Getting The Message Across

CHAPTER 2
Getting the Message Across

Class Agenda
 Administrative issues
 Change to the course syllabus
 Cover chapter 1-5
In this chapter, you will learn to:
 Communication process.
 Communication barriers.
 Communicating inside and outside
organizations.
 Analyze the flow of communication within
organizations.
 Non-verbal communication.
Communication
 What is it?
 Where is it?
 What’s it made up of?
The Communication Process
 Transactional Communication Model (5 parts)
 Message
 Sender
 Channel
 Receiver
 Feedback
 Communication Theorist
 Martin Heidegger & Jurgen Habermas
Sender Receiver
Barriers to Communication
 Information overload
 Emails
 Physical and technical interference

 Cell phone dropped
 Channel barriers and mixed messages
 E.g. mixed body language
 Environmental interference
 distance
Non-verbal Communication
 Paralanguage (38%)
 Pitch, speed, volume, and emphasis
 Body language (55%)
 Kinesics
 Gestures, posture, eye contact,
and facial expressions
 Proxemics
 Image
 Furniture?
Non-verbal Communication, Facts!
 Insufficient touching can lead to allergies and eczema,
speech problems, and even death
 Researchers have found that untouched babies and small
children can grow increasingly ill and die (Hertenstein,
2002; Loots & Devise, 2003; Montagu, 1971).
 Intimate distance 18 inches
 Personal distance from 18 inches to 4 feet
 Social distance from 4 to 12 feet
 Liking is expressed by:
 forward leaning, a direct body orientation, close proximity,
increased touching, relaxed posture, open arms and body,
positive facial expression, and direct eye contact.
Internal and External Communication
 Internal: within the organization

◼ E-mails,memos, newsletters, meetings, and
telephone, physical environment
 External: outside of the organization
◼ Letters
and e-mails
◼ Designed to inform, persuade, and create
goodwill
 Information Flow
Information Flow in Organizations -
Formal Channels
Managers Supervisors
Upward flow
Coworkers
Coworkers
Horizontal flow
Downward flow
Subordinates Supervisees
Communication and Formal Channels
Written Oral
Memos, letters Telephone
Annual report Face-to-face conversation
Company newsletter Company meetings
Bulletin board postings Team meetings
Orientation manual
Electronic
E-mail, Instant messaging
Voicemail, Videoconferencing
Group Exercise
 In groups of two, talk about a communication

breakdown or barrier that occurred at work or in
your personal life and explain the following:
1. What you were trying to communicate
2. What the communication barrier was
3. How it was fixed (if it was fixed)
4. What you learned from it
5 - 10 minutes – be prepared to present what you learned.

CHAPTER 3
Getting Started: Planning and Writing Business Messages
In this chapter you will learn to:
 Steps in the writing process.
 Plan a message according to its purpose, scope,
audience, content, and most appropriate channel.
 Prewriting techniques.
 Writer’s block and writing under pressure.
 Revising and editing your messages.
Message Planning
Purpose
1
Scope
2 Audience
Profile
3 Medium or
Channel
4
Content
Generation
5
1 Common Reasons for Writing
 To request or provide information.
 To create a record.
 To explain a policy or procedure.
 To provide instructions.
 To encourage action.
 To promote goodwill.
What else?
2 Scope
 Scope refers to the level of detail required.
 What is the reader expecting? Consider:
◼ Length,
◼ Format, and
◼ Visual elements.
◼ What’s your workplace or industry standard?
3 Audience Profile
 An audience analysis should consider the following
elements about the receiver:
 Responsibility or position
 Knowledge
 Relationship
of the receiver to you
 Secondary receivers
 Background, environment, and beliefs

