chapter 7 - the university of texas at arlington – ut...

Chapter 7Delivering Bad-News Messages

Learning Objectives1. Explain the steps in the inductive outline and understand its use for specific situations.2. Discuss strategies for developing the five components of a bad-news message.3. Prepare messages refusing requests and claims.4. Prepare messages handling problems with customers’ orders and denying credit.5. Prepare messages providing constructive criticism, communicating negative organizational news,

and responding to crises.

Chapter OverviewChapter 7 focuses on the bad-news messages that typically require an inductive strategy. Situations covered include sharing bad news, refusing a request, denying a claim, refusing an order, denying credit, delivering constructive criticism, and communicating negative organizational news. Because the construction of bad-news messages involves more delicate human relations issues than were encountered with good news and neutral messages, plan to devote more discussion time to Chapter 7.

Key TermsCounterproposal 108Fair Credit Reporting Act 115

PowerPoint Slides Lecture Slides — Students can review key chapter concepts on the Lecture Slides (found on the

companion website (Student’s Resources)). Slides can be downloaded for convenient printing of handouts for taking class notes.Slide Number and Title

1. Chapter 7 Delivering Bad-News Messages2. Learning Objectives3. Indirect Outline for Bad-News Messages4. Types of Bad-News Messages5. Channel Choice for Bad News: Showing Tact6. Advantages of Inductive Outline7. Exceptions to Inductive Approach for Bad News8. Developing the Opening9. Effective Openings for Bad-News Message10. Guidelines for Composing Reasons11. Wording the Bad-News Statement12. Offering a Counterproposal or “Silver Lining”13. Techniques for Closing Positively14. To Close Positively, Avoid . . .15. Delivering Constructive Criticism

© 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.

Chapter 7 Delivering Bad-News Messages

16. Sharing Negative Organizational News E-lectures — Slides with engaging narration of key concepts—useful as reinforcement of lectures

and exam reviews—are available through the CourseMate site for BCOM3. Resource Slides — A larger deck of slides for instructors for displaying in the classroom; these slides

for class enrichment and solutions to activities and applications are also available at the companion website (Instructor’s Resources) and on the Instructor’s CD.Slide Number and Title

17. Chapter 7 Delivering Bad-News Messages18. Learning Objectives19. Learning Objective 1 Explain the steps in the inductive outline and understand its use for

specific situations.20. Indirect Outline for Bad-News Messages21. Using the Inductive Approach to Build Goodwill22. Types of Bad-News Messages23. Channel Choice for Bad News: Showing Tact24. Advantages of Inductive Outline25. Exceptions to Inductive Approach for Bad News26. Learning Objective 2 Discuss strategies for developing the five components of a bad-news

message.27. Developing the Opening28. Effective Openings for Bad-News Message29. Perfecting Buffer Statements30. Guidelines for Composing Reasons31. Wording the Bad-News Statement32. Examples of De-Emphasis Techniques33. Examples of De-Emphasis Techniques (cont.)34. Offering a Counterproposal or “Silver Lining”35. Perfecting Refusal Statement36. Techniques for Closing Positively37. To Close Positively, Avoid . . .38. Closing Positively: What Would You Do39. Closing Positively: What Not to Do40. Refusal of a Favor: Why It Works41. Learning Objective 3 Prepare messages refusing requests and claims.42. Refusal of Employee Request: What Does Not Work43. Refusal of Employee Request: Why It Works44. Refusal of Employee Request: Why It Works (cont.)45. Learning Objective 4 Prepare messages handling problems with customers’ orders and

denying credit.46. Denying a Claim: What Doesn’t Work47. Denying a Claim: Why It Works48. Credit Denial: Why It Works49. Adhering to the Fair Credit Reporting Act50. Learning Objective 5 Prepare messages providing constructive criticism, communicating

negative organizational news, and responding to crises.51. Delivering Constructive Criticism52. Constructive Criticism: What Does Not Work53. Constructive Criticism: Why It Works



54. Sharing Negative Organizational News55. Negative Organizational News: What Does Not Work56. Negative Organizational News: Why It Works57. Negative Organizational News (cont.)

Chapter OutlineCHOOSING AN APPROPRIATE CHANNEL AND ORGANIZATIONAL PATTERN 102

Channel Choice and Commitment to Tact 102Use of the Inductive Approach to Build Goodwill 104Exceptions to the Inductive Approach 105

DEVELOPING A BAD-NEWS MESSAGE 105Writing the Introductory Paragraph 105Presenting the Facts, Analysis, and Reasons 106Writing the Bad-News Statement 107Offering a Counterproposal or “Silver-Lining” Idea 108Closing Positively 108

REFUSING A REQUEST 110DENYING A CLAIM 111DENYING CREDIT 113DELIVERING CONSTRUCTIVE CRITICISM 115COMMUNICATING NEGATIVE ORGANIZATIONAL NEWS 116

Breaking Bad News 116Responding to Crisis Situations 118

Teaching SuggestionsLearning Objective 1

Explain the steps in the inductive outline and understand is use for specific situations.CHOOSING AN APPROPRIATE CHANNEL AND ORGANIZATIONAL PATTERN Describe the close tie between customer loyalty and an organization’s ability to handle difficult

situations with tact and empathy. Discuss real world examples that support this point, e.g., the Sago Mine tragedy and the community

response or how Radio Shack laid off more than 400 people via email. Encourage students to share examples based on their own experience. Show the visual previewing

the types of bad-news messages they will study in this chapter.

Resource slide 6: Types of Bad-News Messages

Channel Choice and Commitment to Tact Make a reference to the TV program, “The Apprentice,” and discuss Donald Trump’s use of “you’re

fired.” Remind students that his directness is not the usually the best choice of organizational pattern and word use when letting an employee go.

Resource slide 7: Channel Choice for Bad News

Show the visual and begin discussion of channel choice for negative communication with this question: “Have you ever been fired from an employment position? How did your supervisor handle firing you or laying you off — in person, over the phone, via a letter, or via email?”



Discuss face-to-face communication as an ideal channel for negative messages because of the rich nonverbal messages and opportunity for feedback to minimize the misinterpretation of highly sensitive messages.

Discuss the increase in email to deliver bad-news messages because of honesty, accuracy, and lessened discomfort. However, stress the importance of considering the impersonal nature of email for bad-news messages.

Assign Activity 3 that requires students to choose an effective channel based on receiver reaction and the need for a “personal touch.”

Use of the Inductive Approach to Build Goodwill Before introducing the inductive approach for conveying bad news, initiate a discussion about best

and worst outcomes for sender when sharing bad news. Show the visual of the inductive outline as you discuss the sequence of the bad-news messages.

Stress the possible negative reactions to bad news positioned before the explanations as you show the visual.

