questions about Persuading messages & describing a chart

College of Administrative and Financial Sciences
Assignment 2
Communication Management (MGT 421)
Course Name: Communication Management
Student’s Name:
Course Code: MGT421
Student’s ID Number:
Semester: 1st Semester
CRN:
Academic Year: 2022-23-1st
For Instructor’s Use only
Instructor’s Name:
Students’ Grade: /15
Level of Marks: High/Middle/Low
General Instructions – PLEASE READ THEM CAREFULLY
•
•
•
•
•
•
•
•
•
The Assignment must be submitted on Blackboard (WORD format only) via allocated
folder.
Assignments submitted through email will not be accepted.
Students are advised to make their work clear and well presented, marks may be reduced
for poor presentation. This includes filling your information on the cover page.
Students must mention question number clearly in their answer.
Late submission will NOT be accepted.
Avoid plagiarism, the work should be in your own words, copying from students or other
resources without proper referencing will result in ZERO marks. No exceptions.
Use APA reference style.
All answered must be typed using Times New Roman (size 12, double-spaced) font. No
pictures containing text will be accepted and will be considered plagiarism).
Submissions without this cover page will NOT be accepted.
Learning Outcomes:
2.4 Illustrate techniques and skills of correct business research report writing; learn report
writing style using an approved style; and, apply the basics of oral communication in a
presentation of a project, including, proper speech, organization, use of graphical aids, and
effective non-verbal communications.
3.1 Analyze effective business letters, memorandums, and case studies.
Assignment Question(s):
Part 1 (7 Marks)
Examine each of the following charts (Figures 1, and 2) and respond to the questions below:
Figure 1
Figure 2
Source: General Authority of Statics
1. Evaluate each one in terms of: (5 Marks)
(a) title descriptiveness, (b) focal points, (c) information sufficiency, (d) ease of
processing, and (e) takeaway message
2. Describe at least one effective aspect for each chart. (1 Mark)
3. Make two recommendation for improving them. (1 Mark)
Part 2 (8 Marks)
Persuading University Students to Start a Saving Account
1. Assume the role of a banker, create a message that targets university students and
persuades them to start a retirement account. (2 Marks)
2. Which psychological tools of influence (consistency, reciprocation, social proof,
authority, liking, scarcity) did you use? Why? (1 Mark)
3. Which kind of appeals did you use in this message? Would you consider this
message to be catering more to emotion or logic? Explain. (1 Mark)
Persuading Human Resources Manager for Promotion
1. Assume the role of an employee, create a message that targets the HR manger
persuades him/her to promote you. (2 Marks)
2. Which psychological tools of influence (consistency, reciprocation, social proof,
authority, liking, scarcity) did you use? Why? (1 Mark)
3. Which kind of appeals did you use in this message? Would you consider this
message to be catering more to emotion or logic? Explain. (1 Mark)
Reference:
(2017). Environment Economic Survey (Industry). General Authority of Statistic.
https://www.stats.gov.sa/en/906
Business Communication
Developing Leaders for a Networked World
Fourth Edition
Peter W. Cardon
University of Southern California
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BUSINESS COMMUNICATION: DEVELOPING LEADERS FOR A NETWORKED WORLD,
FOURTH EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2021 by McGraw-Hill
Education. All rights reserved. Printed in the United States of America. Previous edition © 2018, 2016, and 2014.
No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database
or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in
any network or other electronic storage or transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available to customers outside the
United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 LWI 24 23 22 21 20 19
ISBN 978-1-260-08834-2 (bound edition)
MHID 1-260-08834-0 (bound edition)
ISBN 978-1-264-10910-4 (loose-leaf edition)
MHID 1-26410910-5 (loose-leaf edition)
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Cover Image: ©Vitalex/Shutterstock
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All credits appearing on page or at the end of the book are considered to be an extension of the copyright page.
Library of Congress Cataloging-in-Publication Data
Names: Cardon, Peter W., author.
Title: Business communication : developing leaders for a networked world /
Peter W. Cardon.
Description: Fourth edition. | New York, NY : McGraw-Hill Education, 2021.
| Includes index.
Identifiers: LCCN 2019040775 | ISBN 9781260088342 (hardcover)
Subjects: LCSH: Business communication. | Business enterprises—Computer
networks. | Business communication—Computer network resources.
Classification: LCC HF5718 .C267 2021 | DDC 658.4/5–dc23
LC record available at https://lccn.loc.gov/2019040775
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
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Dedication
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
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About the Author
Peter W. Cardon, MBA, PhD, is a professor in the Depart-
Courtesy of Peter Cardon
ment of Business Communication at the University of Southern
California. He also serves as Academic Director for the MBA for
Professionals and Managers program. He teaches a variety of
courses in the MBA and undergraduate business programs,
including management communication, intercultural communication, and new media and communication. With approximately
75 refereed articles, Pete is an active contributor to the latest
research in intercultural communication, social networking,
team collaboration, and leadership communication. 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 Business
Communication (ABC), for which he previously served as president.
He currently serves as an Editorial Review Board member for the
International Journal of Business 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 roughly 70 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 company tours and humanitarian projects to mainland China,
Hong Kong, Macao, Taiwan, South Korea, Mexico, and the Dominican Republic. He is
an active member of Rotary International, a global service organization committed to
promoting peace, fighting disease, providing educational opportunities, and growing
local economies.
iv
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Brief Contents
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 Difficult Conversations 72
4 Global Communication and Diversity 106
Part 3
Principles for Business Messages
5 Creating Effective Business Messages 142
6 Improving Readability with Style and Design 172
7 
Email and Other Traditional Tools for Business Communication 202
8 Social Media for Business Communication 232
Part 4
Types of Business Messages
9 Routine Business Messages 266
10 Persuasive Messages 294
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 402
14 Planning Presentations 440
15 Delivering Presentations 472
16 Employment Communications 494
Appendixes
Appendix A Punctuation, Number Usage, and Grammar 541
Appendix B Formatting for Letters and Memos 560
Index 564
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
v
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Developing Leaders for a Networked World
Welcome to the fourth edition of Business Communication: Developing Leaders
for a Networked World. Taking Peter Cardon’s practitioner and case-based
approach, this text helps students develop an understanding of how course content applies to the business world. Maintaining a central theme of credibility,
the fourth edition communicates why credibility is essential to effective communication in today’s rapidly changing business environment. Cardon’s text,
integrated with Connect for Business Communication, provides a contemporary
yet traditional view into the business communication field, empowering students to learn bedrock communication principles while also staying up to date
with cultural and technological changes in the business world—transforming
them into leaders for a networked world.
©Vitalex/Shutterstock
Credibility
Since professional success often depends on engendering trust within professional
relationships, this text begins with a discussion of credibility and refers to it throughout.
Principles of relationship-building such as personal credibility, emotional intelligence, and
listening hold a prominent role throughout the text.
Effective Writing Builds Relationships
Effective writing in the workplace is essential to building connections and a professional
brand. Cardon’s three-stage writing process drives excellence in critical thinking,
collaboration, and productivity in work relationships. With additional examples of
internal messages, Cardon develops the skills used early in a career.
Enhanced Coverage of Technology
This text adopts a visionary view of communication technologies. Cardon’s text takes a
view of social media use that includes team communication and communication with
external partners. The need for students to develop an online professional persona that
builds credibility is also addressed. This prepares students for communication in the
evolving workplace.
Business Focus
The case-based approach helps students learn how communication can build rich and
productive relationships between professionals. Each chapter opens with a short business
case, and weaves examples from the case throughout the chapter and into the model
documents, engaging readers in the story behind each business message.
vi
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Forward-Looking Vision Built on Tradition
While the text stays true to core business communication principles established over many
decades, it also goes beyond traditional coverage with 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 text), and business plans and business proposals
(Bonus Appendix).
Why Does This Matter?
Each chapter begins with a section that explains why the content is crucial to career
success. A URL located at the beginning of these sections direct students to view a short
video clip of the author reinforcing this message.
Chapter Takeaways
With graphics and lists, the chapter takeaways engage students with key chapter content, and
serve as a reference for applying the principles to their oral and written communication.
Learning Exercises
Each chapter contains engaging learning exercises. These exercises are organized into
discussion exercises, evaluation exercises, application exercises, and language and
mechanics checks to help students develop expertise in business communication.
vii
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®
FOR INSTRUCTORS
You’re in the driver’s seat.
Want to build your own course? No problem. Prefer to use our turnkey,
prebuilt course? Easy. Want to make changes throughout the semester?
Sure. And you’ll save time with Connect’s auto-grading too.
65%
Less Time
Grading
They’ll thank you for it.
Adaptive study resources like SmartBook® 2.0 help
your students be better prepared in less time. You
can transform your class time from dull definitions to
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connect/smartbook
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Checkmark: Jobalou/Getty Images
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FOR STUDENTS
Effective, efficient studying.
Connect helps you be more productive with your study time and get better grades using tools like
SmartBook 2.0, which highlights key concepts and creates a personalized study plan. Connect sets you
up for success, so you walk into class with confidence and walk out with better grades.
Study anytime, anywhere.
Download the free ReadAnywhere app and access your
online eBook or SmartBook 2.0 assignments when it’s
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assignments in Connect, all of your work is available
every time you open it. Find out more at
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Eastern Washington University
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Grammar and Mechanics
LearnSmart Achieve
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.
Application
Tegrity: Lectures 24/7
Tegrity in Connect is a tool that makes class time available 24/7 by automatically cap­turing every lecture. With a
simple one-click start-and-stop process, you capture all computer screens and corresponding audio in a format that
is easy to search, frame by frame. Students can replay any part of any class with easy-to-use, browser-based viewing
on a PC, Mac, iPod, or other mobile device.
Educators know that the more students can see, hear, and experience class resources, the better they learn. In fact,
studies prove it. Tegrity’s unique search feature helps students efficiently find what they need, when they need it, across
an entire semester of class recordings. Help turn your students’ study time into learning moments immediately supported
by your lecture. With Tegrity, you also increase intent listening and class participation by easing students’ concerns about
note-taking. Using Tegrity in Connect will make it more likely you will see students’ faces, not the tops of their heads.
