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Strategies and Skills 6th
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JUDITH DWYER
STRATEGIES & SKILLS

6e
Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019533—Dwyer/Communication for Business and the Professions 6e
CONTENTS vii
The listening process 55 CHAPTER 5 NEGOTIATION AND CONFLICT

Types of listening 56 MANAGEMENT 95
Active listening 58 Interest-based negotiation 96
Barriers to listening 62 Applying mutual gain 97
The role of questions and feedback 64 Winning and losing 99
The value of questions 64 Finding common ground and options 100
The value of feedback 65 Identifying barriers to agreement 100
Reframing 68 Identifying BATNA and WATNA 102
Feedforward 68 Conflict management 102
Assertive behaviour 69 Levels of conflict 102
Verbal assertion skills 70 Approaches to conflict 103
‘I’ statements 71 Conflict styles 104
Case study 74 Fight, flight or flow response 106
Ineffective responses 107
Summary of learning objectives 74
Personal style and power 108
Key terms 75
Power and influence 108
Activities and questions 75 Psychological barriers to negotiation 109
Exploring the Web 77 Conflict in organisations 111
Building your skills 77 Causes of conflict 111
Patterns of organisational conflict 112
Bibliography 77
Functional and dysfunctional conflict 113
CHAPTER 4 EMOTIONAL INTELLIGENCE: Constructive engagement 114
MANAGING SELF AND RELATIONSHIPS 79 Assertive behaviour 114
Emotional intelligence 80 Nonverbal messages 116
Emotional intelligence competency clusters 80 Active listening 116
The Four R Method 117
Self-awareness and self-management 82
Probing questions complemented by
Self-awareness, self-regulation and
active listening 117
self-motivation 82
Reframing 117
Social awareness and relationship
Mediation 118
management 85
The role of the mediator 118
Social awareness 85
Formal mediation 118
Social skills 86
Case study 123
Impact of self-concept and self-disclosure 86
Developing a positive self-concept 87 Summary of learning objectives 123
Factors impacting on self-concept 87 Key terms 124
Self-esteem 87 Activities and questions 125
Self-disclosure 88
Exploring the Web 125
The Johari window 88
Building your skills 126
Case study 90
Bibliography 127
Key terms 92 CHAPTER 6 INTERCULTURAL COMMUNICATION 128
Activities and questions 92 Definitions of culture 129
Exploring the Web 93 The process of intercultural communication 130
Building your skills 93 Three levels of culture 130
Enculturation and acculturation 131
Bibliography 93
Ethnocentrism 132
viii CONTENTS
Cultural relativism 132 Formal small group communication networks 171

High-context and low-context cultures 132 Patterns of communication and interaction 172
The relevance of cultural components to intercultural Strategies for improving organisational communication 174
communication 134 Changing organisational structures to enhance
Language 135 communication 175
Nonverbal communication 135 Using social media for communication 176
Perception of power 135 Acknowledging the impact of emotional intelligence
Adapting to new cultural contexts 136 on communication 178
Barriers to intercultural communication 137 Promoting communication skills 178
Stereotypes and prejudice 138 Case study 181
Cultural practices 138 Summary of learning objectives 181
Social institutions 138
Key terms 182
Value systems 138
Ambiguity and conflict 139 Activities and questions 182
Comparative value dimensions 139 Exploring the Web 183

Hofstede’s findings 139 Building your skills 183
Trompenaars and Hampden-Turner’s findings 142 Bibliography 184
Intercultural communication competence 144
Culture-general approach to intercultural CHAPTER 8 LEADERSHIP 185
communication competence 144 The leadership role 186
The pyramid model of intercultural Leadership functions 187
competence 145 The impact of differing perceptions of leaders
Diversity and intercultural communication 145 and followers on interaction 187
Case study 148 Group cohesiveness 187
Motivation 188
Leadership and power 188
Key terms 149
Theories of leadership 189
Activities and questions 150
Leadership traits and behaviour 189
Exploring the Web 151 Leadership style approach 190
Building your skills 151 Transactional leadership 191
Bibliography 151 Transformational leadership 193
Authentic leadership 195
Leadership communication practices 198
PART 2 Mentoring 199
Coaching 201
Leadership and communication 153 Networking 202
Case study 205
CHAPTER 7 COMMUNICATION ACROSS THE Summary of learning objectives 205
ORGANISATION 154
Key terms 206
The role of organisational communication 156
Development of theories 156
Communicating culture 157 Exploring the Web 206
The purposes of organisational communication 158 Building your skills 207
Organisational communication channels 159 Bibliography 207
Formal communication channels 159
Informal communication networks 161 CHAPTER 9 TEAM AND WORK GROUP
Organisational structures 163 COMMUNICATION 209
Formal organisational structures 163 Effective group or team performance 210
Informal organisational structures 170 Characteristics of team excellence 211
CONTENTS ix
Types of work teams 211 Communication barriers 258