Resource slide 4: Indirect Outline for Bad-News Messages

Show the visuals as you discuss the advantages of the inductive sequence. Use the “Check Your Communication” checklist as a basis for discussion.

Resource slide 5: Using the Inductive Approach to Build Goodwill

Resource slide 8: Advantages of Inductive Outline

Exceptions to the Inductive Approach Have students complete Activity 2 in small groups. Have students justify their choice of deductive or

inductive outline with the class. Lead a class discussion of occasions when the deductive approach for a negative message may

better serve the writer’s purpose. Refer students to circumstances listed in the text that may justify deductive writing of bad news.

Emphasize that circumstances are rare. Encourage students to share personal incidents supporting this idea.

Resource slide 9: Exceptions to Inductive Approach for Bad News

Remind students that different cultures prefer different delivery styles, based on their preferences for obtaining information. Emphasize differences in cultures emphasized in photo caption. Discuss how corporate culture also impacts the delivery of bad news, as seen in Donald Trump’s delivery style on “The Apprentice”.

A trend exists in some U.S. firms to use a more direct style for all types of messages. Study is needed as to how audiences react to such messages and whether they best serve the interests of all parties involved.

Learning Objective 2

Discuss strategies for developing the five components of a bad-news message.DEVELOPING A BAD-NEWS MESSAGE Point out that a bad-news outline has five sections with specific principles involved in writing each:

(a) introductory paragraph, (b) explanation, (c) bad-news statement, (d) counterproposal or “silver lining idea,” and (d) closing paragraph.

Have students study the ineffective and effective applications of the inductive outline illustrated in the sample documents. Point out the ineffective icon that appears above the examples of poor



writing. Additional model documents appear on the Student website for additional review of effective writing.

Writing the Introductory Paragraph Show the visual (below left) as you lead a discussion about techniques for developing the

introductory paragraph. Show the visual (below right) as you review six possible beginnings of bad-news messages. Assign

Activity 7 that requires students to write the opening and the close for one of the situations in Activity 2. Have them consider the approaches used in the opening paragraphs of the model documents in the chapter.

Resource slide 11: Developing the Opening

Resource slide 12: Effective Openings for Bad-News Message

Have students complete Activity 4 in small groups and share revisions with class. Project the visual (right) as you emphasize the contrast between the deductive opening and revised inductive opening to help students understand the value of presenting bad news inductively.

Resource slide 13: Perfecting Buffer Statements

Presenting the Facts, Analysis, and Reasons Show the visual as you discuss techniques for writing the explanation section. Refer students to Figure 7-2 on p. 107 as you reinforce principles of writing the introductory

paragraph and the explanation section. Present the following scenarios as an in-class group assignment. Ask students to write the body of

the letter. Discuss their solutions.

Resource slide 14: Guidelines for Composing Reasons

Because sales numbers are down for the quarter, your supervisor is implementing a new program for restricting employee access to eBay, Facebook, and other entertainment websites. He has asked you to write the new policy and inform employees of the policy and the sanctions for not adhering to the policy. When communicating this message to employees, how can you counteract resistance to the limit while minimizing any ill feelings toward the company?

Writing the Bad-News Statement Show the visuals as you discuss ways to minimize the impact of bad news and techniques for writing

the bad-news statement.

Resource slides 16: Examples of De-Emphasis Techniques

Resource slides 17: Examples of De-Emphasis Techniques (cont)

Refer students to Figure 7-2 on p. 107 as you reinforce principles of writing the bad-news statement. Have students complete Activity 5 in small groups and share revisions with class. Project the visual

(right) as you emphasize the contrast between the deductive opening and revised inductive opening to help students understand the value of presenting bad news inductively.

Resource slide 15: Wording the Bad-News Statement

Resource slide 19: Perfecting Refusal Statement

Have students complete Activity 6 in small groups and share revised statements that portray a positive tone.



Ask student to compose and contrast two statements: one that implies management’s refusal to sponsor a volunteer program and one sentence of direct refusal. If necessary, provide the following example for a refusal to adopt a business casual dress policy: “If our clients expected us to dress casually, we could adopt a casual dress policy” for the implied bad news and “We cannot adopt a casual dress policy because our clients expect us to dress professionally” for the direct statement of refusal.

Offering a Counterproposal or “Silver Lining” Idea Show the visuals below as you discuss the difference between a counterproposal and a silver lining

(left) and introduce the concept of using these approaches for delivering bad news.

Resource slide 18: Offering a Counterproposal or “Silver Lining”

Emphasize that offering an alternative instead of a flat “no” keeps communication open and avoids damage to egos. Discuss possible analogies to help students understand the effect of the counterproposal: The counterproposal is to the “no” response as a highway detour is to the desired route. Although the detour may require more time and be less desirable than the desired route, the driver will reach his or her destination.

Remind students that effective counterproposals or the “silver lining” approach are the best approach to continuing customer loyalty. Customers satisfied with the handling of a bad-news situation and with the offered counterproposal will be the customers who return to a business.

Project the visuals as you discuss examples of how the counterproposal and silver lining might work in a message, and use the fourth visual to wrap up the discussion showing the alternatives as a way to maintain a relationship with the receiver.

Resource slide 22: Closing Positively—What Would You Do

Resource slide 23: Closing Positively—What Not to Do

Closing Positively Show the visuals as you discuss techniques for writing the closing paragraph.

Resource slide 20: Techniques for Closing Positively

Refer students to Figure 7-2 on page 107 as you reinforce principles of writing the closing paragraph. Assign Activity 7 that requires students to study the approaches used in the closing paragraphs in

the model documents in the chapter.Learning Objective 4

Prepare messages handling problems with customers’ orders and denying credit.

Types of Bad News Messages Show the visual as you introduce all the types of bad-news messages. Remind students that determining whether a message is bad news focuses on received reaction to

the message.

Resource slide 6: Types of Bad-News Messages

REFUSING A REQUEST Show the visual (also Figure 7-3 on page 110) as you lead in a discussion of successful refusals for

requests/favors. Point out that refusing employee requests is just as important as refusal letters that must build customer goodwill. The same type of sensitivity and honest explanations are needed.

Show the visuals (also Figure 7-4, poor example, and Figure 7-5, good example, on pages 111-112) as you discuss refusal to employees.



Resource slide 26: Refusal of Employee Request: What Does Not Work

Assign Activity 8 (employee refusal) or Activity 9 (external refusal) for classwork/homework. Project the solution provided on resource slides as you review the assignment.

Resource slide 27 Refusal of Employee Request: Why It Works

Resource slide 28 Refusal of Employee Request: Why It Works (cont)

Assign Application 4, which requires writing a refusal to a request or favor.

DENYING A CLAIM Ask: Is the customer always right? Initiate a discussion of the value of handling claims effectively. Show the visuals below (also Figure 7–6, poor example, on page 113 and Figure 7-7, good example,

on page 114) as you lead in a discussion of the general sequence of ideas in an adjustment refusal.

