商务与管理沟通（英文 第12版）教案 Locker-BAC12e-IM-Ch09 Delivering Negative Messages

9-

Chapter9

DeliveringNegativeMessages

TableofContents

DescriptionoftheChapter

2

EssentialstoCover

3

StrategiesforIncreasingLearning

4

HelpLearnersMaintainGoodwill

4

EmphasizetheImportanceofAudienceAnalysis

4

ProvideExamplesforDiscussionandAnalysis

5

Connect

5

ApplicationExercises

5

ThePartsofNegativeMessages

5

NegativeMessageonReducingHealthBenefits

6

WritingaNegativeMessage

6

Chapter9Quiz

7

Chapter9TestBank

7

LearnSmartAchieve®

7

SmartBook®

7

AnswersandAnalysisforEnd-of-ChapterExercisesandCases

7

9.1ReviewingtheChapter

7

9.2ReviewingGrammar

9

9.3LettersforDiscussion—CreditRefusal

9

9.4EmailsSituationsforDiscussion—SendingaNegativeNewsEmail

10

9.5EmailsforDiscussion—EndingaTradition

10

9.6RevisingaNegativeMessage

10

9.7PracticingNegativeResponsesfortheOffice

11

9.8NotifyingSeniorsThatTheyMayNotGraduate

11

9.9CorrectingaMistake

11

9.10VetoinganEmployeeBenefit

12

9.11ComposinganApologyLetter

12

9.12PreparingaClassCivilityPolicy

12

9.13TellingEmployeestoRemovePersonalWebsites

12

9.14RefusingtoWaiveaFee

13

9.15CorrectingMisinformation

13

9.16AnalyzingJobRejectionLetters

13

9.17CreatingEqualWorkDistribution

13

9.18TurningDownaFaithfulClient

14

Take-HomeQuizNo.1

16

9.19GettingInformationfromaCo-worker

17

9.20SendingNegativeMessagetoRealAudiences

17

ExercisePlanningTable

17

PPTLectureOutline

18

LessonPlanIdeas

19

IntroductoryLecture/Discussion

19

BringinCurrentEvents

20

ReviewPositiveEmphasisandYou-Attitude

20

DiscussAlternativeStrategies

20

DiscussVarietiesofNegativeMessages

21

DiscussanAssignmentStudentsWillWrite

21

PeerReview

21

DiscussGradedPapers

21

QuestionoftheDay

21

DescriptionoftheChapter

Thischaptercoversmessagesinwhichthebasicinformationisnegativeandtheaudiencewillbedisappointedorangry.Negativecommunicationsaredifficulttocompose,yettheyareextremelyimportant.Well-writtennegativemessagesrestorecorporatereputationsaswellascustomerandemployeegoodwill.Mishandlednegativemessagescanbeexpensive,intermsofbothmoneyandreputation,andevenleadtolawsuits.

Thelearningobjectivesinclude:

LO9-1 Differentpurposesofnegativemessages.

LO9-2 Differentwaystoorganizenegativemessages.

LO9-3 Waystoconstructthedifferentpartsofnegativemessages.

LO9-4 Waystoimprovethetoneofnegativemessages.

LO9-5 Waystoconstructdifferentkindsofnegativemessages.

LO9-6 Waystousetechnologyeffectivelytoconveynegativemessages.

EssentialstoCover

LO9-1 Differentpurposesofnegativemessages.

Agoodnegativemessageconveysthenegativeinformationclearlywhilemaintainingasmuchgoodwillaspossible.Thegoalistomakerecipientsfeelthattheyhavebeentakenseriously,thatthedecisionisfairandreasonable,andthattheywouldhavemadethesamedecision.Asecondarypurposeistoreduceoreliminatefuturecommunicationonthesamesubject.

LO9-2 Differentwaystoorganizenegativemessages.

Thebestwaytoorganizenegativemessagesdependsontheparticularaudiencesandsituationsinvolved.Figure9.1suggestswaystostructurethemessage.

LO9-3 Waystoconstructthedifferentpartsofnegativemessages.

