1. Chapter 3
Planning Spoken
and Written Messages

2. Objectives
Identify the purpose of the message and the appropriate channel
Develop clear perceptions of the audience to enhance the impact of the communication and human relations
Apply techniques for adapting messages to the audience, including strategies for communicating ethically and responsibly
Recognize the importance of organizing a message before writing the first draft
Select the appropriate message outline (deductive or inductive) for developing messages to achieve the desired response

3. Process For Planning And Preparing Messages
A systematic analysis process will help you develop messages that save you and your organization valuable time and portray you as a capable energetic professional

4. Process for Planning and Preparing Spoken and Written Messages
Chapter 3 Lecture Slide
Process for Planning and Preparing Spoken and Written Messages

5. Step 1 Determine purpose and channel
Ask yourself why you are preparing the message
Get information
Answer a question
Make an announcement
Accept an offer
Deny a requests
Seek support

6. Step 1 Determine The Purpose And Channel
Condense the answer to these questions into a brief sentence
This is the purpose or central idea

7. Step 2 Envision the Audience
Much confusion in communication is due to differences in the sender and receiver’s perceptions
You need to understand your audience to comprehend their possible perceptions of your communication

8. Step 2 Envision the Audience
Focus on relevant information you know about the receiver and consider
Age
Economic level
Educational/occupational background
Needs and concerns of the receiver
Culture
Rapport
Expectations

9. Chapter 3
The Value of Empathy
Consider the impact of what you say and how you say it.

10. Step 2 Envision the Audience
Assume an empathetic attitude toward the receiver
Example page 86

11. Step 3 Adapting the Message to the Audience
Focus on the receivers point of view
Develop a “you attitude” rather than a “me attitude”
Use the word “you” (appropriately) frequently as opposed to the pronoun “I”
Example page 89

12. Step 3 Adapting the Message to the Audience
Give complements carefully
Avoid flattery (undeserved praise)

13. Step 3 Adapting the Message to the Audience
Concentrate on the following questions
Does the message address the receivers major needs and concerns?
Is the receiver clearly in the picture?
Will the receiver perceive the idea to be fair, logical, and ethical? Are the ideas expressed clearly and concisely

14. Step 3 Adapting the Message to the Audience
Does the messages serve as a vehicle for developing positive business relationships—even when the message is negative?
Is the message sent promptly to indicate courtesy? Does the message reflect high standards of a business professional
Quality paper, accurate formatting, quality printing, and absence of misspellings and grammatical errors?

15. Step 3 Adapting the Message to the Audience
Communicate ethically and responsibly
Consider the following questions
Is the information stated truthfully, honestly, and fairly?
Does the message embellish or exaggerate the facts?
Are the ideas expressed clearly and understandably?

16. Step 3 Adapting the Message to the Audience
Is your viewpoint supported with objective facts
Are ideas stated with tact and consideration that preserves the receivers self-worth?
Libel-written defamatory remarks
Slander-spoken defamatory remarks
Are graphics carefully designed to avoid distorting facts and relationships?

17. Step 3 Adapting the Message to the Audience
Build and protect goodwill
Goodwill-when a business is worth more than its tangible assets
Good name
Desirable location
Unique product
Excellent customer service, etc.
Insensitive messages can diminish goodwill

18. Step 3 Adapting the Message to the Audience
Tone-the way a statement sounds and conveys the communicator’s attitude
Eliminate words that are overly euphemistic, condescending, demeaning, and bias

19. Step 3 Adapting the Message to the Audience
Use euphemisms cautiously
Euphemisms-kind word substituted for ones that may offend
Example page 93

20. Step 3 Adapting the Message to the Audience
Avoid condescending or demeaning expressions
Imply the communicator is temporarily coming down from eye level of superiority
Demeaning expressions (dysphemism)
Makes an idea of seem negative for disrespectful
Ambulance chasers-lawyers
Pigs-policemen, etc.

