Finding, Evaluating, and Processing Information (370 - 374)

There are several different ways to disseminate reliable content. However, after one has collected research results, the next step is to convert them into usable information. The best way to utilize textual information from secondary sources is to quote, paraphrase, and summarize the material. Two other means of circulating information involves analyzing numeric data while drawing conclusions without making mistakes or misinterpretations.

Quoting, paraphrasing, and summarizing are the most accurate forms of converting researched information into practical information. First off quoting a source means you reproduce the material exactly as you found it (giving full credit to the source, of course) (Bovée and Thill). This is a great way to enhance the argument being portrayed in the authors work and avoid the possibility of plagiarism if used accurately. Nevertheless, be cautious to avoid choppy sentences when inserting quotes and always use correct grammar when using quotation marks. Provided is an example of quoting from Purdue Owl: 

Put commas and periods within quotation marks, except when a parenthetical reference follows.

He said, "I may forget your name, but I never forget a face."

History is stained with blood spilled in the name of "civilization."

Mullen, criticizing the apparent inaction, writes, "Donahue's policy was to do nothing" (24).

Second, one can often maximize the impact of secondary material in their own writing by paraphrasing it, or by expressing someone else’s ideas in their own words (Bovée and Thill). Paraphrasing helps one maintain consistent tone, present information using vocabulary more familiar to the audience, and avoid the choppy feel of too many quotations. Plagiarism should remain at the forefront utilizing another’s work. One should insert a footnote, endnote, or in-text citation to credit the author and/or authors. The authors of “Business Communication Today” provide great tips to paraphrase effectively. For example, read and reread until one has acquire the meaning of a passage, restate the central ideas of the passage into one’s own words, compare/check your version of the source to circumvent altering the overall meaning, correctly use quotation marks, and record the source properly to provide credit to the author (Bovée and Thill). Below is an example of legitimate paraphrase versus a plagiarized paraphrasing from Purdue Owl:

The original passage:

Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.

A legitimate paraphrase:

In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).

A plagiarized version:

Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.

Lastly, summarizing is similar to paraphrasing but distills the content into fewer words (Bovée and Thill). By identifying the main ideas and points from the material without providing minor details, examples, and other information that is less important to the audience one will effectively utilize summarizing. However, correct accreditation must be given like with quoting and paraphrasing. An example from Purdue Owl on summarizing is:

Passage for Summary

Example summary: Roger Sipher makes his case for getting rid of compulsory-attendance laws in primary and secondary schools with six arguments. These fall into three groups—first that education is for those who want to learn and by including those that don't want to learn, everyone suffers. Second, that grades would be reflective of effort and elementary school teachers wouldn't feel compelled to pass failing students. Third, that schools would both save money and save face with the elimination of compulsory-attendance laws.

Questions:

What forms of disseminating material or data do you find most effective?

Works Cited

Bovée, Courtland L., and John V. Thill. "Achieving Success Through Effective Business Communication." Business Communication Today. 12th ed. Upper Saddle River, N.J.: Prentice Hall, 2014. 17-25. Print.

"Online Writing Lab." Purdue OWL. The Writing Lab, The OWL at Purdue, & Purdue University. Web. 7 Apr. 2015. <https://owl.english.purdue.edu/owl/>.

Career Packet - Digital Resume

http://vizualize.me/hollowayea1?r=hollowayea1

Developing Persuasive Business Messages (330-341)

To efficiently and successfully operate a business, one must acquire the trait of encouraging others. Convincing co-workers that your decision and/or idea will benefit not only them, but the company as a whole requires active persuasion. When preparing a persuasive business message one can refer to these following strategies: framing your argument using the Attention, Interest, Desire Action (AIDA) model, balancing emotional (feelings and sympathies) and logical (reasoning and evidence) appeals, reinforcing your position, and anticipating objectives. In addition, one can avoid frequent mistakes in persuasive communication by using a "hard sell" or in other words being stern while not being too pushy. Also resisting compromise, relying solely on great arguments, and assuming that persuasion is a one-shot effort are others means of avoiding common persuasion mistakes. Furthermore, below are three common examples of persuasive business messages being used in the workplace.

1. Persuasive Requests for Actions: Good Example of a Persuasive Request 

When writing a persuasive business message that involves requesting action it is important to establish whether or not you will be using a direct or indirect approach. The direct approach should be utilized when the audience anticipates the request. However, the indirect approach is necessary when you are introducing the intentions of your message indirectly. The AIDA model is a great reference when applying the indirect approach to a persuasive message. In addition, it is also very important to gain credibility for you and your request while making your readers believe that helping you will indeed help solve a significant problem.

2. Persuasive Presentations of Ideas 

By encouraging others to consider a new idea you are using a persuasive presentation of ideas. This persuasion could involve changing other's attitudes or beliefs about a particular topic without asking your audience to make an absolute decision or take any form of action.