Abufferisaneutralorpositivestatementthatallowsyoutodelaythenegativemessage.Buffersmustputtheaudienceinagoodframeofmind,notgivethebadnewsbutnotimplyapositiveanswereither,andprovideanaturaltransitiontothebodyofthemessage.Useabufferonlywhentheaudiencevaluesharmonyorwhenthebufferservesapurposeinadditiontosimplydelayingthenegative.

Agoodreasonpreparestheaudienceforthenegativeandmustbewatertight.Giveseveralreasonsonlyifallarewatertightandareofcomparableimportance.Omitthereasonfortherefusalifitisweakorifitmakesyourorganizationlookbad.Donothidebehindcompanypolicy.

Maketherefusalcrystalclear.

Givetheaudienceanalternativeoracompromise.

Offertheaudienceanotherwaytogetwhattheywant.

Suggestthatyoureallycareabouttheaudienceandabouthelpingtomeettheirneeds.

Endonapositivenoteandpresentyourselfandyourorganizationaspositive,friendly,andhelpful.

LO9-4 Waystoimprovethetoneofnegativemessages.

Tone—theimpliedattitudeoftheauthortowardthereaderandthesubject—isparticularlyimportantwhenyouhavetoconveynegativenews.Checkyourdraftcarefullyforpositiveemphasisandyou-attitude,bothatthelevelofindividualwordsandatthelevelofideas.

LO9-5 Waystoconstructdifferentkindsofnegativemessages.

Manynegativesituationscanberedefinedasinformative,positive,orpersuasivemessages.MostoftheothersfollowthesuggestedstructuresofFigure9.1.

LO9-6 Waystousetechnologyeffectivelytoconveynegativemessages.

Disastrousnews,suchaslayoffsandfirings,shouldbedeliveredinperson.Sometimes,however,largecorporationswidelyspreadgeographicallyhavetouseelectronicmediatodelivernegativenewssoallemployeeshearthenewsatapproximatelythesametime.

HandlingnegativetweetsandFacebookpostingsisadelicateoperation;anill-conceivedresponsetoapostingcaneasilygoviral.

Socialmediaarenoteffectivechannelstosolvecustomercomplaints.Channelssuchasthephoneandwebsitesarefastandeffectiveatsolvingproblems.

StrategiesforIncreasingLearning

MostlearnersfindtheguidelinesinChapter9easytoconceptualizeforwritingnegativemessages.However,inwritingthem,manylearnersfindthischapterextremelydifficultandoftenstruggledeliveringnewsanaudiencedoesn’twanttohear.

HelpLearnersMaintainGoodwill

Somelearnersmayhavedifficultymaintaininggoodwillandupholdingthecompanyimagewhileotherlearnersaretooharshintheirattempttosay“no.”Agreatwaytoovercometheirstruggleistoshowasmanyexamplesofnegativemessagesaspossibleanddiscusswhatmakeseachmessageeffective(ornoteffective)foritsaudience,purpose,andcontext.Ingeneral,though,learnersareusuallyengagedwiththematerialinthischapter.

EmphasizetheImportanceofAudienceAnalysis

Inordertohelplearnerstailormessagestotheirtargetaudience,focusheavilyonaudienceanalysis.Learnersneedaclearsenseoftheiraudiencestodeterminewhatbufferswillbeperceivedassincere,whatreasonswouldbeconsidered“watertight,”andwhetheranalternativemightbeacceptable.

ProvideExamplesforDiscussionandAnalysis

Oneofthebeststrategiesforgettinglearnerstounderstandistoprovideexamples.Examplesofbotheffectiveandineffectivenegativemessagesinavarietyofmediumscanbefoundinthenews.Consideraskinglearnerstobringexamplesthey’veseentobrieflyshareinclassforbonusorparticipationpoints.

Connect

Connect®BusinessCommunicationallowsyoutoenhancetheskillsofstudents,andpreparethemforthenetworkedworldusingthelatestproven-effectiveadaptiveresources.Itoffersassignable,auto-gradedactivitiesproventoincreasetestscores,retentionrates,andattendance.

