This document provides information about the third edition of the textbook "Business Communication: Developing Leaders for a Networked World" by Peter W. Cardon. It includes details about the author, topics covered in the textbook, and changes made for the third edition.
The summary is:
This textbook aims to help business students develop professional credibility for success in today's networked world. It covers traditional business communication topics but also includes modern topics like social media, technology, intercultural communication, and business proposals. Changes to the third edition update content, expand coverage of concepts like emotional intelligence and online reputation management, and add exercises throughout. The goal is to prepare students for effective communication and leadership in a rapidly changing business environment
Master's Degree in Social Media - Information PacketAndrew Selepak
Information packet on the University of Florida's Master's in Mass Communication Degree with a specialization in Social Media from the College of Journalism and Communication
Social Media: Employability Skills for the 21st CenturyMark Hewitt
Today’s employment market demands a currency of technical skills that necessitates adherence to continued learning and professional development. Helping students embrace this notion, with skills like social media, will assist to propel them forward as lifelong learners. By acquiring a personal accountability for their learning, students will remain relevant and ready to face the 21st century job market, long beyond their secondary education.
Troy D. White has extensive experience in marketing, business development, and strategic leadership within associations and educational organizations. He specializes in developing comprehensive marketing plans, generating leads, nurturing customers, and collaborating with executives to define winning strategies. Highlights of his experience include increasing sales and membership through optimized marketing channels and data analytics during his time leading marketing and membership for Future Business Leaders of America, and expanding revenue and brand awareness through innovative programs while directing sales and marketing for the Council for Economic Education.
Sample used by another Student.From the scenario this week,.docxtodd331
Sample used by another Student.
"From the scenario this week, the idea of a one-day training program is the most ideal for their training needs. The issue that needs training is effective communication within the department. To follow the experiential learning model, the training would start off with having the trainees describe a time in their lives when communication has made a bad situation worse and a time when effective communication made a bad situation better. This highlights the importance of communication for everyone in the training. I would follow this with a lecturette that discusses the different types of communication that can be effective in different situations, such as confrontational, hostile or passive. Once the material was covered, the trainees would then break into pairs and showcase the different types of communication styles that would work in different situations. This allows the employees to test their grasp of the concept and to showcase the material for the other trainees who may not have fully understood that concept. The next step of the ELM is generalization. Effective communication is essential in any career field and is even vital in personal relationships. The information learned in the training can be used in all facets of life. As a trainer, I would have the trainees mention certain situations they can see themselves using this information outside of the workplace and perhaps which style of communication they look forward to trying. Lastly, the employees would take this information and apply it to a new experience that is focused closely to their workplace. There have been mentions in the weekly scenarios that the employees felt under trained in their systems. This final part of the training would allow them to demonstrate how their newfound understanding of effective communication could have improved the situation before there was any performance loss.
From the ATD website, I have selected a certification course titled Essentials of Being a Successful Training Coordinator. The training objectives highlight that the course: defines the role of a training coordinator, teaches the steps in the ADDIE training model, teaches management techniques to manage training design and development and how to identify and diffuse difficult situations. Rather than a $745 course taught online, these training objectives could be established with a PowerPoint presentation or even a video on LinkedIn Learning or Lynda. These computer-based trainings would be a more cost-effective way to absorb the same information without requiring a live instructor to teach it each time in a live online lecture."
Thank you!
Sources
1. Association for Talent Development. 2019. Essentials of Being a Successful Training Coordinator. https://www.td.org/education-courses/essentials-of-being-a-successful-training-coordinator
Revised Confirming Pages
A Preface
to Marketing
Management
pet29966_fm_i-xiv.qxd 11/20/09 2:27 PM Page i
Re.
This document provides information about the Marketing Public Relations course for the Fall 2015 quarter. It will be taught by Professor Clarke Caywood on Tuesdays from noon to 2:50pm at Medill School of Journalism. The course will cover strategic and tactical public relations techniques and how they can integrate with and support marketing objectives. Students will gain experience applying these skills through working with a real client. They will be evaluated based on class participation, exercises, software training, team presentations, and a final integrated marketing public relations plan for the client.
Master's Degree in Social Media - Information PacketAndrew Selepak
Information packet on the University of Florida's Master's in Mass Communication Degree with a specialization in Social Media from the College of Journalism and Communication
Social Media: Employability Skills for the 21st CenturyMark Hewitt
Today’s employment market demands a currency of technical skills that necessitates adherence to continued learning and professional development. Helping students embrace this notion, with skills like social media, will assist to propel them forward as lifelong learners. By acquiring a personal accountability for their learning, students will remain relevant and ready to face the 21st century job market, long beyond their secondary education.
Troy D. White has extensive experience in marketing, business development, and strategic leadership within associations and educational organizations. He specializes in developing comprehensive marketing plans, generating leads, nurturing customers, and collaborating with executives to define winning strategies. Highlights of his experience include increasing sales and membership through optimized marketing channels and data analytics during his time leading marketing and membership for Future Business Leaders of America, and expanding revenue and brand awareness through innovative programs while directing sales and marketing for the Council for Economic Education.
Sample used by another Student.From the scenario this week,.docxtodd331
Sample used by another Student.
"From the scenario this week, the idea of a one-day training program is the most ideal for their training needs. The issue that needs training is effective communication within the department. To follow the experiential learning model, the training would start off with having the trainees describe a time in their lives when communication has made a bad situation worse and a time when effective communication made a bad situation better. This highlights the importance of communication for everyone in the training. I would follow this with a lecturette that discusses the different types of communication that can be effective in different situations, such as confrontational, hostile or passive. Once the material was covered, the trainees would then break into pairs and showcase the different types of communication styles that would work in different situations. This allows the employees to test their grasp of the concept and to showcase the material for the other trainees who may not have fully understood that concept. The next step of the ELM is generalization. Effective communication is essential in any career field and is even vital in personal relationships. The information learned in the training can be used in all facets of life. As a trainer, I would have the trainees mention certain situations they can see themselves using this information outside of the workplace and perhaps which style of communication they look forward to trying. Lastly, the employees would take this information and apply it to a new experience that is focused closely to their workplace. There have been mentions in the weekly scenarios that the employees felt under trained in their systems. This final part of the training would allow them to demonstrate how their newfound understanding of effective communication could have improved the situation before there was any performance loss.
From the ATD website, I have selected a certification course titled Essentials of Being a Successful Training Coordinator. The training objectives highlight that the course: defines the role of a training coordinator, teaches the steps in the ADDIE training model, teaches management techniques to manage training design and development and how to identify and diffuse difficult situations. Rather than a $745 course taught online, these training objectives could be established with a PowerPoint presentation or even a video on LinkedIn Learning or Lynda. These computer-based trainings would be a more cost-effective way to absorb the same information without requiring a live instructor to teach it each time in a live online lecture."
Thank you!
Sources
1. Association for Talent Development. 2019. Essentials of Being a Successful Training Coordinator. https://www.td.org/education-courses/essentials-of-being-a-successful-training-coordinator
Revised Confirming Pages
A Preface
to Marketing
Management
pet29966_fm_i-xiv.qxd 11/20/09 2:27 PM Page i
Re.
This document provides information about the Marketing Public Relations course for the Fall 2015 quarter. It will be taught by Professor Clarke Caywood on Tuesdays from noon to 2:50pm at Medill School of Journalism. The course will cover strategic and tactical public relations techniques and how they can integrate with and support marketing objectives. Students will gain experience applying these skills through working with a real client. They will be evaluated based on class participation, exercises, software training, team presentations, and a final integrated marketing public relations plan for the client.
2015 02 Communication Director - NorcaroMia Norcaro
The document discusses the importance of mentoring for sustaining the communications profession. It describes the author's experiences being mentored early in her career by inspiring leaders. She emphasizes the value of both informal mentoring relationships that develop organically, as well as formal programs through universities and companies. The author encourages communications leaders to share their passion for the field by mentoring younger professionals, whether through university guest lectures, informally advising those inside or outside their organization, or participating in formal mentoring programs. Mentoring is presented as an impactful way to inspire the next generation and ensure the continued success of the communications profession.
1) The passage discusses the evolution of marketing from traditional 4Ps (product, price, place, promotion) to digital marketing in the modern era.
2) It explains how digital marketing uses targeted advertising through digital channels like search engines, websites, social media, email and mobile apps.
3) The passage concludes that while traditional marketing still has its place, businesses must embrace digital marketing to engage continuously with customers, especially millennials, through more personalized interactions on mobile platforms.
Making social media work for you February 2011Timothy Holden
This document provides an overview of using social media for business purposes. It discusses whether social media is a fad or here to stay based on usage statistics. It also addresses age differences in social media use, links between social media and employee engagement, developing acceptable use policies, safeguarding brands, monitoring trends, and tips for success. The document contains tips on defining goals, listening to customers, establishing identity, and avoiding common mistakes with social media strategies.
The 2022 CPRE Industry and Educator Summit focused on the future of the workplace and discussed expectations of new professionals entering the field. Regarding "Who", participants discussed balancing high expectations of new professionals for rapid career growth with realities of the workplace. Regarding "What" skills are needed, participants emphasized soft skills like curiosity and writing alongside data analytics and media literacy. Regarding "Why" public relations matters, participants said the field allows for storytelling that enriches lives and drives social change, and professionals must hold actors accountable to build trust. Key learnings included the importance of diversity, adapting to change, and translating experience for new generations.
Community management for instructors Langara College 2015Anyssa Jane
This course will assist you to update your professional skills and profiles on social media though instruction about social platforms, profiles and and community building.
This workshop is hands on today between 9:30 to 4 PM at the Langara Campus in Vancouver, British Columbia, Canada.
You will leave with professional looking profiles and the confidence to use them in a safe, productive manner.
The extended goal is to leave instructors with tools to efficiently communicate online in social spaces, expand your influence, improve outreach and connect to similar communities in your profession.
Definately needs someone to fix somethingsFreelance
A communication degree focuses on how people use messages across various contexts and cultures. It provides marketable skills like critical thinking, writing, speaking, and analyzing information. Graduates can find jobs in public relations, media, teaching, and government with salaries ranging from $42,000 to $128,000. Studying communication enhances everyday communication skills and allows students to learn persuasion, group dynamics, and public speaking.
Marketing and Advancement: Colleagues and Partners or Direct ReportsmStoner, Inc.
This was presented at the 2018 AMA Higher Education Conference by Michael Stoner, co-founder and co-owner at mStoner, Inc. and Rob Zinkan, associate vice president, marketing, at Indiana University.
In this presentation, based on insights from the 2018 Benchmarking Digital Advancement research by CASE and mStoner, Inc., and interviews with senior advancement and marketing professionals, we explore the current relationship between the CMO and chief advancement officer. Are they colleagues and partners? And, more importantly, what
lies ahead for the CMO/CAO relationship as institutions seek to implement more effective engagement strategies with the entire range of an institution’s stakeholders?
Reference from Joel Stutz, Ph.D., department chairmanWilliam J. Brown
Bill Brown has been a key part of the CIS Department's e-commerce program since 1999 as an adjunct instructor. As General Manager and Vice President of e-commerce for two large corporations, he has built profitable internet businesses. He led the strategic development of Interval International's websites, driving $3 million in annual earnings and $12 million in annual cost savings. Previously, he led strategic planning and marketing for a web portal and radio station. Brown developed his practical experience into a quality learning experience for his students. He is an asset to the program through his education, professional experience, and efforts to help students like developing an internship program and career networking site.
Benchmarking Executive Education da escola IMD da Suiça 2 lugar ranking de Educação Executiva do Financial Times (2014)
Fundação Dom Cabral: a melhor escola de negócios da América latina.
http://www.jvalerio.com.br
With prospective students spending more time online due to uncertainty around COVID-19, higher education institutions are seeing engagement with their digital marketing efforts on LinkedIn. Engagement with articles and posts on LinkedIn increased dramatically in March as audiences seek information from trusted sources. It is recommended that higher education marketers provide timely updates on programs, leverage virtual platforms to stay connected with communities, and maintain a focus on relationship building to support prospective students during this challenging time.
Developing students’ employability skills through social mediaSue Beckingham
This presentation demonstrates how embedding social media and technology in the curriculum can develop graduate attributes and employability skills. It provides examples of using social media to engage with employers through professional networking and developing digital capabilities. Authentic learning experiences that involve online collaboration, communication, and multimedia creation can help students learn to use digital spaces professionally. Developing these skills is important because employers seek graduates with strong communication, teamwork, and digital skills, as the CBI report highlights dissatisfaction with graduates' workplace preparedness.
Gordon A. Russell has had a diverse career spanning advertising, marketing, management, and education. He began in advertising and rose to become creative director and vice president. He then moved into account supervision and marketing. Russell has forecasted future telecommunications trends, held senior management roles, and founded his own consulting business. For over 14 years, he has worked in higher education, building programs and gaining accreditation. Russell aims to bring balance, business acumen, entrepreneurial spirit, leadership, and creativity to his roles.
Business Essentials for Strategic Communicators BMAChicago
The document summarizes research from three studies on the importance of business knowledge for strategic communicators: a Page Society member survey, a Page Jam online discussion, and a Page Up pre-conference poll. The research found that over 80% of respondents believed a solid understanding of "Business 101" topics is extremely important for strategic communicators. However, over 80% also felt that colleges do not provide enough business training. The document then provides 10 ideas for building business acumen among communications teams, such as reviewing business models, developing in-house training, reading business journalism, and discussing business-related TV shows and books.