Resource slide 30: Denying a Claim: What Doesn’t Work

Resource slide 31: Denying a Claim: Why It Works

Ask students to complete Activity 9 for homework that requires students to revise a poorly written claim refusal. Project the solution provided on resource slides as you review the assignment.

Supplement this discussion by asking students to critique and/or revise the poorly written claim denial shown on the resource slides.

Remind students that company policies exist to provide a standard for granting and refusing requests by customers and employees. For example, point out that insurance companies typically deny claims that do not fall within established policies, At times, however, policy requirements are waived, as in the case of life insurance companies that paid claims for the survivors of the 9/11 World Trade Center bombing victims, even though death certificates were not available

DENYING CREDIT Emphasize the legal implications involved in refusing credit and the importance of having legal

counsel review credit refusal letters. Project the visual as you review the requirements of the Equal Credit Opportunity Act (ECOA). Show the visual as you discuss effective credit denials. Emphasize the value of resale in a credit

refusal letter. The good example appears on the companion website.

Resource slide 33: Adhering to the Fair Credit Reporting Act

Resource slide 32: Credit Denial—Why It Works

Learning Objective 5

Prepare messages providing constructive criticism and negative organizational news.DELIVERING CONSTRUCTIVE CRITICISM Emphasize that writing messages that point out negatives is a part of civic responsibility. However,

the motive should be to help; vindication is not a legitimate motive.

Resource slide 35: Delivering Constructive Criticism

Show the visuals (also Figure 7-8, poor example, and Figure 7–9, good example, on page 116-117) as you discuss the content and style of constructive criticisms. Emphasize the legal and ethical implications highlighted in the good example. Ask students to respond to the following questions:

What is the sender’s motive in preparing the letter? Does she want to vent anger at Welch or to sincerely help her, her firm, and your company?

What writing techniques were used to ensure that Welch considers your motive to be genuine?



What was gained from including Welch’s positive and negative points? Why were details of specific behaviors and incidents necessary? Explain the guidelines you will use

for selecting information to include in constructive criticisms that you deliver.

Resource slide 36: Constructive Criticism: What Does Not Work

Resource slide 37: Constructive Criticism: Why It Works

Assign Application 5 that explores the use of electronic message boards for gathering and sharing information, including constructive criticism of the performance of companies and college professors. Have students present their reports to the class to extend the discussion of constructive criticism.

COMMUNICATING NEGATIVE ORGANIZATIONAL NEWS Discuss the importance of internal communication as contributing to employee morale and overall

customer service—if employees are happy, customers will tend to be happy. Compare employee morale to customer goodwill in terms of their importance and their fragile

nature. Stress that regular communication with employees via staff meetings, an organizational newsletter, or chat opportunities with company management will aid during times where management must convey negative messages about an organization.

Consider the company that does not keep employees informed of upcoming meetings, changes in policies, etc. How can these employees communicate effectively with clients or vendors without enough information?

Discuss the hoax that was broadcast publicly when a customer allegedly found a human finger in a bowl of Wendy’s chili. Even though the incident was proven false, Wendy’s had to deal with the consequences of the information being broadcast electronically. Briefly discuss with students the need for a company crisis communications plan that all employees in management positions need to know about and know how to use.

Resource slide 38: Sharing Negative Organizational News

Lead students in a discussion of occasions when memorandums and email messages are appropriate and inappropriate means of communicating bad news.

Show the visuals below (also Figure 7–10, poor example, and Figure 7–11, good example, on page 118-119) as you discuss effective bad-news messages to employees.

Resource slide 39: Negative Organizational News—What Does Not Work

Resource slide 40: Negative Organizational News—Why It Works

Resource slide 41: Negative Organizational News— Why It Works (cont)

Summary Assign selected activities and applications at the end of the chapter. Remind students to study the

suggestions in the “Check Your Communication” checklist when planning and revising an assignment.

Case Assignment 1: Anonymity in Cyberspace Have students read the case and complete the activities as you direct. Follow up with a class

discussion of the pros and cons of anonymity in cyberspace. This case may also be used as the basis for a formal business report.



Use this case to prepare students for holistic assessment assignments. Have students complete the activities following the case; use the writing assignments as preparatory practice in writing an argument for a particular point of view. Refer to the Instructor’s website for guidelines for holistic scoring.

Chapter Review1. Explain the typical appropriate channels and outline for a message that conveys bad news. Under what conditions would a sender be justified in choosing an alternate outline or channel? (Obj. 1) The outline for bad-news messages is as follows: (a) begin with the neutral idea that leads to the reason for the refusal; (b) present the facts, analysis, and reasons for the refusal; (c) state the refusal using positive tone and de-emphasis techniques; and (d) close with an idea that shifts emphasis away from the refusal. Using an alternate outline and placing a refusal in the first sentence may be justified when (a) the message is the second response to a repeated request; (b) a very small, insignificant matter is involved; (c) a request is obviously ridiculous, unethical, illegal, or dangerous; (d) a writer’s intent is to “shake” the reader; (e) a writer-reader relationship is so close that satisfactory human relations can be taken for granted; or (f) the writer wants to demonstrate authority.

When possible, bad news should be conveyed face-to-face because this channel allows for better feedback and nonverbal cues. However, using a face-to-face communication for bad news also provides the opportunity for the interaction to become about personalities instead of issues. Bad news can be conveyed electronically or through snail mail when geographic location prevents face-to-face interaction or when the sender is trying to disperse the personal implications for the interaction.

2. What three functions does the first paragraph of a bad-news message serve? Does “I am responding to email” accomplish all of these functions? Explain. (Obj. 2) The first paragraph (a) lets the receiver know what the letter is about (without stating the obvious) and (b) serves as a transition into the discussion of the reasons (without revealing the bad news or leading the receiver to expect good news). The stated sentence does not accomplish either purpose; it is an empty acknowledgment.

3. Discuss how a counterproposal and implication can be used to de-emphasize the bad-news statement to assist a communicator in achieving the human relations goal of business communication. (Obj. 2)A counterproposal is an alternative to the action requested. It is an expression of empathy and goodwill for the customer that seeks to strengthen and maintain positive, long-term relationships.

4. What objectives should the final paragraph accomplish? Should the closing sentence apologize for action taken? Should it refer to the statement of refusal to achieve unity? Explain. (Obj. 2) The final paragraph (a) de-emphasizes the unpleasant part of the message, (b) conveys some useful information that should logically follow bad news, (c) shows that the writer has a positive attitude, and (d) adds a unifying quality to the message. The closing sentence should not apologize for action taken. Because valid reasons for the refusal have been provided, an apology is inconsistent. Why apologize for doing what is right? The apology weakens confidence in the decision. The last paragraph should bring a unifying quality to the whole message; however, restatement of the refusal would only serve to emphasize it.

