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Instructor’s Manual to Accompany

BUSINESS COMMUNICATION Developing Leaders for a Networked World (2e)

By Peter W. Cardon

Chapter 9:Routine Business Messages

IM 9-1© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Teaching Note

Hello Fellow Instructor,

This chapter contains many types of routine messages. When I teach about routine messages, I’ve generally emphasized two points that I think business students are particularly responsive to:

Most business professionals gain reputations for credibility (or lack thereof) based on routine messages. Routine messages constitute the vast majority of business correspondence. As a result, they paint a picture of who professionals are in terms of ability (competence), sharing and responsiveness (caring), and reliability (character).

Taking care of routine messages in a timely and complete fashion takes a lot of drama out of the workplace. Done well, routine messages contribute to higher productivity and morale and less conflict.

Please contact me anytime – to share your experiences, your ideas, and your reactions.

Best of wishes,

Peter W. Cardon, MBA, Ph.D.Associate ProfessorCenter for Management CommunicationUniversity of Southern California

Email: [email protected]: @petercardonFacebook: facebook.com/cardonbcommWeb: cardonbcom.com


Chapter 9 Summary and PowerPoint Notes

SLIDE 9-1

SLIDE 9-2

This chapter covers the following topics: how routine messages affect credibility, including competence, caring, and character; components of routine messages; and task-oriented routine messages, including requests, expectations, directions, responses to inquiries, apologies, and expressions of sympathy.

SLIDE 9-3

LO9.1 Describe how delivering routine messages impacts credibility.LO9.2 Describe the process for developing routine business messages.LO9.3 Construct task-oriented routine messages, including requests, expectations, directions, responses to inquiries, announcements, and claims.LO9.4 Construct relationship-oriented routine messages, including appreciation, apologies, and expressions of sympathy.


4

Since you will send and receive so many routine messages in any given business day, one of your primary goals is efficiency: You need to produce credible messages quickly. Excellent business communicators can develop routine written messages—even those that require several paragraphs—in a matter of minutes.

SLIDE 9-5

Typically, routine messages require less time to complete than other types of business messages. Also, compared to other types of business messages, routine messages require proportionately less time for planning and reviewing. Developing routine messages quickly, however, does not mean abandoning the writing process of planning, drafting, and reviewing.


6

For most routine messages, you can accomplish the AIM planning process fairly quickly (see Figure 9.1). Because you generally are working with straightforward matters and your audience is likely to respond positively, you don’t need much time for audience analysis or idea development. The most important step is message structuring. Since your readers are likely overloaded with so many other messages and tasks, your primary challenge is to make sure they pay attention. Therefore, your message should be direct and front-loaded. The primary message should have ten words or fewer, and you should typically place it in the subject line of your email to immediately capture attention. The primary message should also appear in the first sentence or two of the message and again in the closing if your message is several paragraphs long.

SLIDE 9-7

As you draft the message, aim for a helpful, professional, and reader-centered tone. Focus on making the message easy to read. Readers expect to understand your primary message in under 10 to 15 seconds, so use short sentences and paragraphs. Design your message so readers can find information in just moments. Use bullets, numbering, special formatting, and external links to relevant information to highlight key ideas.


8

Your proofreading in the reviewing stage should take a minute or two. Since business professionals send so many routine messages each day and their content can be repetitive, they often do not take time to reread them. Avoid this impulse to hit “send” without rereading your messages. Since routine messages are straightforward and rarely sensitive, you generally do not need to ask for feedback from trusted colleagues. However, when you speak on behalf of your team, you might check with other team members to ensure they agree about the content. The most important aspect of the FAIR test is checking for accuracy—that is, making certain your information is accurate and reliable.

SLIDE 9-9

You will make thousands of requests of others during your career, and others will make thousands of requests of you. Requests are the essence of people coordinating work efforts, buying and selling products and services, and maintaining work relationships. Routine requests involve cases where you expect little or no resistance from message recipients. Like all routine messages, routine requests should contain clear and specific subject lines, often stating the entire request. For most requests, you will use a portion of the message to provide the rationale for the request. One primary goal for routine requests is to retain goodwill with the recipient. No one wants to feel bossed around, so make sure you achieve a positive, other-oriented tone.


10

In Bryan’s request memo to Andrea for a new computer server (see Figures 9.2 and 9.3), the request is routine because Andrea has already verbally committed to making the purchase. The primary goal is to convey the information in an easy-to-read, complete format.

