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for materials in your areas of interest.
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3. reviewcard/
© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
C H A P T E R 1
E S TA B L I S H I N G A F R A M E W O R K
F O R B U S I N E S S C O M M U N I C AT I O N
Key Terms
Chronemics the study of how a culture
perceives time and its use
Decoding the process of interpreting a
message
Diversity skills the ability to communi-
cate effectively with both men and women of
all ages, cultures, and minority groups
Downward communication a type of
communication that flows from supervisor to
employee, from policy makers to operating
personnel, or from top to bottom on the
organization chart
Encoding the process of selecting and
organizing a message
Ethics the principles of right and wrong that
guide one in making decisions that consider
the impact of one’s actions on others as well
as on the decision maker
Ethnocentrism the assumption that one’s
own cultural norms are the right way to do
things
External messages messages directed to
recipients outside the organization
Feedback a receiver’s response to a
sender’s message
Formal communication channel
a channel of communication typified by the
formal organization chart; dictated by the
technical, political, and economic environ-
ment of the organization
Grapevine the best-known component of
the informal communication system
Horizontal (or lateral) communica-
tion interactions between organizational
units on the same hierarchical level
Informal communication channel
a channel of communication that continu-
ously develops as people interact within the
formal system to accommodate their social
and psychological needs
Interferences also called barriers; numer-
ous factors that hinder the communication
process
Internal messages messages intended
for recipients within the organization
Kinesics the study of body language, which
is not universal, but instead is learned from
one’s culture
Organizational communication the
movement of information within the com-
pany structure
Learning Objectives
LO1
: Define communication and describe the value of communication in
business.
Communication is the process of exchanging information and meaning between or among
individuals through a common system of symbols, signs, and behavior. Managers spend
most of their time in communication activities.
LO2
: Explain the communication process model and the ultimate objective of
the communication process.
People engaged in
communication encode and
decode messages while
simultaneously serving as
both senders and receivers.
In the communication
process, feedback helps
people resolve possible
misunderstandings and thus
improves communication
effectiveness. Feedback and
the opportunity to observe
nonverbal signs are always
present in face-to-face
communication, the most
complete of the three communication levels.
LO3
: Discusshowinformationflowsinanorganization.
Both formal
and informal
communication
systems exist in
every organization;
the formal system
exists to accomplish
tasks, and the
informal system
serves a personal
maintenance
purpose that
results in people
feeling better
about themselves
and others.
Communication flows
upward, downward,
and horizontally or laterally. These flows often defy formal graphic description, yet each is
a necessary part of the overall communication activity of the organization. Communication
takes place at five levels: intrapersonal (communication within one person), interpersonal
(communication between two people), group (communication among more than two
people), organizational (communication among combinations of groups), and public
(communication from one entity to the greater public).
S E N D E R
R E C E I V E R
Encodes
Message
Encodes
Message
Decodes
Message
Decodes
Message
Selects Channel &
Transmits Message
Selects Channel &
Transmits Message
I
N
T
E
R
F
E
R
E
N
C
E
S
s
UPWARD COMMUNICATION
Progress reports (spoken and written)
• Results/accomplishments
• Problems/clarifications
UPWARD COMMUNICATION
Ideas/suggestions
Feelings/attitudes
HORIZONTAL OR
LATERAL COMMUNICATION
Coordination of interrelated activities
Problem-solving efforts
DOWNWARD COMMUNICATION
Policies and procedures
Organizational goals and strategies
Work assignments
Employee development
• Job role/responsibility
• Performance appraisal
(formal and informal)
• Constructive criticism
• Deserved praise and recognition
© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
BCOM3_SE cards.indd 3 12/27/10 2:08:50 PM
M o r e r e v i e w t o o l s a t C o u r s e M a t e f o r B C O M 3 . L o g i n a t w w w . c e n g a g e b r a i n . c o m .
Proxemics the study of cultural space
requirements
Stakeholders people inside and outside
the organization who are affected by
decisions
Stereotypes mental pictures that one
group forms of the main characteristics of
another group, creating preformed ideas of
what people in this group are like
Synergy a situation in which the whole is
greater than the sum of the parts
Team a small number of people with
complementary skills who work together for
a common purpose
Telecommuting also called teleworking;
working at home or other remote locations
and sending and receiving work from the
company office electronically
Upward communication a type of com-
munication that is generally a response to
requests from supervisors
LO4
: Explain how legal and ethical constraints, diversity challenges, changing
technology, and team environment act as strategic forces that influence
the process of business communication.