How to Convince Your Boss to Let You Go Virtual

3. Persuasive Claims and Requests for Adjustments 

The majority of persuasive claims and requests for adjusts are routine and use the indirect approach. However, it is common for customers and and co-workers to feel that they have not received a reasonable deal by following normal procedures. It is these kinds of instances that demand a more persuasive message. By utilizing a positive and confident tone while portraying the specific review, your audience is more likely to accept the claim. Also, by showing how the individual/organization is responsible for the problem while understanding your readers sense of fair play, goodwill, and moral responsibility, you will provide your reader a reason for granting your claim. 

Words and Phrases That Inspire, Motivate, And Persuade At Work

The last section of this article introduces how cause and effect reasoning will benefit persuasive claims. 

Writing Negative Messages (288-311)

I’ve compiled a typical business scenario where negative feedback is necessary and 3 different methods to follow while providing these messages.

Scenario - Providing Performance Guidance: It is time for annual performance reviews at the local bath & body shop. Debbie, the store manager, has decided to give her oldest employee her review before the others. Heather has been there for 4 years and had recently received a promotion. As Sales Associate Heather was great! She interacted with every customer, straightened the store shelves frequently, and always followed company policies (dress code, cell phone restrictions, etc.) However, as a brand new Customer Sales Leader, Heather had let the position go to her head. She never assists customers and refuses to dress according to code, even though Debbie has addressed this issue several times. Furthermore, how should Debbie properly convey the negative feedback regarding Heather’s recent actions?

• Using the 3-Step Writing Process for Negative Messages: The first step in the 3-Step Writing Process involves planning the negative message. Before providing Heather with her annual performance review, Debbie should analyze the situation to better understand how Heather will perceive the message. After the purpose is clear and Debbie has Heather in mind, she will need to select the correct medium. By delivering the negative feedback in person Debbie can guard their privacy, demonstrate respect, and give Heather the opportunity to ask questions. Finally, Debbie will choose either an indirect or direct approach to opening the feedback. The second step involves writing a hard copy of Heather’s performance review. Heather will more than likely read this after speaking with Debbie directly. Therefore, it is critical that Debbie continue to maintain Heather’s focus and be as sensitive as possible to her needs. The third step is completing the message. Debbie should revise the content of her performance review to ensure that everything is clear, complete, and concise.

• Using the Direct Approach for Negative Messages: As mentioned previously, in step 2 of the 3-Step Writing Process for Negative Messages Debbie had to choose whether or not to use an indirect or direct approach to begin the negative feedback. This method involves using the direct approach for negative messages. If Debbie were to choose this approach she would initially open with the bad news regarding Heather’s recent performance. After this, she would give various reasons for the situation and for why these situations were included in her review. At the end of the meeting, Debbie would address the positive aspects of Heather’s performance. For example, Heather remains to be fast, yet efficient when ringing customers up at the register.

• Using the Indirect Approach for Negative Messages: This approach will help Heather prepare for reading the actual annual performance review. If Debbie were to apply this method, she would begin by stating why annual performance reviews are utilized at the bath & body shop. For example, to increase customer satisfaction or enhance the overall work environment for all employees. This approach, however, does not intentionally obscure bad news, delay it, or limit Debbie’s responsibility as store manager. Instead, the indirect approach was create to ease into the setback of negative feedback and help readers, like Heather, accept the criticism. Debbie should be aware of the possible disrespectful and even unethical outcomes that could occur if this approach is not prepared precisely. Although, when completed correctly, the indirect approach is a great example of audience-oriented communication constructed with attention to ethics and business etiquette. This is a perfect way for Debbie to show consideration for Heather’s feeling while remaining honest.

Which method of writing a negative message would you choose for Debbie? And why?

Adapting to Your Audience & Composing Your Message (123-136)

Every writer has his or her own unique communication style. Not one individual writes identically to another. However, one must always be aware of who they are composing their message to. How you express yourself in your writing sets the stage for how your audience makes an impression of you.

Your distinctive communication style creates a tone. Basically, a tone is an overall impression. Your tone can be formal/informal, conversational/demanding, pessimistic/optimistic, etc. Whatever tone you choose to base your writing upon is how your readers will picture you. Table 5.2 “Finding the Right Tone” of the Business Communication Today textbook provides three versions of tone used in a business message. The first tone listed is stuffy which is generally too formal for the audience of todays’ readers. Second, which I’ll expand upon later, is conversational tone. Conversational tone is what the majority of business messages aim for in their writing. The last tone listed is the unprofessional tone, or in other words, a tone of writing that creates too much of a casual atmosphere for business communication.

The best way to describe conversational tone is through example. Table 5.2 provides an illustration of a letter and/or email similar to those used in a business setting. I would like to compare the last line of each letter. The stuffy letter states, “In the event that you have questions or would like additional information, you may certainly contact me during regular business hours.” One can see how this may set the tone of stiffness. Questions such as, “What are the regular business hours?” or “What would be the most efficient way to contact you?” might arise from this ending line. The unprofessional letter states, “Any? just ring or msg.” It is extremely obvious that this letter pertains zero business etiquette. Never use text language such as, “msg” in business communication: it is unacceptable. The conversational letter states, “If you would like more information, please call me any time between 9:00 and 5:00, Monday through Friday.” This concluding sentence is warm, yet business like. It is short and concise, but informative and professional.