SLIDE 9-11

In the more effective memo (see Figure 9.3), Bryan asks for the purchase authorization within a specific time frame (within two weeks; preferably before the end of the week). He justifies the request with sufficient detail. Finally, he is direct but not bossy or domineering, which is important since he is writing to his boss.

SLIDE 9-12

Working with others involves setting expectations, especially when you are in management and supervisory roles. Many young business professionals—especially first-time managers—are not comfortable with telling others what to do. They are nervous about overstepping their authority and disrupting a friendly feeling with subordinates. Yet, setting expectations is directly tied to your credibility and ability to foster interpersonal trust in the workplace. So, although setting expectations is often a routine matter, failure to do it can lead to lasting professional disappointments and breakdowns in working relationships.


13

Three components are central in setting expectations for those you manage: Describing responsibilities means designating

tasks and work outcomes to certain employees.

Providing deadlines means setting out the timeline by which the work should be accomplished satisfactorily.

Discussing coordination involves providing guidelines for how employees should communicate and cooperate with one another.

SLIDE 9-14

Notice the differences between the less effective and more effective expectation-setting messages in Figures 9.4 and 9.5, in which Bryan makes a new assignment and sets out the deadlines for Barry and John, two of his supervisees. The less effective example violates the basic requirements of routine messages because it does not provide the key message clearly at the beginning. It is also difficult to read.

SLIDE 9-15

In the more effective message, Barry and John can grasp the key messages within seconds. They can process all of the information rapidly and understand the responsibilities, deadlines, and coordination associated with these new accounts.


16

Messages that provide directions share many similarities with those that set expectations. The primary distinction is that directions typically include specific—often step-by-step—guidelines for accomplishing particular tasks.

SLIDE 9-17

Since describing step-by-step procedures is so specific, insufficient detail can frustrate your readers. For routine matters, you are generally safe reviewing your own work and making sure it is complete. For more technical and complicated procedures, make sure you have several people test the procedures to find where you can better clarify the steps involved. In messages with procedures and directions, make the steps stand out clearly by enumerating each one. This helps your readers keep track of progress completing the tasks. Steps that are written in narrative form within a paragraph are typically difficult to follow.

SLIDE 9-18

Notice the differences between the less effective and more effective messages in Figures 9.6 and 9.7, where Bryan gives directions to John on how to make company travel arrangements. The less effective example in Figure 9.6 has an unhelpful and careless tone, written almost entirely in passive voice. The message is abrupt and insufficiently detailed. Many readers will decode a meta message of “I don’t have time for you.”


19

In the more effective example in Figure 9.7, Bryan provides clear directions by pasting the human resources policies into the message and inserting his own comments as additional guidelines and tips. He also tells John where to go for more information. In reality, Bryan could have simply emailed “check the HR intranet portal.” Yet, this more effective message, written in just three to four minutes, is a strong sign of Bryan’s willingness to help John. Many readers will decode a meta message of “I want to help you out as much as possible.”

SLIDE 9-20

The very nature of working with others involves asking and responding to questions. One of the most important strategies for responding to inquiries is to set off each question so your readers can quickly identify responses to particular questions. You generally can do this using bullets or numbered lists and/or special formatting (i.e., bold or italics). When choosing between bullets or numbered lists, consider whether the order of the items is important. If the order is important, use numbered lists. Otherwise, use bullets.

SLIDE 9-21

Business executives and managers routinely make announcements. Announcements are updates to policies and procedures, notices of events, and other correspondences that apply to a group of employees and/or customers. Announcements are one form of one-to-many communications.


22

Since announcements are generally broadcast to a large number of receivers, many employees and customers gloss over them. To prevent employees and customers from ignoring announcements, the subject line must be specific and must create interest. Furthermore, announcements, especially for events, should be designed to let readers gather all relevant information in 10 to 15 seconds. Formatting is therefore especially important.

SLIDE 9-23

In the less-effective announcement about new computing policies (see Figure 9.10), Bryan provides most of the necessary information about the new policies but buries most of it in long paragraphs. He leaves out some important information, such as dates. Missing dates are among the most common mistakes on announcements. Although most announcements of this type (for new policies) are tempered in tone, they should still carry some enthusiasm when the announcements include good news. This announcement has quite positive news for most employees.