Project teams 211 Attitudes to meetings 259
Self-managed work teams 213 Personality types 259
Hot groups 214 Groupthink 259
Cross-functional teams 214 Planning the environment 260
Virtual teams 215 Face-to-face meetings 260
The development of a group or team 217 Virtual meetings 260
Stages of group and team development 217 Case study 264
Advantages and disadvantages
of groups 220
Roles within a group or team 220 Key terms 265
Factors affecting group or team performance 224 Activities and questions 266
Group structure and size 224 Exploring the Web 266
Leadership behaviour 224 Building your skills 267
Member capability 227
Bibliography 267
Cohesiveness and climate 227
Work group moods 228
Leveraging diversity 229 CHAPTER 11 CUSTOMER SERVICE 268
Teamwork and communication 229 Customer experience 269
Teamwork 229 A customer-centred approach 269
Communication practices 231 Building customer satisfaction 270
Empowerment 231 Touch points 271
Participation techniques 232 The ‘voice of the customer’ 272
Case study 234 Customer experience management 275
Summary of learning objectives 235 Optimising the customer experience 275
Key terms 236 Lifetime customer value 276

Value entitlement 277
Customer complaints 278
Types of complaints 279
Building your skills 237 Complaints-handling process 280
Bibliography 238 Case study 282
CHAPTER 10 EFFECTIVE MEETINGS:
FACE-TO-FACE AND VIRTUAL 240 Key terms 284
Characteristics of effective meetings 241 Activities and questions 284

Face-to-face meetings 242 Exploring the Web 285
Facilitation and participation 243 Building your skills 285
Committees 243
Bibliography 286
Roles at a meeting 245
Duties of the chairperson 245
Duties of the secretary 248 CHAPTER 12 PUBLIC RELATIONS 288
Duties of the members 250 Models of public relations 289
Task- and maintenance-related roles 252 Two-way communication 290
Task-related roles 252 The role of public relations 291
Maintenance-related roles 252 Strategic emphasis 291
Defensive and dysfunctional roles 252 Communication function 292
Virtual meetings 255 Determining public relations objectives 293
Formal virtual meetings 255 Corporate social responsibility 293
Informal virtual meetings 256 Planning and implementing a public relations plan 294
x CONTENTS
Media relations 295 CHAPTER 14 RESEARCHING AND PROCESSING

Media releases 296 INFORMATION 328
Blogs 297 The research process 329
Social networking sites 298 Collecting information 329
Special events 298 Evaluating sources 334
Managing public relations issues 299 Conducting a literature review 336
Identifying and controlling public relations issues 300 The purpose of a literature review 336
Case study 303 Writing the review 336
Summary of learning objectives 304 Finding online sources 338
Key terms 305 Library catalogues 338
Search engines 339
Subject web directories and online databases 339
Exploring the Web 305 Bookmarking 340
Building your skills 305 Giving appropriate credit and acknowledgement 340
Bibliography 306 Notations 340
Citations in the text 341
Footnotes and endnotes 342
PART 3 Ethics and etiquette 342
Researching, evaluating and Bibliography and list of references 344

Order of information 344
presenting information 307
Case study 347
CHAPTER 13 KNOWLEDGE MANAGEMENT 308
Key terms 348
The role of knowledge workers 309
Embedded, explicit and tacit knowledge 309 Activities and questions 348
Knowledge management 311 Exploring the Web 348