The document discusses socialization in public relations, including:
- Student perceptions of the PR industry based on a 2015 study, including concerns about finding jobs and negative portrayals.
- Organizational socialization as the process of adapting to an organization's culture and roles over time.
- Suggestions for optimal socialization in PR, such as getting involved locally, seeking mentorship, and earning certifications.
- Phases of socialization in PR including anticipatory, encounter, and metamorphosis once established in the field.
- The importance of mentors and continuing self-education to complete the socialization process in PR.
The internet’s rapid expansion and the subsequent development of digital communication channels have greatly improved the scope of an institution’s global outreach. Add to the mix the widespread presence of students on social networking platforms, and the reason for institutions deploying dedicated marketing efforts like promotional events and activities on such sites is clear—to attract prospective students. Additionally, digital developments are supporting institutions in connecting with prospective and existing students on an increasingly personal level through channels like app-based inquiry systems.
To put the spotlight on such key developments in the industry, Education Technology Insights showcases how organizations are leveraging the latest technologies to meet students’ expectations and encourage them to enroll in learning programs.
The edition features thought leadership articles from Rebecca Shineman, executive director of marketing at York College of Pennsylvania, who speaks on the importance of education marketing leaders understanding the ideal time to develop internal personnel or invest in external partnerships for their digital marketing strategies. Nicole Weis, LPC, LAC, and Carrie Yeager, Ph.D. director of marketing at the University of Colorado, Colorado Springs, shed light on the greater resilience information toolkit program and how its growth has helped promote social support and connections between individuals across the globe.
In this edition of Education Technology Insights, we also bring the stories of some of the top education marketing service providers that deliver the best smart student market outreach solutions for their clients. The list includes Agile Education Marketing, which stands out for its methodology to maximize EdTech companies’ success by connecting them to educators through comprehensive market insight, high-end integrations, and omnichannel digital marketing services.
Communication Resume Sample. Communication ResumeTracy Hernandez
This resume summary highlights the candidate's 5+ years of experience in strategic communication, public relations, social media management, and crisis communication. They have a proven track record of implementing successful communication strategies and increasing brand awareness by 20% at their most recent employer. Previous work also includes coordinating press releases, media interviews, and events, resulting in positive media coverage and an enhanced brand reputation.
This digital marketing plan seeks to rebrand Open Universities Australia (OUA) by introducing a new centralized interface to provide students with an easier and more engaging online learning experience. The plan aims to increase OUA's brand awareness internally to facilitate organizational change and externally to boost enrollment. Key performance indicators include measures of brand awareness, student engagement, and retention. The marketing strategy incorporates traditional and digital media like blogs, social media, and banner ads to promote OUA's rebranding to its target demographic of online learners aged 20-39, who are mostly female. The plan's effectiveness will be rigorously evaluated through analytics and external market research over the first year.
CASE STUDY 2.1 W. L. Gore and AssociatesHe was ready for anythi.docxdewhirstichabod
CASE STUDY 2.1: W. L. Gore and Associates
He was ready for anything—or so he thought. Dressed in his finest and armed with an MBA degree fresh off the press, Jack Dougherty walked in for his first day of work at Newark, Delaware–based W. L. Gore and Associates, the global fluoropolymer technology and manufacturing giant that is best known as the maker of Gore-Tex.
But it turned out he wasn’t ready for this: “Why don’t you look around and find something you’d like to do,” founder and CEO Bill Gore said to him after a quick introduction. Although many things have changed over the course of W. L. Gore and Associates’ 50+ years in business, the late Gore stuck to his principles regarding organizational structure (or lack thereof), a legacy he passed down to subsequent generations of management. Gore wasn’t fond of thick layers of formal management, which he believed smothered individual creativity. According to Gore, “A lattice (flat) organization is one that involves direct transactions, self-commitment, natural leadership, and lacks assigned or assumed authority.”
In the 1930s, Gore received a bachelor’s degree in chemical engineering and a master’s degree in physical chemistry. During his career, he worked on a team to develop applications for polytetraflurothylene (PTFE), commonly known as Teflon. Through this experience, Gore discovered a sense of excited commitment, personal fulfillment, and self-direction, which he yearned to share with others. Spending nights tinkering in his own workshop, he did what he had previously thought to be impossible: he created a PTFE-coated ribbon cable. It occurred to Gore that he might be able to start his own business producing his invention, so he left his stable career of 17 years, borrowed money, and drained his savings. Though his friends advised him against taking such a risk, W. L. Gore and Associates was born in January 1958. The basement of the Gore home was the company’s first facility.
Although no longer operating from a family basement (Gore boasts more than $3 billion in annual sales and 9,000 employees in more than 45 facilities worldwide), the sense of informality has stuck. “It absolutely is less efficient upfront,” said Terri Kelly, chief executive of W. L. Gore. (Her title is one of the few at the company.) “[But] once you have the organization behind it . . . the buy-in and the execution happens quickly,” she added.
Structure and Management of Unstructure and Unmanagement
Even as Gore started to grow, the company continued to resist titles and hierarchy. It had no mission statement, no ethics statement, and no conventional structures typical of companies of the same size. The only formal titles were “chief executive” and “secretary-treasurer”—those required by law for corporations. There were also no rules that business units within the company couldn’t create such structures, and so some of them did create their own mission statements and such. Many called Gore’s management style “unmanag.
2015 02 Communication Director - NorcaroMia Norcaro
The document discusses the importance of mentoring for sustaining the communications profession. It describes the author's experiences being mentored early in her career by inspiring leaders. She emphasizes the value of both informal mentoring relationships that develop organically, as well as formal programs through universities and companies. The author encourages communications leaders to share their passion for the field by mentoring younger professionals, whether through university guest lectures, informally advising those inside or outside their organization, or participating in formal mentoring programs. Mentoring is presented as an impactful way to inspire the next generation and ensure the continued success of the communications profession.
1) The passage discusses the evolution of marketing from traditional 4Ps (product, price, place, promotion) to digital marketing in the modern era.
2) It explains how digital marketing uses targeted advertising through digital channels like search engines, websites, social media, email and mobile apps.
3) The passage concludes that while traditional marketing still has its place, businesses must embrace digital marketing to engage continuously with customers, especially millennials, through more personalized interactions on mobile platforms.
Making social media work for you February 2011Timothy Holden
This document provides an overview of using social media for business purposes. It discusses whether social media is a fad or here to stay based on usage statistics. It also addresses age differences in social media use, links between social media and employee engagement, developing acceptable use policies, safeguarding brands, monitoring trends, and tips for success. The document contains tips on defining goals, listening to customers, establishing identity, and avoiding common mistakes with social media strategies.
The 2022 CPRE Industry and Educator Summit focused on the future of the workplace and discussed expectations of new professionals entering the field. Regarding "Who", participants discussed balancing high expectations of new professionals for rapid career growth with realities of the workplace. Regarding "What" skills are needed, participants emphasized soft skills like curiosity and writing alongside data analytics and media literacy. Regarding "Why" public relations matters, participants said the field allows for storytelling that enriches lives and drives social change, and professionals must hold actors accountable to build trust. Key learnings included the importance of diversity, adapting to change, and translating experience for new generations.
Community management for instructors Langara College 2015Anyssa Jane
This course will assist you to update your professional skills and profiles on social media though instruction about social platforms, profiles and and community building.
This workshop is hands on today between 9:30 to 4 PM at the Langara Campus in Vancouver, British Columbia, Canada.
You will leave with professional looking profiles and the confidence to use them in a safe, productive manner.
The extended goal is to leave instructors with tools to efficiently communicate online in social spaces, expand your influence, improve outreach and connect to similar communities in your profession.
Definately needs someone to fix somethingsFreelance
A communication degree focuses on how people use messages across various contexts and cultures. It provides marketable skills like critical thinking, writing, speaking, and analyzing information. Graduates can find jobs in public relations, media, teaching, and government with salaries ranging from $42,000 to $128,000. Studying communication enhances everyday communication skills and allows students to learn persuasion, group dynamics, and public speaking.
Marketing and Advancement: Colleagues and Partners or Direct ReportsmStoner, Inc.
This was presented at the 2018 AMA Higher Education Conference by Michael Stoner, co-founder and co-owner at mStoner, Inc. and Rob Zinkan, associate vice president, marketing, at Indiana University.
In this presentation, based on insights from the 2018 Benchmarking Digital Advancement research by CASE and mStoner, Inc., and interviews with senior advancement and marketing professionals, we explore the current relationship between the CMO and chief advancement officer. Are they colleagues and partners? And, more importantly, what
lies ahead for the CMO/CAO relationship as institutions seek to implement more effective engagement strategies with the entire range of an institution’s stakeholders?
Reference from Joel Stutz, Ph.D., department chairmanWilliam J. Brown
Bill Brown has been a key part of the CIS Department's e-commerce program since 1999 as an adjunct instructor. As General Manager and Vice President of e-commerce for two large corporations, he has built profitable internet businesses. He led the strategic development of Interval International's websites, driving $3 million in annual earnings and $12 million in annual cost savings. Previously, he led strategic planning and marketing for a web portal and radio station. Brown developed his practical experience into a quality learning experience for his students. He is an asset to the program through his education, professional experience, and efforts to help students like developing an internship program and career networking site.
Benchmarking Executive Education da escola IMD da Suiça 2 lugar ranking de Educação Executiva do Financial Times (2014)
Fundação Dom Cabral: a melhor escola de negócios da América latina.
http://www.jvalerio.com.br
With prospective students spending more time online due to uncertainty around COVID-19, higher education institutions are seeing engagement with their digital marketing efforts on LinkedIn. Engagement with articles and posts on LinkedIn increased dramatically in March as audiences seek information from trusted sources. It is recommended that higher education marketers provide timely updates on programs, leverage virtual platforms to stay connected with communities, and maintain a focus on relationship building to support prospective students during this challenging time.
Developing students’ employability skills through social mediaSue Beckingham
This presentation demonstrates how embedding social media and technology in the curriculum can develop graduate attributes and employability skills. It provides examples of using social media to engage with employers through professional networking and developing digital capabilities. Authentic learning experiences that involve online collaboration, communication, and multimedia creation can help students learn to use digital spaces professionally. Developing these skills is important because employers seek graduates with strong communication, teamwork, and digital skills, as the CBI report highlights dissatisfaction with graduates' workplace preparedness.
Gordon A. Russell has had a diverse career spanning advertising, marketing, management, and education. He began in advertising and rose to become creative director and vice president. He then moved into account supervision and marketing. Russell has forecasted future telecommunications trends, held senior management roles, and founded his own consulting business. For over 14 years, he has worked in higher education, building programs and gaining accreditation. Russell aims to bring balance, business acumen, entrepreneurial spirit, leadership, and creativity to his roles.
Business Essentials for Strategic Communicators BMAChicago
The document summarizes research from three studies on the importance of business knowledge for strategic communicators: a Page Society member survey, a Page Jam online discussion, and a Page Up pre-conference poll. The research found that over 80% of respondents believed a solid understanding of "Business 101" topics is extremely important for strategic communicators. However, over 80% also felt that colleges do not provide enough business training. The document then provides 10 ideas for building business acumen among communications teams, such as reviewing business models, developing in-house training, reading business journalism, and discussing business-related TV shows and books.
The document discusses socialization in public relations, including:
- Student perceptions of the PR industry based on a 2015 study, including concerns about finding jobs and negative portrayals.
- Organizational socialization as the process of adapting to an organization's culture and roles over time.
- Suggestions for optimal socialization in PR, such as getting involved locally, seeking mentorship, and earning certifications.
- Phases of socialization in PR including anticipatory, encounter, and metamorphosis once established in the field.
- The importance of mentors and continuing self-education to complete the socialization process in PR.
The internet’s rapid expansion and the subsequent development of digital communication channels have greatly improved the scope of an institution’s global outreach. Add to the mix the widespread presence of students on social networking platforms, and the reason for institutions deploying dedicated marketing efforts like promotional events and activities on such sites is clear—to attract prospective students. Additionally, digital developments are supporting institutions in connecting with prospective and existing students on an increasingly personal level through channels like app-based inquiry systems.
To put the spotlight on such key developments in the industry, Education Technology Insights showcases how organizations are leveraging the latest technologies to meet students’ expectations and encourage them to enroll in learning programs.
The edition features thought leadership articles from Rebecca Shineman, executive director of marketing at York College of Pennsylvania, who speaks on the importance of education marketing leaders understanding the ideal time to develop internal personnel or invest in external partnerships for their digital marketing strategies. Nicole Weis, LPC, LAC, and Carrie Yeager, Ph.D. director of marketing at the University of Colorado, Colorado Springs, shed light on the greater resilience information toolkit program and how its growth has helped promote social support and connections between individuals across the globe.
In this edition of Education Technology Insights, we also bring the stories of some of the top education marketing service providers that deliver the best smart student market outreach solutions for their clients. The list includes Agile Education Marketing, which stands out for its methodology to maximize EdTech companies’ success by connecting them to educators through comprehensive market insight, high-end integrations, and omnichannel digital marketing services.
Communication Resume Sample. Communication ResumeTracy Hernandez
This resume summary highlights the candidate's 5+ years of experience in strategic communication, public relations, social media management, and crisis communication. They have a proven track record of implementing successful communication strategies and increasing brand awareness by 20% at their most recent employer. Previous work also includes coordinating press releases, media interviews, and events, resulting in positive media coverage and an enhanced brand reputation.