Communication occurs within an environment constrained by legal and ethical
requirements, diversity challenges, changing technology, and team environment
requirements.
• International, federal, state, and local laws impose legal boundaries for business
activity, and ethical boundaries are determined by personal analysis that can be
assisted by application of various frameworks for decision making.
• Communication is critically impacted by diversity in nationality, culture, age, gender,
and other factors that offer tremendous opportunities to maximize talent, ideas, and
productivity but pose significant challenges in interpretation of time, personal space
requirements, body language, and language translation.
• Significant strides have occurred in the development of tools for data collection and
analysis, creation of messages that are clearer and more effective, and quick and easy
communication with audiences in remote locations. The use of technology, however,
poses legal and ethical concerns in regard to ownership, access, and privacy.
• Team environment challenges arise because communication in teams differs from
communication in traditional organizational structures. The result of effective teams is
better decisions, more creative solutions to problems, and higher worker morale.
1.
You
must
learn
to
design
spreadsheets
that
make
financial
information
meaningful
to
users.
2.
Many
online
tools
are
available
that
build
relationships
with
customers.
3.
I
am
submitting
an
employee
testimonial,
which
I
first
posted
to
a
presentations
blog,
to
the
company
website.
4.
More
companies
are
videoconferencing
because
of
the
need
to
reduce
travel
costs
significantly.
5.
You
must
perform
periodic
maintenance
on
your
computer
to
keep
it
operating
efficiently.
6.
Planned
store
improvements
include
widening
the
aisles,
improving
lighting,
and
lowering
shelves
for
a
sophisticated
feel.
or
Planned
store
improvements
include
widened
aisles,
improved
lighting,
and
lowered
shelves
for
a
sophisticated
feel.
Grammar Quiz
Sentence Structure
Identify the weakness in each sentence and write an improved version.
1. It is essential that you learn to design spreadsheets that make financial information
meaningful to users.
2. There are many online tools available that build relationships with customers.
3. I am submitting an employee testimonial to the company website, which I first posted
to a presentation blog.
4. More companies are videoconferencing because of the need to significantly reduce
travel costs.
5. To operate efficiently, you must perform periodic maintenance on your computer.
6. Planned store improvements include widening the aisles, improved lighting, and lower
shelves for a sophisticated feel.
Grammar Quiz Solutions
Chapter In Review Cards in
the back of the Student Edition
provide students a portable study
tool containing all of the pertinent
information for class preparation.
Engaging. Trackable. Affordable.
CourseMate brings course concepts to life with interactive learning,
study, and exam preparation tools that support BCOM3.
FOR STUDENTS:
• Interactive eBook
• Chapter Quizzes
• Assignments & Handouts
• E-Lectures
• Cases
• Chapter In Review Cards
• Flashcards (electronic & printable)
• Games (crossword puzzles & quiz bowl)
• Glossary
• Learning Objectives
• PowerPoint®
• Videos
• Grammar Games
• Style Guides
• Templates
• Model Documents
• Language Review Quizzes
FOR INSTRUCTORS:
• First Day of Class
Instructions
• Custom Options through
4LTR+ Program
• Instructor’s Manual
• Test Bank
• PowerPoint®
Slides
• Instructor Prep Cards
• Engagement Tracker
S T U D E N T T E S T E D , F A C U L T Y A P P R O V E D
THE
SOLUTION
ONLINE RESOURCES INCLUDED!
Students sign in at
www.cengagebrain.com
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

4. BCOM3 2011–2012 Edition
Carol M. Lehman
Debbie D. DuFrene
Vice President of Editorial, Business:
Jack W. Calhoun
Editor-in-Chief: Melissa Acuña
Acquisitions Editor: Erin Joyner
Developmental Editor: Dana Freeman,
B-books, Ltd.