EachchapterisavailableinSmartBook®formatandincludesLearnSmartAchieve®.Inaddition,therearenumerouschapter-specificactivitiesavailableinConnect.Activitiesincludeachapterquiz,aTestBank,andavarietyofApplicationExercises,containingmatching,multiple-choice,andrankingquestions;caseanalysisexercises;andvideocases.Belowarealistofavailableassetsandsuggestionsforincorporatingthemintoyourcourse.

ApplicationExercises

ThePartsofNegativeMessages

LO:9-2,9-3

AACSB:Communication

Blooms:Understand

DifficultyLevel:Medium

Thismatchingexerciseaskslearnerstorecognizethetypesofnegativemessagebuffers.

UseThePartsofNegativeMessagesasareviewoftheconcepts.

Useasquizafterthereading:

AssignChapter9forstudy.

AssignThePartsofNegativeMessagesasaquizonasectionofthereading.

Useasreviewafterlectureanddiscussion:

Givelectureonpurposeandtypesofnegativemessages(PPTslides9.3–9.6),theorganizationofnegativemessages(PPTslides9.7–9.12),andthepartsofanegativemessage(PPTslides9.13–9.19).

Followwithanactivity.Asklearnerstocompleteanexercisefromthetextbook,suchas9.3LettersforDiscussion—CreditRefusalor9.5EmailsforDiscussion—EndingaTradition.Reviewanswersasagroup.

AssignThePartsofNegativeMessagesashomeworktoreview.

NegativeMessageonReducingHealthBenefits

LO:9-2,9-3,9-4

AACSB:Communication

Blooms:Understand

DifficultyLevel:Medium

Thisrankingexercisehelpslearnersdemonstratetheirunderstandingofthewaythatorganizationaffectstheeffectivenessofanegativemessage.

Useasquizafterthereading:

AssignChapter9forstudy.

AssignNegativeMessageonReducingHealthBenefitsasaquizonasectionofthereading.

Useasreviewafterlectureanddiscussion:

Providelectureontheorganizationofnegativemessagesandthepartsofanegativemessage(PPTslides9.7–9.12,9.13–9.19).

Assignanactivity,likeoneofthefollowingactivitiesfromthetextbook,askinglearnerstopayparticularattentiontothebenefits:

9.3LettersforDiscussion—CreditRefusal

9.5EmailsforDiscussion—EndingaTradition

9.7PracticingNegativeResponsesfortheOffice

9.8NotifyingCollegeSeniorsThatTheyMayNotGraduate

9.13TellingEmployeestoRemovePersonalWebsites

9.18TurningDownaFaithfulClient

Followwithsmallgroupdiscussion.Gathertogetherasalargegroupandaskeachgrouptosharetheirresponses

AssignNegativeMessageonReducingHealthBenefitsasaquiz.

Useasaprecursortoaworkshopordraftingday:

NegativeMessageonReducingHealthBenefitswouldworkwellatthebeginningofacomputerlabdaywhereyou’llasklearnerstostartworkingontheirownprojects.

WritingaNegativeMessage

LO:9-2,9-5

AACSB:Communication

Blooms:Apply

DifficultyLevel:Hard

ThiscaseanalysisexercisehelpslearnersapplythelearningobjectivesfromChapter9toaspecifictypeofnegativemessage:aperformancereview.

UseWritingaNegativeMessageasareviewoftheconcepts.

Useasreviewafterlectureanddiscussion:

Givelectureonnegativemessagesandfollowwithanactivitylike:

9.19GettingInformationfromaCo-worker

9.20SendingNegativeMessagestoRealAudiences

AssignWritingaNegativeMessageashomeworktoreview.

Useasaprecursortoaworkshopordraftingday:

WritingaNegativeMessagewouldworkwellatthebeginningofacomputerlabdaywhereyou’llasklearnerstostartworkingontheirownprojects.

Chapter9Quiz

Themultiple-choicequiztestslearners’understandingofthechapter’scontent.

Chapter9TestBank

Thequestionbankutilizestrue/false,multiplechoice,andshortanswerquestionstothoroughlytestthelearners’understandingofthechapter’scontent.

LearnSmartAchieve®

LearnSmartAchieve®developsandimproveseditingandbusinesswritingskills.Thisadaptivelearningsystemhelpsstudentslearnfaster,studymoreefficiently,andretainmoreknowledgeforgreatersuccess.