Knowledge-management model 311 Building your skills 349
Knowledge-management practices 313 Bibliography 349
Organisational culture 313
Knowledge-management strategies 314
Knowledge-management programs 314 CHAPTER 15 CONDUCTING SURVEYS AND
Barriers to sharing knowledge 315 QUESTIONNAIRES 350
Levels of knowledge in an organisation 315 Step 1: Establishing the goals of the survey 352
Key knowledge-management strategies and concepts 316 Hypothesis 353
Knowledge-management enablers 317 Data analysis plan 353
Communities of practice 318 Reliability 353
Validity 353
Incorporating knowledge management into
Size 354
decision making 320 Exploring background information 354
Group problem solving 321
Availability of resources 354
Case study 322 Step 2: Selecting a representative sample 355
Summary of learning objectives 323 Methods of sampling 355
Key terms 324 Step 3: Establishing the data collection method 356
Activities and questions 324 Questionnaires and interviews 356
Exploring the Web 326 Step 4: Constructing and pre-testing the questionnaire 357
Questionnaire format 358
Instruction section 358
Bibliography 327 Question sequence 358
CONTENTS xi
Types of questions 360 Constructing, interpreting and communicating

Pre-testing the questionnaire 364 effective graphics 400
Step 5: Administering and collecting the information 368 Presenting data, facts and figures 400
Step 6: Analysing and evaluating the information 369 Presenting information, concepts and ideas 408
Hypothesis testing 369 Preparing and presenting graphics within
Triangulation 369 ethical boundaries 415
Issues to confront 369 Case study 418
Accuracy 370
Step 7: Reporting findings 370
Key terms 419
Formal written report 371
Case study 374
Key terms 376
Bibliography 421
CHAPTER 18 ORAL PRESENTATIONS AND
Building your skills 377 PUBLIC SPEAKING 422
Bibliography 377 Types of oral presentation 423
Prepared speeches 424
CHAPTER 16 CRITICAL THINKING, ARGUMENT, Extemporaneous or impromptu speeches 424
LOGIC AND PERSUASION 378 Manuscript speeches 424
The role of critical thinking 379 Memorised speeches 425
Critical thinking activities 379 Oral briefings 425
Critical reading and questioning 380 Team briefings 425
Podcasts 426
Logic and argument 383
Seminars and webinars 426
Deductive and inductive arguments 383
Generalisations 384 Planning the presentation 428
Assumptions and evidence 384 Organising the content 429
Inference and conclusions 385 Preparing the presentation 431
Fallacies—false arguments 385 Writing the presentation 432
The role of persuasion 386 Rewriting for the ear 432
Persuasive argument 387 Incorporating visuals and multimedia 433
Balance between logic and emotion 389 Creating effective electronic presentations and slideshows 434
Credibility 390 Rehearsing and revising 435
Case study 391 Delivering the presentation 437

Maintaining audience attention 437
Involving the audience 439
Key terms 393 Staging the presentation 439
Activities and questions 393 Casting 440
Exploring the Web 394 Nonverbal communication 440
Overcoming anxiety or stage fright 441
Managing challenging audience members 441
Bibliography 394
Fielding intimidating or difficult questions 441
Avoiding panicking and engaging in defensive arguments 443
CHAPTER 17 COMMUNICATING THROUGH
VISUALS 395 Case study 445
Visual communication principles 396 Summary of learning objectives 445
Matching the graphic to the message and the audience 397 Key terms 446
xii CONTENTS
Activities and questions 446 Direct order of information: Writing strategy

Exploring the Web 449 for good news or neutral letters 490
Four types of good news letter 490
Indirect order of information: Writing strategy
Bibliography 449
for bad news letters 494
Four types of bad news letter 495
PART 4
Persuasive letters 497
The writing process 451 Order of information: The AIDA formula 497
Types of appeals 498
Persuasive techniques 498
CHAPTER 19 WRITING FOR THE PROFESSIONS 452 Sales letters 500
Different types of appeal 453 Credit letters 501
Aligning the message appeal to audience need 453 Collection letters 502
Analysing the audience 453 Memos 505
Plain English writing style 455 Advantages of a memo 506
Advantages of plain English 455 Disadvantages of a memo 507
Three-stage process 456 Four steps to effective memos 507
Word choice, sentences and paragraph structure 457 Six types of memo 507
Choosing your words carefully 457 Effective email messages 508
Constructing clear and correct sentences 462 Purpose and layout of emails 508
Structuring coherent paragraphs 466 Reader access techniques 508
Rhythm, tone, order and format 469 Five common types of email 508
Varying the rhythm 469 Tips for effective use of emails 510
Achieving a positive and courteous tone 469 Email security 511
Ordering and structuring information 470 Electronic mailing lists 511
Achieving a professional layout 471 DRAFS email management system 511
Editing and revising for correctness and Short reports 513

