1Please write 1-2 page answer to Exercise #2, Chapter Analyz.docx

1
Please write 1-2 page answer to Exercise #2, Chapter
Analyze the I/O model on McDonald’s, using the information
from the opening case of Chapter 1.
Please address the following questions as in the exercise:
What are external pressures and constraints McDonald’s is
facing?
What are relevant resources available to other firms in the
industry? Which ones are mobile across firms?
What strategies has McDonald’s used as mentioned in the
opening case? Are these strategies successful?
Please pay attention to the following when you prepare the
answer:
The purpose of this assignment is to do a reality check on I/O
model. The key question in Assignment #1 is to identify the
resources McDonald’s has that are mobile or non-mobile across
firms. You will notice from the opening case that not all the
resources are mobile across firms in the fast food industry.
McDonald’s has some resources that are difficult to duplicate
by its competitors.
The takeaway from this assignment is: not all the assumptions
of I/O model (there are four) apply to McDonald’s.
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall

Chapter 4 - *
Chapter 4
Planning Business Messages
*
Learning Objectives
Describe the three-step writing process
Explain why it’s important to analyze a communication
situation in order to define your purpose and profile your
audience before writing a message
Discuss information gathering options for simple messages, and
identify three attributes of quality information
Prentice Hall
Chapter 4 - *
LEARNING OBJECTIVES
After studying this chapter, you will be able to do the
following:Describe the three-step writing processExplain why
it’s important to analyze a communication situation in order to
define your purpose and profile your audience before writing a
messageDiscuss information gathering options for simple
messages, and identify three attributes of quality information
*
Learning Objectives
List the factors to consider when choosing the most appropriate

medium for a message
Explain why good organization is important to both you and
your audience, and list the tasks involved in organizing a
message
Prentice Hall
Chapter 4 - *
LEARNING OBJECTIVES
After studying this chapter, you will be able to do the
following:List the factors to consider when choosing the most
appropriate medium for a messageExplain why good
organization is important to both you and your audience, and
list the tasks involved in organizing a message
*
Understanding the Three-Step Writing Process
Prentice Hall
Chapter 4 - *
By following a proven process, you can learn to create
successful messages that meet audience needs and highlight
your skills as a business professional. Use the three-step writing
process to ensure that your messages are both effective and
efficient.
*
The Three-Step Process

Prentice Hall
Chapter 4 - *
Planning business messages. To plan any message, first analyze
the situation by defining your purpose and developing a profile
of your audience. With that in mind, you can gather information
that will meet your audience’s needs. Next, select the right
medium (oral, written, or electronic) to deliver your message.
With those three factors in place, you are ready to organize the
information by defining your main idea, limiting your scope,
selecting an approach, and outlining your content. Planning
business messages is the focus of this chapter.
Writing business messages. Once you have planned your
message, adapt to your audience with sensitivity, relationship
skills, and style. Then you are ready to compose your message
by choosing strong words, creating effective sentences, and
developing coherent paragraphs. Writing business messages is
discussed in Chapter 5.
Completing business messages. After writing your first draft,
revise your message to make sure it is clear, concise, and
correct. Next produce your message, giving it an attractive,
professional appearance. Proofread the final product for typos,
spelling errors, and other mechanical problems. Finally,
distribute your message using the best combination of personal
and technological tools. Completing business messages is
discussed in Chapter 6.
*
Optimizing Your Time
Prentice Hall
Chapter 4 - *