SLIDE 9-24

Bryan’s more -effective announcement (see Figure 9.11) contains complete information in concise form. The formatting allows employees to grasp all essential information in about 15 seconds. It also contains more positive, inviting language. One reason that the more-effective announcement is better than the less-effective announcement is the grouping and arrangement of information.


25

Claims are requests for other companies to compensate for or correct the wrongs or mistakes they have made. As with other requests, you should immediately state what the claim is and what you expect the company to do for you. You should also provide a rationale for your claim in the body of the message and close with a call to action—a specific request.

SLIDE 9-26

As you write claims, keep in mind that your goal is to have your claim honored. Focus on facts first and emotions second, if at all. Lay out a logical, reasonable, and professional explanation for your claim. Emotional claims are far more likely to be rejected. Also, remember that you will often work with the same people again and again. So, be polite and focus on the long-term working relationship.

SLIDE 9-27

In Bryan’s less-effective claim to the Prestigio Hotel about a billing error (see Figure 9.12), phrases such as “you have not honored” and “you overcharged” unnecessarily and perhaps unfairly question Jeff’s intent. The message focuses first on frustration and second on the merits of the claim. Abrupt phrases such as “please take care of this matter immediately” can easily be misinterpreted as rude.


28

Notice how the more effective claim (see Figure 9.13) balances directness with politeness. Bryan justifies the claim with an objective description of the overbilling and provides an attachment with the agreement. He politely asks for an adjustment to the account while also complimenting Jeff on the excellent service the hotel provides.

SLIDE 9-29

A sincere expression of thanks also helps achieve business goals and strengthens work relationships. Appreciation messages vary significantly in terms of formality. Thank-you notes for customers and clients or for special occasions demand more formality. Thank-you messages for colleagues and others you see each day should be less formal and should not feel over the top.

SLIDE 9-30

Be careful about excessive or exaggerated displays of gratitude. First, readers may view them as insincere. Second, they may cross boundaries of what is considered professional. Notice the differences between Bryan’s less effective and more effective appreciation messages to his team in Figures 9.14 and 9.15. In the less effective example, the exaggerated and excessive phrases of gratitude (“a fabulous job,” “feel fortunate,” “you are all the best!”) appear unprofessional or insincere. Also, the message contains far too much focus on Bryan and implies he now deserves thanks for his own actions (securing a new deal, providing lunch).


31

Notice the differences between Bryan’s less-effective and more-effective appreciation messages to his team in Figures 9.14 and 9.15. In the more-effective example, Bryan focuses entirely on the group. He shows enthusiasm within professional boundaries.

SLIDE 9-32

Even with the best of intentions, colleagues sometimes let one another down. In some cases, making apologies is the appropriate response. Typically, an apology includes the following elements: acknowledgment of a mistake or an offense, an expression of regret for the harm caused, acceptance of responsibility, and a commitment that the offense will not be repeated. Effective apologies should be timely and sincere. Apologies are ineffective when they are vague and clichéd. For the apology to be effective, others must sense that the apologizer is sincere, genuine, and acting without an agenda. Effective apologies must focus on others, not you.

SLIDE 9-33

Notice Bryan’s apology in Figure 9.16 for unfair statements he made at a meeting. The apology contains the basic elements: acknowledgment, regret, responsibility, and commitment. It is short, simple, sincere, and forward-looking. Colleagues who have known Bryan for years will likely accept the apology quickly and redirect their efforts to working together effectively.


34

When your colleagues and other close professional contacts encounter personal losses, it is appropriate for you to extend your sincere sympathies. The foremost requirement of any expression of sympathy is that it be sincere. These difficult moments are challenging and awkward. You may feel uncertain about what to say. Your genuine concern will compensate for any deficiencies in the words you use. Typically, keep your expressions of sympathy brief. For deaths, state your support and concern to the person who has experienced the loss. Make your note personal by mentioning the deceased person by name and your positive impressions and memories. When possible, handwrite your expression of sympathy on a nice card.

SLIDE 9-35

After studying this chapter, you should understand the following topics: routine messages and how they affect credibility, including competence, caring, and character; the components of routine messages; and the nature of task-oriented routine messages, such as requests, expectations, directions, responses to inquiries, apologies, and expressions of sympathy.


Suggested Approaches and Solutions to Learning Exercises

In these suggested approaches and solutions, you’ll find key points to look for in students’ responses.

9.1 Chapter Review Questions (LO 9.1, LO 9.2)

A. The AIM planning process requires less time for routine messages than for other types of business messages. The primary consideration is the message structure, ensuring that your audience pays attention to your message and understands exactly how to respond. Students should be rewarded for emphasizing that the planning process is still critical to writing effective routine messages.