4 Medium or Channel
 How will the message be transmitted?
 Traditional transmission
◼ Memo, letter, meeting, and telephone
 Modern transmission
◼ Fax,e-mail, voicemail, IM, Video Conference, and text
message
4 Considerations of the Medium
or Channel
 Accuracy
 Is the medium reliable?
 Speed
 Is the message time-sensitive?
 Cost
 Is there a budget?
 Permanence
 Is a record required?
 Detail
 Is written or spoken communication better?
 Richness
 Are verbal or visual cues required?
 Preference
 Does your organization have rules?
5 Content Generation
 Methods to generate content include:
 Brainstorming,
 Mapping or clustering information, and

 Asking questions.
Your Turn…
 In groups of 3 discuss what other writing (and/or
brain storming) techniques do you use?
5 - 10 minutes
Three Mile Island (1979)
 Watch the CBS News
report on the accident:
 What happened?
J. J. Kelly’s Memo: Nov. 1, 1977
24
Two recent events at the Toledo site have pointed out that perhaps we are not giving
our customers enough guidance on the operation of the high pressure system. On
September 24, 1977, after depressurizing due to a stuck open electromatic relief
valve, high pressure injection was automatically initiated. The operator stopped the HPI
when pressurizer level began to recover, without regard to primary pressure. As a
result, the transient continued on with boiling in the RCS, etc. In a similar occurrence on
October 23, 1977, the operator bypassed high pressure injection to prevent initiation,
Even though reactor coolant system pressure when below the actuation point….I
wonder what guidance, if any, we should be giving to our customers on when they
can safely shut the system down following an accident? I recommend the following
guidelines be sent:
(a) Do not bypass or otherwise prevent the actuation of high/low pressure injection
under any conditions except a normal, controlled plant shutdown.
(b) Once high/low pressure injection is initiated, do not stop it unless: Tave is stable or
decreasing and pressurizer level is increasing and primary pressure is at least 1600 PSIG
and increasing.
I would appreciate your thoughts on this subject.
J. J. Kelly’s Memo: Nov. 1, 1977
25
Two recent events at the Toledo site have pointed out that perhaps we are not giving
our customers enough guidance on the operation of the high pressure system. On
September 24, 1977, after depressurizing due to a stuck open electromatic relief
valve, high pressure injection was automatically initiated. The operator stopped the HPI
when pressurizer level began to recover, without regard to primary pressure. As a
result, the transient continued on with boiling in the RCS, etc. In a similar occurrence on
October 23, 1977, the operator bypassed high pressure injection to prevent initiation,
Even though reactor coolant system pressure when below the actuation point….I
wonder what guidance, if any, we should be giving to our customers on when they
can safely shut the system down following an accident? I recommend the following
guidelines be sent:
(a) Do not bypass or otherwise prevent the actuation of high/low pressure injection
under any conditions except a normal, controlled plant shutdown.
(b) Once high/low pressure injection is initiated, do not stop it unless: Tave is stable or
decreasing and pressurizer level is increasing and primary pressure is at least 1600 PSIG
and increasing.
I would appreciate your thoughts on this subject.
In What Ways Did Kelly’s Memo Fail?
26
 Memo was taken as implying criticism

 Memo presented as a request for a response rather
than a proposal aimed at problem-resolving
 Possibility of a problem not asserted
 Use of hedging (“perhaps”, “wonder”, “what
guidance, if any”)
Writing Under Pressure
 Budget your time.

 Limit distractions.
 Use software for brainstorming and outlining.
 Plan your work.
 Remember the reader/audience.
 Start with the easy parts.
 Revise later.
Helpful Hints for Revising
and Editing
 Work with a paper copy.