Product Developmental Manager,
4LTR Press: Steven E. Joos
Executive Brand Marketing Manager,
4LTR Press: Robin Lucas
Editorial Assistant: Kayti Purkiss
VP/Director of Marketing: Cheryl Costantini
Marketing Manager: Michelle Lockard
Marketing Coordinator: Leigh Smith
Sr. Marketing Communications Manager:
Sarah Greber
Production Director: Amy McGuire,
B-books, Ltd.
Content Project Manager: Darrell Frye
Media Editor: John Rich
Frontlist Buyer, Manufacturing:
Miranda Klapper
Production Service: B-books, Ltd.
Art Director: Stacy Jenkins Shirley
Internal Designer: KeDesign, Mason, OH
Cover Designer: KeDesign, Mason, OH
Cover Image: © Getty Images/Blend
Images/Anderson Ross
Photo Rights Acquisitions Specialist:
Deanna Ettinger
Photo Researcher: Charlotte Goldman
© 2012, © 2011 South-Western, a part of Cengage Learning
ALL RIGHTS RESERVED. No part of this work covered by the copyright
herein may be reproduced, transmitted, stored, or used in any form or by
any means graphic, electronic, or mechanical, including but not limited to
photocopying, recording, scanning, digitizing, taping, web distribution, infor-
mation networks, or information storage and retrieval systems, except as
permitted under Section 107 or 108 of the 1976 United States Copyright Act,
without the prior written permission of the publisher.
For product information and technology assistance, contact us at
Cengage Learning Customer & Sales Support, 1-800-354-9706
For permission to use material from this text or product,
submit all requests online at www.cengage.com/permissions
Further permissions questions can be emailed to
permissionrequest@cengage.com
Library of Congress Control Number: 2010942121
SE ISBN-13: 978-1-111-52777-8
SE ISBN-10: 1-111-52777-6
South-Western
5191 Natorp Boulevard
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Cengage Learning products are represented in Canada by
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For your course and learning solutions, visit www.cengage.com
Purchase any of our products at your local college store or at our
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Printed in the United States of America
1 2 3 4 5 6 7 15 14 13 12 11
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

5. iii
Communication Foundations 2
1 Establishing a Framework for Business
Communication 2
2 Focusing on Interpersonal and Group
Communication 20
Communication Analysis 36
3 Planning Spoken and Written Messages 36
4 Preparing Spoken and Written Messages 56
Communication Through Voice,
Electronic, and Written Messages 70
5 Communicating Electronically 70
6 Delivering Good- and Neutral-News
Messages 84
7 Delivering Bad-News Messages 102
8 Delivering Persuasive Messages 122
Communication Through Reports and
Business Presentations 140
9 Understanding the Report Process
and Research Methods 140
10 Managing Data and Using Graphics 160
11 Organizing and Preparing Reports
and Proposals 172
12 Designing and Delivering Business
Presentations 194
Communication for Employment 216
13 Preparing Résumés and Application
Messages 216
14 Interviewing for a Job and Preparing
Employment Messages 244
GRAMMAR AND USAGE APPENDIX 260
REFERENCES 275
INDEX 278
Brief Contents
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

6. Contents
Part 1 Communication
Foundations 2
1 Establishing a Framework for
Business Communication 2
Value of Communication 2
The Communication Process 3
The Sender Encodes the Message 4
The Sender Selects the Channel and Transmits the Message 4
The Receiver Decodes the Message 4
The Receiver Encodes the Message to Clarify 5
Interferences Hinder the Process 5
Communicating within Organizations 5
Communication Flow in Organizations 5
Levels of Communication 9
Strategic Forces Influencing Business
Communication 10
Strategic Force 1: Legal and Ethical Constraints 10
Strategic Force 2: Diversity Challenges 13
Strategic Force 3: Changing Technology 15
Strategic Force 4: Team Environment 17
2 Focusing on Interpersonal
and Group Communication 20
Behavioral Theories that Impact Communication 20
Recognizing Human Needs 20
Stroking 22
Exploring the Johari Window 22
Contrasting Management Styles 23
Nonverbal Communication 23
Metacommunication 23