Test Builder in Connect
Available within Connect, Test Builder is a cloud-based tool that enables instructors to format tests that can be
printed or administered within an LMS. Test Builder offers a modern, streamlined interface for easy content
configuration that matches course needs, without requiring a download.
Test Builder allows you to:
●
●
●
access all test bank content from a particular title.
easily pinpoint the most relevant content through
robust filtering options.
manipulate the order of questions or scramble
questions and/or answers.
●
●
●
●
pin questions to a specific location within a test.
determine your preferred treatment of algorithmic
questions.
choose the layout and spacing.
add instructions and configure default settings.
Test Builder provides a secure interface for better protection of content and allows for just-in-time
updates to flow directly into assessments.
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 students’ 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.
x
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Keeping Up with What’s New
The fourth 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 fourth edition contains the following changes to help students succeed:
Chapter 1 (Credibility)
● A new tech tip about developing credibility on LinkedIn.
● A new feature, called Ideas in Action, which appears in each chapter, highlighting
a business leader’s views on credibility.
Chapters 2, 3, and 4 (Interpersonal, Team, and Global Communication)
● New content about perspective getting and responding to gossip and complaining.
● New content about groupthink.
● Updated information about global etiquette.
● New tech tips and Ideas in Action features.
Chapters 5 and 6 (The Writing Process)
● Half the examples are new and the other half are updated.
● New tech tips and Ideas in Action features.
Chapters 7 and 8 (Technology and Communication)
● Additional content about team messaging.
● Half the examples are new and the other half are updated.
● New tech tips and Ideas in Action features.
Chapters 9, 10, and 11 (Business Messages: Routine, Persuasive, and Bad-News Messages)
● Half the examples are new and the other half are updated.
● Additional exercises are added at the end of each chapter.
● New tech tips and Ideas in Action features.
Chapters 12 and 13 (Business Reports and Proposals)
● Half the examples are new and the other half are updated.
● Additional exercises are added at the end of each chapter.
● New tech tips and Ideas in Action features.
Chapters 14 and 15 (Presentations)
● Half the examples are new and the other half are updated.
● Additional exercises are added at the end of each chapter.
● New tech tips and Ideas in Action features.
Chapter 16 (Employment Communication)
● A new section on professional networking has been added.
● Examples of résumés are updated.
●
●
Additional exercises are added at the end of the chapter.
New tech tips and Ideas in Action feature.
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Appreciation
Thank you to all the reviewers and other business communication instructors who gave
advice for the fourth edition. I’ve made dozens of changes and updates to meet the needs
of 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 Fourth Edition
Kathryn R. Archard, University of
Massachusetts–Boston
Heather Bisalski, Dalton State College
Audrey Blume, Wilmington University
Edward David Brown, Alabama State
University
Shanti Bruce, Nova Southeastern University
Suzanne Buck, University of Houston
Barbara Chambers, Texas Tech University
Donna Chlopak, Montclair State University
Corey Ann Clem, Texas Tech University
Barbara Cox, Saddleback College
Jeanne Craig, Indiana Wesleyan University
Karen Cristiano, Drexel University
Jacquelin Joy Curry, California State
University–Fresno
Gretchen Skok DiSanto, Lakeland
Community College
Sandra Ehrlich-Mathiesen, University of
Alaska–Anchorage
Megan Lee Endres, Eastern Michigan
University
Elizabeth Goins, McCombs School of
Business
Connie Golden, Lakeland Community
College
Elizabeth Guerrero, Texas State University
Matari Gunter, Texas State University
Patricia L. Hanna-Garlitz, Bowling Green
State University
Carolyn Jensen, University of Oklahoma
Sue Joiner, Tarleton State University
Doranne Jung, Santa Monica College
Jennifer Loney, Portland State University
Terry R. Lowe, Illinois State University
Marla Mahar, Oklahoma State University–
Stillwater
Gene Manhart, Central Community College
Daniel McRoberts, Northcentral Technical
College
Steve Merriam, San Diego State University
Elizabeth Metzger, University of South
Florida
Christina J. Moore, Texas State University
Jenny Morse, Colorado State University
Anita Pandey, Morgan State University
Iswari P. Pandey, California State University–
Northridge
Telicia Palmer, Georgia Piedmont Technical
College
Melinda Phillabaum, Indiana University–
Purdue University Indianapolis
Teeanna Rizkallah, California State
University–Fullerton
Cassie Rockwell, Santa Monica College
Juli Rosenbaum, Baylor University
Sherri Shade, Kennesaw State University
Rachel V. Smydra, Oakland University
Jason L. Snyder, Central Connecticut State
University
Stephen Soucy, Santa Monica College
Lisa Tyler, Sinclair Community College
Carol Watson, Indiana University–
Bloomington
McClain Watson, University of Texas at
Dallas
Susan Hall Webb, University of West Georgia
Theresa Wernimont, Colorado State
University
Gail L. Yosh, Montclair State University
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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
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!
Nicky Adams, University of Dayton
Laura L. Alderson, University of Memphis
Angel Alexander, Piedmont Technical
College
Melody Alexander, Ball State University
Dianne Anderson, Texas Tech University
Delia Anderson-Osteen, Texas Tech
University
Kathryn R. Archard, University of
Massachusetts–Boston
Eve Ash, Oklahoma State University–
Stillwater
Carolyn Ashe, University of Houston–
Downtown
Traci L. Austin, Sam Houston State
University
Beverly Augustine, Elgin Community
College
Kathie Bahnson, Boise State University
Lisa Bailey, University of South Carolina
Melissa Bakeman-Daly, California State
University–San Bernardino
Rod Barker, Mount Hood Community
College
Fiona Barnes, University of Florida
Mary Barton, California State University–
Chico
Jim Beard, University of Arkansas–Fort
Smith
Judith Haywood Bello, Lander University
Roxanne Bengelink, Kalamazoo Valley
Community College
Cynthia Bennett, Albany State University
Magdalena Berry, Missouri State University
Shavawn Berry, Arizona State University
Danielle Blesi, Hudson Valley Community
College
Erin Blocher, University of Missouri–Kansas
City
Yvonne Block, College of Lake County
Julie E. Boto, Liberty University
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
Dana Burton, The University of Alabama in
Huntsville
Cheryl Byrne, Washtenaw Community
College
Kim Campbell, Sydow University of
Alabama
Kevin Michael Caporicci, University of
Southern California
Donna Carlon, University of Central
Oklahoma
Deborah Casanova, California State
University–Dominguez Hills
Marilyn Chalupa, Ball State University
Barbara Chambers, Texas Tech University
Elizabeth Christensen, Sinclair Community
College
G. Jay Christensen, California State
University–Northridge
Miriam Coleman, Western Michigan
University
Maria Colman, University of Southern
California
xiii
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Debbie Cook, Utah State University
Anthony M. Corte, University of Illinois at
Chicago
Jan Robin Costello, Georgia State University
David Covington, North Carolina State
University
Barbara Cox, Saddleback College
C. Brad Cox, Midlands Technical College
Jeanne Craig, Indiana Wesleyan University
Rosemarie Cramer, Community College of
Baltimore
Tena Crews, University of South Carolina
Karen Cristiano, Drexel University
Brittany T. Cuenin, Lander University
Jacquelin Joy Curry, California State
University–Fresno
Jennifer D’Alessandro, Niagara County
Community College
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
Gretchen Skok DiSanto, Lakeland
Community College
Jack Doo, California State University
Lucía Durá, The University of Texas at El
Paso
Heidi Eaton, Elgin Community College
Sandra Ehrlich-Mathiesen, University of
Alaska–Anchorage
Daniel Emery, University of Oklahoma
Megan Lee Endres, Eastern Michigan
University
Donna R. Everett, Morehead State
University
Stevina Evuleocha, California State
University–East Bay
Joyce Anne Ezrow, Arundel Community
College
Jodie Ferise, University of Indianapolis
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
Melissa Gavin, University of Wisconsin–
Platteville
Jorge Gaytan, North Carolina A&T State
University
Elizabeth Goins, McCombs School of
Business
Robert Goldberg, Prince George’s
Community College
Connie Golden, Lakeland Community
College
Terri Gonzales-Kreisman, Delgado
Community College
Debra Gosh, Cleveland State University
Douglas Gray, Columbus State Community
College
Germaine Gray, Texas Southern University
Diana J. Green, Weber State University
Kenneth Green, University of South Dakota
Mary Groves, University of Nevada–Reno
Kari Guedea, Edmonds Community College
Elizabeth Guerrero, Texas State University
Karen Gulbrandsen, University of
Massachusetts–Dartmouth
Matari Gunter, Texas State University
Lynda Haas, University of California–Irvine
Frances Hale, Columbus State Community
College
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
Melanie A. Hicks, Liberty University
Nancy Hicks, Central Michigan University
Kathy Hill, Sam Houston State University
Dini M. Homsey, University of Central
Oklahoma
Matthew Houseworth, University of Central
Missouri
xiv
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Sally Humphries, Georgia College & State
University
Sandie Idziak, The University of Texas at
Arlington
Christina Iluzada, Baylor University
Sandra Jackson, California State University–
Northridge
Jack Janosik, Cleveland State University
Elaine Jansky, Northwest Vista College
Carolyn Jensen, University of Oklahoma
Norma Johansen, Scottsdale Community