5. In which part of a refusal message would resale and sales promotional material be most appropriate? Explain. (Objs. 2–3) A refusal may begin with a resale statement about the product. Sales promotional material would be most appropriate in the final paragraph (or even in a postscript). In earlier paragraphs, it would be confusing.



6. Are form letters recommended when handling problems related to orders? Explain. (Obj. 4)Form letters are only recommended to deal with problems related to orders when customers have made repeated requests or when the order involves inexpensive merchandise that does not represent a major disappointment to the customer.

7. What advice would you give regarding use of template documents available with word processing software? (Obj. 1–5)Template examples frequently do not reflect the elements indicated for effective inductive, deductive, or persuasive messages. While convenient, templates should be used cautiously.

8. Discuss the legal implications involved in writing credit refusals. (Obj. 4) The Equal Credit Opportunity Act (ECOA) requires that the credit applicant be notified of the credit decision within 30 calendar days. Applicants who are denied credit must be informed of the reasons for the refusal and be reminded that the Fair Credit Reporting Act provides them the right to know the nature of the information in their credit file. The ECOA also prohibits creditors from discriminating against credit applicants on the basis of race, color, religion, national origin, gender, and marital status.

9. What elements make criticism “constructive”? (Obj. 5)Constructive criticism should (1) present facts, not opinions, (2) provide evidence to support claims made, (3) use positive language when possible, and (4) provide possible solutions for the problems.

10. Why is the effective handling of negative or crisis information of such importance to a company? (Obj. 5) Managers are often called upon to deliver negative news to employees, particularly in times of economic downturns that impact employees. It is important to deliver such news in an honest and timely way to maintain employee trust. Once trust is broken, it is difficult to repair and morale is damaged. The survivors of downsizing and financial cutbacks are left to carry out the day-to-day business of the organization. A negative attitude from these employees can irreparably harm the growth of the company.

ActivitiesTeaching Suggestions and Possible Solutions

1. Appropriateness of the Inductive Outline (Objs. 1, 2)In pairs, describe either a personal or business-related situation you faced in which you had to share bad news with someone. How did you structure your message? What channel did you use for sharing the news? Was your strategy effective?

Responses will vary. Students should focus on the need for inductive outline except in the special circumstances outlined on p. 104. They should also consider the points regarding channel choice (as outlined in Question 2 from “Digging Deeper”). If time permits following the small-group discussion, ask a spokesperson from each group to summarize the results of the discussion. This topic could also lead to the presentation of an oral report.

2. Determining Appropriate Sequence of Ideas: Deductive or Inductive (Objs. 1, 2) Identify whether each of the following messages should be written deductively or inductively based on the receiver’s likely reaction to the message. Explain your reasoning.

a. A message refusing an office complex tenant’s request for a 30-day lease extension.b. A message from a land developer informing building contractors that completion of utilities to a

new subdivision will be delayed.



c. A message from an appliance manufacturer authorizing the replacement of a glass cook top that was broken in transit to the customer.

d. A message from a customer service manager saying “no” to a customer’s third request for a refund that was previously denied.

e. A message from a company president to reject a contract proposal offered by an international business partner whose cultural style is direct and forthright.

f. A message refusing an employee’s request that the human resources manager “fudge” to a lender about the employee’s reported income to help him qualify for a home loan.

g. A message from a manager apologizing to an employee for unintentional gender biased language.

h. A message extending appreciation for the outstanding work of a consulting firm that spearheaded your successful effort to gain Sarbanes Oxley compliance.

i. A message notifying shareholders of a reduction in quarterly dividends.

Project the Solution slide and discuss the answers in class, or assign the Student Handout (at the end of this guide and online) as homework. [Solutions for Activities 2 and 3 are included in table, below.]

Outline Channel Justification

a Inductive Email/letter This bad-news message would require a written reply but email would be acceptable, especially if the original request came via email.

b Inductive Phone call/follow-up letter The phone call is a courtesy because of the late completion date. The follow-up letter is needed for written record of discussion.

c Deductive Phone call and/or follow-up letter/email

This reply to a routine claim does not require delicate handling.

d Deductive Phone call or letter/email A response to a repeated request requires less consideration than most bad-news messages.

e Deductive Face-to-face if possible or letter/email

Rejecting a contract proposal from someone of another culture is a sensitive issue.

f Inductive Face-to-face/follow-up letter (possibly)

A situation calling for unethical behavior needs personal handling face-to-face but might also require a written follow-up to show the handling of the issue.

g Deductive Face-to-face if possible or email/letter

This bad-news message requires delicate handling because it involves a sensitive, emotion-charged situation.

h Deductive Letter/email This good-news message about credit requires written record.

i Deductive Letter This bad-news message requires a written record.



3. Choosing an Effective Channel (Obj. 1)For each of the situations in Activity 2, decide which communication channel would be most appropriate. Explain your reasoning. [Solutions are included in table, above.] Project the Solution slide and discuss the answers in class, or assign the Student Handout (at the end of this guide and online) as homework.

4. Perfecting Buffer Statements (Obj. 3)Decide which buffer statement is preferable and describe why the others are less effective.

Version 1I am pleased and honored to have been asked to serve as treasurer of the United Way campaign for the coming year.Version 2Regrettably, I will not be able to accept your invitation to serve as treasurer of the United Way campaign in the coming years.Version 3All of us who feel proud of our community agree that the United Way is adding significant value to the lives of thousands of citizens. It has given shelter, health care, money, and hope to many with critical needs.

Version 3 is the preferable buffer statement because it comments on the positive contributions that United Way has made to the community, but the bad news is not revealed. Version 1 is misleading because it sounds like the individual will agree to serve as the campaign treasurer. Version 2 is a direct refusal, which sounds too harsh and negative.

5. Perfecting the Refusal Statement (Obj. 3)Decide which refusal statement is preferable and explain why the others are less effective.

Version 1Under no circumstances can we grant the request you have made.Version 2Legal requirements prevent us from disclosing the information you have requested.Version 3Unfortunately, we are not able to release the requested information due to privacy laws that prohibit disclosure.

Version 2 is the preferred choice of the three refusal statements because the explanation is given first, followed by the bad news. The tone in version 1 is too harsh, and version 3 gives the bad news first, followed by the reason.

6. Revising for Positive Tone (Objs. 2)Revise the following refusal sentences to ensure positive tone.

You cannot receive full tuition reimbursement for the Fraud Examination class you just completed since you earned a C and not an A.

Employees are forbidden from downloading copyright music from company computers.

I am sorry, but we cannot be responsible for the repairs on your car; the damage obviously occurred at the dealership, not at our factory.



Because your portable GPS system did not malfunction until three months after the warranty expired, we cannot honor your claim.