readability 472 Six-step approach to planning a short report 514
Order of information in short reports 514
Case study 476
Formatting short reports 515
Summary of learning objectives 477 Five types of short report 516
Key terms 477 Case study 524
Activities and questions 478 Summary of learning objectives 525
Exploring the Web 479 Key terms 526
Building your skills 480 Activities and questions 526
Bibliography 480 Exploring the Web 527
CHAPTER 20 WRITING CORRESPONDENCE,
Bibliography 528
EMAILS AND SHORT REPORTS 481
Business letters 482
Functions of the parts 483
CHAPTER 21 WRITING LONG REPORTS 530
Types of layout 485 Analytical and informational reports 531
Punctuation styles 486 Characteristics 531
Planning the business letter 486 Effective planning 532
The 3 × 3 writing process 486 Analysing the problem and purpose 532
Applying a plain English style to Analysing the audience and issues at stake 533
business documents 487 Preparing a work plan and draft outline 533
International business letters 487 Collecting and sorting the information 534
CONTENTS xiii
Evaluating and organising the information 534 Key terms 588

Revising and restructuring the draft outline 534 Activities and questions 588
Writing the long report 536 Exploring the Web 589
Writing style 536
The long report format 537
Writing the front matter 537 Bibliography 590
Writing the body or text 540
Writing the end matter 543 CHAPTER 23 WRITING REFLECTIVE JOURNALS 591
Sample report 544 Experiential learning 592
Editing the long report 562 The experiential learning cycle 593
The purpose of reflection 593
Case study 564
Connections between theory
and experience 594
Key terms 565 Reflective writing 595
Activities and questions 565 Features of reflective writing 596
Exploring the Web 566 Applying the DIEP formula 596
Writing freely 597
Using strategies to prevent barriers
Bibliography 567 to writing 598
Recording your entries 598
CHAPTER 22 WRITING FOR THE WEB 568 More than a diary 599
Communication functions fulfilled by organisational Questions to address 599
websites 569 Difficulties in keeping a journal 600
Website functions 570 The layout of the journal 601
Clear and concise online communication 570 Reflection 602
Social bookmarking sites 571 Reflecting through three lenses 602
Mosaic page design 572 Outcomes of reflection 602
Know your audience 572 Using reflection in professional practice 603
Initial planning activities 573 Case study 606
Effective navigation system 573
Effective structure, language and presentation 574
Key terms 607
Structure: The inverted pyramid order of information 574
Familiar, unambiguous language 575 Activities and questions 607
Scannable presentation 575 Exploring the Web 608
Website credibility 578 Building your skills 608
Guidelines for building credibility 579 Bibliography 608
Common interfaces and standards 579
Writing engaging blogs 581 CHAPTER 24 ACADEMIC WRITING 610
Elements in a blog 581
Structuring the content 611
Guidelines for blogging 581
Thesis statement 611
Social bookmarking and tagging of blogs 582
Parts of the document 611
Blogrolls and trackbacks 583
Blog presentation 583 Writing essays 614
Blog communication functions 583 Common essay genres 615
Intellectual property 583 Writing techniques 615
The role of syndication 584 Topic sentences 615
Paragraphs 615
Case study 586
Linking devices 615
Summary of learning objectives 587 Avoiding plagiarism 617
xiv CONTENTS
Purpose of expository and argumentative Résumés for today’s technologies 641