College
Sue Joiner, Tarleton State University
Kenneth E. Jones Jr., Northeastern State
University–Broken Arrow
Susan M. Jones, Utah State University
William T. Jones, State University of
New York at Canton
Marguerite P. Joyce, Belhaven University
Doranne Jung, Santa Monica College
Brian Keliher, Grossmont College
Kayla Kelly, Tarleton State University
Stephanie Kelly, North Carolina A&T State
University
Beth Kilbane, Lorain County Community
College
Erin Kilbride-Vincent, Indiana University
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–Columbia
Elizabeth A. Lariviere, University of Akron
Marianna Larsen, Utah State University
Newton Lassiter, Florida Atlantic University
Cheryl Law, Tarrant County College
Janet L. Lear, University of Nebraska at
Kearney
Lisa D. Lenoir, Stephens College
Paula Lentz, University of Wisconsin–
Eau Claire
Jeffrey S. Lewis, Metropolitan State College
of Denver
Jere Littlejohn, University of Mississippi
Jennifer Loney, Portland State University
Susan Long, Portland Community College
Joyce Lopez, Missouri State University
Terry R. Lowe, Illinois State University
Jo Mackiewicz, Iowa State University
Eunice Madison, Purdue University
Calumet
Marla Mahar, Oklahoma State University–
Stillwater
Anna Maheshwari, Schoolcraft College
Becky Mahr, Western Illinois University
Gene Manhart, Central Community College
Joan Mansfield, University of Central
Missouri
Kenneth R. Mayer, Cleveland State
University
Molly Mayer, University of Cincinnati
Elaine McCullough, Ferris State University
Sheryl McGough, Iowa State University
David A. McMurrey, Austin Community
College
Daniel McRoberts, Northcentral Technical
College
John Meis, Thomas University
Jacqueline Meisel, California State
University–Northridge
Steve Merriam, San Diego State University
Marcia Metcalf, Northern Arizona University
Elizabeth Metzger, University of South
Florida
Michelle Meyer, Joliet Junior College
Annie Laurie I. Meyers, Northampton
Community College
Jack Miao, Southern Methodist University
Julianne Michalenko, Robert Morris
University
Angelina Misaghi, California State
University–Northridge
Karl Mitchell, Queens College–CUNY
Shawna Moffitt, University of South
Carolina
Kathaleena Edward Monds, Albany State
University
Gregory H. Morin, University of Nebraska–
Omaha
Rodger Morrison, Troy University
Jenny Morse, Colorado State University
xv
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Farrokh Moshiri, University of California,
Riverside
Gwen Moultrie, Midlands Technical College
Bill Moylan, Shidler College of Business,
University of Hawaii–Manoa
Elwin Myers, Texas A&M University–Corpus
Christi
Chynette Nealy, University of Houston–
Downtown
Ashley Keller Nelson, Tulane University
Christina Anne Nelson, Indiana University–
Purdue University Indianapolis
Darryl Neher, Indiana University–Bloomington
Grace Noyes, Texas Tech University
Keith Nyquist, Northern Illinois University
Ephraim Okoro, Howard University
Lisa O’Laughlin, Delta College
Lori Oldham, San Diego City College
Cathy Onion, Western Illinois University
Jo Ann Oravec, University of Wisconsin–
Whitewater
Delia (Joy) O’Steen, Texas Tech University
Mary Padula, Borough of Manhattan
Community College
Ranu Paik, Santa Monica College
Telicia Palmer, Georgia Piedmont Technical
College
Anita Pandey, Morgan State University
Iswari P. Pandey, California State University–
Northridge
Audrey Parajon, Wilmington University
Robyn E. Parker, Plymouth State University
Beverly Payne, Missouri Western State
University
Michael Pennell, University of Kentucky
Delissa Perez, Northwest Vista College
Debra Ann Petrizzo-Wilkins, Franklin
University
Melinda Phillabaum, Indiana University–
Purdue University Indianapolis
Evelyn Pitre, University of North Texas
Greg Rapp, Portland Community College
Rob Rector, Delaware Technical and
Community College
Phyllis Annette Reed, University of Texas at
San Antonio
Teeanna Rizkallah, California State
University–Fullerton
Betty Robbins, University of Oklahoma
Sherry J. Roberts, Middle Tennessee State
University
Cassie Rockwell, Santa Monica College
Wayne Rollins, Middle Tennessee State
University
Kara Romance, Indiana University of
Pennsylvania
Juli Rosenbaum, Baylor University
Sia Rose-Robinson, George Mason
University
Sharon Rouse, The University of Southern
Mississippi
Tim Rowe, State University of New York
Fredonia
David Russell, Iowa State University
Joyce Russell, Rockingham Community
College
Terry Sanders, Macon State College
Ronit Sarig, California State University–
Northridge
Anita Satterlee, Liberty University
Allyson D. Saunders, Weber State University
Danielle Scane, Orange Coast College
Juliann C. Scholl, Texas Tech University
Nicola S. Scott, George Mason University
Steven Sedky, Santa Monica College
Sherri Shade, Kennesaw State University
Mary Shannon, California State University–
Northridge
Mike Shaw, Montana State University–
Bozeman
Nelda Shelton, Tarrant County College
Michael Shurman, University of South
Florida
Lucia Sigmar, Sam Houston State University
Joyce Monroe Simmons, Florida State
University
Jeanetta Sims, University of Central
Oklahoma
Jean Smith, Kentucky State University
Patricia Smith, Northcentral Technical
College
Rachel V. Smydra, Oakland University
Kipp Snow, Anne Arundel Community
College
Kim Snyder, South Texas College
Stephen Soucy, Santa Monica College
Rita Soza, MiraCosta College
Bob Sprague, California State
University–Chico
Nicole St. Germaine, Angelo State
University
Kathy Standen, Fullerton College
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Jo Ann Starkweather, Northeastern State
University
Jan Starnes, University of Texas at Austin
Erica Steakley, California State University–
Northridge
Susan Stehlik, New York University
Natalie Stillman-Webb, University of Utah
Thomas Stoffer, Ferris State University
Kevin Swafford, Bradley University
Stephen Takach, University of Texas at San
Antonio
Cecil V. Tarrant III, Western Illinois University
Elvira Teller, California State University–
Dominguez Hills
Sandra Thompson, University of West Georgia
Susan Timm, Elgin Community College
Erik Timmerman, University of Wisconsin–
Milwaukee
Anne Tippett, Monroe Community College
Elizabeth Tomlinson, West Virginia University
Emil Towner, Saint Cloud State University
Allen D. Truell, Ball State University
Lisa Tyler, Sinclair Community College
Kathleen L. Voge, University of Alaska–
Anchorage
Angelika L. Walker, University of Nebraska
at Omaha
Linda Blake Walsh, University of Tennessee
Jie Wang, University of Illinois at Chicago
Melvin Washington, Howard University
Carol Watson, Indiana University–
Bloomington
Kristin Watson, Metropolitan State University
of Denver
McClain Watson, University of Texas at Dallas
Susan Hall Webb, University of West
Georgia
Marlea Welton, Santa Monica College
Juli White, Arizona State University
Raholanda White, Middle Tennessee
State University
Leigh Ann Whittle, Elon University/Liberty
University
Elisabeth C. Wicker, Bossier Parish
Community College
Jo Wiley, Western Michigan University
Karin A. Wilking, Northwest Vista College
Anita Williams, Oklahoma City Community
College
Linda S. Williams, North Georgia College &
State University
Tom Williams, University of Houston,
Victoria
Linda Willis, Georgia State University
Kadi Wills, Northwest Vista College
Bennie J. Wilson, University of Texas at San
Antonio
Donald J. Wood, Winston-Salem State
University
Doris N. Wright, Troy University
Robert Yale, University of Dallas
Caroline Yarbrough, Delgado Community
College
Gail L. Yosh, Montclair State University
Diane Youngblood, Greenville Technical
College
Lydia Yznaga, Northwest Vista
College
Ann Zeman, Bellarmine University
Jensen Zhao, Ball State University
I also recognize the entire editorial and marketing teams at McGraw-Hill
that have made this book possible: Anne Leung, Peter Jurmu, Gabe Fedota,
Kelly Pekelder, Anke Weekes, Christine Vaughan, Bruce Gin, Brianna
Kirschbaum, Egzon Shaqiri, and all of the talented McGraw-Hill publisher’s
representatives. It has been such a pleasure to work with these incredibly
talented and skilled professionals who have shaped the content and design
of this textbook and consulted with instructors around the globe. When I
signed with McGraw-Hill, I was proud to be aligned with such a wellrespected publisher. After working for nearly a decade with these talented
and quality-driven professionals, my respect has grown. I can see the focus
they place on producing learning materials that have real impact on the
lives of students.
xvii
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I want to thank my family. My wife, Natalie, is a beautiful and inspired
person. She and I are on a wonderful journey together, and she has
embraced this book as part of our journey. My daughters energize me in so
many ways. Camilla inspires me by her eye for beauty, her sense of wonderment, and her joy in building things. Audrey inspires me by her spontaneous
expressions of happiness, her sense of fun, and her love of people. I’m also
blessed to have the best parents. They understand and support me. I love
them and hope to be like them.
Finally, I’d like to thank several people who have been instrumental in
influencing my career direction and success. First, I recognize the influence
of my dissertation advisor, James Calvert Scott. He contributed decades of
research and teaching to the business communication field and selflessly
devoted thousands of hours to my development. Without his influence,
I would not have become part of the business communication community.
Second, I want to thank Pat Moody, former dean of the College of Hospitality, Retail, and Sport Management at the University of South Carolina;
Lucy Lee, former director of the Center for Management Communication
at the University of Southern California; Marion Philadelphia, current
director of the Department of Business Communication at the University
of Southern California; and Suh-Pyng Ku, vice dean of Graduate Programs
at the University of Southern California. These four women are the most
inspiring and caring leaders I’ve worked for. They have had a lasting influence
on my work.
