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Daft, Dorothy Marcic [yWj. Stanley Rabun, Richard Kelso [ztE. Savvy consumers know their voices can be heard through letters and emails, participation in focus groups and surveys, boycotts and product protests, and simply passing up on purchases. That last point is important: no one has to buy anything, literally or figuratively, expressed in a message. What kind of culture would you like to join when you are next on the job market?
Look for threads of explanation that use terms and concepts from this module. Challenge students to give detailed, complete answers. LO to LO Of course, students may answer this question in any number of ways. Because external audiences are distanced from the organization, writers also may find internal audiences more familiar and, therefore, comfortable to write to. Internal audiences typically provide more immediate feedback, too.
The employee finds out quickly what works and does not. If the boss falls into these categories, shape the message to fit his or her needs in addition to those of the primary audience. If not, you have two options: focus on the primary audience or try to educate the boss. Show the boss how the style of message meets the needs of the audience, even if the style differs from that of the boss.
The potential clients are the primary audience. Secondary audiences include the local vendors who donated prizes to be awarded at the seminar. However, before she can reach that audience, she must first get her loan secured through a bank, which acts as both the initial and gatekeeper audience for the application.
Secondary audiences will include any vendors, contractors, inspectors, or suppliers that will ultimately help her to build her restaurant. The council members are the primary audience, while citizens, mayors, union representatives, department heads, blue-ribbon panelists, and affected city workers are the secondary audience. The watchdog audience includes anyone who has economic, social, or political power over the council; in this case, the voters, lobbying groups, and any group that has watchdog influence e.
Acceptable answers are: 1. Direct mail, on-site posters; print ads in general newspapers; radio or television ads. E-mail solicitations; Facebook promotions; ads on bulletin board sites. Print ads in trade or union newsletters or magazines; direct mail; promotions in AARP publications. Ads in both general and ethnic newspapers or magazines e.
Ads in trade or union newsletters or magazines; radio or television ads; e-mail solicitations. Print ads in ethnic newspapers or magazines e. Letters; ads at campgrounds or sporting goods stores; Facebook promotions. Personalized letters; ads in trade newsletters or magazines; promotions at conventions. Personalized letters; e-mail solicitations; Facebook promotions.
Ads in college publications; LinkedIn promotions; ads on job Web sites. No single channel is likely to reach all members of an audience. Usually, a combination of channels is the best approach. When budgets or time constraints prevent this, writers should choose one channel most likely to reach the audience. Whatever their response, expect a detailed, reasoned answer. For Exercise 2.
Where possible, the student should rely on experiences with managers and co-workers and report information using anonymous names. When an interview is required, the student should disclose the purpose. A possible solution for Exercise 2. For example, under the first heading, the writer uses classification to organize the material, and in the paragraph following the second heading the comparison-contrast mode is used.
However, there are a few places where the writer might expand. The section where the writer discusses how authority is distributed on the playing field might also consider other kinds of authority or power on the team in addition to that officially assigned to the coach and umpire.
What kinds of power and authority might only players on that specific team be aware of? Is there a hierarchy of some kind among players. Note also that these examples can be used to show students the style and format for memos. Students should focus on both the content and the expression of information on the Web pages for Exercise 2. For guidelines, they can consult pp.
Will audiences find the pages well organized and written? Have students consider the full range of potential audiences, including people who use dial-up rather than high speed lines, may be sight or hearing impaired, or may be visiting the pages from another country.
Should students choose to analyze the college as their organization for Exercise 2. Make sure the student uses discretion—few people enjoy being scrutinized without their knowledge. Where possible, the student should rely on past experiences with managers and co- workers and report information using anonymous names. Consider asking students to bring in copies of correspondence they have received from lenders as well as research some of the issues surrounding student loan deferments that may be making headlines.
Therefore, information on the cost of deferring student loans will likely appeal to both audiences. In addition, some students may pile up substantial student loan debt assuming that a high-paying job awaits them upon graduation, so they will be able to start paying back the loans rather than defer them.
A good solution will stress that fiscal responsibility should start early and that repaying loans on time will only help an individual learn how to manage money in the future. To prepare them, you might have them review the information in Module 5, pp. Make sure that students accurately complete all information required to submit information to a Web page—some Web sites simply have an e-mail link while others require a form that includes a space for return email addresses.
Students should print out a copy of the form and submit it to you with a printout of the original e-mail message. Some Web sites will also list a specific person to address questions to. You might consider having students read Module 13, pp. There, information is given discussing the style for writing for the Web. In addition, Module 5, p.