 Read slowly.
 Read as though you are the receiver.
 Read for one problem at a time.
 Read aloud.
 Check the material on your own, and then
use grammar and spelling checkers.
CHAPTER 3
Business Style: Word Choice, Conciseness, and Tone
 Using plain, precise, and familiar language
to get to the point.
 Eliminate problem words that do not convey
your meaning.
 Choose accurate and appropriate words.
 Develop a conversational and confident
tone.
 Differentiate between personal and
impersonal style.
Word Choice
 Use familiar words whenever possible.
 Curb your use of:
◼ Words ending in “–ize” and “–ization,” (ie optimization,
finalization)
◼ Words derived from French (ie converse, commence),
◼ Foreign words and phrases (ie pro bono or laissez faire),
◼ Jargon and
◼ Buzz words (ie paradigm shift).
Word Choice
 Use language that is fresh and current.
 Edit for:
◼ Clichés(e.g. think outside the box),
◼ Outdated business expressions (e.g. as per your request),
◼ Slang (e.g. serious coin), and
◼ Text messaging language (e.g., smilies and emoticons).
How Would You Rewrite This?
 I will be responsible for actioning and undertake a
prioritization of my commitments in terms of my
daily scheduling.
How Would You Rewrite This?
Before:
 I will be responsible for actioning and undertake a
prioritization of my commitments in terms of my

daily scheduling.
After:
 I will arrange my daily schedule.
Achieving Conciseness
 Conciseness is desirable but too much can

make writing uneven, choppy, blunt, or rude.
 Aim for:
 Conciseness,
 Completeness, and
 Politeness.
Write with Confidence
 Readers will accept your decisions and

opinions when you:
 Use definite, forward-looking language (e.g.,
judicious use of “seems,” “could,” “might,” and
“may”).
 Avoid unnecessary apologies.
 Guard against overconfidence/arrogance
(bragging and boasting).
Example of Direct Messages
Exercise
 In groups of two rewrite the sample letters in
a direct message format.
15 minutes
CHAPTER 5
Business Style:
Sentences and Paragraphs
 Basic types of sentences and the building blocks of
sentences.
 Improve sentence clarity.
 Develop logical, coherent, and focused paragraphs.
 Proofreading different kinds of messages.
Types of Sentences
Sentence Type Consisting of Example
Simple Sentence One independent clause We love to learn about

grammar.
Compound sentence Two independent clauses English is our favourite course,

and we love to learn about
grammar.
Complex sentence One dependent and one When we come to class, we
independent clause love to learn about grammar.
Compound-complex One dependent clause and When we come to class, we
sentence two independent clauses learn about writing, and we
love to learn about grammar.
Writing with Consistency
 Use a consistent:
 Number,
 Person,
 Verb tense, and

 Voice.
Emphasis
 To create emphasis, use the following conventions:
 Underlining, bold, and/or italics
 Fontsize
 Capital letters
 Boxes
 Colour
De-emphasis
 You should attempt to de-emphasize bad news:
 Limit
the number of times used.
 Embed or bury bad news mid-sentence or mid-
paragraph.
Eliminating Grammar Errors
and Awkwardness
 Some of the most common forms of error and
awkwardness are:
 Sentence fragments (e.g. while we waited during the
rainstorm.)
 Run-on (fused) sentences
 Comma splices (e.g. I have completed my essay, I have

not submitted it)
Writing Effective Paragraphs
 Paragraph length:
 Short (up to 6 sentences)
 Long (8 or more sentences)
◼ Note: Variety is important and long paragraphs
should be divided.
PROOFREADING
 Read aloud quietly and slowly.
 Use a pen or pencil.
 Read more than once, checking for the
following:
 Accuracy of names, facts, and figures
 Appropriateness of format
 Correct use of grammar
 Punctuation
 Spelling
For Next Class
 Read chapters 6 and 7 prior to class!!!!

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CHAPTER 2

Getting the Message Across

 Physical and technical interference

 Internal: within the organization

 In groups of two, talk about a communication

5 - 10 minutes – be prepared to present what you learned.

 Background, environment, and beliefs

 Mapping or clustering information, and

 Memo was taken as implying criticism

 Budget your time.

 Work with a paper copy.

prioritization of my commitments in terms of my

 Conciseness is desirable but too much can

 Readers will accept your decisions and

Sentence Type Consisting of Example

Simple Sentence One independent clause We love to learn about

Compound sentence Two independent clauses English is our favourite course,

 Verb tense, and

 Comma splices (e.g. I have completed my essay, I have

 Read chapters 6 and 7 prior to class!!!!

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