This digital marketing plan seeks to rebrand Open Universities Australia (OUA) by introducing a new centralized interface to provide students with an easier and more engaging online learning experience. The plan aims to increase OUA's brand awareness internally to facilitate organizational change and externally to boost enrollment. Key performance indicators include measures of brand awareness, student engagement, and retention. The marketing strategy incorporates traditional and digital media like blogs, social media, and banner ads to promote OUA's rebranding to its target demographic of online learners aged 20-39, who are mostly female. The plan's effectiveness will be rigorously evaluated through analytics and external market research over the first year.
Similar to Business CommunicationDeveloping Leaders for a Networked.docx (20)
CASE STUDY 2.1 W. L. Gore and AssociatesHe was ready for anythi.docxdewhirstichabod
CASE STUDY 2.1: W. L. Gore and Associates
He was ready for anything—or so he thought. Dressed in his finest and armed with an MBA degree fresh off the press, Jack Dougherty walked in for his first day of work at Newark, Delaware–based W. L. Gore and Associates, the global fluoropolymer technology and manufacturing giant that is best known as the maker of Gore-Tex.
But it turned out he wasn’t ready for this: “Why don’t you look around and find something you’d like to do,” founder and CEO Bill Gore said to him after a quick introduction. Although many things have changed over the course of W. L. Gore and Associates’ 50+ years in business, the late Gore stuck to his principles regarding organizational structure (or lack thereof), a legacy he passed down to subsequent generations of management. Gore wasn’t fond of thick layers of formal management, which he believed smothered individual creativity. According to Gore, “A lattice (flat) organization is one that involves direct transactions, self-commitment, natural leadership, and lacks assigned or assumed authority.”
In the 1930s, Gore received a bachelor’s degree in chemical engineering and a master’s degree in physical chemistry. During his career, he worked on a team to develop applications for polytetraflurothylene (PTFE), commonly known as Teflon. Through this experience, Gore discovered a sense of excited commitment, personal fulfillment, and self-direction, which he yearned to share with others. Spending nights tinkering in his own workshop, he did what he had previously thought to be impossible: he created a PTFE-coated ribbon cable. It occurred to Gore that he might be able to start his own business producing his invention, so he left his stable career of 17 years, borrowed money, and drained his savings. Though his friends advised him against taking such a risk, W. L. Gore and Associates was born in January 1958. The basement of the Gore home was the company’s first facility.
Although no longer operating from a family basement (Gore boasts more than $3 billion in annual sales and 9,000 employees in more than 45 facilities worldwide), the sense of informality has stuck. “It absolutely is less efficient upfront,” said Terri Kelly, chief executive of W. L. Gore. (Her title is one of the few at the company.) “[But] once you have the organization behind it . . . the buy-in and the execution happens quickly,” she added.
Structure and Management of Unstructure and Unmanagement
Even as Gore started to grow, the company continued to resist titles and hierarchy. It had no mission statement, no ethics statement, and no conventional structures typical of companies of the same size. The only formal titles were “chief executive” and “secretary-treasurer”—those required by law for corporations. There were also no rules that business units within the company couldn’t create such structures, and so some of them did create their own mission statements and such. Many called Gore’s management style “unmanag.
Case study 1Client ProfileMrs. Harriet is a 68-year-old .docxdewhirstichabod
Case study 1
Client Profile
Mrs. Harriet is a 68-year-old woman who is alert and oriented. Allergies are Erythromycin. She presents to the emergency department with complaints of chest tightness, shortness of breath, cough, and congestion. She states, "I have been having these symptoms for three days now. I have been taking Maximum Strength Robitussin for my cough but it has not helped very much. When I woke up this morning. I felt very weak so I came in to be checked out." Her vital signs are blood pressure 110/70, pulse 94, respiratory rate of 28, and temperature of 102.7 F. Her oxygen saturation on room air is 92%. She is placed on 2 liters (L) of oxygen by nasal cannula. The HCP prescribes a 12-lead electrocardiogram (ECG, EKG) and chest X-ray (CXR). Laboratory tests prescribed include complete blood count (CBC), basic metabolic panel (BMP), brain natriuretic peptide (B-type natriuretic peptide assay or BNP), total creatine kinase (CK, CPK), creatine kinase-MB (CPK-MB), and troponin. The HCP will also assess blood cultures x 2, AGs on room air, sputum culture and sensitivity (C &S), and asks that the client have a Mantoux (tuberculin, purified protein derivative, or PPD) test.
Case Study
Mrs. Harriet's ECG shows normal sinus rhythm (NSR) with a heart rate of 98 beats per minute. The CXR reveals a right lower lobe(RLL) infiltrate. Laboratory tests include the following results: white blood cell cot (WBC) 12,2000 cells/mm3, 72& seg neutrophils with a left shift of 11% bands, and a BNP of 50.9 pg/mL. ABGs on room air is pH 7.44, partial pressure of carbon dioxide (PaCO2) 39 mmHg, bicarbonate (HCO3) 26.9 mEq/L, partial pressures of oxygen (PaO2) 58 mmHg, and oxygen saturation (SaO2) of 92%. Results of the sputum culture show Streptococcus pneumoniae. The CPK, CPK-MB, and troponin are all within normal limits. Mrs. Harriet is five feet three inches tall and weighs 224 pounds (101.8 kg). On assessment, the nurse hears expiratory wheezes and rhonchi bilaterally with diminished lung sounds in the right base. Her thoracic (chest) expansion is equal but slightly decreased on inspiration. Accessory muscle retraction is not noted, and she does exhibit central cyanosis. The capillary refill of the client's nail beds is four seconds.
Mrs. Harrier is admitted with acute bronchitis and pneumonia. The HCP prescribes oxygen via nasal cannula to keep the client's saturations greater or equal to 95%, Ceftriaxone sodium, Erythromycin, Albuterol, Acetaminophen every four to six hours as needed, bed rest, an 1800 calorie diet, increased oral (PO) fluid intake to 2 to 4 liters per day, coughing and deep breathing exercises and use of the incentive spirometer (IS).
1. Discuss additional assessment data that would help gain a more thorough understanding or Mrs. Harriet's symptoms?
2. Discuss the causes, pathophysiology, and symptoms of acute bronchitis?
3. Discuss the pathophysiology and causes of pneumonia in general?
4. Compare the defining characteri.
Case Study 11.1 Why the Circus No Longer Comes to TownFor 146 y.docxdewhirstichabod
Case Study 11.1: Why the Circus No Longer Comes to Town
For 146 years, the Ringling Brothers and Barnum & Bailey Circus traveled the United States by train, putting on shows featuring acrobats, trapeze artists, clowns, and exotic animals. In 2017, the circus held its last performances after a significant decline in attendance and revenue due to changing public tastes. Shorter attention spans also contributed to its demise. The final blow to the circus came from its decision to eliminate elephant acts. According to a press release from Feld Entertainment, the company that owned the circus, this move led to a “greater than could have been anticipated” decline in ticket sales.1
For decades the American Humane Society, PETA (People for the Ethical Treatment of Animals), and other animal rights groups tried to ban elephant acts in Ringling Brothers performances. Protesters regularly picketed the circus, and for 14 years animal rights groups fought Ringling Brothers in court. Activists claimed that elephant acts were cruel and pointed out that these highly intelligent animals were chained up much of their lives. In 2011, Feld Entertainment was fined $270,000 for violations of the Animal Welfare Act. However, Feld Entertainment successfully fended off the lawsuits, winning a $24 million judgment against the animal rights groups in 2014. Nonetheless, Ringling Brothers agreed to retire all traveling elephants to its Center for Elephant Conservation in Florida that same year. (During this same period, Los Angeles, Oakland, and Asheville, North Carolina, restricted animal acts.)
Animal rights groups cheered the closing of the circus. According to PETA’s president, “PETA heralds the end of what has been the saddest show on earth for wild animals, and asks all other animal circuses to follow suit, as this is a sign of changing times.”2 The CEO of the United States Humane Society said, “I applaud their decision to move away from an institution grounded on inherently inhumane wild animal acts.”3 CEO Kenneth Feld acknowledged that the negative publicity generated by the lawsuits took its toll: “We prevailed in court 100% [but] obviously, in the court of public opinion we didn’t win.”4
Ringling Brothers/Feld Entertainment isn’t the only company that has had to deal with changing societal attitudes toward animals. For decades killer whales were the major attraction at SeaWorld parks in San Diego, Orlando, and San Antonio. However, the death of trainer Dawn Brancheau, who was dragged into the water and drowned by Sea World’s largest breeding male, Tilikum (“Tilly”), galvanized opposition to captive orca programs. The film Blackfish documented the death of Brancheau and whale mistreatment. Matt Damon, Harry Styles, Willie Nelson, and other celebrities joined the protest. Animal activists noted that orcas (which are really large dolphins) never kill humans in the wild. In captivity, young killer whales are separated from their families and are forced to live thei.
Case Study 10.3 Regulating Love at the OfficeThe office has bec.docxdewhirstichabod
Case Study 10.3: Regulating Love at the Office
The office has become a hotbed of romance. In one survey, 60% of employees surveyed reported that they had participated in an office romance during their careers and 64% said they would do so again. And the percentage of workplace romances is likely to climb as younger workers (ages 25 to 34) put in more hours at work. As one human resource writer notes:
Traditional places like church, family events, and leisure time don’t present the same pool of candidates as they did in earlier times. The workplace provides a preselected pool of people who share at least one important area of common ground. People who work together also tend to live within a reasonable dating distance, and they see each other on a daily basis.1
Office romances can pose a number of problems, including a loss of productivity, public displays of affection, gossip, damage to the professional image of the organization, charges of favoritism, and affairs in cases where romantic partners already have spouses or significant others. Serious issues arise when superiors and subordinates date and then break up. The subordinate (often a young female assistant) may claim that she was sexually harassed because she was pressured into having sex to keep her job or that her supervisor (often an older male executive) retaliated when the relationship ended.
The nation was reminded of the dangers of superior–subordinate relationships when former late-night talk show host David Letterman admitted that he’d had a series of sexual relationships with female writers and staffers at his production company. Letterman went public with his affairs after a CBS producer who dated his long-term girlfriend, Stephanie Birkett, tried to extort money from the entertainer in return for keeping silent about his sexual activities. While Letterman’s relationships were consensual, it appeared as if the women he dated received special benefits. For example, Birkitt was featured in broadcast segments even though she did not seem to be particularly talented.
Human resource departments are taking note of the dangers of office romances. The number of companies developing written policies to address office romances rose from 20% to 42% over an eight-year period, according to the Society of Human Resource Management. And the policies grew stricter. Almost all the firms surveyed by SHRM forbid romantic relationships between superiors and subordinates; one-third forbid relationships between those reporting to the same supervisor or with a client or customer; 10% don’t allow romances between their employees and employees of competitors. Punishments range from minimal (relationship counseling and department transfers) to severe (suspension and termination). Executives at the American Red Cross, the World Bank, Walmart, Boeing, and the Harvard Business Review lost their jobs for having relationships with subordinates.
Not everyone is convinced that restrictions on dating are just.
Case Study 1 Is Business Ready for Wearable ComputersWearable .docxdewhirstichabod
Case Study 1: Is Business Ready for Wearable Computers?
Wearable computing is starting to take off. Smartwatches, smart glasses, smart ID badges, and activity trackers promise to change how we go about each day and the way we do our jobs. According to Gartner Inc., sales of wearables will increase from 275 million units in 2016 to 477 million units by 2020. Although smartwatches such as the Apple Watch and fitness trackers have been successful consumer products, business uses for wearables appear to be advancing more rapidly. A report from research firm Tractica projects that worldwide sales for enterprise wearables will increase exponentially to 66.4 million units by 2021.
Doctors and nurses are using smart eyewear for hands-free access to patients’ medical records. Oil rig workers sport smart helmets to connect with land-based experts, who can view their work remotely and communicate instructions. Warehouse managers are able to capture real-time performance data using a smartwatch to better manage distribution and fulfillment operations. Wearable computing devices improve productivity by delivering information to workers without requiring them to interrupt their tasks, which in turn empowers employees to make more-informed decisions more quickly.
Wearable devices are helping businesses learn more about employees and the everyday workplace than ever before. New insights and information can be uncovered as IoT sensor data is correlated to actual human behavior. Information on task duration and the proximity of one device or employee to another, when combined with demographic data, can shed light on previously unidentified workflow inefficiencies. Technologically sophisticated firms will understand things they never could before about workers and customers; what they do every day, how healthy they are, where they go, and even how well they feel. This obviously has implications for protecting individual privacy, raising potential employee (and customer) fears that businesses are collecting sensitive data about them. Businesses will need to tread carefully.
Global logistics company DHL worked with Ricoh, the imaging and electronics company, and Ubimax, a wearable computing services and solutions company, to implement “vision picking” in its warehouse operations. Location graphics are displayed on smart glasses guiding staffers through the warehouse to both speed the process of finding items and reduce errors. The company says the technology delivered a 25 percent increase in efficiency. Vision picking gives workers locational information about the items they need to retrieve and allows them to automatically scan retrieved items. Future enhancements will enable the system to plot optimal routes through the warehouse, provide pictures of items to be retrieved (a key aid in case an item has been misplaced on the warehouse shelves), and instruct workers on loading carts and pallets more efficiently.
Google has developed Glass Enterprise Edition smar.