Students should identify benefits to both the organization and the employee. Organization benefits include having happier and more productive employees, better educated employees, employees better able to juggle school-related and work-related tasks thereby using less personal leave time or missing fewer work-related events , and an additional benefit to attract and retain the best employees.
Employee benefits include having less stress, more incentive for personal development, more control over weekly schedules, and increased self-esteem.
Some organizational cultures are rigid about time, and some managers may doubt that employees will make up work for the same amount of time taken for school—these kinds of objections must be overcome in the message, especially for distance-learning courses, where students are not required to physically attend class. However, to some individuals, any policy that gives special treatment to some holidays at what is perceived as the expense of others is a problem.
In government organizations, some people may object to the notion of religion being endorsed by employers, if the holiday is a religious one. Successful answers will stress that all employees are being given equal access to ten holidays but that some latitude must be granted to managers to recognize what holidays exist—for instance, a holiday that is verifiable in a reference text certainly would apply; one that is only celebrated by a single family would not.
A potential follow-up assignment could be to ask students to write a memo to the boss advocating which holidays should be recognized by the organization. Any such communication would require that the writer carefully analyze the organizational culture, as well as be sensitive to differences in the workplace. Several answers are possible—here are likely ones. Wednesday was the last time we did anything on our Facebook page.
Please ask Sandy to post an update on our news feed. Suri decided to hold the meeting online, which will save a considerable amount of money in our travel budget. The Purchasing Department needs copies of receipts from your Kyoto trip.
If you submit them by Friday, you will be reimbursed. After the executive council meeting, we got a call that our proposal had been accepted, which was great news for the team! Lani Kapur, who is an Oxford graduate and spent several years in Geneva, is fluent in French and German. She would be an excellent candidate to lead the consulting team in Western Europe. To keep the trucks rolling out on schedule, please be sure to double-check each invoice to make sure that the entire order is ready before loading any truck.
By checking the invoices and loading only complete orders, we can keep things running smoothly on the docks--and do each job just once. The loading dock crews have done remarkably well in adjusting to the new system. Attached is a copy of a memo reminding employees to always check the invoice against the order.
With a record of twelve wins and three loses, we finished third in our league. The team consists of fourteen male players between the ages of 14 and 48 who all attend the Pickerington Church of the Nazarene a requirement for membership on the team.
Kinds of Communication on the Team Communication on the team serves three functions: administrative, practical, and social. Administrative discourse organizes the team to play and includes announcements of the dates and times of games and practice sessions, who the opponent is, what positions people will play, and the order in which players will bat.
Practical discourse directly relates to techniques and strategy. It includes communication between players on the field or comments from the coach to players on how to play. Social communication is the most common kind. Specialized Terms Used by the Team Baseball terms can be used in softball since the rules and games are so similar. Fans use less technical terms such as KO, hit, and strike. Our team uses more technical terms than our fans do. Fans use the term double play. Our team uses turn two to describe a particular kind of double play.
The turn in turn two denotes the act of getting the lead runner the base runner furthest along the bases. To make double play you don't have to get the lead runner out, but to turn two you do. Sports writers are more specific. They might refer to a double play, which describes who fielded the ball, whom the ball was thrown to for the first out, and whom the ball was thrown to for the second out.
Locker 2 August 21, Another difference in terminology pertains to a type of base hit hitting the ball and safely making it to base. The current buzz word among sports writers for this is fleer, denoting a softly hit ball that falls between the infield and the outfield where neither player can reach the ball. I recently saw a stat on the number of fleers that a team gave up during a season. Our coach uses the term hitting the seam when he wants us to hit a ball between the infield and the outfield.
Our fans just call that a hit. Topics Discussed by the Team In games, topics focus on the team and how we are doing. Some topics come up in practice but not in games.
Loses are never discussed during games. Most social communication occurs during practices. It was great. Should the U. What's happening there is awful, but it's not our job to fix it. We had a hard time with turning two the other night. Some topics would be inappropriate both in games and in practices. Cursing is another form of language that doesn't occur on this team.
Most Christians believe that curse words are inappropriate if not immoral. I thought he was having some problems after getting laid off, but I never realized he was having that sort of problem.
Even when a topic is not seen as immoral or offensive, it may be inappropriate if few players would be interested in it or if not everyone is educated enough to discuss it. For example, I had an Astronomy class last quarter which taught the Pauli theory. This theory would be inappropriate to discuss since not everyone is interested in or understands nuclear physics and chemistry.
Communication Channels and Messages Face-to-face oral communication is the most widely used channel. In practices, one person usually the coach often speaks to many people at a time, telling the team what to do in certain situations or instructing the team in the best way to swing a bat.