SmartBook®

SmartBook®isthefirstandonlyadaptivereadingexperiencedesignedtochangethewaystudentsreadandlearn.

AnswersandAnalysisforEnd-of-ChapterExercisesandCases

Answersfortheend-of-chapterexercisesandcasesinChapter9aregivenbelow.

9.1ReviewingtheChapter

LO:9-1–9-6

DifficultyLevel:Easy

Whatarethepurposesofnegativemessages?(LO9-1)

Theprimarypurposesofnegativemessagesaretogivetheaudiencebadnews,tohavetheaudienceunderstandandacceptthemessage,andtomaintainasmuchgoodwillaspossible.Thesecondarypurposesaretomaintainagoodimageofthecommunicatorandthecommunicator’sorganization,andtoreduceoreliminatefuturecommunicationonthesamesubject.

Whatarethereasonsbehindthepatternsoforganizationfornegativemessageindifferentsituations(Figure9.1)?(LO9-2)

Themainreasonbehindthepatternsdependsontheaudiencemembersreceivingthemessageinitsmostlikelycontext.SeeFigure9.1formorein-depthreasons.

Whatarethepartsofnegativemessages?Howmaythosepartsbechangedfordifferentcontexts?(LO9-3)

Buffers,reasons,refusals,alternatives,andendingsarethepartsofnegativemessages.Thesepartsshouldbechangedwhenappropriateforthecontextandaudience.

Whenshouldyounotuseabuffer?(LO9-3)

Don’tuseabufferwhentheaudiencewillfeelbetrayedbyamessagethatdelaysthecentralpoint.Omitthebufferifitdoesn’tserveapurpose.Finally,don’tuseabufferifyoucan’twriteonewell.

Whenshouldyounotapologize?(LO9-3)

Youshouldnotapologizeiftheerrorissmallandifyouarecorrectingamistake,orifyouarenotatfault.Ifyoudoapologize,doitearly,briefly,andsincerely.

Whataresomewaysyoucanmaintainacaringtoneinnegativemessages?(LO9-4)

Checkforpositiveemphasisandyou-attitudebothatthelevelofindividualwordsandatthelevelofideas.

Whataresomedifferentvarietiesofnegativemessages?Whataresomeexamplesfromthechaptertext?(LO9-5)

Claimsandcomplaints,rejections,refusals,disciplinarynotices,negativeperformanceappraisals,andlayoffsandfiringsarevarietiesofnegativemessages.

Whataresomecautionsforusingtechnologytoconveynegativenews?(LO9-6)

Deliverdisastrousnewsinperson.Becarefulinhowyoudelivernegativenewselectronically,anddon’tattempttosolvecustomercomplaintsviasocialmedia.

9.2ReviewingGrammar

LO:9-4

DifficultyLevel:Easy

TheanswerstoImprovingModifiers,B.6,fromAppendixBcanbefoundintheAppendixBInstructor’sManualfile.

9.3LettersforDiscussion—CreditRefusal

LO:9-3

DifficultyLevel:Easy

Message1.Theaudiencealmostcertainlywouldreactnegativelytothisfirstparagraph.Initiallyitseemsasthoughtheanswerwillbe“yes”becausetheopeningissopositive.However,tosaythatwantingachargeaccountshowsgoodtastebutthentosay“no”isratherinsulting.Thesecondparagraphispatronizing.It’snotappropriatetogointodetailabouttheproblemstheaudiencemighthaveifgivenaC’estBonaccountortotelltheaudiencethathewouldnotwanttobeinsuchaposition.Givingthewriter’sfeelingsonthesubjectisnotappropriateeither.It’sOKtoindicatethatreapplicationispossible,butunlesstheaudience’ssituationchanges,you’restillgoingtosay“no.”It’sriskytomentionthiswithoutgivingspecificguidelinestheaudienceshouldfollowtomaximizethechancesofsuccessfulreapplication.