Kinesic Messages 23
Understanding Nonverbal Messages 24
Listening as a Communication
Skill 25
Listening for a Specific Purpose 25
Bad Listening Habits 26
Group Communication 27
Increasing Focus on Groups 27
Characteristics of Effective Groups 29
Group Roles 30
From Groups to Teams 31
Meeting Management 32
Face-to-Face Meetings 33
Electronic Meetings 33
Suggestions for Effective Meetings 34
Part 2 Communication
Analysis 36
3 Planning Spoken and
Written Messages 36
Step 1: Determining the Purpose and Channel 38
Step 2: Envisioning the Audience 38
Step 3: Adapting the Message to the Audience 40
Focus on the Receiver’s Point of View 40
Communicate Ethically and Responsibly 41
Build and Protect Goodwill 43
Use Contemporary Language 47
Use Simple, Informal Words 47
Communicate Concisely 48
Project a Positive,TactfulTone 49
Step 4: Organizing the Message 52
Outline to Benefit the Sender and the
Receiver 52
Sequence Ideas to Achieve Desired
Goals 52
4 Preparing
Spoken and Written
Messages 56
Prepare the First Draft 56
Craft Powerful Sentences 58
Develop Coherent Paragraphs 60
Revise and Proofread 62
Improve Readability 62
Apply Visual Enhancements to Improve Readability 63
Use Systematic Procedures for Revising and Proofreading 66
Cultivate a Frame of Mind for Effective Revising and
Proofreading 68
on
se 25
27
ups 29
y 41
C o n t e n t s
iv
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

7. v
C o n t e n t s
Part 3 Communication
Through Voice, Electronic,
and Written Messages 70
5 Communicating
Electronically 70
Electronic Mail
Communication 70
Advantages of Email 70
Guidelines for Preparing
Email Messages 71
Effective Use of Email 72
Instant Messaging 74
Text Messaging 75
Electronic Messages and the Law 77
Web Page Communication 78
Writing for a Website 78
Writing Wikis 79
Writing for Weblogs 79
Voice and Wireless Communication 80
Voice Mail Communication 80
Cell Phone Communication 81
Wireless Communication and the Future 82
Appropriate Use of Technology 82
Determine the Purpose of the Message 83
Determine Whether the Information Is Personal or
Confidential 83
Decide Whether Positive Human Relations Are Sacrificed 83
6 Delivering Good- and
Neutral-News Messages 84
Deductive Organizational Pattern 84
Good-News Messages 86
Positive News 86
Thank-You and Appreciation Messages 88
Routine Claims 90
Claim Message 90
Favorable Response to a Claim Message 90
Routine Requests 93
Routine Request 93
Favorable Response to a
Routine Request 93
Positive Response to a
Favor Request 93
Form Messages
for Routine
Responses 95
Routine Messages about Orders and Credit 95
Acknowledging Customer Orders 97
Providing Credit Information 97
Extending Credit 98
Procedural Messages 100
7 Delivering Bad-News
Messages 102
Choosing an Appropriate
Channel and Organizational
Pattern 102
Channel Choice and Commitment
to Tact 102
Use of the Inductive Approach to
Build Goodwill 104
Exceptions to the Inductive
Approach 105
Developing a Bad-News
Message 105
Writing the Introductory Paragraph 105
Presenting the Facts, Analysis, and Reasons 106
Writing the Bad-News Statement 107
Offering a Counterproposal or“Silver Lining”Idea 108
Closing Positively 108
Refusing a Request 110
Denying a Claim 111
Denying Credit 113
Delivering Constructive Criticism 115
Communicating Negative Organizational News 116
Breaking Bad News 116
Responding to Crisis Situations 118
8 Delivering Persuasive
Messages 122
Persuasion Strategies 122
Plan Before You Write 123
Use the Inductive Approach 124
Apply Sound Writing Principles 124
Sales Messages 126
Gain Attention 126
Generate Interest by Introducing the
Product, Service, or Idea 127
Create Desire by Providing
Convincing Evidence 128
Motivate Action 131
Persuasive Requests 132
Making a Claim 132
Asking a Favor 135
Requesting Information 137
Persuading within an Organization 137
0
2
d the Law 77
ional
tment
ch to
2
h 124
iples 124
ducing the
ea 127
128
37
nization 137
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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

8. C o n t e n t s
vi
Part 4 Communication
Through Reports
and Business
Presentations 140
9 Understanding the Report
Process and Research
Methods 140