The more you use the three-step writing process, the easier and
faster it will become. You will also get better at allotting your
time for each task during a writing project. As a general rule,
set aside roughly 50 percent of your time for planning, 25
percent of your time for writing, and 25 percent for completing.
Of course, the 50-25-25 time allotment can vary significantly
from project to project. Start with the “50-25-25 split” as a
guideline and use your best judgment for each project.
As soon as the need to create a message appears, inexperienced
communicators are often tempted to dive directly into writing.
However, even a few minutes of planning can save hours of
rework and frustration later on. Planning your message reduces
indecision as you write, and it reduces revision during the
completing step. Careful planning can also save you from
embarrassing blunders that could hurt your company or your
career. With a solid plan in place, you are ready to move
forward with analyzing your situation.
*
Summary of Objectives
Prentice Hall
Chapter 4 - *
This section covered the following elements involved in
Understanding The Three-Step Writing Process: The Three Step
ProcessOptimizing Your Time
This concludes our discussion of Understanding The Three-Step

Writing Process. The next section will cover Analyzing The
Situation.
*
Analyzing the Situation
Prentice Hall
Chapter 4 - *
Every communication effort takes place in a particular situation,
meaning you have a specific message to send to a specific
audience under a specific set of circumstances. The information
you decide to include in your messages will contain a level of
detail, a specific tone, and intentional word choices that relate
to your specific situation. Making the right choices starts with
defining your purpose clearly and understanding your
audience’s needs.
*
Analyzing the Situation
Prentice Hall
Chapter 4 - *
A successful message starts with a clear purpose that connects
the sender’s needs with the audience’s needs. Identifying your
purpose and your audience is usually a straightforward task for
simple, routine messages. However, this task can be more
demanding as situations become more complex. If you launch

directly into writing without clarifying both your purpose and
your audience, you will waste time and energy, and you will
probably generate a less effective message.
*
Defining Your Purpose
Prentice Hall
Chapter 4 - *
To Inform
To Persuade
To Collaborate
Your Goals
Audience Actions
Audience Thoughts
General Purpose
Specific Purpose
All business messages have a general purpose: to inform, to
persuade, or to collaborate with your audience. Business
messages also have a specific purpose. To help you define the
specific purpose of your message, ask yourself what you hope to
accomplish with your message and what your audience should
do or think after receiving your message.
*
Checking Your PurposeWhat will change?Is it realistic?Is the
timing right?Is it acceptable?

Prentice Hall
Chapter 4 - *
Once you have defined your specific purpose, you can decide
whether that
purpose merits the time and effort required for you to prepare
and send your
message. Test your purpose by asking four questions:Will
anything change as a result of your message?Is your purpose
realistic? Is the time right?Is your purpose acceptable to the
organization?
Once you are satisfied that you have a clear and meaningful
purpose and that
now is a smart time to proceed, your next step is to understand
the members of
your audience and their needs.
*
Profiling Your Audience
Prentice Hall
Chapter 4 - *
Knowledge Level
Expectations
Probable Reaction
Primary Members
Size and Location
Composition
The more you know about your audience, their needs, and their

expectations, the more effectively you will be able to
communicate with them. Analyzing your audience involves the
following steps:
Identify the primary audience. If you can reach the decision
makers or opinion molders in your audience, other audience
members will fall in line.
Determine the size of your audience. A report for wide
distribution requires a more formal style, organization, and
format than one directed to three or four people in your
department.
Determine the composition of the audience. Look for common
denominators that tie audience members together across
differences in culture, education, status, or attitude. Include
evidence that touches on everyone’s area of interest.
Gauge your audience’s level of understanding. If audience
members share your general background, they will understand
your material without difficulty. If not, you must educate them.
Include only enough information to accomplish your objective.
Project your audience’s expectations and preferences. Will
members of your audience expect complete details or will a
summary of the main points suffice? Do they want an email or
will they expect a formal memo?
Estimate your audience’s probable reaction. If you expect a
favorable response, state conclusions and recommendations up
front and offer minimal evidence. If you expect skepticism,
introduce conclusions gradually, and include more evidence.
*
Prentice Hall
Chapter 4 - *