essays 619 Keyword matching 641
Presenting a convincing argument 619 Plain-text résumés 643
Case study 623 Internet résumé posting banks 644
Résumés as an e-portfolio 644
LinkedIn profile 644
Key terms 624
Customising the covering letter 645
Effective references 647
Exploring the Web 625 Employment interviews 649
Building your skills 626 Types of job interview 649
Bibliography 626 Equal employment opportunity (EEO) issues 650
The interview process 651
PART 5 The pre-interview stage 651
Conducting the interview 652
Employment communication 627 The post-interview stage 653
Problem interviews 653
CHAPTER 25 THE JOB SEARCH, RÉSUMÉS AND Case study 657
INTERVIEWS 628 Summary of learning objectives 658
Searching for a position 629 Key terms 659
Writing a résumé 631 Activities and questions 659
Highlighting your skills and experience 632
Commanding attention 632
Writing style 633 Building your skills 660
Headings and layout 634 Bibliography 660
Electronic résumés 634
Three types of résumé 636 Glossary 661
Chronological résumé 637 Index 672
Functional résumé 637
Targeted résumé 637
PREFACE
This sixth edition, entitled Communication for Business and the Professions: Strategies and Skills, continues to
provide comprehensive coverage of communication strategies and skills by linking theory and research
with practical skills and examples. The book has a plain-English writing style supported by an accessible
design, which provides a clear how-to guide to help students understand communication principles and
apply them in their interpersonal and professional interactions. Both individuals and organisations depend
on a strong, well-nurtured and unifying communication system.
The goal of this book is to provide a global communication tool that both expands our knowledge of what
we can do to interact effectively and provides us with working models to practise and refine how well we
do it. Opportunities in today’s global world can be lost and won in micro-seconds in cyberspace, or in the
way we interact with our colleagues. Practitioners who nurture a strong and efficient communication sys-
tem as the foundation for their work realise that communication experiences are cumulative—the helix
principle—with past and present experiences influencing the future in ever-widening circles. Communica-
tion competence harnesses opportunities and expands professional business and career opportunities. For
example, the manager who wants to introduce a new financial proposal must carry with him or her the
knowledge of an effective communication model that will win the support and collaboration of immediate
peers, managers and experts, then win new clients and achieve success in the marketplace.
The graduate who wants a challenging and rewarding career has the technical competence to fulfil the job
functions, the personal competence to manage self and the social competence to manage relationships.
Selection criteria for recruiting graduates in Australia include: cultural alignment; values fit; activities,
including both intra- and extracurricular; emotional intelligence (including self-awareness, strength of
character, confidence, motivation); critical reasoning and analytical skills (problem solving, lateral think-
ing, technical skills, teamwork skills); passion, knowledge of industry, drive, commitment, attitude; leader-
ship skills; work experience; academic qualifications; and interpersonal and communication skills, both
written and oral.
ACKNOWLEDGEMENTS
Communication for Business and the Professions: Strategies and Skills helps so many readers because it is the
product of the collaborative will and high standards set by so many academics and practitioners.
I extend my thanks to Nicole Hopwood for the chapters and advice she has contributed throughout the
planning and writing of this edition. Her work has been invaluable in bringing to life the many aspects of
communicating visually.
The publisher and I wish to thank the following reviewers: Liz Bracken, Charles Sturt University; Phillip
Cenere, Notre Dame University; Robert Gill, Swinburne University; Kohyar Kiazad, Monash University;
Rob Lawrence, Victoria University; Krista Mathis, Bond Unversity; Susan McKinnon, University of Southern
Queensland; and Kimberly Ferlauto, University of Western Sydney. I am grateful to these reviewers and to
other experts who have contributed their expertise in shaping the sixth edition of this book. My sincere
thanks also go to the academics and professionals who shared their expertise in developing the range of
quality supplementary materials for this book.
xvi PREFACE
I also extend my sincere thanks to the many outstanding professionals at Pearson Australia, including
Catherine du Peloux Menagé (Development Editor) for her support and encouragement, Elise Carney
(Senior Portfolio Manager), Kathryn Munro (Project Manager), Emma Gaulton (Copyright and Pictures
Editor), Robyn Flemming (Editor/Proofreader), and the marketing and sales team.
Most importantly, I wish to thank my husband, John Burns, for helping me to stay focused and for his
constant support, interest and enthusiasm throughout each edition of the book. His encouraging and con-
structive feedback helped bring this edition to completion.
ABOUT THE AUTHOR

Judith Dwyer is an acknowledged communication expert, educator and author. She has written 16 books
on, and conducted research and lectured in, communication studies for more than 20 years. A longstand-
ing member of the Australian Institute of Management, her areas of expertise are communication studies,
economics, management and leadership. She consults on and manages a number of industry projects.
Judith has a Master of Management (Public) from the University of Technology Sydney, a Bachelor of
Economics from the University of New England, and a Diploma in Education from the University of Newcastle.
Her fundamental message is that an understanding of people and social processes is more important than
our knowledge of facts; however, we must research and integrate theory into efficient working practice.
ABOUT THE CONTRIBUTING AUTHOR

Nicole Hopwood holds a Graduate Diploma of Management from the Australian Graduate School of Man-
agement and a Bachelor of Economics from the University of Sydney, and is a member of CPA Australia. Her
professional experience comprises working in various industries, including professional services, banking
and telecommunications. She has also specialised in business reconstruction and insolvency in the profes-
sional services industry. From Nicole’s extensive professional experience in Australia and the UK she has
gained the realisation that each member within an organisation has a responsibility for continual improve-
ment both within themselves and the organisation. Her philosophy is that continual improvement and
learning are integral to improvement in every aspect of an organisation’s activities.
WHAT’S NEW IN THIS EDITION?