Case Study 1 Headaches Neurological system and continue practicing .docxdewhirstichabod
Case Study 1 Headaches: Neurological system and continue practicing documentation of a focused/episodic SOAP note for Assignment
A 20-year-old male complains of experiencing intermittent headaches. The headaches diffuse all over the head, but the greatest intensity and pressure occurs above the eyes and spreads through the nose, cheekbones, and jaw.
Episodic/Focused SOAP Note Template
Patient Information:
Initials, Age, Sex, Race
S.
CC
(chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance, "headache", NOT "bad headache for 3 days”.
HPI
: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form, not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: head
Onset: 3 days ago
Character: pounding, pressure around the eyes and temples
Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia
Timing: after being on the computer all day at work
Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better
Severity: 7/10 pain scale
Current Medications
: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.
Allergies:
include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).
PMHx
: include immunization status (note date of
last tetanus
for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed
Soc Hx
: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here - such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.
Fam Hx
: illnesses with possible genetic predisposition, contagious or chronic illnesses. The reason for the death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.
ROS
: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows:
General:
Head
:
EENT
: etc. You should list these in bullet format and document the systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness or fatigue.
HEENT: Eyes: No visu.
CASE STUDY 1 HeadachesA 20-year-old male complains of exper.docxdewhirstichabod
A 20-year-old male presented with intermittent headaches that were diffuse but most intense above the eyes and spread through the nose, cheekbones, and jaw. A physical examination was conducted and an episodic SOAP note was used to document the assessment of neurological symptoms, diagnosis based on concepts of neurologic health, and health conditions identified from head-to-toe examination.
Case Study - Stambovsky v. Ackley and Ellis Realty Supreme C.docxdewhirstichabod
Case Study -
Stambovsky v. Ackley and Ellis Realty
Supreme Court, Appellate Division, State of New York 169 A.D.2d 254 (1991)
he assignment should consist of a Word Document, 2 pages in length double spaced, 12-point font, 1-inch margins not including the title page and reference page. (Short papers will lose significant points!!). All cases will automatically be submitted to Turnitin. Your paper should follow the case format (below) and include a summary of the relevant facts, the law, judicial opinion, etc.
Research the case using the case citation in the Library under databases (select - HeinOnline), FindLaw.com, and other legal sources. Research the parties and circumstances of the case itself.
Utilize the case format found in the Case Analysis Module.
Submit your assignment as a Microsoft Word document.
.
CASE STUDY - THE SOCIAL NETWORKThe growing use of social network.docxdewhirstichabod
CASE STUDY - THE SOCIAL NETWORK
The growing use of social network sites (such as Facebook) and online communities (such as
for instance the Apple Computer community, the community of Harley-Davidson riders,
and the community of Starbucks customers) provides exciting opportunities for
organizations. Online brand communities allow organizations to engage and interact with
customers, obtain market information, sell and advertise products, rapidly disseminate
information, develop long-term relationships with the community, and eventually to
influence consumers’ preferences and behavior (Dholakia and Bagozzi, 2001, Dholakia,
Bagozzi, and Pearo, 2004, Franke and Shah, 2003, Muniz and Schau, 2005, Tedjamulia, Olsen,
Dean, and Albrecht, 2005). “Brand community” is a term that is used to describe likeminded
consumers who identify with a particular brand and share significant traits, such as
for instance “a shared consciousness, rituals, traditions, and a sense of moral responsibility”
(Muniz and O’Guinn, 2001, p. 412). Online brand communities are based on their core value
- the brand- and grow by building relationships with and among members interested in the
brand (Jang et al. 2008).
There are several possible categorizations of online brand communities, but they are
generally grouped into two categories based on who initiates and manages the community;
(1) company-initiated communities, built by the company that owns the brand and (2) userinitiated
communities, voluntarily built by their members (that is, the consumer) (e.g.,
Armstrong and Hagel 1996; Kozinets 1999). These two types of brand communities provide
different opportunities for marketers. For instance, a brand community on a company
website is one of the key determinants of attracting consumers to and retaining customers
on the website (Nysveen and Pedersen, 2004). Consumer-initiated online brand
communities may provide consumers with useful information about other consumers’
experiences with the product or service and the strengths and weaknesses of products or
services (Jang et al. 2008).
The success of online brand communities is heavily dependent on consumer participation in
the online brand community. To determine why consumers participate in online brand
communities business student Jesse Eisenberg has developed a model based on extant
service marketing literature. The main idea in this literature is that perceived value and
satisfaction are antecedents of the intention to use a product or service (Anderson, Fornell,
and Lehmann 1994; Bolton and Drew 1991; Grönroos 1990; Hocutt 1998; Kang, Lee, and Choi
2007; Ravald and Grönroos 1996). Jesse wants to apply this idea to consumer participation in
online brand communities. According to Jesse, “members will probably be satisfied with an
online brand community and have the intention to participate in the community when they
derive value from the community. Therefore it is important to know which values.
Case Study #1 Probation or PrisonWrite a 12 to one page (.docxdewhirstichabod
Case Study #1: Probation or Prison?
Write a 1/2 to one page (150–275 words) response in which you answer the three questions that follow the case study below:
You could have been in the same situation yourself. Instead, it is Mary Lee Smith, one of your probationers, who is about to stand before the judge in a probation revocation hearing.
When you and your husband split 10 years ago, you had two children and eventually had to declare bankruptcy and accept food stamps to be able to pay the rent. After seven years working as a secretary at the nearby state juvenile corrections center, receiving constant encouragement from Mrs. Jones, the superintendent, and taking advantage of a criminal justice scholarship program, you finished a degree in administration of justice and qualified for an entry-level position with the community resources division of the state department of corrections. You advanced as the system grew, and now, three years later, you are a probation supervisor in Judge Longworth's court.
In a way, Mary Lee is as much a victim as she is an offender. Married at seventeen, she quit high school and moved west with her husband who was in the army. By the time she was twenty, she had two children and was divorced. With babysitters to pay and skills that would command no more than minimum wage, Mary Lee turned to such income supplements as shoplifting, bad check writing, and occasionally prostitution. Her check-passing skills developed rapidly, and it was not long before she had amassed a series of convictions, not to mention several lesser offenses for petty larceny that were disposed of by the prosecutor's declaration of
nolle prosequi
. To date, Mary Lee has not served a day in prison. Judge Longworth has used admonition, restitution, suspended sentence, and probation to rehabilitate Mary Lee. However, Mary Lee's criminal conduct has persisted, as has her inability to stretch her food stamps, welfare payments, and part-time minimum-wage employment into a satisfactory existence for herself and her children. To complicate the matter, the welfare safety net that had helped keep Mary Lee and her children afloat would cease to exist for her within 24 months.
Judge Longworth has called you into his chambers before the hearing. He read your violation report with interest. You pointed out Mary Lee's family obligations and the imminent possibility that the children would have to be placed in foster homes if she were confined. You also pointed out that she has been faithful in making restitution and that she maintains a steady church relationship and a good home environment for her children. Although your report is fair and accurate, you realize that the judge has sensed your misgivings and uncertainty concerning Mary Lee.
Judge Longworth looks up from your report and comes directly to the point. "Do you really believe this woman deserves to go back into the community? You certainly seem to have found some redeeming features in her cond.
Case Studies of Data Warehousing FailuresFour studies of data .docxdewhirstichabod
Case Studies of Data Warehousing Failures
Four studies of data warehousing failures are presented. They were written based on interviews with people who were associated with the projects. The extent of the failure varies with the organization, but in all cases, the project was at least a disappointment.
Read the cases and prepare a report that provides a substantive discussion on each of the following:
1. What’s the scope of what can be considered a data warehousing failure?
2. What do you find most interesting in the failure stories?
3. Do they provide any insights about how a failure might be avoided?
Your discussion should be at least 2 pages in length with 1.5” spacing & 1” margins.
Case Study 1: Auto Guys
Auto Guys initiated a data warehousing project four years ago but it never achieved full usage. After initial support for the project eroded, management revisited their motives for the warehouse and decided to restart the project with a few changes. One reason for the restructuring, according to the project manager, was the complexity of the model initially employed by Auto Guys.
At first, the planner for the data warehouse wanted to use a dimensional model for tabular information. But political pressure forced the system’s early use. Consequently, mainframe data was largely replicated and these tables did not work well with the managed query environment tools that were acquired. The number of tables and joins, and subsequent catalog growth, prevented Auto Guys from using data as it was intended in a concise and coherent business format.
The project manager also indicated that the larger the data warehouse, the greater the need for high-level management support – something Auto Guys lacked on their first attempt at setting up the warehouse. Another problem mentioned by the project manager was that the technology Auto Guys chose for the project was relatively new at the time, so it was not accepted and did not garner the confidence that a project using proven technology would have received. This is a risk inherent in any “cutting edge” technology adoption. The initial abandonment of the project was undoubtedly hastened by both corporate discomfort with this new technology and the lack of top management support.
A short time after dropping the project, top management felt pressure to reestablish it. Because Auto Guys initially planned an enterprise-wide warehouse, they had considerable computer capacity. It was put to use on a much smaller project that focused exclusively on a single subject area. Other subject areas were due to be added once the initial subject area project was completed. Auto Guys expects to grow the warehouse to two terebytes within a year or two and eventually expand to their projected enterprise-wide data warehouse. The biggest difference between pre- and post-resurrection will be that the project will evolve incrementally.
Given his experience with the warehouse, the project manager made the following summary .
Case Studies GuidelinesWhat is a Case StudyCase studies.docxdewhirstichabod
Case Studies Guidelines
What is a Case Study:
Case studies are stories. They are formatted in such a way that at a glance one could easily determine the “issue” about to be discussed. We look to clearly address the who, what, where, when, why and how to ensure that we have covered the story in its entirety. If you miss one of these factors, you leave the reader guessing and questioning your report. In public policy & administration our case studies/stories are required to be fact based. Make sure your research is based on credible information. Verify, verify, verify. Make a mistake and/or be challenged on one of your “facts”, could create a host of issues. If you are found to be incorrect, the entire report is incorrect and your credibility is suspect. Cite your research appropriately.
We call it an issue rather than a “problem” because a problem presents a negative image/connotation. Issues are not necessarily negative and provides the policy analyst with an opportunity to evaluate each issue based on its own merits without taking a position of negative or positive.
What Does a Case Study Look Like:
A case study should set up similar to story-telling.
Do not write this as you would a thesis.
You don’t want to put in a lot of “fluff & stuff”. Think of the reader as a high level administrator whose in-box is full of documents that require review. To catch this administrator’s attention, consider what he/she would be concerned with. The “issue” clearly delineated, then the people involved “stakeholders”, the positions (where one stands depends upon where one sits), of these people/perspectives” of the stakeholders and then a fact based well thought out “recommendation”. Use the first paragraph or two to set the tone for the issue under consideration. Once you have the reader’s attention then you are prepared to move onto your 4-step policy analyses.
Why a 4-Step Policy Analysis:
We use the four-step policy analysis because of its simplicity and its thoroughness. There are plenty of other models, some with seven-steps and others with ten-steps. It is not the number of steps that makes a case study. It is the report itself that stands on merit.
Do not change the language of the 4-steps or add other language, as new headings could change the report and its intent. It is vital that you understand this foundation as it will be used throughout your baccalaureate curriculum. Learning to use this in both your professional and personal lives will help you with your decision making in a variety of ways.
How Do I Begin:
Case studies are complex and may contain a myriad of issues, stakeholders, etc. It is your job to select one issue and then to stay on course as you work through your critical thinking and 4-step policy analysis. Do not say there are “many” issues as this may confuse the reader of leave him/her questioning why you chose one issue over another. Chose one….
How Should the Final Case Study Paper Set Up:
Use APA format when c.
Case Project 8-2 Detecting Unauthorized ApplicationsIn conducti.docxdewhirstichabod
Case Project 8-2: Detecting Unauthorized Applications
In conducting a review of the Oss running on the Alexander Rocco network, you detect a program that appears to be unauthorized. No one in the department knows how this program got on the Linux computer. The department manager thinks the program was installed before his start date three years ago. When you review the program’s source code, you discover that it contains a buffer overflow vulnerability. Based on this information, write a report to the IT manager stating what course of action should be taken and listing recommendations for management.
Your essay should be a minimum of 350 words and include the steps you took to discover file.
Use reference:
Simpson, M. T., Backman, K., & Corley, J. (2011).
Hands-on ethical hacking and network defense
. Cengage Learning.
Add any other recent references
.
Case Number 7Student’s NameInstitution Affiliation.docxdewhirstichabod
Case Number 7
Student’s Name
Institution Affiliation
Case Number 7. The case of physician do not heal thyself
Questions
1. Have you recently engaged in risky behaviors such as binge eating, unsafe sex, gambling, drug and substance abuse, or risky driving?
1. How would you describe your relationships with people such as your spouse, friends, neighbors, colleagues, and strangers while considering aspects of anger, irritability, and violence?
1. Do you have a recurring problem of variant moods that result to interpersonal stress, feeling of emptiness, and other challenges that are stress-related and they push you towards suicidal thoughts?
People to speak to
It is crucial to identify the right people to provide essential details for the assessment of the patient. Some of the most important people include the spouses, siblings, family friends, personal friends, and neighbors. Furthermore, the patient’s colleagues can provide important information regarding the behaviors of the patient and help in identifying issues that the patient could be hiding. Speaking to the people to whom the patient exercises authority is important in attaining the true image of the person.
