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Communicating Quantitative Data Visually
1.
Lecture and Resource
slides Business Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 10 Managing Data and Using Graphics
2.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Communicating Quantitative Information • Classify, summarize, and condense data into manageable size • Make information meaningful to your audience — why should the receiver care? • Use common language or common denominators to reduce difficult figures
3.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Your Turn What is the clearest way for an instructor to communicate your overall performance on an exam on which you scored 112 points out of a possible 150? 1. 112/150 2. 3/4 3. .746666666666666666666666 4. 75 percent
4.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning What does the idea “A picture is worth a thousand words” mean from a business perspective? 1. Readers would rather look at colorful graphics than black and white text 2. Graphics can add nothing but color to a report or presentation 3. Graphics can express ideas that words cannot, especially when dealing with numbers Your Turn
5.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Using Graphics Effectively and Ethically • Contribute to overall meaning – Reinforce and supplement written or spoken words ─ Communicate ideas that cannot be conveyed effectively in written form • Have a simple, effective design that is easy to understand • Depict information honestly A graphic should . . .
6.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Types of Graphic Aids
7.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Can a graphic figure be overly labeled? 1. Yes, because too many labels can make the graphic cluttered and difficult to understand 2. No, because more information is always better 3. Graphics can express ideas that words cannot, especially when dealing with numbers Your Turn
8.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Preparing Effective Tables • Number tables ____________ • Use ________ titles to clarify what is included • Label columns _____ • Indent second line of ____ _____ • Place __________ beside entry that needs explanatory note • Document the ______ of data with a source note consecutively complete clearly row superscript source labels
9.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Effective Table Layout
10.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Types of Bar Charts GroupedGrouped bar chartbar chart SegmentedSegmented bar chartbar chart PictogramPictogram
11.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Ineffective Bar Chart
12.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Preparing Effective Bar Charts • Begin quantitative axis at ____, divide the bars ______, and make them the same _____ • Position data _____________ • Use _____ _________ to distinguish among bars of different data • Avoid ___ formatting • Include complete information for ___ and ____ labels bar equally width chronologically color 3D scale zero variations
13.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Effective Grouped Bar Chart
14.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Preparing Effective Line Charts • Use vertical axis for amount and horizontal axis for time • Begin vertical axis at zero • Divide axes into equal increments
15.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Effective Multiple Line Chart
16.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Preparing Effective Pie Charts • Position largest or most important slice in ________ position • Label each slice and include information about __________ size • Draw ________ to one or more slices for desired emphasis • Avoid ___ formatting 12 o’clock quantitative attention 3D
17.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Ineffective Pie Chart Percentage of City Tax Dollars Spent
18.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Effective Pie Chart
19.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Using Presentation Software for Graphic Design • Realize that software products often do not reflect good rules for graphic design • Edit options to arrange graphics correctly • Never assume the software application will produce desired arrangement automatically
20.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning What legal precautions should be taken when scanning photographs and other artistic items for use in a business report? 1. None because business reports can use any data available 2. The source for the items should be cited and credit given to the author/publisher 3. Using scanned photos in a business report is not advisable Your Turn
21.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Using Graphics in Text • Introduce graphic, show it, then interpret and analyze • When possible, position graphic immediately following text introducing it • Avoid only restating what graphic shows; instead, interpret based on audience interest
22.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Discussing Graphics in Text: What To Do and What Not To Do Figure 1 shows preferences for shopping locations.Figure 1 shows preferences for shopping locations. POOR because reader gains nothing more than figure title. About two thirds of the consumers preferred to shop in suburban areas rather than in the city. (See Figure 1.) About two thirds of the consumers preferred to shop in suburban areas rather than in the city. (See Figure 1.) ACCEPTABLE because it interprets data but puts figure reference in parentheses rather than integrating into sentence. Continued
23.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Discussing Graphics in Text: What To Do and What Not To Do As shown in Figure 1, about two thirds of the consumers preferred to shop in suburban areas rather than in the city. As shown in Figure 1, about two thirds of the consumers preferred to shop in suburban areas rather than in the city. IMPROVED but puts reference to figure at beginning, detracting from data interpretation. About two thirds of the consumers preferred to shop in suburban areas rather than in the city, as shown in Figure 1. About two thirds of the consumers preferred to shop in suburban areas rather than in the city, as shown in Figure 1. BEST for introducing figures because it talks about the graphic and also includes introductory phrasing, but only after stressing main point.