Analyzing the Situation: Analyzing the SituationDefining Your
PurposeChecking Your PurposeProfiling Your Audience
This concludes our discussion of Analyzing the Situation. The
next section will cover Gathering Information.
*
Gathering Information
Prentice Hall
Chapter 4 - *
When you have a clear picture of your audience, your next step
is to assemble the information that you will include in your
message. 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.
*
Three Attributes for Quality Information
Prentice Hall
Chapter 4 - *
Uncover Needs
Find Your Focus

Provide Information
With a clear picture of your audience, your next step is to
gather information. To get started, try some informal methods,
such as considering the audience’s perspective; reading reports
and other company documents; talking with supervisors,
colleagues, or customers; and asking the audience for input.
You can also use the following techniques to guide your efforts:
Uncover audience needs. In many situations, your audience’s
information needs are readily apparent; in others, your audience
may be unable to articulate exactly what is needed. Asking a
question or two often forces your audience to think through the
request and define more precisely what is required. Also, try to
think of information needs that your audience may not have
expressed.
Find your focus. You may encounter situations in which the
assignment or objective is so vague that you have no idea how
to get started in determining what the audience needs to know.
If so, you can use some discovery techniques (such as free
writing or sketching) to help generate ideas and uncover
possible avenues to research.
Provide required information. After you have defined your
audience’s information needs, be sure to satisfy those needs
completely. One good way to test the thoroughness of your
message is to use the journalistic approach. Check to see
whether your message answers who, what, when, where, why,
and how. To gauge the quality of the information, make sure it
is accurate, ethical, and pertinent.
*

Prentice Hall
Chapter 4 - *
Gathering Information: Three Attributes for Quality Information
This concludes our discussion of Gathering Information. The
next section will cover Selecting the Right Medium.
*
Selecting the Right Medium
Prentice Hall
Chapter 4 - *
A medium is the form through which you choose to
communicate a message. You may choose to talk with someone
face to face, post to a blog, send an email message, or create a
webcast. The range of media possibilities is wide and growing
wider all the time.
*
Select the Medium
Prentice Hall
Chapter 4 - *

Selecting the best medium for your message can make the
difference between effective and ineffective communication.
Although media categories have become increasingly blurred in
recent years, for the sake of discussion, you can think of media
as being oral, written, visual, or electronic (which often
combines several media types).
*
Oral
CommunicationConversationsInterviewsSpeechesPresentations
Meetings
Prentice Hall
Chapter 4 - *
Primary oral media include face-to-face conversations,
interviews, speeches, and in-person presentations and meetings.
By giving communicators the ability to see, hear, and react to
each other, traditional oral media are useful for encouraging
people to ask questions, make comments, and work together to
reach a consensus or decision.
Of course, if you do not want a lot of questions or interaction,
oral media can be an unwise choice. However, consider the
audience carefully before deciding to limit interaction by
choosing a different medium.
*
Written Communication
Prentice Hall

Chapter 4 - *
Written media take many forms, from traditional memos to
glossy reports that rival magazines in production quality. Even
though electronic media have replaced many printed messages,
the print medium still has a place in business today.
Memos are used for the routine, day-to-day exchange of
information within an organization. Because of their open
format and informal method of delivery, memos are less private
than letters.
Letters are written messages sent to recipients outside the
organization. In addition to conveying a particular message,
they perform an important public relations function in fostering
good working relationships with customers, suppliers, and
others.
Reports and proposals are usually longer than memos and
letters, although both can be created in memo or letter format.
These documents come in a variety of lengths, ranging from a
few pages to several hundred, and are usually formal in tone.
*
Visual Communication
Communicate Fast
Clarify Complexity
Overcome Barriers
Expedite Memory
Prentice Hall
Chapter 4 - *