Physical exam and diagnostic test
The disorder is mental, but it can be assessed through physical exams that indicate how the brain is working in relation to actions ( Stahl 2013). Fixing a puzzle would be an effective way of testing the patient and how stable they can be. The other approach is engaging the patient in a physical exercise and observing their participation. Physical exams provide a diagnostic insight to test how the patient relates with others.
Diagnoses
Personality Disorder
Mood Disorder
Depression with psychotic features
Pharmacological agents
Application of antidepressants
Use of antipsychotics
Administering mood-stabilizing drugs
Contradictions or Alterations
It is a complex situation to treat a complex and long-term unstable disorder of mood because the patients experience different emotions even during therapy (Yasuda & Huang 2008). It becomes difficult to separate mood disorder from personality disorder especially for difficult patient like in this case. Furthermore, there are no specific drugs that can be used for treatment without additional therapy since this patient is able to adjust or play with their own treatment as a physician. The mental condition observed in the patient requires a careful approach due to the delicate situations involving suicidal thoughts and aggression.
Lessons Learned
In the case study “The case of physician do not heal thyself,” the lessons include the importance of conducting a complete assessment of the patient and including other people who interact with the patient. It would be more effective to treat such conditions if the patients had stable emotions, but strategic approaches can help to streamline the treatment process ( Stahl 2014b).
References
Stahl, S. M. (2013). Stahl’s essential psychopharmacol.
Case number #10 OVERVIEWAbstract In this case, a local chapt.docxdewhirstichabod
Case number #10
OVERVIEW
Abstract In this case, a local chapter of a national nonprofit organization continuously struggles with funding and must, therefore, be proactive in seeking out additional revenue sources. The local coordinator encounters a situation involving a potential donor that forces her to weigh the pros and cons of breaking the rules and the best way to communicate her concerns to her superiors and the donor. A chance meeting on a flight leads to a potential conflict-of-interest situation for the local coordinator.
Main Topics Decision making, Ethics
Secondary Topic Communication, Intergovernmental affairs*
Teaching Purpose To discuss the complexities involved in balancing personal and organizational responsibilities within the framework of a nonprofit organization.
The Organization ReadNow is a nonprofit program that promotes early literacy by giving new books to children and advice to parents about the importance of reading aloud in pediatric exam rooms across the nation.
* Main Characters: • Michael Vaughn, Executive Vice President of Johnson Hospital • Dr. Lea Nelson, Head of National ReadNow • Patricia Clay, Local ReadNow Coordinator • Molly Carter, Tillingast Foundation employee • Dr. Katie Nelson, ReadNow Local Director
BACKGROUND
In 1962, a group of doctors at a hospital in Phoenix, Arizona, were brain-storming ways to increase early childhood literacy and parent– parent– child interactions among their patients. One doctor had the idea of distributing children's books to their patients during checkups, accompanied by advice to the parents about the importance of reading aloud to their children. From this modest beginning, ReadNow developed into a national, nonprofit organization that distributes books and early literacy guidance to more than 2.5 million children and their families. ReadNow has offices all over the United States and is currently supported in part through a grant from the U.S. Department of Education. ReadNow opened a branch in Crown City, Michigan, in August with a partnership between the National ReadNow and the Johnson Children's Medical Center. One of the founders, Dr. Mark Jeffries, still active within ReadNow, approached Dr. Katie Nelson, a pediatrician at Johnson Hospital with the opportunity to bring ReadNow to Crown City. Dr. Nelson soon had more than thirty pediatric clinics participating in the program and hired a coordinator, Patricia Clay, to manage the day-to-day operations of the Crown City chapter.
As a result of its affiliation with the Johnson Children's Medical Center, ReadNow was fortunate to have its rent, computers, telephones, and office supplies provided by the hospital. Johnson Children's Medical Center agreed to support the office environment of ReadNow, as well as to guarantee the coordinator a stipend of $ 50,000 each year. However, part of Patricia Clay's duties included raising funds to purchase books to distribute in clinics across the metropolitan area and t.
Case GE’s Two-Decade Transformation Jack Welch’s Leadership.docxdewhirstichabod
Case: GE’s Two-Decade Transformation: Jack Welch’s Leadership
Thoroughly: -Identifies core problem of the case with applicable rationale and evidence. -Discusses the severity of the core problem. Provides supporting rationale. -Discusses implications of the core problem. How and to what extent may the core problem affect the stakeholders/those being led? Provides supporting rationale.
.
CASE BRIEF 7.2 Tiffany and Company v. Andrew 2012 W.docxdewhirstichabod
CASE BRIEF 7.2
Tiffany and Company v. Andrew
2012 WL 5451259 (S.D.N.Y.)
FACTS: Tiffany (plaintiffs) allege that Andrew and others (defendants) sold counterfeit Tiffany
products through several websites hosted in the United States. Andrew accepted payment in U.S.
dollars, used PayPal, Inc. to process customers' credit card transactions, then transferred the sales
proceeds to accounts held by the Bank of China (“BOC”), Industrial and Commercial Bank of
China (“ICBC”), and China Merchants Bank (“CMB”) (“Banks”).
Andrew defaulted on the suit, and Tiffany sought discovery from the Banks by serving subpoenas
seeking the identities of the holders of the accounts into which the proceeds of the counterfeit sales
were transferred and the subsequent disposition of those proceeds. The Banks involved all
maintained branch offices in the Southern District of New York, and the subpoenas were served
on those branch offices.
The Banks responded to the subpoenas by explaining that the information sought was all
maintained in China and that the New York branches of the Banks lacked the ability to access the
requested information. China's internal laws prohibited the disclosure of the information except
under certain conditions. The Banks proposed that the plaintiffs pursue the requested discovery
pursuant to the Hague Convention.
The court concluded that Tiffany should pursue discovery through the Hague Convention. Tiffany
submitted its Hague Convention application to China's Central Authority in November 2010, and
on August 7, 2011, the Ministry of Justice of the People's Republic of China (“MOJ”) responded
by producing some of the documents requested. For each of the Banks, the MOJ produced account
opening documents (including the government identification card of the account holder), written
confirmation of certain transfers into the accounts and a list of transfers out of the accounts. With
respect to CMB, the records indicate that all funds in the account were withdrawn through cash
transactions at either an ATM or through a teller. BOC and CMB each produced documents
concerning a single account; ICBC produced documents for three accounts.
In its cover letter, the MOJ noted that it was not producing all documents requested. Specifically,
the letter stated, “Concerning your request for taking of evidence for the Tiffany case, the Chinese
competent authority holds that some evidence required lacks direct and close connections with the
litigation. As the Chinese government has declared at its accession to the Hague Evidence
Convention that for the request issued for the purpose of the pre-trial discovery of documents only
the request for obtaining discovery of the documents clearly enumerated in the Letters of Request
and of direct and close connection with the subject matter of the litigation will be executed, the
Chinese competent authority has partly executed the requests which it d.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
3. Library of Congress Control Number: 2016962089.
The Internet addresses listed in the text were accurate at the
time of publication. The inclusion of a website does
not indicate an endorsement by the authors or McGraw-Hill
Education, and McGraw-Hill Education does not
guarantee the accuracy of the information presented at these
sites.
mheducation.com/highered
car94518_fm_i-xxviii.indd 2 14/12/16 4:06 pm
To my daughters: Camilla Jean and Audrey Mei. Your Mom and
I love
spending every day with you. You make me the happiest Dad in
the world!
—Peter W. Cardon
Dedication
car94518_fm_i-xxviii.indd 3 13/12/16 3:36 pm
iv
About the Author
Peter W. Cardon, MBA, PhD, is a professor in the
Department of Business Communication at the Univer-
sity of Southern California. He also serves as Academic
Director for the MBA for Professionals and Managers
4. program. He teaches a variety of courses in the MBA
and undergraduate business programs, including man-
agement communication, intercultural communication,
and new media and communication. With approximately
50 refereed articles, Pete is an active contributor to the
latest research in intercultural communication, social net-
working, team collaboration, and leadership communica-
tion. He is proud to engage in a discipline that helps so
many business professionals and students reach career
and personal goals.
Pete is an active member of the Association for Busi-
ness Communication (ABC). He previously served as the
president of ABC. He currently serves as an Editorial Re-
view Board member for the International Journal of Busi-
ness Communication (IJBC) and Business and Professional
Communication Quarterly (BPCQ).
Prior to joining higher education, Pete worked as a
marketing director at an international tourism company that
focused on the markets
of Brazil, South Korea, Japan, and Taiwan. Before that position,
he was an account
manager in a manufacturing company.
Pete is a strong advocate of global business ties. Having worked
in China for
three years and consulted in and traveled to nearly 50 countries,
he has worked
extensively with clients, customers, colleagues, and other
partners across the world.
To help students develop global leadership skills, he has led
student groups on com-
pany tours and humanitarian projects to mainland China, Hong
Kong, Macao, Taiwan,
South Korea, Mexico, and the Dominican Republic.
5. Courtesy of Peter Cardon
car94518_fm_i-xxviii.indd 4 13/12/16 3:36 pm
v
Part 1 Introduction to Business Communication
1 Establishing Credibility 2
Part 2 Principles of Interpersonal Communication
2 Interpersonal Communication and Emotional Intelligence 26
3 Team Communication and Di"cult Conversations 70
4 Communicating across Cultures 100
Part 3 Principles for Business Messages
5 Creating E#ective Business Messages 138
6 Improving Readability with Style and Design 168
7 Email and Other Traditional Tools for Business
Communication 200
8 Social Media for Business Communication 230
Part 4 Types of Business Messages
9 Routine Business Messages 268
10 Persuasive Messages 296
11 Bad-News Messages 334
Part 5 Reports and Presentations
12 Research and Business Proposals and Planning for Business
Reports 368
13 Completing Business Proposals and Business Reports 404
14 Planning Presentations 444
15 Delivering Presentations 474
6. 16 Employment Communications 496
Appendixes
Appendix A Punctuation, Number Usage, and Grammar 542
Appendix B Formatting for Letters and Memos 561
Index 565
Bonus Content
Available only at www.mcgrawhillcreate.com/cardon or in the
e-book within
McGraw-Hill Connect®.
Bonus Chapter Crisis Communications and Public Relations
Messages BC-1
Bonus Appendix Creating Proposals and Business Plans BA-1
Brief Contents
car94518_fm_i-xxviii.indd 5 13/12/16 3:36 pm
vi
Credibility
Since professional success depends on managing and working
within professional
relationships, this textbook uses credibility or trust as a central
principle throughout.
Principles of relationship-building such as personal credibility,
emotional intelligence,
and listening hold a prominent role throughout the book. This
product begins with a
discussion of credibility and refers to it throughout the book
E!ective Writing Builds Relationships
Effective writing in the workplace is essential to building
7. connections and a professional
brand. Cardon’s three-stage writing process drives excellence in
critical thinking,
collaboration, and productivity in work relationships. With
more examples of internal
messages, Cardon develops the skills used early in a career.
Enhanced Coverage of Technology
This book adopts a more visionary and reliable view of the
communication technologies
of tomorrow. While nearly all textbooks refer to use of social
media, they focus on a thin
slice of social media activities that involve marketing and
customer relations. This book,
by contrast, takes a larger view of social media use that
includes team communication
and communication with external partners. It prepares students
for communication in the
evolving workplace that involves truly networked
communication. Cardon also addresses
the need for students to develop an online professional persona
that builds personal
credibility.
Developing Leaders for a Networked World
Welcome to the third edition of Business Communication. This
learning pro-
gram develops leaders for a networked world. Through the
author’s practitioner
and case-based approach, students are more likely to read and
reflect on the
text. They are better positioned to understand why credibility is
essential to
efficient and effective business communication in today’s
rapidly changing
8. business communication environment. Cardon’s integrated
solution, including
the results-driven technology and content, provides a
contemporary yet tradi-
tional view into the business communication field, allowing
instructors to teach
bedrock communication principles while also staying up to date
with cultural
and technological changes. Students are empowered to build
strong relation-
ships through effective writing, master foundation concepts, and
practice their
communication skills anytime and anywhere—transforming
them into leaders
for a networked world.
The content of this textbook is organized around the traditional
business
communication topics such as routine messages, persuasive
messages, bad-
news messages, reports, and presentations. Beyond the basics, it
adds unique
and modern topics that instructors want and need in their
courses.
vii
Business Focus
The business case–based approach allows students to learn how
communications can
build rich and productive relationships between professionals.
Each chapter opens with a
short business case and, unlike any other product on the market,
weaves examples from
9. the case throughout the chapter and into the model documents,
engaging readers in the
story behind each business message.
Forward-Looking Vision Built on Tradition
The book stays true to core business communication principles
established over
many decades. Yet it also goes beyond traditional coverage by
its inclusion of
the latest communication practices facilitated by communication
technologies
and its enhanced coverage of increasingly important business
communication topics
such as:
Interpersonal communication (Chapters 2, 3, and 4), social
media and technology
(Chapters 7 and 8), crisis communication and public relations
(Bonus Chapter),
oral communication (throughout the book), and business plans
and business
proposals (Bonus Appendix).
Why Does This Matter?
Each chapter begins with a section that states the compelling
reasons the content is
crucial to career success. These first few paragraphs are
intended to gain buy-in among
students. A QR code located at the beginning of these sections
allows students to view
a short video clip of the author reinforcing this message.