Message2.Thisapproachismuchtooblunt.Beginningwith“no,youcan’t”soundsparental,intheworstpossiblesense.Tellingtheaudiencetogethisfinancialhouseinorderisnothelpful.Specificsareneededforthistodoanygood.Mentioninganalternativeisusuallygood,buttosay“fortunatelyforyou,there’sanalternative”violatesyou-attitude.Sayingthatpayingofffurnitureputinlayawaywillbegoodself-disciplineiscondescendingandendingwithre-saleaftersuchanegativeletterisentirelyinappropriate.Thefactthatsuchanegativeandcondescendingletterusestheaudience’sfirstnameinthesalutationmakesthetoneworse.

Message3.Ofthesethreepossibleapproaches,Message3isthebest,butitcouldalsoberevisedtobemoreeffective.Thisletterstartsoffmuchbetterthantheothertwo.Byfocusingonthestore’scriteriaforextendingcredit,thewriterbothexplainsthenegativedecisionandshowstheaudiencehowtobesuccessfullater.Thewaylayawayisofferedasanalternativeisappropriatehere.HowtheaudiencemightreacttotheSaturdaySeminarsislessclear.Mr.Steelemayhavenointerestindoinghisownwallpapering;andofferingaseminaronPersiancarpets,typicallyveryexpensiveitems,whenhe’sjustbeenrefusedcreditisprobablynotagoodidea.Sometypeofseminar,perhapswaystosavemoneyondecorating,couldbeappropriate.Thereactionmaybemorepositiveifpeopleattendingtheseminarsweregivensomekindofdiscount.

9.4EmailsSituationsforDiscussion—SendingaNegativeNewsEmail

LO:9-4

DifficultyLevel:Easy

Answerswillvarydependingonthelearners’experiences.Goodanswerswilldiscussthebenefitsofdifferentchannelsofcommunicationandwhetherornotyoushouldapologize.

9.5EmailsforDiscussion—EndingaTradition

LO:9-2

DifficultyLevel:Easy

Eachofthesemessagesviolatesthenegativemessageschecklisttosomedegree.Learnersshouldbeabletopointouttheerrorsineachmessage.

Subject:Nomorecake

Althoughthiscertainlycommunicatesthebadnews,itdoesn’toffermuchofabuffer,nordoesitmaintaingoodwill.

Subject:BudgetCutInformation

Thismessageistooformalandimpersonalforthisbadnews.Itwillnotmaintainofficemorale.

Subject:Cake

Thismessage’ssubjectlineistoovague,andtheclosingistooharsh.Remindingemployeestobegratefulfortheirjobscanbeharshwhenyouarecuttingperks.

9.6RevisingaNegativeMessage

LO:9-5

DifficultyLevel:Easy

Asampledraftfollows:

DearMs.Jackson

Congratulationsontherecentbirthofyourbaby.

Unfortunately,yourrecentmaternityleavepreventsthecompanyfromgrantingyourrequestedvacationtime.Accordingtocompanypolicy,employeesmaynottakevacationtimesoonafteralongleave.

Youmaysubmitavacationrequestagaininapproximately10-12weeks,andwewillconsiderit.WearegladtohaveyouasanemployeehereatVegCo.

Sincerely,

Claire,HR

9.7PracticingNegativeResponsesfortheOffice

LO:9-4

DifficultyLevel:Easy

Responsestotheseofficesituationswillvarybylearner.Eachoftheresponsesshouldusetheprinciplesofeffectivenegativemessages.

9.8NotifyingSeniorsThatTheyMayNotGraduate

LO:9-3

DifficultyLevel:Medium

Theemailmessagestotheseniorsshouldspecifytherequirementforgraduationthatthestudenthasnotmetandclearlyindicatethattheywillnotgraduate.Thepositive,forward-lookingendmessagecanbetailoredtotheeaseofmeetingtherequirementthattheseniorhasfailedtomeet.Theemailmessagestothestudents’advisersshouldcontainthesameinformationbutwithadifferenttone.