21. Step 3 Adapting the Message to the Audience
Use connotative tone cautiously
Denotative meaning-literal
Connotative meaning-literal meaning plus extra message
May be helpful at times
Example page 95

22. Step 3 Adapting the Message to the Audience
Use specific language appropriately
Example page 96

23. Step 3 Adapting the Message to the Audience
Use bias-free language
Exclude stereotypes
Avoid gender bias
Avoid racial or ethnic bias
Avoid age bias
Avoid disability bias
Examples pages 97 and 98

24. Overview of Generations
Chapter 3
Overview of Generations
Matures: 1925–1942
Boomers: 1943–1960
Gen Xers: 1961–1980
Millennials: 1980–2003

25. Step 3 Adapting the Message to the Audience
Use contemporary language
Reflects corrected, standard English used in a professional setting
Eliminate outdated expressions
Eliminate clichés
Overused expressions

26. Eliminating Clichés right as rain ships that pass in the night
Chapter 3
Eliminating Clichés
right as rain
ships that pass in the night
batten down the hatches
salt of the earth
long row to hoe
up the creek without a paddle
like a bull in a china shop

27. Step 3 Adapting the Message to the Audience
Use simple, informal words
Jargon may be used when communicating with colleagues

28. Step 3 Adapting the Message to the Audience
Communicate Concisely
Include all relevant details in the fewest possible words
Necessary do to the “avalanche’ of information created and distributed by technological advances

29. Writing Concisely Eliminate redundancies Use active voice
Chapter 3 Lecture Slide
Writing Concisely
Eliminate redundancies
Use active voice
Include essential details only
Tighten using prefixes, suffixes, compound adjectives

30. Revising for Conciseness
Chapter 3
Revising for Conciseness
Sample 1
Just three days ago you asked us to investigate the problem you had with your air conditioning equipment. We have completed the investigation. As you probably know, your building is steam heated.
Too low humidity is apparently the cause of the trouble. Your solution is to
Sample 2
You asked us to let you know when the new shipment of R-23 film came on the market.
The R-23 is now available.

31. Step 3 Adapting the Message to the Audience
Eliminate redundancies
A phrase in which one word unnecessarily repeats an idea contained in an accompanying word
Not to be confused with repetition
Examples page 102

32. Project a Positive, Tactful Tone
Chapter 3 Lecture Slide
Project a Positive, Tactful Tone
State ideas using positive language
Speak of what can be done instead of what you cannot be done
Emphasis on what CAN be done
Emphasis on what can NOT be done
Negative Tone
We can not have your computer repaired until Monday
Positive Tone
Your computer will be ready on Monday

33. Step 3 Adapting the Message to the Audience
Sometimes negative words are more effective in achieving clarity (provides more contrast)
“Ink jet printers are not acceptable for printing resumes.”
Negative words may be necessary when positive words have not brought desired results

34. Step 3 Adapting the Message to the Audience
Avoid using second person when stating negative ideas
Use second person for stating pleasant ideas
Emphasis placed on Fred
Emphasis placed on the brochure
Pleasant idea (second person preferred)
Fred created a informational brochure
Unpleasant idea (third person preferred)
The brochure has many mistakes

35. Step 3 Adapting the Message to the Audience
Use passive voice to convey negative ideas
Preferred for negative ideas
Active voice
Jennifer turned in her research report one-week late
Passive voice
The research report was turned in one week after it was due

36. Step 3 Adapting the Message to the Audience
Use subjunctive mood to de-emphasize negative ideas
Speak of a wish, necessity, doubt, or conditions contrary to fact
Negative tone
I cannot accept your bid at this late date.
Subjunctive mood-positive tone
I wish I could accept late bids.

37. Step 3 Adapting the Message to the Audience
Include a positive idea in the same sentence with a negative one.

38. Step 4 Organizing the Message
Dividing a topic into parts and arranging them inappropriate sequence

39. Step 4 Organizing the Message
Outlining to benefit the sender and the receiver
Some parts will be central ideas
Other parts will be minor ideas (details)

40. Benefits of Outlining Sender Benefits Receiver Benefits
Chapter 3
Benefits of Outlining
Sender Benefits
Receiver Benefits
Encourages accuracy and brevity
Permits concentration on one phase at a time
Saves time in structuring ideas
Provides a psychological life
Facilitates appropriate emphases of ideas
Facilitates concise and accurate message
Makes relationships between ideas easier to distinguish and remember
Promotes a positive reaction to the message and the sender

41. Step 4 Organizing the Message
Sequence ideas to achieve desired goals
Follow the three-step process illustrated in figure 3-3

42. Step 4: Selecting an Outline for Spoken and Written Messages
Chapter 3 Lecture Slide
Step 4: Selecting an Outline for Spoken and Written Messages

43. Summary
Identify the purpose of the message and the appropriate channel
Develop clear perceptions of the audience to enhance the impact of the communication and human relations
Apply techniques for adapting messages to the audience, including strategies for communicating ethically and responsibility
Recognize the importance of organizing a message before writing the first draft
Select the appropriate message outline (deducted or inductive) for developing messages to achieve the desired response