We received many applications for this position but decided to hire an internal candidate.

Company policy does not permit approval of the proposed transaction. Therefore, your request is denied.

[Solutions are included in table, above.] Project the Solution slide and discuss the answers in class, or assign the Student Handout (at the end of this guide and online) as homework.

Suggested answers follow:Full tuition reimbursement is available to students who earn an A in a class.

Company computers may not be used for downloading copyrighted music.

Because the damages to your car occurred at the dealership and not the factory, please consult with your dealer for an adjustment.

Free repairs and replacement of the GPS system is available only during the warranty period.

We have selected a job candidate from the many applications received.

All transactions are governed by current policies.

7. Effective Opening and Closing ParagraphsIn pairs, choose one of the situations in Activity 2 and draft an opening and closing paragraph. Consider various approaches to begin and end the document in a positive way as illustrated in the chapter examples. Share your document with another team and revise based on the feedback you receive.

Student responses will vary depending on the choice of the situation from Activity 2.

Example: Situation A

Opening paragraph:The Glenbrook Office Complex is located in a prime commercial district and is convenient to the airport and major highways. Despite the recent economic downturn, we’re at 100 percent capacity, with a long waiting list of businesses that want to rent space.

Closing paragraph:The attached list includes companies that offer relocation services that could be helpful to you. We appreciate your business as a tenant the past few years and wish you the best in your new location.

8. Document for Analysis: Denying an Employee’s Request (Obj. 3) Analyze the following email. Pinpoint its strengths and weaknesses and then revise the email as directed by your instructor.

RE: GPS Out of the Question

We can’t afford to install an in-dash global positioning system (GPS) in our current fleet of company vehicles.

I would really like to afford you the luxury of having GPS navigate your trips. Unfortunately, the cost of installing GPS in our current trucks is excessive at over $500 per truck, and then there is the monthly service fee. Management would never agree to spend that much money at this time.



I’ll do what I can to convince management to include GPS in the specifications of future company vehicles.

Project the Solution slide and discuss the answers in class, or assign the Student Handout (at the end of this guide and online) as homework.One possible solution follows:

TO: Garcia MartinFROM: Student’s NameDATE: May 23, 2011RE: Installation of GPS Suggestion

Your suggestion to install an in-dash global positioning system (GPS) in our current fleet of company vehicles was good. Having GPS systems in our vehicles would be a convenient addition.

After checking the price on installing these in our current trucks, I’ve found that it would cost $500 per truck plus a monthly service fee. With the current budget situation, these costs would be prohibitive during this current recession.

Since the idea is an excellent one, we can propose to management that future company vehicles include the GPS. This should be less expensive and costs can be budgeted.

Thanks for the excellent idea that I will pass on to management.

A summary of organization, content, and style errors follows:

OrganizationStates the bad news before presenting the reasons for the refusal (deductive rather than recommended inductive approach for bad-news messages).

ContentUses negative tone throughout.Fails to acknowledge fact that GPS system would actually be a good idea.Offers no hope situation will change for future vehicles.Depicts management in a negative light.

StyleIs sender-focused. Offers no hope that management can be persuaded that suggestion is good.

9. Document for Analysis: Denying a Claim (Obj. 3) Analyze the following message. Pinpoint its strengths and weaknesses and then revise as directed by your instructor.

I am sorry you were dissatisfied with the sports celebrity we subbed for your dedication ceremony. Although you obviously feel your claim has merit, refusing to pay us is just not going to work for us. Michelle Aker’s injury and hospitalization was out of our control—just not our fault. We felt sure you would be overjoyed we came through with someone at the last minute. Our contract states specifically that we would provide you a substitute; we did our part and we expect you to do your part and pay us for our services.



We appreciate your business and hope that you will consider us the next time you need a sports celebrity for a function.


One possible solution follows:

Dear Mr. Crenshaw:Congratulations on the successful grand opening of your new Healthplex. We were glad to be a

part of such a momentous occasion for your hospital and your city.Amanda Frank, the keynote speaker, told me that the speech went very well. She mentioned

that the audience was very receptive to her comments on health and fitness, and she enjoyed talking with numerous fitness enthusiasts of all ages who attended. Many people requested autographs, and Ms. Frank was pleased to oblige. She also spoke with several community leaders about the excellent fitness facilities now available there in Arkadelphia.

When Michelle Aker was injured the day before your grand opening, I immediately began the search to find an appropriate substitute celebrity as stated in our contract. Michelle recommended Amanda, one of her teammates on the 1996 Olympic team. Together they have given many presentations, and Michelle felt comfortable that Amanda would do a good job. Because of Amanda’s inspirational story of unspeakable life difficulties, she thought people would respond well to her. Evidently, that was the case. Because your event was not disappointing, and because we supplied an excellent substitute at the last minute, we believe the contract terms have been satisfied.

The contracts we have with your city in the upcoming days will demonstrate the integrity and quality of our organization.


OrganizationStates the bad news before presenting the reasons for the refusal (deductive rather than recommended inductive approach for bad-news messages).Does not give convincing details for the refusal.

ContentBegins with “I” and an apology.Closes with an insincere sales promotion that does not offer any positive alternative.Expresses certainty when cannot be certain.Assumes no responsibility for outcome (“out of our control” “just not our fault”).

StyleSeems accusatory (“obviously you feel”).Comes across as superior (“we did our part and we expect you to do your part”).Uses slang (“subbed” and “just not going to work for us”).Uses cliché (“We appreciate your business”).

10. Document for Analysis: Constructive Criticism (Obj. 5)Analyze the following email. Pinpoint its strengths and weaknesses and then revise the email to the training director of the Advanced Technology Center as directed by your instructor.



The quality of the instruction provided by your computer training center did not live up to its billing. You promised a maximum class size of twenty students with three instructors, one to lead the class and two circulating to assist participants with individual problems. For much of the class time, the two instructors sat at available computers checking their email and oblivious to how the students were doing.

To their credit, when specifically asked a question, the instructors did respond quickly and provided good support. Due to instructor inattentiveness, however, we do not feel that the seven employees we enrolled received the level of training you promised. I doubt we will be sending any employees to your center for training in the future.


One possible solution follows:Dear Mr. Sarva:

Benchmark has a reputation for being one of the finest computer training centers in the state. Your instructors are known for their outstanding knowledge of computers and their ability to use that knowledge to provide effective computer instruction for their students.

Your recent computer instruction training lived up to your reputation with the exception of my experience with two of your instructors. Your center promised a class size of twenty students with three instructors, one to lead the class and two circulating to assist participants with individual problems.

The instructor who led the training was outstanding. When asked specific questions, the other two instructors did respond quickly and provided good support to students one-on-one. However, when there were no requests for help during the class time, the two instructors sat at computers doing personal business. Their time could have been better spent circulating among students checking their progress. As a result, we do not feel that the seven employees we enrolled received the level of training you promised.