Traditional business messages rely primarily on text, with
occasional support from graphical elements such as charts,
graphs, or diagrams to help illustrate points discussed in the
text. However, many business communicators are discovering
the power of messages in which the visual element is dominant
and supported by small amounts of text.
For the purposes of this discussion, you can think of visual
media as any format in which one or more visual elements play
a central role in conveying the message content. Messages that
combine powerful visuals with supporting text can be effective
for a number of reasons:Today’s audiences are pressed for time
and bombarded with messages, so anything that communicates
quickly is welcome. Visuals are also effective at describing
complex ideas and processes because they can reduce the work
required for an audience to identify the parts and relationships
that make up the whole. In a multilingual business world,
diagrams, symbols, and other images can lower communication
barriers by requiring less language processing. Visual images
can be easier to remember than purely textual descriptions or
explanations.
*
Electronic Communication
Prentice Hall
Chapter 4 - *
When you want to make a powerful impression, using electronic
media can increase excitement and visual appeal with computer
animation, video, and music. Here is a quick overview of the
major electronic media now used in business:
Electronic versions of oral media include telephone calls,
teleconferencing (when three or more people join the same

call), voicemail messages, and audio recordings such as
compact discs and podcasts.
Electronic versions of written media range from email and
instant messages to blogs, websites, and wikis.
Electronic versions of visual media can include electronic
presentations, computer animation, and video.
The growth of electronic communication options is both a
blessing and a curse for business communicators. On the one
hand, you have more tools than ever before to choose from, with
more ways to deliver business messages. On the other hand, the
sheer range of choices can complicate your job because you
often need to choose among multiple media and you need to
know how to use each medium successfully.
*
Choosing the Medium
Prentice Hall
Chapter 4 - *
When choosing a medium for your message, consider how your
message is affected by the following factors:
Media richness. This is a medium's ability to (1) convey a
message through more than one informational cue, (2) facilitate
feedback, and (3) establish personal focus. The richest medium
is face-to-face communication.
Message formality. Your choice of media governs the style and
tone of your message. For example, a printed letter is likely to
be perceived as a more formal gesture than an email message.
Media limitations. Every medium has limitations. For instance,
IM is perfect for communicating simple, straightforward
messages, but it is ineffective for sending complex messages.
Urgency. Some media establish a connection with the audience

faster than others, so choose wisely if your message is urgent. If
a message is not urgent, choose a medium that allows people to
respond at their convenience.
Cost. This is both a real factor and a perceived nonverbal
signal. Distributing an interactive multimedia report on DVD is
more costly than attaching an MS Word version of the report to
an email message. While a prospective customer may expect a
multimedia presentation, your manager would question the cost-
effectiveness of such media for routine internal reports.
Audience preferences. Make sure to consider which media your
audience expects or prefers. For example, the United States,
Canada, and Germany emphasize written messages. In contrast,
Japan emphasizes oral messages—perhaps because its high-
context culture carries so much of the message in nonverbal
cues and “between-the-lines” interpretation.
*
Prentice Hall
Chapter 4 - *
Selecting the Right Medium: Select the MediumOral
CommunicationWritten CommunicationVisual
CommunicationElectronic CommunicationChoosing the Medium
This concludes our discussion of Selecting the Right Medium.
The next section will cover Organizing Your Information.
*

Organizing Your Information
Prentice Hall
Chapter 4 - *
Information organization in your message can make the
difference between effective or ineffective communications.
Avoid common mistakes: taking too long to get to the point,
including irrelevant material, getting ideas mixed up, and
leaving out necessary information.
*
Recognizing the Importance of Organization
Prentice Hall
Chapter 4 - *
Good organization helps your audience in several ways:Helps
them understand your message. By making your main point
clear at the outset, your well-organized message will satisfy
your audience’s need for information.Helps them accept your
message. Even when your message is logical, you need to select
and organize your points in a diplomatic way. Saves them time.
Well-organized messages are efficient. They contain only
relevant ideas, and they are brief.
In addition to saving time and energy for your readers, good
organization saves you time and consumes less of your creative
energy. Furthermore, good organizational skills are good for
your career because they help you develop a reputation as a
clear thinker who cares about your reader.