9.9CorrectingaMistake

LO:9-5

DifficultyLevel:Easy

Theemailtothesupervisorwillvaryfromtheformatprescribedinthetextbecausethewriterdoesnotknowhowtheproblemoccurred.Thus,theemailsubjectlineshouldindicatethatthecorrectnumbersforthelastmonth’sreportareintheemail.Theemailneedstoinformthesupervisorthatthenumbersinthereportareincorrect.Further,thewritermightwanttoaskthesupervisorifheorshewishesthewritertoinvestigatethematterfurther.Mostimportant,thecorrectnumbersneedtobegivenintheemail.Thewritershouldrecommendreissuingthemonthlyreportsothatthecorrectnumbersareinthefileandaskpermissiontodoso.

Here’sanexampleofagoodresponse.

Subject:Re:CorrectNumbersforAprilReport

TheAprilmonthlyreportIsenttoyouonMay3containedthreemistakes.Ihavenotyetdiscoveredhowthemistakesarose.

Thethreecategorieswithincorrectnumbersandthecorrectnumbersforthosecategoriesare:

Personnel $2,845,490

OfficeSupplies $34,500

Telephone $186,420

IbelieveIshouldreissuetheAprilmonthlyreportwiththecorrectnumbers.PleaseletmeknowwhenwemeetonThursdayifyouwouldlikemetodoso.

9.10VetoinganEmployeeBenefit

LO:9-4

DifficultyLevel:Medium

Thisisahardemailmessageforanempathicpersontowritealthoughtheactualassignmentisstraightforward.Giventhewideaudienceandthenatureofthemessage,theanswersshouldbeorganizedasanegativeemail.Learnersshouldbeabletoidentifythepositives(youhaveconsideredtheemployees’requestsforunlimitedvacationtime)andbalancethosewiththedenial.Thelearners’explanationsshouldbeshortandfocusedontheproblem,buttheymaywanttoincludeanalternative,likeuppingthenumberofvacationdays.

9.11ComposinganApologyLetter

LO:9-3

DifficultyLevel:Easy

Answerswillvaryaccordingtogroupdiscussion.

9.12PreparingaClassCivilityPolicy

LO:9-5

DifficultyLevel:Easy

Answerswillvarybylearnerteams.However,responsesshouldclearlydefineunacceptableorrudebehaviorandoutlineclearguidelinesaboutwhattodoifinfractionsoccur.Askteamstosharetheirpolicieswitheachotherandholdadiscussionaboutwhichversionsaremore/lesseffective.Encouragelearnerswhoareemployedtocontributetheirpersonalexperienceswithrudebehaviorintheworkplace.

9.13TellingEmployeestoRemovePersonalWebsites

LO:9-6

DifficultyLevel:Medium

Classdiscussionmaybenecessarytohelplearnersseethecompany’sposition,notjusttheemployees’.

9.14RefusingtoWaiveaFee

LO:9-5

DifficultyLevel:Medium

ManylearnerswillhaveahardtimenotidentifyingwithMegandwillthereforehaveahardtimeunderstandingtheschool’spolicy.PerhapsthelettertoMegshouldnotgiveareason,asthereisprobablynoreasonthatonecouldgivetoMeginareasonableamountofspacethatwouldsatisfyher.LearnersprobablycansuggestseveralalternativesthelicensingprogramcoordinatorcouldofferMeg.

9.15CorrectingMisinformation

LO:9-5

DifficultyLevel:Medium

Ifyouassigna,thelettersshouldbesimplerejectionlettersorinformationletters.Assignmentbisaninformationmessage.Assignmentcshouldemphasizethegoodnewsofthelowerwaterratesinthecitythanthesurroundingareas.Thenegativeinformation—nodiscountforfillingaswimmingpool—shouldbepresentedasawarningaboutunscrupuloussalespersons.

9.16AnalyzingJobRejectionLetters

LO:9-5

DifficultyLevel:Medium

Classdiscussionwillvary.However,thefollowingpointsshouldbehighlightedforeachletter:

Theuseandeffectivenessofbuffers

Thereasonsprovidedfortherejection

Goodwillattemptsalternatives

Learnersshouldalsobeaskedhowtheyreacttotheletterssincetheymayonedayreceiveand/orwritesimilarletters.