Chapter Takeaways
The chapter takeaway is provided in a visual format. With
graphics and lists, it quickly
engages students with key chapter content and serves as a
10. reference for applying the
principles to their oral and written communication.
Learning Exercises
Each chapter contains a multitude of engaging learning
exercises. These exercises
are organized into discussion exercises, evaluation exercises,
application exercises,
and language and mechanics check to help students develop
expertise in business
communication.
car94518_fm_i-xxviii.indd 7 13/12/16 3:36 pm
Required=Results
McGraw-Hill Connect®
Learn Without Limits
Connect is a teaching and learning platform
that is proven to deliver better results for
students and instructors.
Connect empowers students by continually
adapting to deliver precisely what they
need, when they need it, and how they need
it, so your class time is more engaging and
effective.
Mobile
Connect Insight®
Connect Insight is Connect’s new one-of-a-
kind visual analytics dashboard—now available
for both instructors and students—that
12. SmartBook®
Proven to help students improve grades and
study more efficiently, SmartBook contains the
same content within the print book, but actively
tailors that content to the needs of the individual.
SmartBook’s adaptive technology provides precise,
personalized instruction on what the student
should do next, guiding the student to master
and remember key concepts, targeting gaps in
knowledge and offering customized feedback,
and driving the student toward comprehension
and retention of the subject matter. Available on
tablets, SmartBook puts learning at the student’s
fingertips—anywhere, anytime.
Adaptive
Over 8 billion questions have been
answered, making McGraw-Hill
Education products more intelligent,
reliable, and precise.
THE ADAPTIVE
READING EXPERIENCE
DESIGNED TO TRANSFORM
THE WAY STUDENTS READ
More students earn A’s and
B’s when they use McGraw-Hill
Education Adaptive products.
www.mheducation.com
car94518_fm_i-xxviii.indd 9 13/12/16 3:36 pm
13. Presentation Capture
Skill practice inside and outside the classroom. Presentation
Capture gives instructors the
ability to evaluate presentations and students the freedom to
practice their presentation skills
anytime and anywhere. With its fully customizable rubrics,
instructors can measure students’
uploaded presentations against course outcome and give
students specific feedback on where
improvement is needed.
Application Exercises
Each chapter contains exercises that allow students to
" Apply concepts to real-world video cases.
" Analyze a case and apply chapter concepts.
" Quiz knowledge on grammar and usage.
" Demonstrate problem-solving skills through complex
examples and diagrams.
" Assess student’s values, skills, and interests via self-
assessments.
" Demonstrate knowledge about business models and processes.
Students receive immediate feedback and can track their
progress in their own report. Detailed
results let instructors see at a glance how each student performs
and easily track the progress of
every student in their course.
Grammar and Mechanics
Application
LearnSmart Achieve
14. Put responsible writing into practice. LearnSmart Achieve
develops and improves editing and
business writing skills. This adaptive learning system helps
students learn faster, study more
efficiently, and retain more knowledge for greater success. Visit
bit.ly/meetLSAchieve for a
walkthrough.
Grammar Quizzes
Students may not think grammar and mechanics are the most
exciting topics, but they need
to master the basics. Our grammar quizzes within Connect
assess students’ grammar and
mechanics. With a total of 150 auto-graded questions, these are
great to use as pre- and post-
tests in your courses.
car94518_fm_i-xxviii.indd 10 13/12/16 3:36 pm
The third edition of Business Communication: Developing
Leaders for a Networked
World continues to provide results-driven, technology-focused,
case-based, and
forward-looking content to help business students develop
professional credibility for
the workplace of tomorrow.
In an increasingly networked world, students will need better
interpersonal skills than
ever before; they will need better team skills than ever before;
they will need better
writing skills, especially adapted to new technologies; and they
will need stronger
presentation skills. This third edition contains the following
changes to help students
15. succeed:
Chapter 1 (Credibility)
! The FAIR model of ethical business communication has been
expanded with more
clarification in text, a current example in the business world
(Apple), and several
end-of-chapter exercises.
! The caring section now includes content about givers and
takers. This is based on Adam
Grant’s work, which has received significant attention in
academic circles and business
popular press during the past few years.
Chapters 2 and 3 (Interpersonal and Team Communication)
! Additional content about a giver-versus-taker mentality is
included in the emotional
intelligence section.
! A section on short-term teams and quick trust is added to help
student teams perform
better.
! Personality differences (based on the motivational values
model) are included in sections
about team dynamics and team effectiveness.
! A getting-to-know-you exercise is added to help student
teams learn about each other
and function more effectively in teams.
Chapter 4 (Intercultural Communication)
! A section on generational differences is added with related
end-of-chapter exercises.
16. ! A section on gender differences is added with related end-of-
chapter exercises.
Chapters 5 and 6 (The Writing Process)
! The AIM planning model has been visually updated to make
the concepts of audience,
information, and message more recognizable throughout the
book.
! The examples are updated, and additional end-of-chapter
exercises are provided.
Chapters 7 and 8 (Technology and Communication)
! The sections on instant messaging and phone conversations
are updated.
! The sections on social collaboration tools are updated and
expanded.
! A new section about using social tools for learning and
developing professional
expertise is added.
! The section about managing an online professional reputation
is expanded with an
additional focus on LinkedIn.
Keeping Up with What’s New
xi
car94518_fm_i-xxviii.indd 11 13/12/16 3:36 pm
xii
17. Chapters 9, 10, and 11 (Business Messages: Routine,
Persuasive, and Bad-News
Messages)
! Examples of all types of messages are updated.
! Additional exercises are added at the end of each chapter,
including a new case for
each chapter.
Chapters 12 and 13 (Business Reports and Proposals)
! Examples of reports are revised and updated.
! Additional exercises are added at the end of each chapter,
including a new case.
Chapters 14 and 15 (Presentations)
! Examples are updated in each chapter.
! Additional exercises are added, including a new case.
Chapter 16 (Employment Communication)
! A new section about using LinkedIn strategically is provided.
! Examples of résumés are updated.
! Additional exercises are added, including a new case.
car94518_fm_i-xxviii.indd 12 13/12/16 3:36 pm
xiii
Nicky Adams, University of Dayton
Angel Alexander, Piedmont Technical
College
Kathryn Archard, University of
Massachusetts–Boston
Traci L. Austin, Sam Houston State
18. University
Melissa Bakeman-Daly, California State
University–San Bernardino
Fiona Barnes, University of Florida
Judith Haywood Bello, Lander University
Linda Blake Walsh, University of
Tennessee
Yvonne Block, College of Lake County
Julie E. Boto, Liberty University
Pamela Bourjaily, University of Iowa
Shanti Bruce, Nova Southeastern
University
Suzanne Buck, University of Houston
Debra D. Burleson, Baylor University
Dana Burton, The University of Alabama in
Huntsville
Kevin Michael Caporicci, University of
Southern California
Maria Colman, University of Southern
California
Debbie Cook, Utah State University
Jan Robin Costello, Georgia State
University
C. Brad Cox, Midlands Technical College
Jeanne Craig, Indiana Wesleyan
University
Brittany T. Cuenin, Lander University
Andrea Deacon, University of Wisconsin–
Stout
Nicole Dilts, Angelo State University
Lucía Durá, The University of Texas at El
Paso
Sandra Ehrlich-Mathiesen, University of
Alaska–Anchorage
Donna R. Everett, Morehead State
19. University
Stevina Evuleocha, California State
University–East Bay
Jodie Ferise, University of Indianapolis
Melissa Gavin, University of Wisconsin–
Platteville
Kenneth Green, University of South
Dakota
Susan Hall Webb, University of West
Georgia
Jeanette Heidewald, Indiana University–
Bloomington
Nancy Hicks, Central Michigan
University
Melanie A. Hicks, Liberty University
Dini M. Homsey, University of Central
Oklahoma
Christina Iluzada, Baylor University
William T. Jones, State University of New
York at Canton
Erin Kilbride-Vincent, Indiana University
Erin Kramer, Owens Community College
Robert Lambdin, University of South
Carolina–Columbia
Dr. Janet L. Lear, University of Nebraska at
Kearney
Joyce Lopez, Missouri State University
Becky Mahr, Western Illinois University
Molly Mayer, University of Cincinnati
Appreciation
Thank you to all the reviewers and other business
communication instructors who gave
advice for the third edition. I’ve made dozens of changes and
updates to meet the needs of
20. today’s business students based on the recommendations of
these reviewers and advisory
board members. Each of these instructors is at the forefront of
best practices in business
communication. Again, I express my appreciation for their
advice and time to help
improve this learning program. A special thank you to Jennifer
Loney and Suzanne Buck
for their ongoing support.
Reviewers and Advisory Board Members Supporting
Development of the Third Edition
car94518_fm_i-xxviii.indd 13 13/12/16 3:36 pm
xiv
Dr. John Meis, Thomas University
Elizabeth Metzger, University of South
Florida
Annie Laurie I. Meyers, Northampton
Community College
Karl Mitchell, Queens College–CUNY
Gregory H. Morin, University of Nebraska–
Omaha
Farrokh Moshiri, California State
University, Fullerton
Bill Moylan, Shidler College of Business,
University of Hawaii–Manoa
Chynette Nealy, University of Houston
Downtown
Christina Anne Nelson, Indiana
University–Purdue University Indianapolis
Cathy Onion, Western Illinois University
21. Iswari P. Pandey, California State
University–Northridge
Audrey Parajon, Wilmington University
Michael Pennell, University of Kentucky
Melinda Phillabaum, Indiana University–
Purdue University Indianapolis
Anita Satterlee, Liberty University
Allyson D. Saunders, Weber State
University
Steven Sedky, Santa Monica College
Stephen Soucy, Santa Monica College
Kathleen Standen, Fullerton College
Cecil V. Tarrant III, Western Illinois
University
Elvira Teller, California State
University–Dominguez Hills
Erik Timmerman, University of Wisconsin–
Milwaukee
Anne Tippett, Monroe Community College
Elizabeth Tomlinson, West Virginia
University
Angelika L. Walker, University of Nebraska
at Omaha
Carol Watson, Indiana University–
Bloomington
Leigh Ann Whittle, Elon University/Liberty
University
Elisabeth C. Wicker, Bossier Parish
Community College
Donald J. Wood, Winston-Salem State
University
Kevin Michael Caporicci, University of
Southern California
Marilyn Chalupa, Ball State University
22. Maria Colman, University of Southern
California
Jennifer D’Alessandro, Niagara County
Community College
Debra Gosh, Cleveland State University
Mary Groves, University of Nevada,
Reno
Jeanette Heidewald, Indiana University–
Bloomington
Jo Mackiewicz, Iowa State University
Marla Mahar, Oklahoma State University–
Stillwater
Becky Mahr, Western Illinois University
Lisa O’Laughlin, Delta College
Anita Satterlee, Liberty University
Steven Sedky, Santa Monica College
Stephen Soucy, Santa Monica College
Erik Timmerman, University of Wisconsin–
Milwaukee
Emil Towner, Saint Cloud State University
Doris Wright, Troy University
Event Participants Supporting Development of
the Third Edition
Reviewers and Event Participants Supporting
the Development of Previous Editions
I extend my deepest thanks to the many business leaders and
professionals, business
communication scholars and instructors, and colleagues and
friends who have contributed
their valuable ideas. I especially appreciate the efforts of
reviewers and other colleagues
car94518_fm_i-xxviii.indd 14 13/12/16 3:36 pm
23. xv
Angel Alexander, Piedmont Technical
College
Melody Alexander, Ball State University
Laura L. Alderson, University of Memphis
Dianne Anderson, Texas Tech University
Delia Anderson-Osteen, Texas Tech
University
Kathryn Archard, University of
Massachusetts–Boston
Eve Ash, Oklahoma State University–
Stillwater
Carolyn Ashe, University of Houston–
Downtown
Beverly Augustine, Elgin Community
College
Kathie Bahnson, Boise State University
Lisa Bailey, University of South Carolina
Melissa Bakeman, California State
University–San Bernardino
Rod Barker, Mount Hood Community
College
Mary Barton, California State University–
Chico
Jim Beard, University of Arkansas–Fort
Smith
Roxanne Bengelink, Kalamazoo Valley
Community College
Cynthia Bennett, Albany State University
Magdalena Berry, Missouri State
University
Shavawn Berry, Arizona State University
24. Danielle Blesi, Hudson Valley Community
College
Erin Blocher, University of Missouri–
Kansas City
Yvonne Block, College of Lake County
Pamela Bourjaily, University of Iowa
Mary Bowers, Northern Arizona University
Sandy Braathen, University of North
Dakota
Sheryl Broedel, University of North Dakota
Paula E. Brown, Northern Illinois
University
Shanti Bruce, Nova Southeastern
University
Suzanne Buck, University of Houston
Michael Buckman, University of Texas at
Arlington
Debra Burleson, Baylor University
Amy Burton, Northwest Vista College
Cheryl Byrne, Washtenaw Community
College
Kim Campbell, Sydow University of
Alabama
Donna Carlon, University of Central
Oklahoma
Deborah Casanova, California State
University–Dominguez Hills
Marilyn Chalupa, Ball State University
Barbie Chambers, Texas Tech University
Elizabeth Christensen, Sinclair Community
College
G. Jay Christensen, California State
University–Northridge
Miriam Coleman, Western Michigan
University
25. Anthony M. Corte, University of Illinois at
Chicago
David Covington, North Carolina State
University
Barbara Cox, Saddleback College
Rosemarie Cramer, Community College of
Baltimore
Tena Crews, University of South Carolina
Michelle Dawson, Missouri Southern State
University
Andrea Deacon, University of Wisconsin–
Stout
Sandra Dean, Jacksonville University
Patrick Delana, Boise State University
Linda Didesidero, University of Maryland–
University College
Nicole Dilts, Angelo State University
Jack Doo, California State University
Heidi Eaton, Elgin Community College
Sandra G Ehrlich, University of Alaska–
Anchorage
Daniel Emery, University of Oklahoma
Joyce Anne Ezrow, Arundel Community
College
who reviewed iterations of the previous editions of this product.