This edition has five parts and one new chapter: Chapter 2, ‘Social Media’. The fifth edition Chapter 10, ‘Customer
Satisfaction’, is now Chapter 11, ‘Customer Service’, and includes a new section on customer complaints.
Part 1, The communication factor, gives readers the opportunity to research and acquire the
underpinning knowledge to use an effective communication model.
Chapter 1, Communication foundations, discusses the forms, types and process of communication;
presents different theories of communication; explains the impact of collaborative communication
technologies, globalisation and an increasingly diverse workforce, knowledge management and flattened
management hierarchies on workplace communication; and discusses ethical communication.
Chapter 2, Social media, explains how collaborative communication technologies impact on commu-
nication in today’s workplace, presents the 6C model of social media engagement, discusses areas to
consider when constructing a social media framework, outlines the reasons for collecting and reporting
quantitative and qualitative social media data, and discusses the advantages and disadvantages of social
media, making particular reference to ethical challenges.
Chapter 3, Interpersonal communication, explains types of nonverbal communication, the listening
process, and the role of questions and feedback and assertive behaviour in communication between
individuals, groups and organisations.
Chapter 4, Emotional intelligence: Managing self and relationships, presents the central role of
emotional intelligence in emotional awareness. Emotional competence is divided into two categories:
PREFACE xvii
personal competence, or managing self (self-awareness, self-regulation and self-motivation); and social
competence, or managing relationships (social awareness and social skills).
Chapter 5, Negotiation and conflict management, covers the principles and processes of negotiation,
including interest-based negotiation; brings concepts of negotiation and conflict management together
in an examination of the causes of conflict; and presents constructive responses to conflict. Mediation is
presented as the response to an intractable conflict.
Chapter 6, Intercultural communication, discusses the importance of culture. It identifies cultural com-
ponents, outlines barriers to intercultural communication, discusses comparative value dimensions on
which cultures differ, and outlines a culture-general approach to communication competence.
Part 2, Leadership and communication, highlights the dynamics of interpersonal communica-
tion and relationships in organisational communication, leadership, teamwork and group communica-
tion, effective meetings, customer satisfaction and public relations.
Chapter 7, Communication across the organisation, covers the interaction of organisational culture,
structure and communication channels. It identifies different types of organisational structures and
their impact on communication flows. Formal and informal structures are differentiated, and the role of
small group communication networks is outlined. Techniques to improve organisational communication
are presented.
Chapter 8, Leadership, covers the principles and processes of leadership, and distinguishes the features
of the leadership trait, leadership styles, transactional leadership, transformational leadership and
authentic leadership approaches to leadership. Leadership communication practices of coaching, men-
toring and networking are also outlined.
Chapter 9, Team and work group communication, traces the stages of development of groups or teams;
identifies roles within a group or team; presents strategies to improve the performance of project, self-
managed, cross-functional and virtual teams; and outlines factors underpinning teamwork and team
communication.
Chapter 10, Effective meetings: Face-to-face and virtual, gives readers opportunities to build on skills
to communicate effectively in face-to-face and virtual meetings. The roles of the chair and participants in
face-to-face and electronic meetings are clearly defined, and procedures and performance tips are given
for videoconferencing, webconferencing, teleconferencing and podcasts.
Chapter 11, Customer service, introduces the features of a valued customer experience, the voice of
the customer and the necessity to manage the customer experience. Lifetime customer value and the
importance of communication skills in creating and maintaining positive customer experience are also
discussed. A new section on customer complaints identifies types of customer complaints, describes the
characteristics of an effective complaints-handling process, and explains the benefits of the process for
the complainant and the organisation.
Chapter 12, Public relations, presents public relations models and discusses public relations objectives,
media relations and strategies for managing public relations issues.
Part 3, Researching, evaluating and presenting information, outlines knowledge man-
agement and decision making, researching and processing information, conducting surveys and ques-
tionnaires, critical thinking, argument, logic and persuasion, communicating through visuals, oral
presentations and public speaking. It gives readers opportunities to build on research and critical think-
ing skills.
Chapter 13, Knowledge management, discusses the role of knowledge workers and presents knowledge-
management principles and key concepts, as well as decision-making and problem-solving strategies.
xviii PREFACE
Chapter 14, Researching and processing information, outlines the research process. It discusses
academic honesty, ethics and etiquette; how to find information on search engines, web directories and
databases; and how to document sources and prepare a bibliography and list of references.
Chapter 15, Conducting surveys and questionnaires, identifies the steps for conducting a success-
ful survey. It discusses the impact of the questionnaire format, the type of question and the wording;
explains the reasons for pre-testing; and outlines issues to confront when collecting, analysing, evaluat-
ing and reporting information and findings.
Chapter 16, Critical thinking, argument, logic and persuasion, introduces the concepts of critical
thinking, argument, logic and fallacies (false argument); and explains the importance of quality, objec-
tive evidence, the purpose of persuasion, and the characteristics of a persuasive argument.
Chapter 17, Communicating through visuals, explains the importance of visual design principles and
design consistency; selecting the appropriate graphic for presenting information, concepts and ideas to
illustrate the message; constructing, interpreting and presenting numerical information in the appropri-
ate graphical form; and creating meaningful graphics within ethical boundaries.
Chapter 18, Oral presentations and public speaking, covers different types of presentations. It outlines
how to plan, prepare and deliver a presentation, and presents strategies to manage challenging audience
members.
Part 4, The writing process, helps readers to develop a strategy to plan and write effectively and
efficiently.
Chapter 19, Writing for the professions, presents principles of effective writing and discusses the advan-
tages gained from composing equitable, efficient and effective documents, integrating the elements of a
plain-English writing style, and editing according to the principles of plain English.
Chapter 20, Writing correspondence, emails and short reports, introduces practical strategies to
prepare different types of business letters, memos, email messages and short reports efficiently and
effectively.
Chapter 21, Writing long reports, discusses the long report format and explains how to prepare the front
matter, body or text, and end matter; provides a new example of a long formal report; and emphasises the
importance of editing long reports.
Chapter 22, Writing for the Web, identifies typical functions of organisational websites; describes how a
mosaic form of page design enhances communication; and discusses ways to structure, write and present
scannable content. Guidelines for successful blogging and the importance of website credibility are also
discussed.
Chapter 23, Writing reflective journals, covers the role of a reflective journal in experiential learning.
It outlines the main features of reflective writing and identifies questions to address to enable reflection,
evaluation and restructuring of experience to gain insight, formulate new understanding, learn from
experience and plan future action.
Chapter 24, Academic writing, discusses the purpose of each part of an academic document, the
characteristics of an effective argument, four common essay genres, and the process of developing and
writing thoughtful, coherent academic essays.
Part 5, Employment communication, focuses on preparing a professional résumé and perform-
ing well in an employment interview.
Chapter 25, The job search, résumés and interviews, covers strategies to search for the best position
using traditional, online and social media channels; résumé-writing principles; features of traditional
and electronic résumés; the application letter; how to communicate in an employment interview; and
how to avoid potential problems.
PREFACE xix
SPECIAL LEARNING FEATURES

