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433326 and GravesBusiness Communication Quarterly BCQ75110.1177/1080569911433326Sacks Social Networking Part 2 How Many “Friends” Do You Need? Teaching Students How to Network Using Social Media Business Communication Quarterly 75(1) 80–88 © 2012 by the Association for Business Communication Reprints and permission: http://www. sagepub.com/journalsPermissions.nav DOI: 10.1177/1080569911433326 http://bcq.sagepub.com Michael Alan Sacks1 and Nikki Graves1 Abstract Student reliance on social media is undeniable. However, while we largely regard social media as a new phenomena, the concepts underlying it come directly from social network theory in sociology and organizational behavior. In this article, the authors examine how the social network concepts of size, quality, complexity, diffusion, and distance determine the situational usefulness of social media tools such as Facebook, LinkedIn, and Twitter. The authors also provide in-class and out-of-class teaching assignments that help students recognize the specific ways in which social networks can aid or hinder their professional endeavors. Keywords social media, social network theory, organizational behavior Introduction Business communication teachers derive many benefits from integrating social media use into their classes. One reason is that the current population of millennial generation students, which largely comprises current undergraduate and MBA-level students more technologically savvy than any previous generation. Social media not only serve as communication tools for students but shape the way they construct their social and professional identities (Hartman & McCambridge, 2011). Therefore, the use of social media lends itself well to many of the impression management techniques that we teach in business communication courses, such as personal branding (Roberts & Roach, 2009). 1 Emory University, USA Corresponding Author: Nikki Graves, Goizueta Business School, Emory University, 1300 Clifton Road NE, Atlanta, GA, 30322, USA Email: [email protected] Social Networking Part 2 81 Social media are not only tools of students but increasingly of the organizations that seek to hire them. HR personnel frequently use social networking websites as reference checks for potential job candidates (Roberts & Roach, 2009). In addition, ample evidence suggests that use of social media within organizations’ communication is rapidly displacing email (Cardon & Okoro, 2010). Thus, social media, when used appropriately, opens up a world of networking and relationship-building opportunities for students (Decarie, 2010). Students who can communicate via informal and formal communication channels are becoming increasingly valuable in organizations. We tend to think of social media and networking as relatively new phenomena. But many popular social media tools are built on concepts within social network theory, a preeminent research field within sociology and organizational behavior (Burt, 1992; Granovetter, 1973; Uzzi, 1996). Social network theory examines specific dynamics within webs of interrelationships among people and firms. In this article, we explore the concepts of social network theory that underlie the power and popularity of social media. First, we examine how business communication teachers can use Facebook to teach principles of network size and network quality. Second, we explore how LinkedIn demonstrates the principle of social distance. Third, we address how Twitter exemplifies network diffusion and network complexity. We also include in-class and out-ofclass exercises that help students maximize the effectiveness of social networking. Facebook, Network Size, and Network Quality Facebook has become the premiere site for social networking, with more than 800 million users as of October 2011 (Facebook, 2011). The site is not only a favorite source of social connectedness, but it is even credited for helping to spread democracy and topple regimes in countries such as Egypt and Tunisia. While we tend to think of Facebook as a fairly recent phenomenon, it is grounded on well-established tools in social network theory. Two of the principle features of social networks are network size and network quality. The size of a person’s network is a critical predictor of her or his ability to learn new information. Most students believe that the larger the network the better, as large networks seemingly provide more opportunities for information benefits than do smaller networks. While this is true, the flip side is that large networks require more time and energy for maintenance of high-quality ties within that network. With too many contacts, people struggle to manage the flow of information and maintain high quality, meaningful relationships with others in their network (Burt, 1992). Although Facebook functions primarily as a social medium, it also offers a valuable comparison to professional networking. Students can certainly recognize that the more Facebook friends they have, the less they are able to know specific information about each person. The same problem applies to professional networking. The common behavior of students gathering business cards at job fairs provides a helpful example. Many of our students seek to “network” at such events, quickly shifting from person to person with the goal of maximizing their contacts rather than developing lasting professional relationships. Although this approach may maximize the growth of their 82 Business Communication Quarterly 75(1) network, network size does