With each round of
reviews, reviewers provided excellent and influential feedback
to improve and refine the
content. Thank you to each of the following experts in the
business communication field
who have contributed to the development of this learning
program!
car94518_fm_i-xxviii.indd 15 13/12/16 3:36 pm
26. xvi
Anne Finestone, Santa Monica College
Melissa Fish, American River College
Kathe Kenny Fradkin, Portland State
University
Marla Fowler, Albany Technical College
Heidi Fuller, American River College
Jan Gabel-Goes, Western Michigan
University
David Gadish, California State University
Anthony Gatling, University of Nevada–
Las Vegas
Jorge Gaytan, North Carolina A&T State
University
Robert Goldberg, Prince George’s
Community College
Connie Golden, Lakeland Community
College
Terri Gonzales-Kreisman, Delgado
Community College
Douglas Gray, Columbus State Community
College
Germaine Gray, Texas Southern
University
Diana J Green, Weber State University
Mary Groves, University of Nevada–Reno
Kari Guedea, Edmonds Community
College
Elizabeth Guerrero, Texas State
University
Karen Gulbrandsen, University of
Massachusetts–Dartmouth
Lynda Haas, University of California–Irvine
27. Frances Hale, Columbus State Community
College
Susan E. Hall, University of West Georgia
Melissa Hancock, Texas Tech University
Patricia L. Hanna-Garlitz, Bowling Green
State University
Jeanette Heidewald, Indiana University–
Bloomington
K. Virginia Hemby, Middle Tennessee
State University
Ronda G. Henderson, Middle Tennessee
State University
Candy Henry, Westmoreland County
Community College
Kathy Hill, Sam Houston State University
Dini Homsey, University of Central
Oklahoma
Matthew Houseworth, University of
Central Missouri
Sally Humphries, Georgia College & State
University
Sandie Idziak, The University of Texas at
Arlington
Sandra Jackson, California State
University–Northridge
Jack Janosik, Cleveland State University
Elaine Jansky, Northwest Vista College
Norma Johansen, Scottsdale Community
College
Kenneth E. Jones Jr., Northeastern State
University–Broken Arrow
Susan M. Jones, Utah State University
Marguerite P. Joyce, Belhaven University
Brian Keliher, Grossmont College
Kayla Kelly, Tarleton State University
28. Stephanie Kelly, North Carolina A&T State
University
Beth Kilbane, Lorain County Community
College
Mary Catherine Kiliany, Robert Morris
University
Stephen Kirk, East Carolina University
Jack Kleban, Barry University, Miami
Shores, Florida Atlantic University
Lisa Kleiman, Boise State University
David Koehler, DePaul University
Erin Kramer, Owens Community College
Melinda G. Kramer, Prince George’s
Community College
Gary Lacefield, University of Texas at
Arlington
Linda LaMarca, Tarleton State University
Robert Lambdin, University of South
Carolina
Elizabeth A. Lariviere, University of …
Strategic Business Writing 5e
Strategic Business Writing 5e
CLARK BARWICK, JEANETTE L.
HEIDEWALD, MICHAEL C. MORRONE,
AND JUDY STEINER-WILLIAMS
30. 3. Develop a Growth Mindset and Set Actionable
Goals to Improve Your Strategic Business Writing
Skills
17
4. Build the Strategic Business Writing Skills
Employers Value Most
19
5. Communicate Strategically Within a Crowded
Information Environment
24
Part II. Planning
6. Plan with Purpose, Audience, Content, and
Context
31
7. Plan, Draft, Revise 37
Part III. Purpose
8. Brainstorm, Narrow, and Articulate Your Working
31. Purpose Statement
43
9. Organize with Purpose 47
10. Revise for Audience and Context 51
11. Develop a Strong Purpose Statement 54
12. Focus Your Message with a Purpose Statement 55
13. Know the Benefits of Identifying Your Purpose 57
14. Determine Your Purpose 59
15. Understand Strategic Business Writing 60
Part IV. Audience
16. Identify Your Reader 67
17. Research Your Reader 69
18. Build a Relationship with Your Reader 71
19. Analyze Pronoun Choice and Overall Focus 75
20. Consider Secondary and Unintended Audiences 77
21. Write Your Audience-Centered Message 79
Part V. Tone
22. Apply Positive Tone Techniques to Internal and
32. External Messages
89
23. Emphasize Positive Tone with Additional
Strategies
92
24. Analyze the Impact of Positive Tone Wording 94
25. Consider the Tone for an Audience-Centered
Message
96
Part VI. Credible Content
26. Select Credible and Sufficient Evidence to
Persuade Your Reader
101
27. Use the Credible Content Checklist 106
28. Integrate Evidence into Your Organized Argument
to Best Meet Your Reader’s Needs, Add Credibility,
and Enhance Persuasion
33. 108
29. Identify Your Reader’s Likely Assumptions 111
Part VII. Organization
30. Use the Indirect Approach for Persuasive
Documents
117
31. Apologize Cautiously 122
32. Delay the Purpose for Negative Messages 124
33. Consider the Indirect Approach for Negative and
Persuasive Messages
130
34. Follow the Direct Opening with Details and a
Goodwill Ending
132
35. Use the Direct Approach for Routine and Good
News Messages
139
Part VIII. Style Revision
34. 36. Use the Document Revision Checklist 147
37. Structure Sentences for Concise and Precise
Business Style
149
38. Revise for Style to Connect Not to Impress 155
39. Revise for a Formal or Informal Business Style 158
40. Structure Paragraphs for Concise and Precise
Business Style and Meaningful Transitions
161
Part IX. Design
41. Follow the Document Format Used by Your
Employer or Industry
173
42. Combine Design Elements to Enhance Clarity,
Hierarchy, and Tone
181
43. Create Salience with Lists and Mechanical
35. Emphasis
184
44. Know How Readers View and Comprehend a
Document
188
45. Frame Words, Phrases, and Images 192
46. Position Content for Emphasis 197
47. Write Headings to Communicate Your Argument
and Organizational Logic
199
Part X. Visual Argument
48. View Deck Design on a Continuum: One Deck
Does Not Fit All
209
49. Use the Slide Deck Revision Checklist 214
50. Move from Storyline to Storyboard: Identify and
Align Necessary Content
215
36. 51. Plan Your Visual Argument: Start with Your
Storyline
224
52. Use Visual Argument in Your Business Writing 228
Part XI. Complex Argument / Report Writing
53. Analyze Your Report’s Audience and Purpose 273
54. Analyze the Meaning of Your Evidence 275
55. Select the Best Report Type 284
56. Structure Your Argument with Claim + Evidence +
Source Paragraphs and Slides
293
57. Use the Complex Argument/Report Checklist 299
58. Organize Your Complex Argument into a Reader-
Centered Story
300
Part XII. Supplemental
59. Develop Successful Teams 307
37. 60. Evaluate Meeting Guidelines 317
61. Write an Executive Summary 322
62. Prepare a Press Release 325
63. Eliminate Biased Language 328
64. Use Correct Grammar and Punctuation 330
65. Write Numbers, Fractions, and Quotes Correctly 346
66. Write Ethically and Persuasively About Statistics 349
67. Ask and Answer Questions Effectively 350
68. Refresh Your Presentation Skills 358
Author Bios 361
Search key terms of Strategic Business Writing 363
Strategic Business Writing:
Commit to Becoming a Better
Writer
Understanding strategic business writing will help you to set
actionable goals for your skill development to grow as a
thinker,
writer, speaker, teammate, and business professional.
38. As a strategic business writer, you will see communication as a
strategic process and learn to craft clear, concise, and
persuasive
messages by identifying and meeting the needs and values of
specific audiences in specific contexts. As a result, you will
build
stronger, more positive relationships fostered by effective
communication to drive your successful business career.
Key Values to Help Your Learning Experience
Your ability to enter into the learning process embracing several
key
values will facilitate your growth as a business writer:
• Learning—Strive to learn, applying both theory and practice
to
ensure you develop the most relevant skills and current best
practices for business communication.
• Achievement—Pursue the highest standards of excellence and
professionalism in your work to maximize your professional
growth and build your professional reputation.
• Collaboration—Promote a collaborative work environment to
draw on the unique strengths, skills, and insights of your
39. colleagues.
• Respecting Others—Treat everyone with respect and dignity as
you commit to the professional development of yourself and
others.
Strategic Business Writing: Commit
to Becoming a Better Writer | 1
By embracing these values you can help yourself become a
strategic
business writer and realize tangible benefits in your
professional
life. You will improve your critical thinking skills, develop an
efficient and effective writing processes, and write a range of
audience-centered professional documents—documents that will
enhance your business relationships and realize successful
communication results.
To ensure you develop your skills as you read Strategic
Business
Writing, you will work on a variety of real-world, often case-
based,
activities. Working individually and in teams, you will
demonstrate
40. your understanding of communication theories, strategies, and
best
practices and apply feedback from your professor, outside
professionals, and your own work teams. This
application/feedback
loop helps you develop and apply increasingly complex and
consistent knowledge about message planning, research,
persuasive
argument, revision, visual design, presentations, and working in
teams.
How to Read Strategic Business Writing
Strategic Business Writing was written with a focus on the
skills you
need to succeed in your future career. You will discover new
ways
to improve your writing.
Whether you are new to business writing or bring extensive
business writing experience, you can use Strategic Business
Writing
to achieve your skill development goals. As a new business
writer,
you can read sequentially through the text to develop a
comprehensive understanding of business writing, its guiding
41. principles, and specific strategies to write successful business
documents. As an experienced business writer, you can choose
the
specific topic areas you want to explore independently of the
rest
of the content.
As you read, take full advantage of the electronic-text
format of Strategic Business Writing:
2 | Strategic Business Writing: Commit to Becoming a Better
Writer
1. Focus on your own professional career and the skills you
need
to succeed.
2. Allow yourself time to process the information. You can
memorize lists and concepts, but developing your writing skills
requires internalizing those concepts as you think, practice,
analyze, get feedback, and practice more.
3. Stop to explore the examples and links. The additional
information will clarify concepts and provide additional
guidance as you grow your skill set.
4. Be curious and inquisitive. As you encounter interesting and
new concepts, meet the challenge the same way you will in
42. your professional career: take notes, discuss, ask questions,
and seek additional research.
Wherever you begin in your skill development, set the goal
to internalize the four key concepts of Strategic Business
Writing
as you read: audience, purpose, content, and context. You will
find
these concepts reiterated throughout the parts and chapters
of Strategic Business Writing and will apply these
concepts throughout your career to guide your professional and
persuasive communication.
Learn the Theory Behind Strategic Business Writing
Examine the ever-evolving, crowded environment of
information
and the reasons to learn impactful strategies and best practices
as
you become a strategic business writer.
The Writing Process: Planning
Learn the three-part writing process of planning, drafting, and
revising. A planning guide to help you with your own writing is
available for you to print.
Purpose
43. Learn the foundation of strategic business writing—knowing
your
message’s purpose, the top-level reasons you are writing to this
reader today.
Strategic Business Writing: Commit to Becoming a Better
Writer | 3
Audience
Analyze the importance of emphasizing the needs of your
audience (or reader) as you plan and revise—a helpful
complement
to the foundational purpose sections.
Tone
Practice altering the tone of your writing to become more reader
focused and positive.
Credible Content
Examine various sources of evidence and strategies to use
credible sources to strengthen arguments. Learn how to find and
cite persuasive evidence to support arguments.
Organization
Examine direct and indirect organization methods a savvy writer
can choose for many types of messages and audiences.
44. Style Revision
Learn to identify, measure, and revise wordiness to create a
professional and appealing writing style resulting in concise
paragraphs and sentences.
Design
Learn document design strategies, specifically for professional
letter, memo, and email formats, intended to increase focus,
readability, and persuasive appeal.
Visual Argument
Examine strategies to enhance your message’s impact through
the use of visuals driven by data.
Complex Argument / Report Writing
Learn about reports and methods to use to create and structure
more complex arguments.
Supplemental
Explore critical topics related to successful Strategic Business
Writing, including teams, meetings, special documents,
grammar
and punctuation, effective questions, and presentations.
4 | Strategic Business Writing: Commit to Becoming a Better
Writer
45. PART I
LEARN THE THEORY
BEHIND STRATEGIC
BUSINESS WRITING
In a recent National Association of Colleges and Employers
(NACE) student survey, fewer than 40% of college students
surveyed
listed communication skills as central to their professional
development. Meanwhile in a McKinsey survey of top U.S.
companies, two-thirds of employers lament that current college
graduates lack the writing and presentation skills necessary to
succeed on the job, including writing routine emails to
supervisors
and customers, analytical reports to important clients, or
PowerPoint decks for their work teams.