.
*
Defining the Main Idea
Prentice Hall
Chapter 4 - *
The
Topic
The
Main Idea
The topic of your message is the overall subject, such as
employee insurance claims. Your main idea is a specific
statement about the topic of your message, such as your belief
that a new web-based claim filing system would reduce costs for
the company and reduce reimbursement delays for the
employees.
*
Generating IdeasBrainstormingMind MappingStoryteller’s
TourJournalistic ApproachQuestions and Answers
Prentice Hall
Chapter 4 - *
In longer documents and presentations, you often need to unify
a mass of material, so you will need to define a main idea that
encompasses all the individual points you want to make. For

tough assignments like these, consider a variety of techniques to
generate creative ideas:
Brainstorming. Working alone or with others, generate as many
ideas and questions as you can, without stopping to criticize or
organize. After you capture all these pieces, look for patterns
and connections to help identify the main idea and the groups of
supporting ideas.
Mind mapping. You can also generate and organize ideas using
a graphic method called mind mapping. Start with a main idea,
and then branch out to connect every other related idea that
comes to mind.
Storyteller’s tour. Pretend you are giving a colleague a guided
tour of your message and capture it on a tape recorder. Then
listen to your talk, identify ways to tighten and clarify the
message, and repeat the process. Working through this
recording several times will help you distill the main idea down
to a single, concise message.
Journalistic approach. The journalistic approach asks who,
what, when, where, why, and how questions to distill major
ideas from piles of unorganized information.
Question-and-answer chain. Start with a key question, from the
audience’s perspective, and work back toward your message. In
most cases, you will find that each answer generates new
questions, until you identify the information that needs to be in
your message.
*
Limiting Message ScopeLength LimitsSupport PointsSubject
MatterAudience Knowledge

Prentice Hall
Chapter 4 - *
The scope of your message must match your main idea. Once
you have a tentative statement of your main idea, test it against
the length limitations that have been imposed for your message.
If you lack the time and space to develop your main idea fully,
or if your main idea will not fill up the time and space allotted,
redefine the main idea of your message.
Regardless of how long the message will be, limit the number of
major support points to half a dozen or so—and if you can get
your idea across with fewer points, all the better. Instead of
introducing additional points, you can more fully develop
complex issues by supporting your points with a variety of
evidence.
How much space you need to communicate and support your
main idea depends on the subject itself, as well as your
audience members’ familiarity with the topic, their receptivity
to your conclusions, and your credibility. You will need fewer
words to present routine information to a knowledgeable
audience that already knows and respects you. You will need
more time to build consensus about a complex and controversial
subject, especially if the audience is composed of skeptical or
hostile strangers.
*
Choosing the Approach
Prentice Hall
Chapter 4 - *
Audience Reaction
Message Length

Message Type
Direct Approach
Indirect Approach
Once you have defined your ideas and outlined or diagrammed
the structure of your message, you are ready to decide on the
sequence you will use to present your points.
The direct approach. The main idea (such as a recommendation,
conclusion, or request) comes first, followed by the evidence.
Use this approach when your audience will be neutral about
your message or pleased to hear from you.
The indirect approach. The evidence comes first, and the main
idea comes later. Use this approach when your audience may be
displeased or may resist what you have to say.
Your choice of a direct or an indirect approach depends on
several factors:Audience reaction: positive, neutral, or
negativeMessage length: short (memos and letters) or long
(reports, proposals, and presentations)Message type: routine and
positive messages, negative messages, or persuasive messages
*
Outlining the Content
Prentice Hall
Chapter 4 - *

First Major Point
First subpoint
Second subpoint
Evidence
Evidence
Third subpoint
Second Major Point
First subpoint
Second subpoint
1.0 First Major Point
1.1 First subpoint
1.2 Second subpoint
1.2.1Evidence
1.2.2Evidence
1.3 Third subpoint
2.0 Second Major Point
2.1 First subpoint
2.2 Second subpoint
Alphanumeric
Decimal
Whether you use the outlining features provided with word-
processing software or simply jot down three or four points on
the back of an envelope, making a plan and sticking to it will
help you cover the important details.
The basic outline formats (1) use numbers—or letters and
numbers—to identify each point and (2) indent points to show
the relationship between major points, subpoints, and evidence.
A good outline divides a topic into at least two parts, restricts
each subdivision to one category, and ensures that each group is
separate and distinct.
*