not necessarily correspond to network quality (Granovetter, 1973). Students typically spend only a little time with each person, rarely engaging in in-depth conversations that will help others remember them in the future. Daunted by the number of contacts that they make, students may not feel motivated to spend time and energy maintaining potentially valuable contacts. By learning about the concepts of network size and quality, students seeking jobs begin to understand that building a smaller network with higher network quality is a better strategy than to make as many contacts as possible. At a job fair, spending time with five people who work in the industry that students seek to enter is a far more productive use of their time than having cursory conversations with fifty people. One of the ways we teach the principles of network size and quality is through an inclass network analysis assignment (Appendix A). We distribute a simple survey to each member of a class. This survey lists the names of each person enrolled in the course. We then ask each student to rank how often they speak with every other individual in the class, on a scale of 1 to 10 (1= never, 10 = all the time). Next, we analyze this matrix of information to measure the communication network of students within the class. Appendix A provides an example of one of these class analyses. We ask that students compare two extreme scores on the matrix. For example, the matrix that we include shows that Student 199 has been listed by many of his peers as someone with whom they have frequent contact. In contrast, Student 182 is only listed by one person in the class as someone with whom they have any contact. The comparison of these two students’ networks leads to a discussion about the benefits and disadvantages of small and large networks, and balancing network size with quality. In our example, Student 199 enjoys the benefits of far greater information access and speed of that access as compared to Student 182; Student 199 is likely to learn of a new job or social opportunity from someone else in the class far more quickly than Student 182. However, there is a distinct negative to the size and centrality of a larger network, and that is the time needed to maintain it. Student 199 has many people to communicate with for up-to-date information, while Student 182 has just one. This leaves Student 182 ample time to develop relationships outside of the in-class network, while Student 199 has allocated a considerable amount of time to his social ties within the class. The concepts of network size and quality help students understand how to develop and manage their social and professional networks, as well as to balance the size of their networks with the time they are willing to spend maintaining them. Facebook takes these principles to new extremes by facilitating social connections for hundreds of millions of people. Using Facebook as an example of network size and quality allows students to balance the size of their professional network and the amount of time and energy that they want to spend maintaining it. LinkedIn and Social Distance In contrast to Facebook’s role as a social connector, LinkedIn, with roughly 100 million users, serves as the most used social media site for professional networking (LinkedIn, 2011). Registered users can add people they know to their contact list, then Social Networking Part 2 83 sort their contacts based on where they work, in what city, and in what industry. In addition to these searches of their current friends on LinkedIn, they can also use the site to connect to new people based on common connections. In this regard, LinkedIn demonstrates a third network principle: social distance. The principle behind social distance is the fact that people are more likely to do favors for others with whom they have close connections. The strongest of these is a first-order connection, or a direct friend connection. One step away from this is a second-order connection, or a friend of a friend. Next is a third-order connection, or a friend of a friend of a friend. Even such distant ties as third-order connections have more power than nonrelationships; people are more willing to help friends of friends than complete strangers. However, as the social distance grows in number of ties, the power of these ties obviously diminishes. Applying the concept of social distance encourages students to become aware of their second- and third-order connections, in addition to their primary connections. In part one of our exercise (Appendix B), we provide students with a list of names that includes those of well-known public figures, for example, the current President of South Africa, Jacob Zuma. We ask each student to compute privately the number of ties it would take for them to reach each person on the list. After giving students sufficient time to complete their questionnaire, we then run a class competition for who can connect to each person on this list with the fewest number of ties. Students frequently discover how little social distance separates them from some of the individuals on the list. Of course, students usually discover at least one person on the list to whom they are not connected. This exercise helps students recognize who is in or out of their networks, develop awareness about second- and third-level contacts, and formulate networking goals. Part two of this exercise asks students to log on to LinkedIn and use the website to perform the same analysis as above. In many cases, students were surprised to see that