Peter W. Cardon
Academic Director, MBA.PM Program
Professor, Department of Business Communication
Marshall School of Business
University of Southern California
Twitter: @petercardon
Pinterest: pinterest.com/cardonbcom
LinkedIn: www.linkedin.com/in/petercardon
xviii
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Used by permission of the Association for Business Communication
xix
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Contents
PART 1 Introduction to Business
Communication
1 Establishing Credibility 2
WHY DOES THIS MATTER? 3
Chapter Case: Whom Do You Trust as Your
Mentor? 3
The Role of Trust in the Post-Trust Era 4
The Role of Competence in Establishing
Credibility 6
The Role of Caring in Establishing Credibility 7
Understanding the Interests of Others 7
Cultivating a Sense of Community 8
Giving to Others and Showing Generosity 8
The Role of Character in Establishing
Credibility 8
Business Ethics 9
Corporate and Personal Values 10
Open and Honest Communication 10
A Stakeholder View of Accountability 11
Fairness in Business Communications 12
TECHNOLOGY TIPS: PROJECTING
PROFESSIONAL CREDIBILITY ON YOUR
LINKEDIN PROFILE 14
How You Can Improve Your Communication
Skills 14
IDEAS IN ACTION: LEADING WITH
CREDIBILITY 17
Chapter Takeaway for Establishing Credibility 18
Key Terms 19
Discussion Exercises 19
Evaluation Exercises 20
Application Exercises 21
Language Mechanics Check 22
Part 2
Principles of Interpersonal
Communication
Chapter Case: Hard Decisions at Eastmond
Networking 27
Understanding the Interpersonal Communication
Process 29
Emotional Hijacking 32
Self-Awareness 33
Self-Management 34
Empathy 37
Active Listening 38
Recognizing Barriers to Effective Listening 42
Asking the Right Questions 44
Avoiding the Wrong Questions
46
Perspective-Getting and Note-Taking 46
Avoiding the Traps of Empathy
47
Sight-Reading Nonverbal Communication and
Building Rapport 47
Relationship Management 52
Adapting Communication to the Preferred Styles
of Others 52
TECHNOLOGY TIPS: DIGITAL NOTETAKING 57
Maintaining Civility and Avoiding Gossip 57
Incivility in Society and the Workplace 58
Types and Causes of Workplace Incivility 59
Responding to Gossip and Complaining 59
Maintaining Civil Communications 61
IDEAS IN ACTION: BUILDING RELATIONSHIPS
ONE CONVERSATION AT A TIME 62
Chapter Takeaway for Interpersonal Communication
and Emotional Intelligence 63
Key Terms 64
Discussion Exercises 65
Evaluation Exercises 66
Application Exercises 68
Language Mechanics Check 68
3 Team Communication and Difficult
Conversations 72
Emotional Intelligence 26
WHY DOES THIS MATTER? 73
Chapter Case: Collaborating in Teams at Aicasus
Tours 73
WHY DOES THIS MATTER? 27
Principles of Effective Team Communication 74
2 Interpersonal Communication and
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CONTENTS xxi
Developing Quick Trust and Working in
Short-Term Teams 81
Managing Meetings 81
Planning for Meetings 82
Running Effective Meetings 83
Following Up after Meetings 85
TECHNOLOGY TIPS: ONLINE MEETINGS 87
Working in Virtual Teams 88
Focus on Building Trust at Each Stage of Your
Virtual Team 88
Meet in Person If Possible 88
Get to Know One Another 88
Use Collaborative Technologies 89
Choose an Active Team Leader 89
Run Effective Virtual Meetings 90
Group Writing 90
Start Right Away 91
Work Together at the Planning Stage 91
Make Sure Your Roles and Contributions Are
Fair 91
Stay Flexible and Open 91
Meet in Real Time Consistently and Ensure
the Writing Reflects the Views of the
Group 91
Discuss How You Will Edit the Document
Together 91
Consider a Single Group Member to Polish
the Final Version and Ensure a Consistent
Voice 92
Managing Difficult Conversations 92
Embrace Difficult Conversations and Assume the
Best in Others 92
Adopt a Learning Stance and Commit to Hearing
Everyone’s Story 95
Stay Calm and Overcome Noise 95
Find Common Ground 96
Disagree Diplomatically 96
Avoid Exaggeration and Either/Or Approaches 96
Initiate the Conversation, Share Stories, and Focus
on Solutions 96
IDEAS IN ACTION: MAKING MEETINGS FUN,
OPEN, AND INCLUSIVE 97
Chapter Takeaway for Team Communication and
Difficult Conversations 98
Key Terms 99
Discussion Exercises 100
Evaluation Exercises 101
Application Exercises 102
Language Mechanics Check 102
car88340_fm_i-xxviii.indd 21
4 Global Communication and Diversity 106
WHY DOES THIS MATTER? 107
Chapter Case: Eric Goes on His First Overseas
Business Trip 108
Developing Cultural Intelligence 109
Respect, Recognize, and Appreciate Cultural
Differences 109
Be Curious about Other Cultures 110
Avoid Inappropriate Stereotypes 111
Adjust Your Conceptions of Time 112
Manage Language Differences 113
Understanding Cultural Dimensions 114
Individualism and Collectivism 114
Egalitarianism and Hierarchy 115
Performance Orientation 116
Future Orientation 117
Assertiveness 117
Humane Orientation 118
Uncertainty Avoidance 119
Gender Egalitarianism 119
Business Values around the World 120
TECHNOLOGY TIPS: TRANSLATION
APPS 122
Building and Maintaining Cross-Cultural Work
Relationships 122
Establish Trust and Show Empathy 122
Adopt a Learner Mind-Set 123
Build a Co-culture of Cooperation and
Innovation 123
Learning the Etiquette of Another
Culture 123
IDEAS IN ACTION: LEARNING ANOTHER
LANGUAGE 124
Generation, Gender, and Other Group
Identities 127
Working across Generations 127
Gender and Communication Patterns 130
Displaying Cultural Intelligence with Other
Groups and Appreciating Other Forms of
Diversity 132
Chapter Takeaway for Global Communication and
Diversity 134
Key Terms 135
Discussion Exercises 135
Evaluation Exercises 136
Application Exercises 136
Language Mechanics Check 138
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xxii
CONTENTS
Part 3
Principles for Business
Messages
5 Creating Effective Business Messages 142
WHY DOES THIS MATTER? 143
Chapter Case: Justifying a Paid Parental Leave
Policy at Eastmond Networking 143
The Process for Creating Business
Messages 144
The AIM Planning Process for Effective Business
Messages 146
Audience Analysis 146
Information Gathering 148
Message Development 149
IDEAS IN ACTION: ARTICULATE YOUR IDEAS
IN WRITING 157
Setting the Tone of the Message 157
Positivity 158
Concern for Others 159
Sending the Right Meta Messages 162
TECHNOLOGY TIPS: AI TONE ANALYZERS 165
Chapter Takeaway for Creating Effective Business
Messages 166
Key Terms 167
Discussion Exercises 167
Evaluation Exercises 167
Application Exercises 168
Language Mechanics Check 170
6 Improving Readability with Style
and Design 172
WHY DOES THIS MATTER? 173
Chapter Case: Promoting Volunteerism at Peak
Harvest Food Bank 173
Improving Ease of Reading with
Completeness 174
Provide All Relevant Information 174
Be Accurate 176
Be Specific 176
Improving Ease of Reading with Conciseness 177
Control Paragraph Length 177
Use Short Sentences in Most Cases 178
Avoid Redundancy 179
Avoid Empty Phrases 180
Avoid Wordy Prepositional Phrases 180
car88340_fm_i-xxviii.indd 22
Improving Ease of Reading with Natural Style 181
Use Action Verbs When Possible 181
Use Active Voice 181
Use Short and Familiar Words and Phrases 183
Use Parallel Language 184
Avoid Buzzwords and Figures of Speech 184
Avoid It Is/There Are 185
Improving Ease of Reading with Navigational
Design 186
Use Headings 186
Highlight Key Words and Phrases 188
Use Bulleted and Numbered Lists 188
Use White Space Generously 189
Keep It Simple 189
Reviewing Your Message 190
TECHNOLOGY TIPS: USING SPELLING
AND GRAMMAR CHECKS 191
Conduct a FAIR Test 192
Proofread 192
Get Feedback 192
IDEAS IN ACTION: WRITE LIKE WARREN
BUFFETT 193
Chapter Takeaway for Improving Readability with Style
and Design 194
Discussion Exercises 195
Evaluation Exercises 195
Application Exercises 195
Language Mechanics Check 201
7 Email and Other Traditional Tools for
Business Communication 202
WHY DOES THIS MATTER? 203
Chapter Case: Communicating with Emails,
Texts, and Calls at Better Horizons Credit
Union 203
Strategically Selecting Channels for
Communication 204
Creating Effective Emails 207
Use Email for the Right Purposes 207
Ensure Ease of Reading 208
Show Respect for Others’ Time 210
Protect Privacy and Confidentiality 212
Respond Promptly 212
Maintain Professionalism and Appropriate
Formality 212
Manage Emotion and Maintain Civility 214
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CONTENTS xxiii
Instant Messaging in the Workplace 217
Evaluate the Meta Message of Instant
Messaging 217
Use IM for Simple and Brief Conversations, Not for
Important Decisions 218
Make Sure Your Tone Is Positive, Supportive, and
Appropriately Fun 218
Don’t Ask Questions You Can Get Answers to
Yourself 218
Be Careful about Abbreviated Language, Emoticons,
Acronyms, and Emoji 218
Avoid Sarcasm and Jokes in Most Cases 218
Avoid Rescheduling Meeting Times or Places 219
Consider Turning Off Sound Alerts for Incoming
Messages/Emails 219
Identify Yourself 219
Clearly End the IM Exchange 219
Avoid Personal IM during Work Hours 219
Avoid Sending Instant Messages after Work
Hours 219
Establish Rules with Your Colleagues for Instant
Messaging in Meetings 219
Managing Your Digital Communication
Efficiently 220
TECHNOLOGY TIPS: SCHEDULING EMAILS 221
Building Connections with Phone Conversations 222
Schedule and Plan for Your Phone Calls 222
Ensure Quality Audio 222
Open with a Warm Greeting and Use Your Caller’s
Name 223
After Brief Small Talk, Direct the Conversation to
the Issues at Hand 223
Speak with a Pleasant, Enthusiastic Voice 223
Share Conversation Time Equally 223
Apply the Rules of Active Listening and Avoid
Multitasking 223
Take Notes on Important Points and Summarize
Next Steps at the End of the Call 224
Close with Appreciation 224
Follow Up on Agreements 224
Participating in and Leading Group Voice
and Video Calls 225
Practice Using the Technology before the Group
Call 225
Use Your Webcam Effectively 225
Use Interactive Tools Wisely 225
Start the Call with Purpose and Take Charge 225
Follow the Guidelines of Effective Virtual Meetings 225
car88340_fm_i-xxviii.indd 23
IDEAS IN ACTION: TAKING CONTROL
OF YOUR EMAIL 226
Chapter Takeaway for Email and Other Traditional