24.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning You have a paragraph of text that discusses four visuals, each large enough for a full page in the report. Where do you put the visuals? 1. Write a sentence on each page by itself with the visual on the following page 2. Make the visuals small enough to fit all on one page 3. Place the visuals in order in the four pages after the text discussion Your Turn
25.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Advantages of Digital Conferencing • Lower cost for participants than traveling to conference • Easier to schedule for both participants and event coordinators • Ability to archive sessions for later viewing and to conduct instant polls without influence from peers Electronic Café
26.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Disadvantages of Digital Conferencing • Lack of personal contact, particularly in sales representative/client relationship • Loss of sales or large accounts without “human connection” • Fewer opportunities for social “networking” • Lack of hands-on contact with product or service Electronic Café
27.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Rapid Expansion of Electronic Communication • Created a context, demand, and requirement for organizational use • Created high priority for security of city, state, and federal employees immediately after 9/11 disaster • Suspended air travel for several days • Used by everyone from the President of U.S. to president of small companies to communicate at a distance How did events of September 11, 2001 facilitate digital collaboration use in business activity? Electronic Café
28.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Rapid Expansion of Electronic Communication • Organizations redeployed their electronic conferencing technology in the days after the terrorist attacks to use as an alternative to classes and meetings that had to be canceled • One of the most dramatic spikes in demand for digital collaboration occurred in the use of virtual classrooms, enabling real-time presentations and interactions over the Web How has digital collaboration affected delivery of education and training in an era of high concern for security? Electronic Café
29.
Chapter 10, Business
Communication, 16e, Lehman & DuFrene © 2011 Cengage Learning Rapid Expansion of Electronic Communication • Learning that involves classes and e-learning components • Videoconferencing and face-to-face meetings • Business practices that allow advancing creativity and support What do you see as the future for digital collaboration in your career field? The future will include more and more blends of . . . Electronic Café
30.
Comparison of Number
of Stores Opened by Region, Fiscal Year 2011 Solution, Activity 3a Chapter 10, Business Communication, 16e by Lehman and DuFrene © 2011 Cengage Learning
31.
Profile of Online
Customers by Age, Third Quarter, 2011 Solution, Activity 3b Chapter 10, Business Communication, 16e by Lehman and DuFrene © 2011 Cengage Learning
32.
Factors Affecting Employee Loyalty,
2011 Chapter 10, Business Communication, 16e by Lehman and DuFrene © 2011 Cengage Learning Solution, Activity 3c
33.
Employee Interest in
Personal Enrichment by Age Group January 2011 Chapter 10, Business Communication, 16e by Lehman and DuFrene © 2011 Cengage Learning Solution, Application 4
34.
Scottsdale Fitness Total Revenue,
Fiscal Year 2011 Membership Type Monthly Fees No. of Memberships Revenue Single $25.00 1,439 $35,975.00 Double 40.00 642 25,680.00 Family (3+ members) 50.00 543 27,151.00 Corporate 22.50 3,465 77,962.50 Senior 20.00 788 15,720.00 Total Revenue $182,487.50 Chapter 10, Business Communication, 16e by Lehman and DuFrene © 2011 Cengage Learning Solution, Application 6
35.
KMPG Fraud Detection Methods,
2008 Chapter 10, Business Communication, 16e by Lehman and DuFrene © 2011 Cengage Learning Solution, Application 7
36.
Scottsdale Sports Connection Activities
Usage Rates, 2011 Chapter 10, Business Communication, 16e by Lehman and DuFrene © 2011 Cengage Learning Solution, Application 8
37.
Phenomenal Growth in
E-Commerce Transactions Over Seven-Year Period Chapter 10, Business Communication, 16e by Lehman and DuFrene © 2011 Cengage Learning Solution, Application 9 Projected data for 2010 – 2012
38.
Sources of Total
Revenue Football Program, 2004 – 2010 Chapter 10, Business Communication, 16e by Lehman and DuFrene © 2011 Cengage Learning Solution, Application 10
39.
The Walt Disney
Company Operating Income, 2010 Chapter 10, Business Communication, 16e by Lehman and DuFrene © 2011 Cengage Learning Solution, Application 11 Source: Walt Disney Company, Annual Report, 2010
40.
Weekend Sales of
Available Seats by Genre and Screening Time, 2010 Possible Solution, Application 14 Chapter 10, Business Communication, 16e by Lehman and DuFrene © 2011 Cengage Learning
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