropriate message pattern (deductive or inductive) for developing messages to achieve the desired response. Step 4: Select an Appropriate Outline © 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