Tools for Business Communication 227
Key Terms 228
Discussion Exercises 228
Evaluation Exercises 228
Application Exercises 230
Language Mechanics Check 230
8 Social Media for Business
Communication 232
WHY DOES THIS MATTER? 233
Chapter Case: Communicating with Social Media
at Aicasus Tours 233
Communicating in the Workplace in the Social
Age 234
Using Social Media Tools for Communication
within Organizations 237
Organize Your Dashboard to Control Your
Communication and Information Flow 237
Create a Complete and Professional Profile 237
Use Blogs and Status Updates for Team
Communication 237
Use Shared Files to Collaborate 240
Solve Problems with Discussion Forums 240
Other Social Media Tools 244
Writing Blogs for External Audiences 244
Write Posts for Your Organization 245
Write Posts for a Professional Blog 248
Guidelines for Using Social Media in the
Workplace 248
Be an Active Contributor and Join
Communities 248
Read, Listen, and Learn 248
Focus on Content 250
Make Your Content Accessible 251
Make Your Messages Authentic and
Friendly 251
Be Responsive and Help Others 252
Respect Boundaries and Avoid Oversharing 252
Managing Your Online Reputation 252
TECHNOLOGY TIPS: GOOGLE YOURSELF 253
Using Social Media Ethically 257
IDEAS IN ACTION: BUILDING YOUR PERSONAL
BRAND THROUGH SOCIAL MEDIA 258
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xxiv
CONTENTS
Chapter Takeaway for Social Media for Business
Communication 259
Key Terms 260
Discussion Exercises 260
Evaluation Exercises 261
Application Exercises 262
Language Mechanics Check 263
Part 4
Types of Business
Messages
9 Routine Business Messages 266
WHY DOES THIS MATTER? 267
Chapter Case: Routine Emails at Smith & Smith
Advertising 267
Developing Routine Messages 269
Making Requests 270
Setting Expectations 272
Providing Directions 274
Applying the AIM Planning Process to Persuasive
Messages 297
Understand Your Audience 297
Gather the Right Information 300
Set Up the Message 300
Getting the Tone and Style Right for Persuasive
Messages 302
Apply the Personal Touch 302
Use Action-Oriented and Lively Language 305
Write with Confidence 305
Offer Choice 305
Show Positivity 307
Creating Internal Persuasive Messages 309
Influencing a Superior 309
Influencing Employees 310
Taking Initiative, Showing Persistence,
and Adapting to Various Decision-Making
Styles 310
Constructing External Persuasive Messages 314
Composing Mass Sales Messages 318
Creating Announcements 276
TECHNOLOGY TIPS: ARTIFICIAL
INTELLIGENCE (AI) TOOLS AND
PERSUASION 319
Making Claims 277
Reviewing Persuasive Messages 322
Showing Appreciation 280
Get Feedback and Reread 324
Apply the FAIR Test 324
IDEAS IN ACTION: PERSUADING BY
UNDERSTANDING OTHERS ON A PERSONAL
LEVEL 325
Chapter Takeaway for Persuasive Messages 326
Key Terms 328
Discussion Exercises 328
Evaluation Exercises 329
Application Exercises 330
Language Mechanics Check 332
Responding to Inquiries 276
Congratulations and Celebrations 282
Making Apologies 283
Expressing Sympathy 285
TECHNOLOGY TIPS: USING APPS TO CREATE
A ROUTINE OF APPRECIATION AND
CELEBRATION 285
IDEAS IN ACTION: SHOWING GRATITUDE 286
Chapter Takeaway for Routine Business
Messages 287
Discussion Exercises 288
Evaluation Exercises 288
Application Exercises 290
Language Mechanics Check 293
10
Persuasive Messages 294
WHY DOES THIS MATTER? 295
Chapter Case: Shifting Course at Better Horizons
Credit Union 295
The Importance of Credibility in an Era
of Mistrust and Skepticism 297
car88340_fm_i-xxviii.indd 24
11 Bad-News Messages 334
WHY DOES THIS MATTER? 335
Chapter Case: Bad News at Marble Home
Makeovers 335
Maintaining Credibility When Delivering Bad
News 337
Applying the AIM Planning Process for Bad-News
Messages 338
Understand How the Bad News Will Affect Your
Audience 338
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CONTENTS xxv
Gather Information from a Variety of Sources 339
Develop Your Message 340
Getting the Tone, Style, and Design Right 343
TECHNOLOGY TIPS: USING AI-BASED
SOFTWARE TO GAUGE YOUR RAPPORT 344
Delivering Bad News to Clients 345
Delivering Bad-News Announcements 345
Turning Down Requests and Ideas 349
Delivering Bad News to Customers 349
Delivering and Receiving Negative Performance
Reviews 353
Deliver Negative Feedback 353
Receive Negative Feedback 357
IDEAS IN ACTION: GIVING FEEDBACK THAT
ALLOWS INCREMENTAL IMPROVEMENTS 358
Reviewing Bad-News Messages 358
Get Feedback and Reread 358
Apply the FAIR Test 359
Chapter Takeaway for Bad-News Messages 360
Key Terms 361
Discussion Exercises 362
Evaluation Exercises 362
Application Exercises 363
Language Mechanics Check 365
Gathering Information through Secondary
Research 386
Choose a Research Topic 386
Evaluate Data Quality 387
Conduct Library Research 389
Document Your Research 392
Use Online Information for Business
Research 393
Applying the FAIR Test to Your Research Data
and Charts 394
IDEAS IN ACTION: LEARNING FROM
BOOKS 396
Chapter Takeaway for Research and Business Proposals
and Planning for Business Reports 397
Key Terms 398
Discussion Exercises 398
Evaluation Exercises 399
Application Exercises 400
Language Mechanics Check 401
13 Completing Business Proposals and
Business Reports 402
WHY DOES THIS MATTER? 403
Chapter Case: Conducting Research at Aicasus
Tours 403
Developing Business Proposals 404
PART 5 Reports and Presentations
Demonstrating Excellent Thinking by Applying a
Precision-Oriented Style 407
12 Research and Business Proposals and
Start with a Clear Statement of the Business
Problem or Challenge 407
Use Fact-Based Language 407
Document Secondary Research and Avoid
Plagiarism 407
Base Recommendations on Facts and Conclusions
in the Report 412
Provide Specific and Actionable
Recommendations 413
Planning for Business Reports 368
WHY DOES THIS MATTER? 369
Chapter Case: Conducting Market Research at
Aicasus Tours 370
Analyzing Your Audience for Business Reports 371
Gathering Information through Primary
Research 371
Develop Research Objectives 371
Create Surveys 371
Analyze Your Data 376
Communicate with Charts and Tables 376
Create Effective Charts 377
General Rules of Chart Formatting 383
Design Effective Tables 383
TECHNOLOGY TIPS: USING ONLINE SURVEY
SOFTWARE 385
car88340_fm_i-xxviii.indd 25
Designing Your Reports to Help Decision
Makers 413
Tell the Story of Your Report with an Executive
Summary 413
Provide the Story Line with Descriptive Headings
and Other Content Markers 415
Use Preview Statements to Frame Your Messages
and Accentuate Takeaway Messages 416
Insert Charts and Tables to Draw Attention to Your
Key Points 417
10/30/19 7:31 PM
xxvi
CONTENTS
Apply Bulleting and Enumerated Lists to Make
Passages Easier to Process 418
Create a Cover Page, a Table of Contents, and
Appendixes 418
Achieving Objectivity and Positivity through
Tone 418
TECHNOLOGY TIPS: USING SOFTWARE TO
PROVIDE STRUCTURE AND
DOCUMENTATION 419
Assessing Key Features of a Completed
Report 420
Reviewing Your Reports for Fairness and
Effectiveness 432
IDEAS IN ACTION: READING AND WRITING
REPORTS 433
Chapter Takeaway for Completing Business Proposals
and Business Reports 434
Key Terms 435
Discussion Exercises 435
Evaluation Exercises 435
Application Exercises 435
Language Mechanics Check 439
14 Planning Presentations 440
WHY DOES THIS MATTER? 441
Chapter Case: Planning a Presentation at
Eastmond Networking 441
Applying the AIM Planning Process for
Presentations 442
Analyze Your Audience and Gather the Right
Information 443
Develop Your Message 445
Provide a Compelling Preview 445
Justify Your Views 448
Conclude with an Effective Review 450
Design Appealing Slides 450
TECHNOLOGY TIPS: ALTERNATIVES TO
POWERPOINT 461
Applying the Story Line Approach to Your
Presentations 461
Reviewing Your Presentations for Fairness and
Effectiveness 464
IDEA IN ACTION: IDENTIFY YOUR BIG
IDEA 465
Chapter Takeaway for Planning Presentations 466
Key Terms 467
Discussion Exercises 467
Evaluation Exercises 468
car88340_fm_i-xxviii.indd 26
Application Exercises 470
Language Mechanics Check 470
15 Delivering Presentations 472
WHY DOES THIS MATTER? 473
Chapter Case: Delivering a Presentation
at Eastmond Networking 473
Establishing Presence 474
Establish Credibility 474
Maintain Authenticity 474
Know Your Material and Rehearse 475
Overcome Fear and Speak with Confidence 475
Focus on People 477
Stay Flexible 478
Use the Room to Your Advantage 479
Communicate Nonverbally 479
Dress for Success 480
Using Visual Aids and Handouts 482
Use Visuals without Losing Focus on You 482
TECHNOLOGY TIPS: CREATING SCREENCAST
VIDEOS 483
Use Handouts Effectively 484
Interacting with Your Audience 484
Field Questions 484
Mingle and Follow Up 486
Present Effectively in Teams 487
Be Clear with One Another about Your Objectives
and Key Messages 487
Decide on Your Presentation Roles 487
Stand Together and Present a United Front 488
Refer to One Another’s Points 488
Transition Effectively 488
Being a Supportive Audience Member 488
IDEA IN ACTION: BE YOURSELF 489
Chapter Takeaway for Delivering Presentations 490
Key Terms 491
Discussion Exercises 491
Evaluation Exercises 491
Application Exercises 492
Language Mechanics Check 492
16 Employment Communications 494
WHY DOES THIS MATTER? 495
Chapter Case: Haniz and Jaclyn Apply
for Jobs 495
Networking for Professional Success 496
10/30/19 7:31 PM
CONTENTS xxvii
Conduct Informational Interviews 496
Attend Job Fairs and Other Career Networking
Events 496
Attend Campus Speeches and Other Professional
Development Events 497
Join Clubs and Other Professional Interest
Groups 497
Volunteer at a Local Nonprofit 497
The Cover Letter Often Forms the First
Impression 520
Clearly Identify the Position You Are Applying
For 520
Be Focused and Concise 520
Show a Confident and Enthusiastic Tone without
Exaggerating or Displaying Arrogance 520
Tailor Your Cover Letter to the Job Posting and
Needs of the Employer 520
Adapting for Unsolicited Letters 521
Applying the AIM Planning Process to Résumés
and Cover Letters 497
Reviewing Your Résumés and Cover Letters 523
Identify Your Key Selling Points 497
Understand the Needs of Your Potential
Employers 498
Develop Your Message for Résumés and Cover