Organization Chart Outlines
Prentice Hall
Chapter 4 - *
The Main Idea
I. Major Point
II. Major Point
III. Major Point
A. Evidence
B. Evidence
C. Evidence
A. Evidence
B. Evidence
C. Evidence
A. Evidence
B. Evidence
C. Evidence
Another way to visualize the structure of your message is by
creating a message “organization chart” similar to the charts
used to show a company’s management structure. The main idea

is shown in the highest-level box and, like a top executive,
establishes the big picture. The lower-level ideas, like lower-
level employees, provide the details. All the ideas are logically
organized into divisions of thought, just as a company is
organized into divisions and departments.
Using a visual chart has several benefits. Charts can help you
(1) see the different levels of ideas and how the parts fit
together, (2) develop new ideas, and (3) restructure your
information flow.
*
Basic Message StructureState Main IdeaState Major
PointsProvide Examples
and Evidence
Prentice Hall
Chapter 4 - *
Whichever outlining or organizing scheme you employ, start
your message with the main idea, follow with major supporting
points, and then illustrate these points with evidence.
The main idea helps you establish the goals and general strategy
of the message, and it summarizes two things: (1) what you
want your audience to do or think and (2) why they should do
so.
Support your main idea with the major points that clarify and
explain your ideas in more concrete terms. If your purpose is to
inform and the material is factual, your major points might be
based on something physical or financial—something you can
visualize or measure. When you are describing a process, the
major points are almost inevitably steps in the process.
After you have defined the main idea and identified supporting

points, you are ready to illustrate each point with specific
evidence that helps audience members understand and remember
the concepts you are presenting. Provide enough support to be
convincing but not so much that your message becomes boring
or inefficient. To keep your audience interested, vary the type
of detail you include, such as facts and figures, narration, a
dash of description, some examples, or a reference to authority.
*
Prentice Hall
Chapter 4 - *
Organizing Your Information: Recognizing the Importance of
OrganizationDefining the Main IdeaGenerating IdeasLimiting
Message ScopeChoosing the ApproachOutlining the
ContentOrganization Chart OutlinesBasic Message Structure
This concludes our discussion of Organizing Your Information.
The presentation will close with a review of this chapter’s
learning objectives.
*
Prentice Hall
Chapter 4 - *
Chapter 4
Planning Business Messages

*
This concludes the PowerPoint presentation on Chapter 4,
“Planning Business Messages.” During this presentation, we
have accomplished the following learning objectives:Described
the three-step writing processExplained why it’s important to
analyze a communication situation in order to define your
purpose and profile your audience before writing a
messageDiscussed information gathering options for simple
messages, and identified three attributes of quality
informationListed the factors to consider when choosing the
most appropriate medium for a messageExplained why good
organization is important to both you and your audience, and
listed the tasks involved in organizing a message
For more information about these topics, refer to Chapter 4 in
Excellence in Business Communication
All rights reserved. No part of this publication may be
reproduced, stored in a retrieval system, or transmitted, in any
form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior written permission of
the publisher. Printed in the United States of America.
Chapter 4- *
*
2 page(s) will be printed.
Record: 4