Characteristics of Reports 140
Types of Reports 141
Proposals 143
Basis for Reports: The Problem-Solving Process 143
Recognizing and Defining the Problem 143
Selecting a Method of Solution 145
Collecting and Organizing the Data 149
Arriving at an Answer 155
10 Managing Data and Using
Graphics 160
Communicating
Quantitative
Information 160
Using Graphics 162
Effective and Ethical Use of
Graphics 163
Types of Graphic Aids 163
Including Graphics in Texts 170
Positioning Graphics in Texts 170
11 Organizing and
Preparing Reports and
Proposals 172
Parts of a Formal Report 172
Preliminary Parts of a Report 173
Report Text 176
Report Addenda 177
Organization of Formal Reports 177
Writing Convincing and Effective Reports 178
Choosing a Writing Style for Formal Reports 180
Short Reports 182
Memorandum, Email, and Letter Reports 182
Form Reports 182
Proposals 189
Proposal Structure 189
Proposal Preparation 191
12 Designing and Delivering
Business Presentations 194
Planning an Effective Business Presentation 194
Identify Your Purpose 195
Know Your Audience 196
Organizing the Content 197
Introduction 197
Body 199
Closing 200
Designing Compelling Presentation Visuals 200
Types of Presentation Visuals 200
Design of Presentation Visuals 202
Design Tips for Audience Handouts and
Notes Pages 203
Refining Your Delivery 204
Delivery Method 204
Vocal Qualities 205
Delivery Style 207
Adapting to Alternate Delivery
Situations 210
Culturally Diverse Audiences 210
Team Presentations 212
Distance Presentations 213
Part 5 Communication for
Employment 216
13 Preparing Résumés and
Application Messages 216
Preparing for the Job Search 216
Gathering Essential Information 217
Identifying Potential Career
Opportunities 218
Planning a Targeted
Résumé 221
Standard Parts of a
Résumé 221
Types of Résumés 226
Preparing Résumés for
Print and Electronic
Deliveries 227
Preparing a Print
(Designed)
Résumé 227
Preparing Electronic Résumé Submissions 228
Supplementing a Résumé 234
Professional Portfolios 234
Employment Videos 234
P
Su
ation for
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

9. Composing Application Messages 237
Persuasive Organization 237
General Writing Guidelines 241
Finishing Touches 242
14
Interviewing
for a Job and
Preparing
Employment
Messages 244
Understanding Types of Employment
Interviews 244
Structured Interviews 244
Unstructured Interviews 246
Stress Interviews 246
Group Interviews 246
Virtual Interviews 246
Preparing for an Interview 247
Research the Company 247
Study Yourself 248
Plan Your Appearance 248
Plan Your Time and Materials 249
Practice 249
Conducting a Successful Interview 249
The Opening Formalities 249
The Information Exchange 250
The Closing 253
Preparing Other Employment Messages 255
Application Forms 255
Follow-Up Messages 255
Thank-You Messages 256
Job-Acceptance Messages 256
Job-Refusal Messages 256
Resignation Messages 258
Recommendation Requests 258
GRAMMAR AND USAGE APPENDIX 260
REFERENCES 275
INDEX 278
ges 237
Empl
pl
pl
ploy
oy
oy
oy
oy
o me
me
me
ent
St
Pl
Pl
Pr
C
C o n t e n t s 1
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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

10. 2 P a r t 1 : C o m m u n i c a t i o n F o u n d a t i o n s
Value of Communication
W
e communicate to satisfy needs
in both our work and private
lives. Each of us wants to be
heard, appreciated, and wanted.
We also want to accomplish tasks
and achieve goals. A major value
of communication is to
help people feel good
about themselves and
about their organiza-
tions. Generally peo-
ple communicate for
three basic purposes:
to inform, to persuade,
and to entertain.
What is communication? Communication is the pro-
cess of exchanging information and meaning between or
among individuals through a common system of sym-
bols, signs, and behavior. Other words used to describe
the communication process include conversing, speaking,
corresponding, writing, and listening. Studies indicate that
managers typically spend 60 to 80 percent of their time
involved in communication. In your career activities, you
will communicate in a wide variety of ways, including
• attending meetings and writing reports related to
strategic plans and company policy.