9.17CreatingEqualWorkDistribution

LO:9-4

DifficultyLevel:Medium

Memos/emailswillvarybylearner.However,learnersshouldincorporategoodwillandupholdapositiveimageinthememos/emails.Theywillneedtobeespeciallyconcernedabouttonesotheydonotsoundlikeawhiningemployee.Theirmemocouldalsoofferthebosssomealternativesonhowtohandlethe“Clairesituation.”Learnersmaywanttoanswerthefivequestionsforanalysisandusethepatternfororganizingnegativemessagesoutlinedinthechapter.

9.18TurningDownaFaithfulClient

LO:9-5

DifficultyLevel:Hard

Manylearnerswillprovidetoomuchinformationintheletter.Therejectionneedstobefirm,butexpressregret.Alternativetimesshouldbeexplored.TheendingshouldeitheraskaboutconductingtheseminarattheusualFebruarytimeorassumetheanswerandmentionhowmuchthewriterislookingforwardtoconductingthatworkshop.Considerthefollowanalysis:

Whois(are)youraudience(s)?

HopeGoldberger.

Whataretherelevantcharacteristics?

Ms.GoldbergerandGardnerManufacturinghavehiredyoutoconducttheestateplanningworkshopforthepastfiveyears.

Whatareyourpurposesincommunicating?

Toinform:totellMs.Goldbergerthatyoucannotconducttheworkshop.

Topersuade:toconvinceGardnerManufacturingtocontinueusingyoutoconducttheworkshopsinthefuture.

Tobuildgoodwill:tomakeitclearyouappreciateconductingtheworkshops.

Whatinformationmustyourmessageinclude?

Therefusal.

Explorationofalternatives.

SomediscussionofthenextFebruaryworkshop.

Howcanyoubuildsupportforyourposition?Whatreasonsorbenefitswillyouraudiencefindconvincing?

Thisisoneofthecaseswhereitisbesttosimplystatethatitisnotpossibletobethereduetobeingoutoftownonalong-scheduledtrip.Somelearnerswillalsomerelysaythattheyareunavailableduetopersonalcommitments.

Discussthealternatives.TrytogetMs.Goldbergertoengageinadiscussionofwhenyoushouldgivetheworkshop.

ThecloseofthelettershouldemphasizehowmuchyouvalueGardenManufacturingandlookforwardtocontinuingtoconductworkshopsthereinthefuture.

Themainpointisnegative.

Youneedtoavoidsoundingarbitrary,yetnotleavethedooropenfordiscussionofwhy.

Whataspectsofthetotalsituationmayberelevant?

Youdon’thaveenoughinformationtoknowwhatishappeningatGardenManufacturingtoanswerthequestion.Afollow-upphonecalltoMs.Goldbergermightdevelopsuchinformation.

ATake-HomeQuizfollows.

Score: _____of20points Name:_______________________

Take-HomeQuizNo.1

Whois(are)youraudience(s)?(3points)

Whatareyourpurposesinwriting?(3points)

Whatinformationmustyourmessageinclude?(3points)

Doyouthinkabufferisappropriateinyourletter?Whyorwhynot?(1point)

Howcanyoubuildsupportforyourposition?Whatreasons,ifany,willyouraudiencefindconvincing?(3points)

Whataspectsofthetotalsituationmayberelevant?(2points)

Whatalternatives,ifany,canyouofferyouraudience?(2points)

Identifyagoodwillending.Explainthereasonforyouranswer.(3points)

9.19GettingInformationfromaCo-worker

LO:9-5

DifficultyLevel:Hard

Answerswillvary.Learnersshouldincorporatethepatternoforganizationforwritingtopeersandthenthepatternforwritingtosuperiors.Thisassignmenthelpslearnersunderstandthedifferencebetweenwritingaboutthesametopictodifferentaudiences.However,thisisalsothemostchallengingpartoftheassignmentforsome.Forexample,somelearnersmaybelievetheycanjustcopythesameidea,when,infact,theyneedtopresenttheideainthreedifferentways.Nonetheless,youshouldfindthattheymaintaingoodwillinallofthemessages.

9.20SendingNegativeMessagetoRealAudiences

LO:9-5

DifficultyLevel:Medium

Learnersreallyenjoythisassignmentbecausetheyareabletoapplytheconceptsofnegativenewsmessagestotheirownlives.Answerswill