Mr. Sarva, I am hopeful you will value feedback on the performance of your instructors. A discussion with them on these issues will them the opportunity to make the changes needed to merit the outstanding reputation associated with Benchmark instructors.


Organization Uses deductive outline for message that should use inductive outline; begins with bad news, rather than explanation .Repeats bad news in closing paragraph.

ContentUses strong language.Ends with negative idea.Provide no suggestions for improving training.Mentions good features of training in only one brief statement.

StyleUses “you” numerous times, blaming the receiver rather than the poor instruction.



ApplicationsTeaching Suggestions and Possible Solutions

Read

1. Have students conduct an electronic search to locate an article that deals with successful negative communication in a company or organization. Assign them to prepare an abstract of the article that includes the following parts: (1) article citation, (2) name of organization/company, (3) brief description of communication technique/situation, and (4) outcome(s) of the successful communication. Students should present their abstract in a memo and give a short presentation in class. (Obj. 1–5) Discuss Internet search strategies for the assignment. For instance, talk about full-text databases that are available online through your library. Discuss key words for searching; for instance, “communications” will produce many hits, but narrowing it by words such as “public relations” or “successful” will limit more closely to the desired subset of articles.

Think

2. Instruct students to refer to a recent political or business event in which bad news was shared and prepare a written critique that includes (1) an assessment of the effectiveness of the message and the manner in which it was delivered, (2) an analysis of the results, and (3) a summary of what students learned from their analysis. (Obj. 1, 2, & 5) Student content will vary. Evaluate informally unless principles in Chapter 12 have been presented previously.

Write

3. Give students the following scenario and have them complete the related exercises.

(Obj. 1, 2, & 4)HGA Electronics is replacing its fleet of 100 automobiles used by its field representatives.As the regional corporate sales representative for the automobile manufacturer, you notice that HGA Electronics has not ordered sound system upgrades to accommodate mp3 players and smartphones that will enhance the employees’ driving experience.

Exercises

1. Search the Internet to identify other options that you believe employers should consider for company vehicles.

2. Write an email to Joanny Gayle, the buyer at HGA Electronics, suggesting that she add these options to the automobiles that she’s already ordered.

One possible solution follows:

Dear Ms. Gayle:

Congratulations on the recent growth in your business. You must be very excited about relocating to a larger store and replacing your fleet of 100 automobiles. I am sure that your field representatives will enjoy driving the new cars that you recently ordered, with all of the luxury features.



Since your employees are used to top quality electronics at HGA Electronics, I am certain that most of your representatives would appreciate a top quality sound system to accommodate their mp3 players and smartphones while they are driving many miles on a weekly basis. However, I noticed that when HGA Electronics placed its order for 100 automobiles, the sound system upgrade was not included.

I would be glad to provide you with an estimate on the cost of a high quality sound system for the 100 automobiles you ordered. It would be most cost efficient to install these prior to delivery and would greatly enhance the driving experience of your field representatives.

Please let us know your decision by calling (433) 555-9865 or by emailing me at [email protected].

Sincerely,Student’s Name

Speak

4. Give students the following scenario and have them complete the related exercise. (Obj. 3)

Gulf South Communications Corporation has purchased a significant number of season tickets to the Riverside Community Theatre since its inaugural season in 1979. Gulf South distributes the tickets to special customers, vendors, and employees to foster goodwill and promote the company. Because of the financial crisis in the telecommunications industry, Gulf South’s management has regrettably been forced to eliminate all noncritical expenditures. As a supervisor in the human resources department, you have been asked by management to inform Steve Cafferty, the business manager of the theatre, that Gulf South will not purchase season tickets this year. Because the loss of your long-time support will be a hard blow to the theatre, you decide to break the news to Steve over lunch at his favorite restaurant.

ExerciseAsk students to develop a script of the conversation they will have with Steve conveying the company’s disappointing decision.

One possible script follows:Date: ___________________________ Time: ___________________________(Assume preliminary conversation of goodwill and courtesy has occurred)

Supervisor (S): I’m glad you chose this restaurant for lunch. The clam chowder was great!

Steve Cafferty (SC): Glad it was good. They never miss with that recipe.

S: Part of my reason for inviting you to lunch was to fill you in on Gulf South’s most recent financial situation. You know times have been trying for everyone in telecommunications these past three years.

SC: That’s true for everybody.

S: You’re right. How is the theatre doing, anyway?



SC: We have a strong donor base, but our transient supporters have decreased about 20%.

S: Well, that fact doesn’t make it any easier for me to tell you what I need for you to know. Gulf South’s management team has been forced to eliminate all noncritical expenditures for the coming year at least. I know we have made a significant ticket purchase at Riverside every year since 1979. Those tickets have been an excellent outreach to our customers and our employees. So I really dislike that we have to let our season tickets go this year. We hope that by this time next year our finances will have improved so that we can commit these funds to you again.

SC: Your contribution and support have been a mainstay in our budget. I’m not sure what kind of impact this will have on this year’s production schedule. The money’s just not there to do four shows the way they should be done. Maybe we will have to cut to three.

S: We want you to know that we will continue to spread the good word about you. I believe that many of the people who have seen your productions in the past will purchase their own tickets. Next year you will again be considered as part of our community support projects. If there is anything that we can do to volunteer, we would be happy to recruit people who can help you with construction, public relations, poster distribution, or maybe even become a part of your production crew.

SC: I understand and I appreciate your offers. I will call on you as I see ways you can help. We do hope your financial commitment can be renewed next year. Thanks for telling me face-to-face and not in a letter. I know you are sincere.

Collaborate

5. Despite the benefits of online brainstorming, waves are being generated as companies and individuals become victims of negative postings. The widespread electronic distribution of unflattering and possibly slanderous comments, often posted anonymously, is a major concern to many. Ask students to learn more about the negative effects of being “zapped in cyberspace” by reading the following articles: (Obj. 1–5)

Valiquette, L. (2006). The dangerous myth of online invulnerability, Ottawa Business Journal, 11(23), p. 6. Available from Business Source Complete database; Sneve, J. (2008, March 12). Professor rating websites entertaining, but not entirely accurate. The Volante Online. Available at http://www.volanteonline.com/2.7416/professor-rating-web-sites-entertaining-but-not-entirely -accurate-1.783627

After they’ve completed the reading, assign students to prepare a presentation that (a) summarizes the advantages and disadvantages of online discussions and (b) provides a checklist for writing an effective reply to an online posting calling for constructive criticism of a company or individual.

After the presentations, have students visit the website that allows students at your college/university to post faculty evaluations and select three to five postings for a professor(s) of their choice.