What can you learn in a business communication course that
enhances the skills you developed in your English classes and
Learn the Theory Behind Strategic
Business Writing | 5
46. college-level research courses? In Strategic Business Writing,
you
will learn business communication as a strategic action –
writing
dependent on audience, relationship, and context. You’ll learn
best
practices for planning, drafting, and revising documents quickly
– to save you time – with an emphasis on organization, tone,
conciseness, formatting, and perfect proofreading – to preserve
your reputation and enhance your persuasive abilities.
Know the risks of ignoring strategy in Business Communication
Before developing business messages for specific readers,
consider
the low, medium, and severe risks of poor planning, writing,
and
revision:
• Low Risk: Poor business communication can at a minimum
cost you and your reader valuable time. In business, we seek to
manage our limited resources effectively – our resources of
people, time, money, and reputation. Poorly planned and
written messages can lead to the waste of valuable resources
as readers struggle to understand writer-centered,
47. disorganized, wordy, and imprecise messages.
• Medium Risk: With limited focus on the needs and
expectations of readers and audiences, a writer can experience
the medium risks of causing confusion, missing opportunities
for persuasion, damaging credibility, and increasing costs.
• High Risk: Failing to learn the best processes for professional
business communication can, at its worst, lead to lost jobs and
clients, long-term damage to one’s personal brand, and major
financial and legal consequences for writers and the
organizations and teams they represent.
6 | Learn the Theory Behind Strategic Business Writing
To manage the risky, complex, and ever-changing
communication environment
and to create your best messages, first analyze the elements of
the
Communication Model
To maximize your communication effectiveness, Strategic
Business
Writing will challenge you to learn a new writing process in
which
you will systematically break down each potential
communication
48. interaction into its key elements, resulting in best strategies to
appeal to audiences and, in turn, to maximize your possible
communication success.
Specifically, by thinking strategically about the components of
the
Communication Model as you construct business messages, you
will
learn to:
• Plan and refine your message to include a purpose statement
written to achieve your desired outcome
• Appeal specifically to your primary, secondary, and
unintended
audiences by understanding the filters through which you and
your reader will view your message
• Weigh the benefits and drawbacks of your potential channel
choices
• Minimize possible “noise” that can negatively impact the
reception of your message
• Accept and respond to possible feedback as you continue to
communicate
49. • Consider the impact of the context on the message and
anticipate your audiences’ reactions.
By responding to the many variables in the Communication
Model
as you develop your business messages, you will begin to view
business communication as a strategy—a strategy to achieve
what you want AND what your reader/audience wants, with
clarity,
honesty, and integrity. And by developing a strategic approach
to
communication, you’ll develop a set of critical skills in
professional
writing, presentations, and leadership grounded in credible
analysis
to achieve desired outcomes while mitigating possible risks.
Learn the Theory Behind Strategic Business Writing | 7
Learning Objectives
• Understand the importance of strategic business
writing to ensure your messages are noticed and
impactful in today’s crowded information
50. environment
• Develop strategic business writing skills to meet the
needs of your employer and demands of your
industry on day one of your career
• Set actionable goals and use strategic frameworks to
develop the communication skills critical for your
future success.
8 | Learn the Theory Behind Strategic Business Writing
Transactiona
l Model
1. Use the Communication
Model to Guide Your Writing
Strategy
While Strategic Business Communication will guide you
through a
systematic process for audience-centered and purpose-driven
writing, you can develop a more strategic mindset for your own
skill
development by using a Transactional Model of Communication
to
better access your choices as a business communicator.
51. The Transactional Model approaches communication as an
interaction between communicators—one where the meaning of
a message is co-constructed as a function of how individuals
exchange ideas. To understand how the process unfolds, we
must
accept that the model below is a dynamic process—one where
ideas
and words and images are impacted by multiple variables.
By understanding the elements of the Communication Model
below, you can better manage the complex communication
process
Use the Communication Model to
Guide Your Writing Strategy | 9
and can assess the possible risks associated with each
component.
Ultimately, you can develop strategies to maximize the
likelihood of
your success as well as enhance your ability to develop and
maintain critical business relationships.
Sender—The individual who takes his or her ideas, encodes
them
into language, and sends them in the form of a message.
52. Receiver—The individual who translates the sender’s message
into
meaning.
Field of Experience (Filters)—The influences on both the sender
and receiver that impact the construction or reception of the
message. These filters include personality, culture, experiences,
knowledge, and biases.
Message—The ideas (verbal and nonverbal) encoded by the
sender
into language and decoded by the receiver into meaning.
Channel—The medium used to communicate the message.
Examples include face-to-face meetings, presentations, email,
websites, and text messages, to name only a few.
Feedback—The intended and sometimes unintended response to
the message (verbal and nonverbal) sent by the receiver back to
the
sender.
Context—The underlying situation in which the communication
occurs, ultimately influencing how we send and receive
messages.
Noise—The distractions that could interfere with the clarity of
the message. Noise can be physical (music, coughing,
construction
noise, static); semantic (word choices, poor grammar, vocal
fillers);
53. physiological (illness, exhaustion, nervousness); or
psychological
(daydreaming, tangential thinking).
10 | Use the Communication Model to Guide Your Writing
Strategy
Your command of the distinct variables of the communication
model will push you to think strategically and critically as you
plan, draft, and revise business documents. As a business
professional, the Communication Model provides you a
framework
to develop a strategic mindset for message development, one
that
allows you to consider the opportunities provided by your
messages and the potential impact of risks on your
communication
outcomes.
Consider these questions: How can knowing yourself and your
intended audience (by analyzing your personal experiences and
filters) help you create the most persuasive message? How can
your
language and channel choices combined with your ability to
learn
54. from feedback help you increase the impact of your message?
How
can your sensitivity to context and ability to minimize
distractions
improve the clarity of your message and build better
relationships
with audiences?
Building from your knowledge of the Communication Model
variables, you can strategically manage and respond to
Use the Communication Model to Guide Your Writing Strategy |
11
Communicat
ion Flows
Communication Flows within your organization. While we
would
like to believe that communication between superiors and
subordinates is somewhat automatic, in truth the power
relationships and hierarchies operate with surprising ambiguity
and
will require forethought and strategy.
As you navigate your way through future workplaces, be aware
of
55. these business communication flow factors and terms:
The Flow of Communication spreads in all directions, not only
top down.
Upward communication represents communication traveling
from a lower level of an organization to a higher level
(subordinate
to superior).
Downward communication moves from higher to lower levels of
an organization (superior to subordinate).
Lateral communication occurs between people on the same or
similar levels of an organization.
Diagonal communication is exchanged between people at
different levels of an organization who possess no direct
reporting
relationship.
Now consider how the challenges increase with the addition of
multiple recipients, unintended audiences, multiple channels,
and
an ever-changing context! The distinct variables involved in
communication—even between only two people—highlight the
12 | Use the Communication Model to Guide Your Writing
Strategy
challenges individuals and businesses face when crafting
56. business
messages potentially read by numerous people over indefinite
time.
To succeed in this uncertain environment as you communicate,
you
might consider yourself a beneficial resource adding value to
the
lives, work, and results of the people in your organization. Your
focus remains on meeting your reader’s needs, values, and
benefits,
no matter if the reader is your superior, co-worker, or direct
report.
Use the Communication Model to Guide Your Writing Strategy |
13
2. Analyze Risk to Maximize
Communication Outcomes
Given how challenging the communication process may be, can
we effectively analyze risk when we are considering our
business
communication messaging in a strategic way?
By systematically analyzing your communication as strategic
actions, you can use the Communication Model to break down
57. the
process in an effort to identify possible risks involved and
implement potential strategies to better maximize your
communication outcomes.
If you consider every communication interaction, you hope to
achieve a desired outcome—whether explicitly stated or not.
When
you send a cold-call email to a business professional for an
informational interview, your desired outcome is your
professional
accepting the request, you completing the interview, and
receiving
valuable information from the conversation. When you meet a
client
for a sales presentation, you hope the client likes your proposal,
is
persuaded by your message, and purchases your product from
you.
Yet when you consider the communication model, you
can anticipate how possible outcomes can be impacted by
strategic
errors in your communication decision making.To maximize the
58. likelihood of communication success, first visualize your
desired
outcome, then develop a writing strategy to achieve it
(considering
your audience and purpose), and weigh the potential risks of
possible errors and your reader’s likely response. This equation
offers a guide:
14 | Analyze Risk to Maximize
Communication Outcomes
Communication Outcome = Desired Outcome – (Strategic Error
+ Likely
Reader Response)
Communication Outcome = Final actual result of
communication
Desired Outcome = Desired optimal result of communication
Error = Possible strategic errors of communication
Response = How reader/audience responds to strategic errors
By looking at the Communication Model, we can consider
which
risks put our communication in jeopardy. For example, consider
59. a
spelling error. In isolation, you know a spelling mistake is
bad—but
put into two different contexts within the Communication Model
we can see how a spelling error leads to different outcomes.
Scenario One: You write an email to colleagues you are working
with on a consulting project and ask that they attend a
conference
call with a client. In the email you misspell the client’s name.
The
Desired Outcome is that your colleagues attend the conference
call. The Error is the misspelling of the client’s name. The
likely
Response, even in the worst-case scenario, is that your
colleagues
are annoyed with the mistake. Yet despite the annoyance, your
colleagues will attend the conference call. In this scenario, the
Error
was low risk and your Communication Outcome was the same as
your Desired Outcome. (Note: Imagine, however, that your
colleague forwards your message to the client, inviting them to
the
60. conference call—the risk escalates substantially).
Scenario Two: You send your potential client a slide deck with
multiple misspellings of the company name. The Desired
Outcome
is to secure your client’s business. The Error is the misspelling
of the client’s name. The likely Response ranges from anger to
a
damaged reputation. The Communication Outcome? Possible
loss
of the client as a customer.
The error remains the same in both scenarios, but the shift in
audience amplifies the overall possible reader reaction in
dramatically different ways. The increased risk involved with
the
error can result in dramatically different outcomes.
Analyze Risk to Maximize Communication Outcomes | 15
Setting clear goals for communication skill development and
working within proven frameworks as you communicate will
bring short- and long-term benefits that enhance
communication,
your personal brand, your key relationships, and your career.
61. 16 | Analyze Risk to Maximize Communication Outcomes
3. Develop a Growth Mindset
and Set Actionable Goals to
Improve Your Strategic
Business Writing Skills
Business communication is a strategic action using a set of
skills
(writing, presentation, interpersonal, social media) to craft
purposeful messages aimed at specific audiences and leveraging
the
variables in the business communication model to meet strategic
outcomes while mitigating possible risks.
How do you (and various stakeholders) measure and grow your
success as a business communicator? By embracing a growth
mindset and analyzing your current skills and desired outcomes.
You can grow your communication skills and outcomes by
examining your current communication proficiency, identifying
clear goals for improvement, and proactively working to
develop the
skills you need most. This proficiency model will be important
62. to
you throughout your professional career to ensure you possess
the
skills required in the job and career trajectory you desire.
Facilitate your growth as a business writer by using the SMART
goals framework to help you get from where your skills are to
where
you want to be:
Specific (well defined and concrete goals you can visualize)
Measurable (measure outcomes with targeted numbers, dates,
and times)
Attainable (challenging but realistic goals)
Relevant (directly relate your skill development to critical
writing
needs in your field)
Time bound (set deadlines for each goal)
Develop a Growth Mindset and Set
Actionable Goals to Improve Your
To make sure you achieve your goals, visualize the skills and
outcomes you want for your future self. You might select a
person
63. you admire to benchmark, analyzing the skills this role model
exhibits and naming clear objectives to help you reach and
possibly
exceed this person’s skill set. Put your development objectives,
actions, deadlines, obstacles, and strategies into a table with
measurable “concrete indicators of success” in the final column
so
you can track your progress.
Development
objective
Specific
well-defined
action and
deadline
Obstacles and
strategies to
overcome the
obstacles
Support
needed
Concrete
indicator
of success
EXAMPLE:
64. Be more
concise
Use fewer
linking
verbs.
(Note: you
could list
“be more
concise”
multiple
times with
different
well-defined
actions.)
I actually use
action verbs very
well except when
I don’t leave
enough time for
revisions.
I will write a best-
effort draft two
days before the
deadline. I will
schedule time the
day before the
deadline to revise
the message.
None
needed.
65. Next
writing
assignment,
I will
average 1
linking verb
per 100
words.
By identifying clear, measurable objectives you can actually
track
your improvement over time—the key is identifying precise
goals
and actions you can take to achieve them.
Setting clear goals for communication skill development and
working within proven frameworks as you communicate will
bring short- and long-term benefits that enhance
communication,
your personal brand, your key relationships, and your career.
18 | Develop a Growth Mindset and Set Actionable Goals to
Improve Your
Strategic Business Writing Skills
4. Build the Strategic Business
Writing Skills Employers
Value Most
Businesses need and want employees who write well. In the
2016
66. National Association of Colleges and Employers (NACE) Job
Outlook,
employers identified written and oral communication skills as
two
of the top five skills they look for in potential job candidates
after
passing a company’s GPA threshold. A survey conducted by
Millennial Branding highlights the significance of previous
NACE
findings, where 98% of employers considered communication
skills essential. As Millennial Branding’s Dan Schawbel argued,
employers need employees who possess “the ability to write,
compose emails, give presentations in front of others, and [who
are]
able to have conversations with those across generations.”
Meanwhile, employers’ lower rankings of proficiency in
software
or technical skills for new hires should be no surprise. Schawbel
explains, “It takes time to master the art of communication,
…