Letters 501
Acing the Job Interview 524
Dress for the Interview and Pay Attention to
Etiquette 524
Respond Effectively to Interview Questions 525
Succeed in Web Conference Interviews 530
Follow Up after the Job Interview 531
Getting the Tone, Style, and Design Right for
Résumés and Cover Letters 502
Emphasize Accomplishments with Action Verbs 503
Quantify Accomplishments Where Possible 503
Position Your Most Important Contributions
First 503
Remove Irrelevant Details 503
Avoid Clichés, Buzzwords, and Jargon 503
Be Exact and Avoid Errors 503
Group and Label Information to Improve Ease of
Reading 505
Format to Distinguish Pieces of Information 505
Select a Simple yet Visually Appealing Layout 508
Creating Chronological and Functional
Résumés 508
TECHNOLOGY TIPS: BUILDING YOUR RÉSUMÉ
TO GET PAST APPLICANT TRACKING
SYSTEMS 514
Leaving an Organization 532
IDEAS IN ACTION: RELYING ON MENTORS 533
Chapter Takeaway for Employment
Communications 534
Key Terms 536
Discussion Exercises 536
Evaluation Exercises 537
Application Exercises 538
Language Mechanics Check 539
Appendixes
A
B
Punctuation, Number Usage, and Grammar 541
Formatting for Letters and Memos 560
Index 564
®
Using LinkedIn Strategically 514
Developing a Reference List 518
Develop Relationships with Potential References over
Time 518
Contact Your References Ahead of Time 518
Thank Your References 518
Complete a Consistently Formatted, Well-Detailed
Reference List 519
Constructing Cover Letters 519
car88340_fm_i-xxviii.indd 27
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
10/30/19 7:31 PM
car88340_fm_i-xxviii.indd 28
10/30/19 7:31 PM
Introduction to Business
Communication
Chapter 1
Establishing Credibility
PART
ONE
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CHAPTER 14:
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Establishing
Credibility
PRINCIPLES OF INTERPERSONAL
COMMUNICATION
PRINCIPLES FOR & TYPES OF
BUSINESS MESSAGES
LEARNING OBJECTIVES
After studying this chapter, you should be able to do the following:
LO1.1
Explain the importance of establishing
credibility for business communications.
LO1.3
Define and explain business ethics,
corporate values, and personal values.
LO1.2
Describe how competence, caring, and
character affect your credibility as a
communicator.
LO1.4
Explain the FAIR approach to ethical
business communications.
2
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WHY DOES THIS MATTER?
In most business situations, others make judgments about what you say,
write, and do based on your credibility. Credibility is your reputation for being
trustworthy—trustworthy to perform your work with excellence; to care about
those you work with and for; to live by high ethical, corporate, and personal
values; and to deliver on your promises. In short, your credibility is the degree to
which others believe or trust in you. In this book, we often use the terms trust and
credibility interchangeably.
Business communications occur in the context of working relationships, all of
which depend on trust.1 Credibility has always been important to business relationships, yet its importance has grown in recent years with an increasingly interdependent, knowledge-based workplace.2 As one of the foremost thinkers on
trust in the workplace, Stephen M. R. Covey made this observation:
Hear Pete Cardon
explain why
this matters.
bit.ly/cardon1
LO1.1 
Explain the
importance of
establishing
credibility for
business
communications.
Contrary to what most people believe, trust is not some soft, illusive
quality that you either have or you don’t; rather, trust is a pragmatic,
tangible, actionable asset that you can create—much faster than
you probably think possible. . . . It is the key leadership competency
of the new global economy.3
In this chapter, we discuss the ways that business executives and the business
community establish trust. Then, we focus on three components of credibility:
competence, caring, and character.4 First, however, you will read a short scenario
about choosing a mentor. Each potential mentor has credibility but for different
reasons.
CHAPTER CASE WHOM DO YOU TRUST AS YOUR MENTOR?
Luis
S a ll y
To m
Who’s Involved
Assume you were hired about a month ago. Your company has a practice of
assigning a mentor to new employees during their first six months. You’ve been
told that mentors can have a major impact on your opportunities: your team
assignments, your projects, and your overall career development. You’ve gotten
to know some of your new colleagues, and your boss has asked you which one
you would like to be your mentor. Read through your impressions of your colleagues below, and consider who would make the best mentor for you.
THE SITUATION
(Luis character): Siri Stafford/Getty Images; (Sally character): Xi Xin Xing/Getty Images;
(Tom character): Sam Edwards/AGE Fotostock
3
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LUIS
Luis has worked at your company for one year. Everyone enjoys working with him.
He is always cheerful and happy to see those around him. He consistently finds out
what his colleagues need and goes out of his way to help out. Everyone thinks Luis
is fun. He likes to go out for a drink after work and gets everyone laughing. Luis is
well known for being well connected within your company. One thing that every colleague says about him is that he’s honest. He continues to make some rookie mistakes, however, and he has done sloppy work several times when he was up against
tight deadlines.
SALLY
Sally has worked at your company for three years. She has a reputation of being a
star performer. In fact, she’s generally assigned the most important projects for that
reason. Colleagues know that when she promises something, she makes it happen.
A lot of colleagues think she’s excessively critical of others when they fall short of
her expectations. A colleague complained to one of the managers, “Sally never
gives me a chance to develop my skills. She just takes over the project.”
TOM
Tom has worked at your company for four years. He consistently receives excellent
ratings on his quarterly performance reviews. He is intensely loyal to his team members, and he does everything he can to make sure they succeed. Recently, one of
his team members lost a client because she missed several deadlines. When Tom’s
boss asked why they lost the client, Tom protected his teammate by saying that the
client preferred the services of a competitor.
TASK
Luis, Sally, and Tom are like most people—they have some strengths and some
weaknesses. As you read this chapter, you will find that each of them lacks
complete credibility but for different reasons. Now, choose your mentor. Whom
do you trust to help you succeed in your new position?
The Role of Trust in the Post-Trust Era
Do you operate from a position of trust or credibility? That is one of the first things you
should consider as you communicate. In the business world, you often start from a
deficit of trust. As a result, one of your first goals should be to gain trust or credibility
from colleagues, clients, customers, and other contacts.5
Given the major business scandals and high-profile misdeeds in recent years (i.e.,
Enron, Volkswagen, United Airlines, Wells Fargo), trust in businesses and business
executives has dropped to all-time lows. As depicted in Figure 1.1, the trust extended by
the general public to business executives is far lower than the trust extended to members of other selected professions.6
The public also increasingly views companies and other institutions with less trust.
One of the most well-known and publicized trust indexes is developed by Edelman, a
prominent communications firm. Edelman experts measure trust in institutions,
including business, nongovernmental organizations (NGOs), government, and media
in 28 countries. In 2018, public trust in institutions dropped more in the United States
than in any other country. Historically, United States was labeled a “trust” country but
is now labeled a “distrust” country.7
A deficit of trust also exists within companies. In a global study of nearly 10,000
full-time employees, just 49 percent said they trusted their bosses and those working
with them.8 Furthermore, approximately 76 percent of employees have seen illegal or
4
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ESTABLISHING CREDIBILITY CHAPTER ONE 5
Nurses
Military officers
How Will You
Overcome Public
Perceptions to Build
Credibility?
71%
Grade school teachers
66%
Medical doctors
65%
Pharmacists
62%
Police officers
56%
Clergy
A Look at Trust in Various
Professions
42%
Auto mechanics
32%
Newspaper reporters
25%
Bankers
25%
Lawyers
18%
Business executives
Advertising practitioners
16%
12%
Members of Congress
11%
Car salespeople
10%
Lobbyists
FIGURE 1.1
82%
Source: Gallup, Inc.
Note: Based on the percentage of
American adults who considered
members of these occupations
“very high” or “high” in honesty
and ethical standards in a
November 2017 Gallup poll.
Available at news.gallup.com/
poll/224639/nurses-keep-healthylead-honest-ethical-profession.
aspx.
8%
0%
Low Trust
20%
40%
60%
80%
100%
High Trust
unethical conduct in the past 12 months at their jobs.9 As future business managers
and leaders, you will often find yourself in charge of employees who are accustomed to
not trusting those in leadership positions.
A strong predictor of cheating in the workplace is cheating in school. Sadly, recent
research has found that cheating is so pervasive that some use the label a global cheating culture. Among high school students, 80 percent of high-performing students admit
to having cheated, and 50 percent do not believe cheating is wrong. Other research
about high school students found that more than 70 percent had engaged in serious
cheating, and 50 percent had plagiarized assignments from the Internet. In a study of
more than 50,000 undergraduate students in the United States, more than 70 percent
admitted to serious cheating. Nearly 80 percent stated that Internet plagiarism was not
a serious offense.10
Perhaps most concerning is that business students are among the worst offenders.