Using their evaluation checklist, students should critique the postings, placing them in rank order of effectiveness. Then, have students make a brief team presentation to the class about their analysis that includes a visual illustrating an example of a poorly written and a well-written posting. Be sure to remind students to omit all identification from the evaluations.



Ask students to share their experiences with online discussion boards, particularly where users may post anonymously. Ask “How have anonymous postings been received? Have you ever posted anonymously? Why? What did you say? How would you feel if someone commented about you during an online chat but did not allow you to respond? Compare this situation to what users might experience through anonymous postings. Assign students this activity in small groups.

Digging Deeper

1. Saying “no” is not difficult; the challenge is to do so while protecting goodwill. Explain the rationale and signficance of this statement.

Giving a receiver bad news is generally easy when the sender does not care about the receiver’s reaction or whether the receiver takes time to consider the reasons and explanations for the negative response. The difficulty arises when a sender takes the time to consider the receiver’s reaction and to convey the bad news as gently and positively as possible.2. Frequent channels for delivering business messages include written, electronic, and face-to-face

means. What criteria would you use in selecting the appropriate channel for delivering bad news? In selecting a channel for delivering any message, the sender should consider (1) the receiver’s reaction to the message, (2) the need for the “personal touch,” (3) the need for a written record, and (4) and the channel for the original message (for example, with customer orders).3. How might standard practices for internal and external communication change when a company is

facing uncertain times (e.g., an economic recession, bankruptcy proceedings, etc.)? Internal and external communication practices often need to be re-examined when a company faces uncertain times. The frequency of internal communication may increase to keep employees updated on the status of the company. Employees may also appreciate a direct approach to bad news, rather than subtle implications and overly positive tones. An indirect approach may backfire, causing employees to feel that management is trying to hide something from them; given ongoing uncertainty, these employees may quickly seek employment elsewhere. A company should take precautions to avoid leaking bad news externally before employees are informed. External communication of bad news most likely will be communicated indirectly with a forward-looking positive outlook for the future.



CasesTeaching Suggestions and Possible Solutions

CASE ASSIGNMENT 1: Anonymity in Cyberspace

Do you have a right to anonymity in cyberspace? Should you have this right? Two current views prevail about the right of anonymity. One view sees it as limiting the free flow of information; by having a wealth of information available, people can communicate, shop, and conduct business with ease. Access to information allows you to find a friend’s email address that you had forgotten or to track down an old friend in another city. The opposing view sees the right to anonymity as a protection of individual privacy; without anonymity, unidentified parties can track where you go in cyberspace, how often you go there, and with whom you communicate. At the present time, you are typically required to reveal your identity when engaging in a wide range of activities. Every time you use a credit card, email a friend, or subscribe to an online magazine, an identifiable record of each transaction is created and linked to you. But must this always be the case? Are there situations where transactions may be conducted anonymously, yet securely? Several methods currently exist for surfers to protect their anonymity in cyberspace:

Anonymous remailers: A completely anonymous remailer, or chain remailer, sends mail through remailing locations. Each location takes the header information off the mail and sends it to the next location. When the mail gets to its final destination, the recipient has no idea where the mail originated. What makes the system truly anonymous is that the remailing locations that the message goes through -typically keep no records of the mail that comes in or goes out. This procedure makes the mail impossible to track.

Pseudo-anonymous remailers: These single remailers work similarly to the chain remailer. The mail is sent to a remailing location, the header information is stripped at this site, and the mail is forwarded to its final destination. As with the chain remailer, the recipient has no idea where the mail originated. What makes the single remailer pseudo-anonymous is the fact that single remailers typically keep records of the mail that comes into and goes out of their systems. This procedure makes the mail traceable.

Pseudonymity: This process consists of sending mail through cyberspace under a false name. Like the single remailer, the recipient will not immediately know who the mail came from, but the mail is completely traceable.

Anonymizer website: By visiting www.anonymizer .com, you can learn how to stop any specified website from gathering information on you. When you use the anonymizer software to access a particular website, the anonymizer goes to that website for you, grabs the information, and sends you the information from the site. As far as the website knows, it has been contacted only by the anonymizer website. This secures your transactions and keeps “nosy” websites from gathering information on you.

In spite of consumer interest in protecting anonymity, the federal government opposes total anonymity due to legitimate interests that are at stake. If total anonymity existed, the government would be unable to track down people who use cyberspace to violate the laws of libel, defamation, and copyrights.

Source: Chawki, M. (2006, July 9). Anonymity in cyberspace: Finding the balance. Computer Crime Research Center. Retrieved from http://www.crime-research.org/articles/2110/

Exercises



1. Linking from the Internet sites listed for this case, locate an additional article on the issue of online anonymity. Print out the article and prepare a two-page abstract that includes the following sections: (1) reference citation, (2) overview, (3) major point, and (4) application.

This activity gives students the opportunity to practice their abstracting skills. Evaluate the assignment according to the adequacy of coverage in the four sections and accuracy in grammar, punctuation, and writing style.

2. Prepare a chart that summarizes the advantages and the disadvantages of online anonymity. Advantages included in the chart may include protection of individual privacy, protection against electronic tracking, and freedom of expression due to undisclosed identity. Disadvantages may include inability to locate parties electronically, hindrances to online shopping, and irresponsible online behavior due to lack of identity.

3. Take a position on the anonymity issue, either to support the right to anonymity or to defend the need for identification. In writing, present a defense of your position, giving reasons and/or evidence.

This activity, which gives students the opportunity to develop an argument to either support or oppose on-line anonymity, can be used in preparation for a GMAT Analytical Writing Assignment. Advantages and disadvantages identified in Activity 2 can be expanded into reasons for the position taken. Additional writing suggestions are provided on the Student website. See the Instructor’s website for guidelines for holistic scoring.

CASE ASSIGNMENT 2: Sago Mine Tragedy Illustrates Difficulties in Sharing Bad News

The following case highlights the difficulty of sharing bad news. The Sago Mine crisis in West Virginia reveals the dangers of misinformation during a crisis, and allows students to apply concepts in bad news situations.

“Miracle in the mines!” “Alive!” One of the most widespread cases of misinformation occurred on January 4, 2006. Headlines in USA Today, The New York Times, the Minneapolis Star Tribune, and The Washington Post, along with more than half of all the newspapers in the country, erroneously reported in front-page stories that 12 trapped miners in West Virginia had been found alive. In reality, only one miner had survived.

How did such a grave inaccuracy become so widely publicized? Many believe that reporters and editors got carried away by what seemed to be miraculous news. Newspapers were also under deadline pressure, as many were finalizing the next day’s edition as the story broke. Rather than print the story as unconfirmed, almost all reported without qualification that the miners were safe.