they had a second- or third-order connection to one of the people on our list. This demonstrates that second- or third-order connections are more often unknown than known and how LinkedIn makes visible what is usually invisible in our daily lives. The principle of social distance is one of the main contributions that LinkedIn provides for professional networking. Twitter, Network Diffusion, and Network Complexity The benefit of Twitter is that it allows users to send and read brief messages very quickly. Twitter is designed for messages of a maximum length of 140 characters; thus users are forced to keep messages quite concise. This feature has become especially popular with our students as it allows them to send and receive updates at great speeds (especially during our classes). Twitter’s speed and ease of use reflects the underlying principles of network diffusion and network complexity. Diffusion determines how quickly or widely a message spreads through a network. Diffusion can be an extremely useful organizational tool in marketing a new product, for example, but it can be harmful when a negative message about the new product’s dangers spreads about that company. Complexity has to do with the message itself. 84 Business Communication Quarterly 75(1) Typically, simpler messages have faster and wider diffusion rates, while more complex messages score lower on both dimensions. We teach the concepts of network diffusion and complexity in an in-class exercise (Appendix C). We designed the first question, which asks for students to report on the weather in Anchorage, Alaska, to demonstrate network diffusion. Typically, the larger the student network, the faster they will receive replies and the greater number of messages they’ll get. The next question illustrates the concept of network complexity. Students’ answers to the first question, which asks for basic information on weather conditions, are largely accurate because weather conditions are easily verifiable. However, the second question, which requires information about wind speed, direction of wind flow, and future projections of weather patterns, demonstrates the downside of network complexity. Typically, very few of our students receives information that answers these questions. This exercise reveals that when we need specific, more complex information, the speed and simplicity of network tools such as Twitter prevent us from receiving the information we need. To further demonstrate network complexity, we ask students to tweet about increasingly specific questions. For example, we ask them to find instructions on how to build an ocean-bearing sailboat, with materials that are native to Anchorage, and without the use of heavy machinery. At this point, students are usually clear about the perils of seeking specific, complex information through a system that is built to maximize speed and simplicity. Synthesizing Social Networking Concepts Our last assignment requires students to integrate social network concepts to create a networking action plan. Appendix D describes this out-of-class assignment that introduces students to the concept of an “ego network,” an analysis of an individual’s network. We ask students to analyze their current networks and compare them to their ideal networks to achieve their professional career goals. For this assignment, students conduct a gap analysis in which they identify the steps that they need to take to achieve their career goals. We ask that students use social media tools to provide evidence supporting their analysis. This assignment reinforces the need to be strategic about networking to maximize results and minimize wasted effort and mistakes. Conclusion Our goal as business communication teachers is to help students understand the dynamics behind popular social media, to use them most effectively, and to avoid career-damaging misuses of these tools. In a series of in-class assignments, students learn how network size, network quality, social distance, network diffusion, and network complexity function not only in social media but also in the professional world. In our final out-of-class assignment, students apply the concept of an ego network to assess their current networks and to develop a networking action plan. Learning social network principles empowers students to match social media tools to recognize who is in their current networks, to develop networking goals, and to use the appropriate social media to achieve each goal. Social Networking Part 2 85 Last semester, while teaching a class on professional communication skills, one of the authors of this article paused to ask a student why he was surreptitiously texting during class. “I’m just practicing my communication skills,” was his defense, which earned a laugh from his peers (although not from the professor). Undoubtedly, exchanges such as this are disruptive and annoying, at least to those who are attempting to lead class. Nevertheless, students’ dedication to social media offers a rich opportunity for us to deepen their understanding of how social and professional media work. Understanding how social network theory underlies social and professional networking allows students to maximize their networks while avoiding career-undermining mistakes. Appendix A Compare Network Size With Network Quality Directions The matrix below represents the communication network within our class, or how often each class member speaks to every other class member. Compare the network of Student 199 with Student 182, and consider the following questions: 1. What are the advantages/disadvantages for each student’s in-class network? 