• presenting information to large and small groups in
face-to-face and virtual environments.
• explaining and clarifying management procedures
and work assignments.
• coordinating the work of various employees, depart-
ments, and other work groups.
• evaluating and counseling employees.
• promoting the company’s products/services and image.
O
B
J
E
C
T
I
V
E
S 1 Define communication
and describe the value of
communication in business.
2 Explain the communication
process model and the ultimate
objective of the communication
process.
3 Discuss how information flows in
an organization.
4 Explain how legal and ethical
constraints, diversity challenges,
changing technology, and team
environment act as strategic
forces that influence the process
of business communication.
BCOM
Communication Foundations
Part 1 Chapter 1
Establishing a
Framework for Business
Communication
O B J E C T I V E 1
Define communication
and describe the value
of communication in
business.
©
iStockphoto.com/Alexandr
Tovstenko
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

11. 3
C h a p t e r 1 : E s t a b l i s h i n g a F r a m e w o r k f o r B u s i n e s s C o m m u n i c a t i o n
C H A P T E R
The Communication
Process
E
ffective business communication is essen-
tial to success in today’s work environ-
ments. Recent surveys of executives
document that abilities in writing and
speaking are major determinants of career
success in many fields.1
Though essential
to personal and professional success, effective business
communication does not occur automatically. Your
own experiences likely have taught you that a mes-
sage is not interpreted
correctly just because
you transmitted it. An
effective communica-
tor anticipates pos-
sible breakdowns in
the communication
process—the unlim-
ited ways the message
can be misunderstood. This mind-set provides the con-
centration to design the initial message effectively and
to be prepared to intervene at the appropriate time to
ensure that the message received is on target.
1
©
Roger
Wright/Stone/Getty
Images
O B J E C T I V E 2
Explain the
communication process
model and the ultimate
objective of the
communication process.
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12. 4 P a r t 1 : C o m m u n i c a t i o n F o u n d a t i o n s
Consider the communication process model pre-
sented in Figure 1-1. These seemingly simple steps actu-
ally represent a very complex process.
The Sender Encodes the Message
The sender carefully designs a message by selecting
(1) words that clearly convey the message and (2) non-
verbal signals (gestures, posture, facial expression, and
so on) that reinforce the verbal message. The process of
selecting and organizing the message is referred to as
encoding. The sender’s primary objective is to encode
the message in such a way that the message received is
the same (or as close as possible) as the message sent.
Knowledge of the receiver’s educational level, experi-
ence, viewpoints, and other information aids the sender
in encoding the message. If information about the
receiver is unavailable, the sender can use empathy for
the receiver’s position to gain fairly accurate insights to
help in encoding the message.
The Sender Selects the Channel
and Transmits the Message
To increase the likeli-
hood that the receiver will
understand the message,
the sender carefully selects
an appropriate channel for
transmitting the message.
Three typical communication channels are two-way,
face-to-face; two-way, not face-to-face; and one-way,
not face-to-face.
Selecting an inappropriate channel can cause the
message to be misunderstood and can adversely affect
human relations with the receiver. For example, for a
complex subject, a sender might begin with a written
document and follow up with a face-to-face, phone, or
video conference discussion after the receiver has had
an opportunity to study the document. Written docu-
ments are required when legal matters are involved and
written records must be retained.
The Receiver Decodes the Message
The receiver is the destination of the message. The
receiver’s task is to interpret the sender’s message, both
verbal and nonverbal, with as little distortion as pos-
sible. The process of interpreting the message is referred
to as decoding. Because words and nonverbal signals
have different meanings to different people, countless
problems can occur at this point in the communication
process:
• The sender inadequately encodes the original mes-
sage with words not present in the receiver’s vocabu-
lary, ambiguous or nonspecific ideas, or nonverbal
signals that distract the receiver or contradict the
verbal message.
• The receiver is intimidated by the position or author-
ity of the sender, resulting in tension that prevents
effective concentration on the
message and failure to ask for
needed clarification.
• The receiver prejudges the
topic as too boring or dif-
ficult to understand and does
not attempt to understand the
message.
• The receiver is close-minded
and unreceptive to new and
different ideas.