After receiving word that their loved ones were alive, relatives were asked to gather in a local church where they informally celebrated the miracle. Three long hours later, however, joy gave way to grief when mine officials broke the terrible news that only one miner had survived. International Coal Group president, Ben Hatfield, said the company knew within 20 minutes that initial reports that all the men had survived were incorrect but were unsure as to how many had survived. Attempting to explain the confusion, Hatfield said that stray cell phone conversations from the rescue team underground to the command center were picked up by various people and spread like wildfire. Another company spokesperson explained that the misunderstanding resulted because the mine rescuers treating the lone survivor were wearing muffling, full-face oxygen masks when they used radios to report their findings to the fresh-air base, who then contacted command center personnel.



Hatfield said the company tried to send word through state police to the church that they didn’t know whether others survived. That word apparently never got through, and company personnel did not go to the church themselves to communicate their doubts. “We got the high and then they waited too long to really tell us,” said the nephew of one of the deceased miners. “Once they found out that we thought they were alive, they really should have come out and told the families that was incorrect information.”

Joe Manchin faced challenges of the Sago mine tragedy only a few months into his term as governor of West Virginia. He understood the agony of uncertainty experienced by families of the trapped miners as those on the ground waited for any word from recovery personnel. Having personally lost family members and friends in other mine disasters, Manchin’s request of Sago managers and inspectors was to “please share all the factual information, good or bad.”

“We fully recognize the criticism the company has received,” said Hatfield. “Rightly or wrongly, we believe it was important to make factual statements to the families and we believed word had been sent to the church that additional reports may not have been accurate. . . . They needed good information, and we were trying to get them good information.”Sources: Memmott, M. (2006, January 4). Media forced to explain inaccurate reports on tragedy. USA Today. Retrieved from http://www.usatoday.com/news/nation/2006-01-04-mine-media_x.htm; Porteus, L. (2006, January 4). Mine officials: ‘We sincerely regret’ mixed messages about miners. Fox News.com. Retrieved from http://www.foxnews.com; Porteus, L. (2006, January 4). Mine officials: ‘We sincerely regret’ mixed messages about miners. Fox News.com. Retrieved from http://www.foxnews.comQuestions and Activities

Exercises

1. When would Manchin’s admonition to “Please share all the factual information, good or bad,” not necessarily be the best advice?

Joe Manchin, Governor of West Virginia, experienced mining tragedy in his youth when his uncle and several high school friends were among 78 miners killed in a 1968 disaster. This experience, during which the families endured silence from the authorities, primed Manchin to tell Sago managers to “Please share all factual information, good or bad.” Without his demands for quick information, the families might not have received information as quickly, but they also would not have had false hope that their family members were alive. Manchin’s ability to handle the situation may have been hurt by his personal experience.

2. Post a message to your class discussion that describes your recommendation for how the news about the miners should have been shared with company officials, families, and the media.

Student response will vary but should focus on having mine personnel with the families, waiting for confirmation before releasing information, and verifying the accuracy of information received.

3. Locate the following article that discusses how an organization can survive the unthinkable through crisis planning: http://management.about.com/cs/communication/a/PlaceBlame1000.htm. Compose a list of elements that should be included in an organization’s crisis communication plan, explaining the need or purpose for each.

Student responses will vary but ideas should focus on the steps in the crisis communication process: (1) organizing the chain of communication, using the chain of communication during a crisis, (3) evaluating the communication process, and adjusting that process for future crises.



Student Handout, Chapter 7Activity 2: Determining Appropriate Sequence of Ideas: Deductive or InductiveIdentify whether each of the following messages should be written deductively or inductively based on the receiver’s likely reaction to the message. Explain your reasoning.

Message Sequence Reasoninga. A message refusing an office complex

tenant’s request for a 30-day lease extension.

b. A message from a land developer informing building contractors that completion of utilities to a new subdivision will be delayed.










Student Handout, Chapter 7Activity 3: Choosing an Effective ChannelFor each of the situations in Activity 2, decide which communication channel would be most appropriate. Explain your reasoning.

Message Channel Reasoninga. A message refusing an office

complex tenant’s request for a 30-day lease extension.

b. A message from a land developer informing building contractors that completion of utilities to a new subdivision will be delayed.










Student Handout, Chapter 7Activity 6: Revising for Positive ToneRevise the following refusal sentences to ensure positive tone.

a. You cannot receive full tuition reimbursement for the Fraud Examination class you just completed since you earned a C and not an A.

b. Employees are forbidden from downloading copyright music from company computers.

c. I am sorry, but we cannot be responsible for the repairs on your car; the damage obviously occurred at the dealership, not at our factory.

d. Because your portable GPS system did not malfunction until three months after the warranty expired, we cannot honor your claim.

e. We received many applications for this position but decided to hire an internal candidate.

f. Company policy does not permit approval of the proposed transaction. Therefore, your request is denied.



Student Handout, Chapter 7Activity 8: Document for Analysis: Denying an Employee’s RequestAnalyze the following email. Pinpoint its strengths and weaknesses and then revise the email as directed by your instructor.

RE: GPS Out of the Question

We can’t afford to install an in-dash global positioning system (GPS) in our current fleet of company vehicles.

I would really like to afford you the luxury of having GPS navigate your trips. Unfortunately, the cost of installing GPS in our current trucks is excessive at over $500 per truck, and then there is the monthly service fee. Management would never agree to spend that much money at this time.

I’ll do what I can to convince management to include GPS in the specifications of future company vehicles.

Strengths:

Weaknesses:

Revision:



Student Handout, Chapter 7Activity 9: Document for Analysis: Denying a ClaimAnalyze the following letter. Pinpoint its strengths and weaknesses and then revise the letter as directed by your instructor.

I am sorry you were dissatisfied with the sports celebrity we subbed for your dedication ceremony. Although you obviously feel your claim has merit, refusing to pay us is just not going to work for us. Michelle Aker’s injury and hospitalization was out of our control—just not our fault. We felt sure you would be overjoyed we came through with someone at the last minute. Our contract states specifically that we would provide you a substitute; we did our part and we expect you to do your part and pay us for our services.

We appreciate your business and hope that you will consider us the next time you need a sports celebrity for a function.

Strengths:

Weaknesses:

Revision:



Student Handout, Chapter 7Activity 10: Document for Analysis: Constructive CriticismAnalyze the following email. Pinpoint its strengths and weaknesses and then revise the email to the training director of the Advanced Technology Center as directed by your instructor.

The quality of the instruction provided by your computer training center did not live up to its billing. You promised a maximum class size of twenty students with three instructors, one to lead the class and two circulating to assist participants with individual problems. For much of the class time, the two instructors sat at available computers checking their email and oblivious to how the students were doing.

To their credit, when specifically asked a question, the instructors did respond quickly and provided good support. Due to instructor inattentiveness, however, we do not feel that the seven employees we enrolled received the level of training you promised. I doubt we will be sending any employees to your center for training in the future.

Strengths:

Weaknesses:

Revision:


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