2. What advice would you give to each student about building a professional network outside of class? 86 Business Communication Quarterly 75(1) Appendix B Social Distance Exercise Directions Part one. Please examine the below list of people to determine your social distance from them. To determine your social distance, list the number of ties that you would need to go through to contact each person on the list. Example. I am 3 ties from President Clinton: (1) my uncle Sandy knows (2) former Congressman Dick Gephardt who knows (3) President Clinton. • • • • • • John McCain Michelle Obama Warren Buffett Barry Bonds Heidi Klum Jacob Zuma Questions 1. Who is in your network, however remotely? 2. Who is out of your network? Part two. Confirm your ties to the above list using your LinkedIn contacts. Did you find additional links that you weren’t aware of that connect you to the names on the above list? Appendix C Network Diffusion and Complexity Exercise Directions The goal of this assignment is to gather accurate and detailed information quickly. Please use your Twitter account to answer each of the following questions in the specified amount of time (if you don’t have a Twitter account, you can use Facebook). Wait until the instructor says “go” before starting. Question one. What are the current weather conditions in Anchorage, Alaska? (Three minutes) Discussion Questions • Who was the first class member to receive a reply? • Who received the most replies? Social Networking Part 2 87 • What percentage of your replies provided accurate information, according to weather.com? Question two. We are ocean sailors, and we need very detailed information about the weather in Anchorage. Use your Twitter account to gather accurate information about current wind speed, direction of wind flow, and weather prediction patterns for the next six hours. (Five minutes) Discussion Questions • How many replies did you receive? How quickly? • What percentage of the class received accurate information? • If we wanted to build a seaworthy vessel, using materials native to Anchorage, without the use of heavy machinery, can we rely on Twitter for accurate information? • What does this exercise tell you about the advantages and disadvantages in using Twitter? • How do the principles of network and diffusion apply to professional networking? • What is the best way to use Twitter for networking? Appendix D Create Your Professional Network Using Social Network Concepts Directions What does your current network look like? What does your ideal network look like? What do you need to do to create your ideal network? Conduct a gap analysis to identify the steps that you need to take to develop your network. 1. Briefly describe your post-college dream job. 2. What kind of network will be useful to help you obtain this position and to succeed on the job? Create a map of your ideal network. 3. Create a map of your current professional network. 4. How can you move your current network towards your ideal network? Create a plan to develop your network. In your plan, consider what mix of network size, network quality, social distance, network diffusion, and network complexity you would like to maintain. 5. In your plan, discuss if/ how you plan to use Facebook, LinkedIn, and Twitter to accomplish your networking goals. 88 Business Communication Quarterly 75(1) Declaration of Conflicting Interests The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The authors received no financial support for the research, authorship, and/or publication of this article. References Burt, R. (1992). Structural holes: The social structure of competition. Boston, MA: Harvard University Press. Cardon, P., & Okoro, E. (2010). A measured approach to adopting new media in the business communication classroom. Business Communication Quarterly, 73, 434-438. Decarie, C. (2010). Facebook: Challenges and opportunities for business communication students. Business Communication Quarterly, 73, 449-454. Facebook. (2011). Statistics. Retrieved from https://www.facebook.com/press/info.php?statistics Granovetter, M. (1973). The strength of weak ties. American Journal of Sociology, 78, 1360-1380. Hartman, J., & McCambridge, J. (2011). Optimizing millennials’ communication styles. Business Communication Quarterly, 74, 22-44. LinkedIn. (2011). About us. Retrieved from http://press.linkedin.com/about Roberts, R., & Roach, T. (2009). Social networking web sites and human resource personnel: Suggestions for job searches. Business Communication Quarterly, 72, 110-114. Uzzi, B. (1996). The sources and consequences of embeddedness for the economic performance of organizations: The network effect. American Sociological Review, 61, 674-698. Bios Michael Alan Sacks is an associate professor in the practice of organization and management at Emory University’s Goizueta Business School. His research centers on the role of social networks in predicting outcomes in conflict management, negotiations, and executive decision-making. Nikki Graves is an assistant professor in the practice of management communication at Emory University’s Goizueta Business School. She is also the director of Goizueta’s Business Writing Center. Her research focuses on narrative identity, emotional intelligence as the foundation for verbal and written communication, and emotional contagion. Copyright of Business Communication Quarterly is the property of Association for Business Communication and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.