Let's look at how Patagonia's misson statement conveys their tone and style:
         
          "Build the best product, cause no unnecessary harm, use business to inspire and implement solutions to the environmental crisis." –Patagonia's Mission Statement

Patagonia portrays their companies belief in the overall well-being of our environment as well as the goal of product effeciency. The tone and style incorporated in Patagonia's misson statement expresses their love for the outdoors and wildlife. Patagonia advances to state, "We donate our time, services and at least 1% of our sales to hundreds of grassroots environmental groups all over the world who work to help reverse the tide." The company gives examples of how the lighting in their stores and the dyes in their clothing, etc. contributes to pollution as a by-product. However, to cope with these harms Patagonia uses polyester and organic material instead of pesticide-intensive cotton. Furthermore, the tone conveyed in the mission statement gives customers from all demographics the impression that Patagonia cares not only about the world we live in, but the focus they attain to run their company and gain success. The tone in Patagonia's mission statement sets them apart from other clothing/sporting equipment stores.

In addition, now that you have recognized your audience and set the tone for the message, you must compose your message. Start by writing a draft. One might do this by drawing images or talking out loud. Do whatever it takes to get the ideas and thoughts from inside your head on to a piece of paper or computer screen! Our textbook speaks of a “safe zone” away from others. If you are comfortable away from the eyes of other people, form a space where you can think clearly in solitude. However, it is common for some people to thrive off of the comfort of others and receive their best ideas when engaged in the contentment of other writers.

Furthermore, advancing from a draft to constructing a message with unity and coherence creates is a tremendous step in writing a business message. To assist your reader in comprehending each paragraph in your message, it is detrimental to understand the elements of a paragraph. The three basic elements are a topic sentence, support sentences, and transitions. Begin with a topic sentence to reveal the subjects of your paragraph. Remember, this is one aspect that grabs your audience’s attention. Second, create sentences that expand upon the subjects in your topic sentence. Lastly, connect the thoughts and ideas of your paragraph by using transitions such as, connecting words, repeated words or phrases, pronouns, or words that are frequently paired.

Therefore, how will you decide what tone to use in your next business message?

Planning Business Messages (88-98)

The text begins with an explanation of the “Three-Step Writing Process”. In any organization this process will indeed ensure that the message being portrayed gets the authors point across and efficiently uses the authors and audiences time allotted for the message. The first step in the process is planning (the main focus of this chapter). Often times, planning seems to be time consuming and the most difficult stage of any writing process. However if one analyzes the situation, gathers information, selects the correct medium, and organizes the information, the remaining phases of the process will develop smoothly. Second, the author writes the message while keeping in mind the audience and the overall composition of the message. Lastly, to complete the message one must always revise the content, select an effective layout, proofread, and distribute the message by using the preferred medium. This chapter provides a great way to enhance your writing time. By allotting half of your time for planning, one-quarter for writing, and one-quarter for completing the message, one will not only improve the time used for writing, they’ll strengthen the overall quality of their work (Bovée and Thill). The 50-25-25 guideline is a great recipe for any writing project.

Communicating is often challenging when the situation is unclear. Determining the content and audience is crucial before composing and sending a message. Bovée and Thill give a great illustration in their statement, “For example, describing your professional qualifications in an email message to an executive in your own company differs significantly from describing your qualifications in your LinkedIn profile” ( Bovée and Thill). The overall purpose of the writing must be established. Does the message you are composing attain a general purpose or a greater, more specific purpose? Are you informing, persuading, or engaging with the audience? In addition, recognize the audience members. Be certain that what you are writing informs your audience and addresses their needs and expectations.

Furthermore, assemble your information. Bovée and Thill state, “For simple messages, you may already have all the information at hand, but for more complex messages, you may need to do considerable research and analysis before you’re ready to begin writing” (Bovée and Thill). Research in this context does not always refer to immediately surfing the web and checking out a book in the library. Research could demarcate uncovering your audiences needs. To determine your audience’s needs, try free writing or the journalistic approach. Both techniques are active methods to produce ideas and ensure the thoroughness of the message. As with any form of writing, continuously assure accuracy, strong ethics, and relevant information.

Finally, choosing a spot-on medium is a communication aptitude. With the rise of countless forms of medium, it is occasionally problematic to select the one that is of the utmost benefit to your message. Medium can be to oral, written, visual, or electronic. Oral is best when the need to express emotion is required, where as written has several forms but is best in the day-to-day exchange of information. Visual and electronic media are extremely broad and are growing constantly.

In conclusion, my question to you is how will you utilize these writing techniques, specifically planning, to effectively and efficiently get your next message across?  

Reference: 

Bovée, Courtland L., and John V. Thill. "Achieving Success Through Effective Business Communication." Business Communication Today. 12th ed. Upper Saddle River, N.J.: Prentice Hall, 2014. 17-25. Print.

Bovée, and Thill. "Written Communication." Slideshare. LinkedIn Corporation, 5 Dec. 2014. Web.