Title: Take it from Billy Joel.
Subject(s): BUSINESS communication; JOEL, Billy --
Performances -- New Jersey --
Meadowlands
Source: Business News New Jersey, 03/08/99, Vol. 12 Issue 10,
p19, 2/5p
Author(s): Adubato, Steve
Abstract: Presents insights on business communication from
singer Bill Joel's performance at
a concert in Meadowlands, New Jersey. Need for the message to
be in sync with the
audience's psyche; Author's speech on the role of television in
the culture in the
AN: 1735967
ISSN: 1087-0229
Note: PCC does not subscribe to this journal.
Full Text Word Count: 670
Database: MasterFILE Premier
Section: Stand & deliver
TAKE IT FROM BILLY JOEL
I've touched on this subject in my previous articles, but the need
to understand and connect with your audience
requires further discussion.
I recently attended a Billy Joel concert at the Meadowlands. It
was billed as his farewell tour. I've long been a
fan of Joel, and along with 20,000 others, was anxious to see
him perform. Within the first five minutes of Joel
walking on stage it was clear that he understood what his

audience came to hear. He said, "I know you've
probably heard that this is my last tour and I'm getting more
into classical music. But don't worry, tonight I'm
going to do the old stuff. In fact, that's what they should call
this tour, 'Billy Joel does the old stuff'."
In response, 20,000 people roared with pleasure. He then
proceeded to perform one hit song after another,
setting each one up with a brief description. He was funny,
irreverent and down to earth. He said a lot of nice
things about New Jersey and mentioned Frank Sinatra. He even
poked fun at us in a good-natured way. Billy
Joel had the crowd in the palm of his hand.
As I was sitting there listening to this extraordinary entertainer,
my friend Nicky turned to me and said, "You
see, this guy gets it. He's giving the people what they want"
Nicky was right. Billy Joel could have come out
and performed Beethoven, Bach and Chopin because of his love
for classical music and the fact that it's the
direction this extraordinary pianist wants to take his career. But
what he understood so well was that a performer
isn't just performing for himself. A performance is primarily for
the audience and their entertainment, enjoyment
or education. The same is true for a speaker. Of course, an artist
or communicator must feel passionately about
their message. But, if that message isn't in sync with the
audience's psyche and passion then you are doomed to
fail.
I recently learned this lesson the hard way. Last month, I gave a
speech on "The Role of TV in American
1 of 2 4/17/02 1:49 PM
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=4&rlStartHit=4&delType=FT
Culture" at a Northern New Jersey high school. I made certain
assumptions about these 16- and 17-year-olds and
their television viewing habits. I talked about such programs as
MTV's The Real World and FOX's Party of
Five. I also discussed the nature of TV news and its impact on
how teenagers see the world.
The only problem with this approach was that when I asked how
many students watched the news, only a
handful out of 100 or so said they did. Even fewer watched The
Real World or Party of Five. As I engaged them
further, I found out that the two most popular shows among this
audience were The Simpsons and Dawson's
Creek. I wasn't particularly familiar with either program. I
found myself making radical adjustments in my
presentation in order to keep the teen audience interested and
engaged. If I had done my homework, I could have
found out more about their viewing habits. I could have talked
to a teacher, or touched base with my 17-year-old
nephew and his friends and asked a few questions about what
kids are watching these days. But, I was lazy. I
prepared a canned speech solely about what I wanted to talk
about, and exerted minimal effort on what the
audience wanted.
That's the bottom line here: Billy Joel knew exactly what his
audience wanted to hear and gave it to them. On
some level, he felt he owed it to them. The same thing is true
for a speaker. I'm not saying you should pander or
patronize your audience. But you have a responsibility to know
what they want and need when you Stand &
Deliver.

~~~~~~~~
By Steve Adubato
Steve Adubato, Ph.D., is an Emmy Award-winning anchor and
professional communication trainer. For more
information on Stand & Deliver, fax requests to (973) 509-1659.
Copyright of Business News New Jersey is the property of
Snowden Publications and its content may not be copied or
emailed to
multiple sites or posted to a listserv without the copyright
holder's express written permission. However, users may print,
download, or
email articles for individual use.
Source: Business News New Jersey, 03/08/99, Vol. 12 Issue 10,
p19, 2/5p.
Item Number: 1735967
2 of 2 4/17/02 1:49 PM
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