B. The reviewing process should be rapid (1 to 2 minutes) because most business professionals must write dozens of messages each day. However, every message should be re-read to ensure the content is correct and no distracting errors are present.

C. Generally, routine messages should be direct and front-loaded, meaning the primary message of ten words or fewer is placed in the first sentence or two (in the subject line on emails). Paragraphs should contain 20 to 80 words so readers can process the supporting information rapidly. Messages of more than a few paragraphs should include a restatement of the primary message at the end of the message. Most routine messages should include a statement of goodwill to conclude the message.

9.2 Communication Q&A Discussion Questions (LO 9.1, LO 9.2)

A. Marshall explains several basic considerations and priorities. She mentions that all customers should receive complete and courteous responses quickly. Her employees are trained to respond with detail-oriented messages. She explains that employees require constant training to ensure their responses drive repeat business.

B. She states that most of their contact with customers comes through an online messaging system. Her company emails a thank-you message to every customer who makes a purchase, and it and provides a phone number to use if any problems arise that require more direct communication.

C. Responses will vary. Reward students for detailed self-evaluation and goal-directed comments.

9.3 Evaluating Routine Requests (LO 9.3)

Reward students for their careful, thorough, and insightful observations.

This exercise is well suited for short group exercises and in-class discussion.


9.4 Evaluating Routine Expectations Messages (LO 9.3)



9.5 Evaluating Routine Directions Messages (LO 9.3)



9.6 Evaluating Routine Inquiries (LO 9.3)



9.7 Evaluating Routine Announcements (LO 9.3)



9.8 Evaluating Routine Claims (LO 9.3)



9.9 Evaluating Routine Appreciation Messages (LO 9.4)



9.10 Evaluating Routine Apologies (LO 9.4)




9.11 Evaluating Sympathy Messages (LO 9.4)



9.12 Evaluating Your Approach to Writing (LO 9.1, LO 9.2)

Responses will vary. Reward students for carefully constructed and nuanced responses. Also, reward students for self-reflective and goal-directed comments.

9.13 Request for a Letter of Recommendation (LO 9.1, LO 9.2, LO 9.3)

Responses will vary. Reward students for carefully constructed and nuanced responses, especially those that focus on the needs of the instructor being asked to write the recommendation.

9.14 Writing a Memo with Group Goals and Expectations (LO 9.3)

Responses will vary. Reward students for carefully constructed and nuanced responses. Also, reward students for responses that reflected good judgment about team needs and focus on effective outcomes.

9.15 Writing Procedures for Getting into Graduate School (LO 9.3)

Responses will vary. Reward students for applying hallmarks of writing effective routine messages: ease of reading, completeness, directness, and focus on relationships.

9.16 Responding to Inquiries (LO 9.3)


9.17 Making Announcements (LO 9.3)



9.18 Making Claims (LO 9.3)


9.19 Expressing Appreciation (LO 9.4)

Responses will vary. Reward students for their appropriate expressions of appreciations.

9.20 Making Apologies (LO 9.4)

Responses will vary. Reward students for their appropriate apologies and focus on maintaining relationships.

9.21 Expressing Sympathy (LO 9.4)

Responses will vary. Reward students for their appropriate expressions of sympathy and focus on the needs of others.

9.22 Review the grammar rules in Appendix A. Then, rewrite each sentence to correct grammatical mistakes where needed.

A. Each customer should provide his/her complete purchase information for all refund requests. Alternatively: All customers should provide their complete purchase information for all refund requests. (G1)

B. Either Jake or Jen will give you his/her laptop when it’s your turn to present. Alternatively, Either Jake will give you his laptop or Jen will given you her laptop when it’s your turn to present.(G1)

C. At the board meeting Jen gave her presentation about giving back to your communities. (G5)

D. I serve our clients in the Western region, and she serves our clients in the Southeastern region. (G3)

E. Jim’s organization and the Chinese delegation are creating a Sino-American think tank. (G2)F. The training manual for managers is online. (G2)G. She thinks that we should keep a 6-week supply of inventory, but he thinks we should keep

a 2-week supply. (G3)H. Getting 90 percentile on his GMAT, he should get into a top MBA program. (G5)I. The benefits at this company are one of the key attractions for new employees. (G2)J. Jen’s company provides its employees with many benefits. (G1)


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