During games, many people may simultaneously tell a player where to throw the ball. Both these channels carry authoritarian messages, with no expectation of verbal feedback. Those doing the telling aren't giving suggestions or emotional support; they are giving the person with the ball an order. Cheering may be designed to elicit nonverbal, not verbal, feedback, but its messages are supportive and motivational, not informational or directive.
Social communication usually has more people speaking. People are expected to respond in words to what other people say; everyone has the opportunity to speak. Nonverbal communication is common. In administrative and social communication, nonverbal usually augments verbal channels, but it can substitute for verbal cues during practical communication during a game or practice. For example, when the coach at third base wants to signal a base runner to keep going, he waves his arms in a circle.
When he wants the runner to stop, he puts both hands out in front of him. These channels differ from other discourse communities of which the same people are a part. For example, the church finance committee uses written reports and letters, and many members of the softball team are on the finance committee. Perhaps the difference is that the softball team is less formal. Locker 4 August 21, lineup for a game, the schedule, or even the won-loss record--may not be saved when the season is over.
Authority, Facts, and Credibility in This Community Authority during games is divided between the coach and the umpire. The coach assigns positions, determines the batting order, and tells a base runner whether to keep running.
The umpire has the final say on whether a pitch is a ball or strike and whether a runner is safe or out. Team members rarely challenge a decision openly during a game. Semanticists believe that only observations are facts. However, on our team, a Afact can be anything the majority of players believe to be true, even though this belief is based on what someone says. If someone who knows a great deal about the game says that a base runner was safe when the umpire called him out, most of the teammates would agree that the runner was indeed safe but that the umpire made the wrong call.
Semantics would say that the team's theory that the runner was safe was an inference, not a fact. In semantics, inferences are things that individuals can prove to be true. An inference for this softball team is a belief or theory about something based on observations. For example, if a player pops up every time he bats, he is probably dropping his back shoulder. However, the person inferring the cause hasn't consciously observed the dropped shoulder; instead, the inference could be based on knowledge of the game and reading.
Making valid inferences is one way to gain credibility. Baseball is America's pastime, and softball is our church's pastime. It's fun for the whole family. All they do is come and watch grown men relive their youth. For the men on the team, it's like playing on the majors.
Well, almost. The season is over now; the softball bats need to be stored away for next year. Winter will soon be here. Then one warm spring day, the team will decide to have practice. That's when the fun begins.
Anyone who is overweight can join the program by paying an initial service fee and then a weekly membership fee. The main purpose of Weight Watchers is to help people lose weight safely. To a certain extent, each class is a subculture, since different leaders have different styles.
I will analyze the culture of the Wednesday night group in Bexley. Members sometimes talk about their problems with the leader at the scales, but since there is usually a line, the leader asks people who have time-consuming concerns to stay after the meeting. After they've weighed in, members sit in chairs arranged in rows. Some people talk to each other; some people read the materials.
After everyone is weighed, the leader gives an inspiring minute talk on our struggle to lose weight. She opens by telling her name and the story of her own weight loss. My leader lost pounds three years ago as a Weight Watchers member. Next, the leader usually asks how the past week went, what went well, and whether people used the strategies from the previous week.
Each meeting has a topic: dealing with holidays, handling stress, finding ways to overcome setbacks. Sometimes the lecturer does most of the talking; sometimes members ask a lot of questions and share concerns and strategies with each other. Learning about the Organization New members receive a booklet that talks not only about losing weight but also about the Weight Watchers philosophy.
Later on, the member will get other booklets--on exercise, dining out, and dealing with eating challenges. Sometimes the leader distributes handouts, either official Weight Watchers information or things she has brought. A free newsletter is distributed once a month. Members can buy cookbooks and subscribe to the Weight Watchers magazine.
Locker 2 September 23, Oral and interpersonal channels are even more important. Members are encouraged to get to know each other. Although the leader often lectures, questions and discussion are encouraged. There's lots of informal discussion at the scales and after meetings. Visual channels are also used. Sometimes leaders bring food to be weighed or measured to discuss portion size. Admit to yourself that you have a weight problem. Establish the desire to lose weight.
Establish the dedication to stick with the program by following the diet and attending the meetings. Learn to like yourself. People who expect immediate success or who have not come to terms with their feelings and their bodies are less likely to be successful, even if they initially lose weight. Someone who failed the program is a woman who lost 30 pounds in four months and then gained it all back plus 20 additional pounds.
She allowed a personal crisis to throw her off course, and she never got back on the program. Now she hates the way she looks. She complains about her weight but does nothing about it.
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