With the infinite number
of breakdowns possible at each
stage of the communication pro-
cess, it is indeed a miracle that
effective communication ever
occurs. The complexity of the
communication process ampli-
fies the importance of the next
stage in the communication
process—feedback to clarify
misunderstandings.
encoding
the process of selecting and
organizing a message
decoding
the process of interpreting a
message
Figure 1-1 The Communication Process Model
S E N D E R
R E C E I V E R
Encodes
Message
Encodes
Message
Decodes
Message
Decodes
Message
Selects Channel &
Transmits Message
Selects Channel &
Transmits Message
I
N
T
E
R
F
E
R
E
N
C
E
S
© Cengage Learning 2010
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

13. 5
C h a p t e r 1 : E s t a b l i s h i n g a F r a m e w o r k f o r B u s i n e s s C o m m u n i c a t i o n
The Receiver Encodes
the Message to Clarify
When the receiver responds to the sender’s message, the
response is called feedback. The feedback might prompt
the sender to modify or adjust the original message to
make it clearer to the receiver. Feedback can be verbal or
nonverbal. A remark such as “Could you clarify . . .” or a
perplexed facial expression provides clear feedback to the
sender that the receiver does not yet understand the mes-
sage.Conversely,a confident“Yes,I understand,”and a nod
of the head likely signal understanding or encouragement.
Interferences Hinder the Process
Senders and receivers must learn to deal with the numer-
ous factors that hinder the communication process.These
factors are referred to as interferences or barriers to
effective communication. Previous examples have illus-
trated some of the interferences that might occur at vari-
ous stages of the communication process. For example,
• differences in educational level, experience, cul-
ture, and other characteristics of the sender and the
receiver increase the complexity of encoding and
decoding a message.
• physical interferences occurring in the channel
include a noisy environment, interruptions, and
uncomfortable surroundings.
• mental distractions, such as preoccupation with other
matters and developing a response, rather than listening.
You can surely compile a list of other barriers that
affect your ability to communicate with friends,instructors,
coworkers,supervisors,andothers.Bybeingawareofthem,
you can concentrate on removing these interferences.
Communicating within
Organizations
T
o be successful, organizations must cre-
ate an environment that energizes and
encourages employees to accomplish
tasks by promoting genuine open-
ness and effective communication.
Organizational communication is con-
cerned with the move-
ment of information
within the company
structure. Regardless
of your career or level
within an organiza-
tion, your ability to communicate will affect not only
the success of the organization but also your personal
success and advancement within that organization.
Communication Flow in
Organizations
Communication occurs in a variety of ways within an
organization.Somecommunicationflowsareplannedand
structured;othersarenot.Somecommunicationflowscan
be formally depicted, whereas some defy description.
Formal and Informal Channels
The flow of communication within an organization fol-
lows both formal and informal channels.
• Formal communication channel. This channel is
typified by the formal organization chart, which is
created by management to define individual and
group relationships and to specify lines of responsi-
bility. Essentially, the formal system is dictated by the
technical, political, and economic environment of the
organization. Within this system, people are required
to behave in certain ways simply to get work done.
• Informal communication channel. This channel
continuously develops as people interact within
the formal system to accommodate their social and
psychological needs. Because the informal channel
undergoes continual changes, it cannot be depicted
accurately by any
graphic means.
When employees rely
almost entirely on the for-
mal communication sys-
tem as a guide to behavior,
the system might be iden-
tified as a bureaucracy.
Procedures manuals, job
descriptions, organiza-
tion charts, and other
written materials dictate
the required behavior.
Communication chan-
nels are followed strictly,
and red tape is abundant.
Procedures are generally
followed exactly; terms
such as rules and policies
serve as sufficient rea-
sons for actions. Even the
most formal organiza-
tions, however, cannot
function long before an
O B J E C T I V E 3
Discuss how information
flows in an organization.
feedback
a receiver’s response to a
sender’s message
interferences
also called barriers; numerous
factors that hinder the
communication process
organizational
communication
the movement of information
within the company structure
formal communication
channel
a channel of communication
typified by the formal
organization chart; dictated
by the technical, political, and
economic environment of the
organization
informal
communication
channel
a channel of communication
that continuously develops
as people interact within
the formal system to
accommodate their social and
psychological needs
©
iStockphoto.com/Boris
Yankov
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.