When asked in anonymous surveys if they had cheated to get into graduate school,
many students admitted to having done so: 43 percent of liberal arts students,
52 percent of education students, 63 percent of medical students, 63 percent of law
students, and 75 percent of business students. Think about that! Three-quarters of
graduate-level business students admitted to some form of cheating to get into their
programs. In another study involving hypothetical ethical dilemmas, convicts in
­minimum-security prisons scored as high on unethical behavior as MBA students.11
In yet another study of 6,226 undergraduate business students in 36 countries,
American business students viewed cheating no differently than did students from
countries considered high in corruption.12
Michael Maslansky, a leading corporate communications expert, and his colleagues have labeled this the post-trust era. In the post-trust era, the public overwhelmingly views businesses as operating against the public’s best interests, and the
majority of employees view their leaders and colleagues skeptically. Regarding the
post-trust era, Maslansky and his colleagues said, “Just a few years ago, salespeople,
corporate leaders, marketing departments, and communicators like me had it pretty
easy. We looked at communication as a relatively linear process. . . . But trust disappeared, things changed.”13
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6
PART ONE INTRODUCTION TO BUSINESS COMMUNICATION
FIGURE 1.2
The Three Components of Credibility
CREDIBILITY
Competence
Character
Caring
Most of these perceptions about business leaders as untrustworthy are not necessarily fair. Daniel Janssen, former chairman of the board of directors of Solvay (a Belgian
chemicals company operating in more than 50 countries), explained the dilemma:
Executives of large companies today are generally perceived as efficient and competent, but
also self-interested and ungenerous. However, I think that people who form this opinion are
underestimating something of which they lack knowledge. Many executives, in top management and also at other levels, are incredibly generous and not at all self-interested. They do
their job and they do it with respect for the common interest. But it is true that capitalism is
too often marked by its dark and greedy side.14
You will often find yourself needing to establish credibility in this post-trust era.
As a future manager and executive, you can control your reputation as a credible
communicator by focusing on three well-established factors: competence, caring,
and character. Research has shown that these three factors almost entirely account
for whether a person is considered credible in professional situations. As depicted in
Figure 1.2, credibility is like a three-legged stool. Without any one element, it is compromised.
The Role of Competence in Establishing Credibility
LO1.2 D
 escribe how
competence,
caring, and
character affect
your credibility as a
communicator.
®
Visit http://connect.
mheducation.com for
an exercise on this topic.
car88340_ch01_001-024.indd 6
Competence refers to the knowledge and skills needed to accomplish business tasks,
approach business problems, and get a job done. Most people will judge your competence based on your track record of success and achievement.
In her memoir, Meg Whitman, former CEO of HP and eBay, explains how as a
young professional she gained credibility and displayed competence within her organization: “I just focused on delivering results,” she said. “You have to excel at the tasks
you’re given and you have to add value to every single project, every conversation where
someone seeks your input.”15
People develop competence in many ways: through study, observation, and, most
important, practice and real-world work experiences. Your entire business program is
likely centered on developing competence in a certain business discipline and/or industry. You may already have significant business experience. If you’re a novice, seeking
internships and jobs related to your discipline will help you develop competence.
How you communicate directly affects the perceptions others have of your competence. Throughout this book, you will find an emphasis on two traits associated with
competence: a focus on action and an emphasis on results.
30/09/19 12:07 PM
ESTABLISHING CREDIBILITY CHAPTER ONE 7
A focus on action implies that you seize business
opportunities. Meg Whitman emphasized this actionoriented approach to work: “The way I usually put it is,
the price of inaction is far greater than the cost of making a mistake. You do not have to be perfect to be an
effective leader, but you cannot be timid.”16 She also
described an emphasis on results:
I don’t believe that all a company needs to do is declare that
it has values and then say, “Trust us, we know what’s best.”
To be a success, you must identify a goal with a measurable
outcome, and you must hit that goal—every day, every month,
every year. Trying is important. But trying is not the same as
achieving success. . . . [Some] people expect to advance in
their careers regardless of results and are surprised when it
doesn’t happen. They feel entitled. Their attitude is: “Because
I’m here, because I’m me, you owe me.”17
Former HP and eBay CEO Meg Whitman frequently shares
In the opening scenario in which you chose a mentor, advice with young professionals about how to develop
Luis is weakest in competence. While he is strong at car- professional credibility.
ing for others and displaying good character, many peo- Dave Kotinsky/Getty Images
ple will question his ability to accomplish tasks well. He
has less experience than his colleagues and sometimes
performs sloppy work. Yet, many people would choose him as their mentor because
they trust his ability to find out about their career needs and trust he knows how to connect them to others in the company.
In summary, you demonstrate competence by taking an active role in your business and by getting results. How you communicate your plan of action and the
results of those actions will determine how others perceive your competence and
your credibility.
The Role of Caring in Establishing Credibility
Your colleagues, clients, and even your customers will trust you far
more if they know you care about them. When asked about what makes
a great leader, Lt. Gen. Nadja Y. West, the Army surgeon general,
replied, “One characteristic that stands out in all the leaders I’ve seen is
empathy. You don’t have to be like everyone else, but you can try to connect with other people. People can tell if you care about them or not.”18
In the business world, caring implies understanding the interests of others, cultivating a sense of community, and giving to others and showing
generosity. In the past, caring was seldom discussed as integral to business. Now, it is among the most important abilities for business leaders
and managers. In fact, a recent study of business managers found that
caring is considered among the top 3 skills or abilities (from a list of
18 skills or abilities) for managers of nearly any business discipline.19
Understanding the Interests of Others
Your ability to gain credibility strongly depends on your ability to show
that you care for the needs of others. Furthermore, your ability to show
you care puts you in a rare position as a business leader. After all, less
than half (42 percent) of employees believe their managers care about
them. Even worse, less than one-third (29 percent) of employees believe
their managers care about whether they develop skills.20
Effective communicators gain trust by connecting with others—that
is, seeking to understand others’ needs, wants, opinions, feelings, and
car88340_ch01_001-024.indd 7
Lt. Gen. Nadja Y. West often talks about
how leaders must genuinely care for others.
Source: U.S. Department of Defense
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8
PART ONE INTRODUCTION TO BUSINESS COMMUNICATION
aspirations. Virtually every aspect of communication you will focus on in this book
relies on this other-orientation.
Cultivating a Sense of Community
The most effective business leaders in today’s corporate environment have generally
risen to their positions because of their sense of community and teamwork. Meredith
Ashby and Stephen Miles recently interviewed hundreds of prominent and accomplished business leaders to answer questions such as What are the burning issues for
corporate leaders today? and How do companies identify, attract, develop, and retain the
best and brightest people in the workplace? Here is what they learned from these
CEOs:
Most defined their main responsibility as chief executive to be that of inspiring, influencing,
setting the direction for, facilitating, coaching, mentoring, and developing their employees.
The word “control” was rarely used; instead, they spoke emphatically about the importance
of a strong team orientation. Their role was to identify and empower a team, not command
it. Indeed, many of them characteristically used the term “we” rather than “I” in discussing
success within the organization. Instead of thinking in terms of individual accomplishment,
most tended to think in terms of what their management teams had achieved.21
Throughout this textbook, you will see techniques for communicating your “we” and
“you” orientation rather than a “me” orientation. Speaking about “our needs” or “your
needs” as opposed to “my needs” engenders trust and helps you come up with solutions
that achieve mutual benefit.
Giving to Others and Showing Generosity
Recent research has shown that most professionals can broadly be characterized as givers and takers. Givers are those professionals who go out of their way to help colleagues,
respond to their requests and needs, and generously support others in the workplace.
Takers are those professionals who frequently ask for favors from colleagues yet infrequently volunteer to help their peers in return.
Dozens of studies in recent years show that organizations with more generous
and giving employees perform better. Companies with higher percentages of givers
achieve higher profitability, higher productivity, and higher customer satisfaction. In
addition, these companies experience lower employee turnover rates. These studies
also show that givers are more likely than takers to be rated as top performers. (However, givers are also more likely than takers to be rated the lowest-performing employees.
In Chapter 2, you’ll learn more about strategies to be a giver and maintain top
­performance.)22 Particularly early in your career, you’ll find that gaining a reputation
for helping your colleagues will open up many professional opportunities and
enhance your professional credibility.
In the opening scenario, Sally is weakest in caring. While she is strong at getting the
job done and communicating honestly, she often does not seem to act in the best interests of others. She may even be indifferent to the growth of her colleagues. Yet, many
people would choose her as a mentor because they could learn from the best and likely
participate in the most important projects.
The Role of Character in Establishing Credibility
Warren Buffett, the legendary investor and CEO of Berkshire Hathaway, was recently
asked about how he hires people. He responded, “You look for three qualities: integrity,
intelligence, and energy.”23 Like Buffett, most people look first and foremost at traits
such as integrity and honesty when evaluating the character of others. Character refers
to a reputation for staying true to commitments made to stakeholders and adhering to
high moral and ethical values.
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ESTABLISHING CREDIBILITY CHAPTER ONE
Honesty
Ethical behavior
Exchanges information willingly
Shared objectives
Respectfulness toward others
Expertise
Positive attitude
Motivation
Consideration of others
Ability to do the job well
Communication skills
Intelligence
Experience
Connectedness
Works for a reputable company
0%
77%
68%
63%
53%
49%
42%
40%
39%
37%
36%
36%
29%
23%
17%
12%
20%
40%
60%
9
FIGURE 1.3
What Determines Trust
in Individuals in the
Workplace?
For Collaboration on
Workplace Projects
Source: Economist Intelligence
Unit.
80%
Character is central in creating trust. Consider the recent research,
depicted in Figure 1.3.24 Business executives were asked what the most
important determinants of trust in workplace projects were. Overwhelmingly, character-based traits—that is, honesty, ethical behavior,
and willingness to exchange information—ranked at the top.
In the following sections, we focus on several topics closely related to
character: business ethics, corporate and personal values, open and
honest communication, a stakeholder view of accountability, and fairness in business communications.
Business Ethics
Business ethics are the commonly accepted beliefs and principles in the
business community for acceptable behavior. At a minimum, business
ethics involve adhering to laws; safeguarding confidential or proprietary
information; avoiding conflicts of interest and misuse of company
assets; and refraining from accepting or providing inappropriate gifts, Warren Buffett often talks about the
gratuities, and entertainment.25
importance of character.
As far as corporate communications, the dominant business ethic in Bill Pugliano/Getty Images
recent years is transparency. Transparency involves sharing all relevant
information and decision rationale with stakeholders. You will soon be
LO1.3 Define and explain
in leadership positions within your organization. You can create a transparent workbusiness ethics,
place by being accessible, acknowledging the concerns of others, and following through
corporate values,
when you don’t have immediate answers. Trust-building behaviors include extending
trust, sharing information, telling it straight, providing opportunities, admitting misand personal
takes, and setting a good example by following rules.26
values.
You likely will need to analyze ethical dilemmas in your business program, while
training for your job, and once you are on the job. You probably recognize that “making
the right choice” is not always obvious. In such situations, where the law and ethical
principles do not provide a clear answer, transparency is key: Decision making needs to Visit http://connect.
be open, documented, and based on the collective conscience of your work team and mheducation.com for
an exercise on this topic.
affected stakeholders.
Often, employees fail to speak up when they observe potentially unethical behavior.
Business professionals remain silent for four basic reasons: (1) They assume it’s standard practice, (2) they rationalize that it’s not a big deal, (3) they say to themselves it’s
not their responsibility, or (4) they want to be loyal.
®
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10
PART ONE INTRODUCTION TO BUSINESS COMMUNICATION
Prepare now to speak up constructively when you observe unethical behavior. It’s
part of your job. You can challenge rationalizations with questions such as these:
If this is standard, why is there a policy against it?
If it is expected, are we comfortable being public about it?
I may be new here, so I might not understand our policy clearly. But, shouldn’t we . . . ?27
When you frame your concerns in terms of benefits to your team or organization, your
colleagues and other contacts will often respond appropriately. Over the long run, you
will be rewarded for having a reputation of speaking up when ethical dilemmas arise.28
Corporate and Personal Values
Corporate values are the stated and lived values of a company. Most organizations create a code of conduct or code of ethics to state their most important values and norms
of conduct. Publicly traded companies are required by the Sarbanes-Oxley Act of 2002
to have a code of ethics available to all employees and to ensure that it is enacted.
Google’s code of conduct espouses values such as “respect for our users,” “integrity,”
“deliver great products and services,” and a “supportive work environment.” It addresses
issues related to harassment, discrimination, bullying, drugs and alcohol, a safe workplace, and even a dog policy. It describes what constitutes conflicts of interest and
confidentiality. (See Google’s code of conduct at abc.xyz/investor/other/google-codeof-conduct/.) It concludes:
Google aspires to be a different kind of company. It’s impossible to spell out every possible
ethical scenario we might face. Instead, we rely on one another’s good judgment to uphold
a high standard of integrity for ourselves and our company. We expect all Googlers to be
guided by both the letter and the spirit of this Code. Sometimes, identifying the right thing
to do isn’t an easy call. If you aren’t sure, don’t be afraid to ask questions of your manager,
Legal or Ethics & Compliance.29
And remember . . . don’t be evil, and if you see something that you think isn’t right – speak up!
Aligning personal values—those values that individuals prioritize and adhere to—with
corporate values is an important element of character. After all, if one is living corporate values that do not match one’s personal values, then there is a lack of integrity.
Paul Polman, CEO of Unilever, was recently interviewed about the importance of corporate values:
One thing I’ve learned over the course of my career is that if your values—your personal
values—are aligned with the company’s values, you’re probably going to be more successful
in the long term than if they are not. Because if they aren’t, it requires you to be an actor
when you go to work or to have a split personality.30
Open and Honest Communication
In Tamar Frankel’s excellent book on the role of honesty in American business culture,
she chronicles the increasing abuses of honesty, including health care fraud, insurance
fraud, check fraud, consumer fraud, identity theft, and student cheating, to name a few.
She concludes her work with an appeal for more honesty:
The goal of honesty is not to reduce competitive ardor but to channel it in less destructive
ways. Honesty encourages competition on the merits and prohibits competition by cheating.
Honesty brings better quality of products and services and less shoddy products and fake
services. If businesses do not compete on fraud, they can be more successful in gaining and
retaining customers.31
Frankel’s point about honesty at an institutional level also applies on a personal
level. By staying honest in all situations and avoiding cutting corners in any manner, you
allow yourself to perform based solely on merit. Over the long run, complete honesty
not only forges your character, it helps you develop and maximize your competencies.
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ESTABLISHING CREDIBILITY CHAPTER ONE 11
Nothing short of complete honesty is demanded in business for several reasons.
First, the price of dishonesty on financial performance can be devastating. Over her
corporate career, Meg Whitman became adept at identifying when executives were
avoiding reality: “At some companies, board meetings are mainly a mind-numbing
series of happy PowerPoints. From the agenda and the demeanor of the CEO, you
would think that all is sweetness, light, and ice cream.”32 Her comment points to three
important issues. First, by avoiding open and honest communication of business problems, employees doom a business to poor financial performance. Second, dishonesty
is among the primary reasons for lower employee morale. Nearly six in ten employees
say that they’ve left an organization because of lack of trust—the key reasons being lack
of communication and dishonesty.33 Finally, dishonesty can be reason for dismissal. In
some cases, dishonesty can destroy careers and even result in criminal charges.
Some business executives and managers view slight deviations from the truth in
small matters as inconsequential. Often, they feel, these small lies are expressed with no
ill will and without much impact on important business matters. Yet, experienced executives and management consultants have observed how damaging even minor dishonesty can be. Drs. Dennis S. Reina and Michelle L. Reina focus on this point in their
book Trust and Betrayal in the Workplace:
There was a time, many years ago, when we too assumed that what broke the delicate fiber
of trust in relationships were large acts that had significant impact. However, our research
and work over the last fifteen years have taught us differently. What gradually erodes trust
and creates a climate of betrayal in our workplaces today are small, subtle acts that accumulate over time. When we don’t do what we say we will do, when we gossip about others
behind their backs, when we renege on decisions we agreed to, when we hide our agenda
and work it behind the scenes, and when we spin the truth rather than tell it, we break trust
and damage relationships.34
Today, most organizational cultures are moving to flatter, more open communication structures. However, you will also find yourself in many situations where confidentiality is mandated. Companies often direct employees to maintain confidentiality about
information that can harm profitability, productivity, and employees within the organization if it is disclosed. In some cases, confidentiality is required by legal considerations, such as laws regarding medical records, disclosure of insider information, or
copyrights. In other cases, you may need to protect intellectual property. When Apple
rolled out the iPhone, employees underwent a code of silence for months when they
could not even talk about their work to family members. In fact, until the release of the
iPhone, many Apple employees could not even speak about certain iPhone features to
Apple employees in other divisions.35
A Stakeholder View of Accountability
A sense of accountability implies an obligation to meet the needs and wants of others. It
also involves an enlarged vision of those affected by your business activities. It takes a
stakeholder view that includes all groups in society affected by your business.
In a commencement speech to business students at UCLA, Robert Eckert, then
CEO of Mattel, spoke about trust and, in particular, the sense of accountability that is
needed among business executives and managers. He concluded his speech this way:
You are the future leaders of business. And when it comes to trust, your leadership style affects
those you are leading. . . . As you go to work, your top responsibility should be to build trust. To
perform every day at the highest standards. Not just for yourself, but for your team, for your
supervisor, for the consumer, for the company’s shareholders, for the rest of us in business. . . .
It’s day one of the next chapter of your life, and I’m putting my trust in each of you.36
Thus, a sense of accountability involves a feeling of responsibility to stakeholders
and a duty to other employees and customers. By placing a rationale for accountability
in your communications, you will generate substantial trust and goodwill from others.
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12
PART ONE INTRODUCTION TO BUSINESS COMMUNICATION
LO1.4 
Explain the FAIR
approach to
ethical business
communications.
®
Visit http://connect.
mheducation.com for
an exercise on this topic.
Fairness in Business Communications
Generally, others’ perceptions of your character—your unquestioned adherence to personal and corporate values—are largely determined by your communications. Moreover,
your colleagues, clients, and customers will gauge your communications based on a
judgment of how fair they are.
Thus, in all your communications, you should consider whether you are being fair to
others. For routine communications, you make this calculation quickly. For important,
less straightforward, and perhaps even controversial communications, you should spend
a significant amount of time evaluating the best way to be fair. You might consider talking to your supervisor, peers, and other trusted individuals to appraise the situation.
Meg Whitman explained this principle based on her experience at eBay:
Ultimately the character of a company, like the character of a person, is an accumulation of
many, many moments when the choices are not necessarily clear and we make the best decisions
we can. But over time the logic and reasoning that we use to make those decisions, the moral
compass to follow in making those decisions, is the essence of our authentic self, our character.37
One way to evaluate your communications is to use the FAIR test (see Figure 1.4).
The FAIR test helps you examine how well you have provided the facts; how well you
have granted access to your motives, reasoning, and information; how well you have
examined impacts on stakeholders; and how well you have shown respect. As you
respond to questions such as those posed in Figure 1.4, you ensure that your communications are fair to yourself and others.
Applying the FAIR test is especially important for high-stakes messages. Consider
how Tim Cook, CEO of Apple, responded to a February 2016 court order to force
Apple to bypass the security functions of the iPhone of one of the San Bernardino terrorists. Explaining that Apple should focus on the privacy and security of its customers,
he resisted the court order and wrote a letter to Apple customers and spoke repeatedly
to the media to defend Apple’s position.38
This was clearly a polarizing and divisive situation, with roughly 51 percent of Americans thinking Apple should follow the court order and unlock the i…