Each chapter of the book is divided into easily recognised learning stages.
Chapter openers include a list of chapter learning objectives to focus students on key concepts. This
is accompanied by a set of review questions for each learning objective placed throughout the chapter.
The new In Real Life feature, also at the beginning of each chapter, highlights current practice or points
of view.
Tables and figures, including flow charts and concept maps, are designed for visual clarification of impor-
tant information. They form a user-friendly reference throughout the chapter.
Key terms are printed in bold the first time they appear, with accompanying margin definitions, provid-
ing an integrated glossary feature to aid comprehension of key terms in context.
Apply your knowledge exercises provide short practical activities that reinforce theoretical content. They
are spread throughout the chapter at strategic study points.
Self-evaluation checklists provide a self-evaluation tool to prompt students to reflect on their commu-
nication skills.
The new case study feature for each chapter assists students’ understanding of how to apply the concepts
in the chapter to situations in the workplace.
A chapter summary provides a concise overview of the chapter’s main points and is an excellent tool for
study and revision.
Activities and questions contains graded exercises and group activities for further critical analysis and
review.
Exploring the Web encourages students to research on the Web, learn more about relevant areas covered
in the chapter, and verify and source the accuracy of their research.
Building your skills is designed to integrate key chapter concepts.
EDUCATOR RESOURCES
A suite of resources are provided to assist with delivery of the text, as well as to support teaching and learning.
■ Solutions Manual: Provides educators with detailed, accuracy-verified solutions to in-chapter and
end-of-chapter questions in the book.
■ Test Bank: Provides a wealth of accuracy-verified testing material. Updated for the new edition, each
chapter offers a wide variety of true/false, short answer and multiple-choice questions, arranged by
learning objective and tagged by AACSB standards.
■ Digital Image PowerPoint® Slides: All the diagrams and tables from the text are available for
lecturer use.
These Educator Resources can be accessed at <www.pearson.com.au/9781486019533>.
VISUAL PREFACE
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C h a p te r
1
communication
foundations CHAPTER OPENERS
learning objeCtives
after studying this chapter you should be able to:

contain chapter learning objectives to focus the reader on key
1.1
1.2
identify the forms and types of communication, and
describe the communication process
differentiate between communication theories
concepts.
1.3 explain the impact of globalisation and an increasingly
diverse workforce, the explosion of Web 2.0 collaborative
technologies, managing knowledge and change, and
IN REAL LIFE
flattened management hierarchies on workplace
communication
1.4 discuss the principles of ethical communication.
in real life
EffEctivE communication is fundamEntal

Enterprise rent-a-Car is the UK’s leading car rental company. the key messages that Enterprise seeks to
highlights current business practice or points of view.
communicate relate to the values and culture of the organisation. Values are the things that a company
is passionate about. an organisation’s culture is ‘the way we do things around here’. For Enterprise these
include high levels of customer service, looking after its employees, and behaving ethically and responsibly.
Enterprise’s culture is set out clearly in its ‘cultural compass’. Operations
Environmental
Effective communication is fundamental to every aspect of N
conservation
a business. Enterprise has used a number of communication Diversity
and inclusion
strategies to ensure its messages are received by a variety
of stakeholders. these are both internal and external to the Public affairs
business. Its messages are tailored to suit the target audience and philanthropy
to increase effectiveness. Workplace
quality
Enterprise’s philosophy is simple: ‘take care of our customers, Business ethics
and employees and profits will take care of themselves.’ ©1995–2014 Business Case Studies LLP.
Source: Excerpt from Enterprise Rent A-Car, ‘Communication strategies to engage a variety of stakeholders’, Business Case Studies,
http://businesscasestudies.co.uk/enterprise-rent-a-car/communication-strategies-to-engage-a-variety-of-stakeholders/introduction.
html#axzz3HU329wB3, viewed 29 January 2015. ©1995–2014 Business Case Studies LLP.
4 PART 1 The communicATion fAcToR
As you build your communication skills you will be able to complete these functions and tasks effectively
and build expertise in higher-level tasks that develop management and leadership skills, such as evaluating
performance, building teamwork, and coaching, and mentoring, facilitating and motivating others.
forms of communication
Communication involves exchange of representations of meaning. By decoding the representation the person
receiving the message is able to construct a mental representation that matches, at least in some respects,
the mental representation of the person sending the message. Rapoport (1950, p. 42) argues: ‘Experience
cannot be transmitted as experience—it must first be translated into something else. It is this something else
which is transmitted. When it is received it is translated back into something that resembles experience.’
Communication is an ongoing process by which people represent their feelings, ideas, values and perceptions
with symbols. These symbols are in the form of verbal communication (either spoken or written), nonverbal
communication and graphic communication.
Verbal communication is Verbal communication can be in the form of spoken words between two or more people or written
KEY TERMS
communication between words in written communication. Nonverbal communication is communication sent by any means other
two or more people in the than words or graphics. Nonverbal components exist in oral, written and graphic communication or, inde-
form of spoken or written
pendently of words, in face-to-face contact. Graphic communication represents ideas, relationships or
words.
connections visually with shapes, diagrams and lines. Graphic communication can have both verbal and
nonverbal communication nonverbal components; see, for example, some of the ‘No Smoking’ signs displayed in public places. Commu-
are printed in bold the first time they appear, with accompanying
is communication sent nication in the 21st century sends messages through a number of different channels.
by any means other than
words or graphics.
types of communication
Graphic communication
margin definitions providing an integrated glossary feature to aid

represents ideas, Taylor, Rosegrant and Meyer (1986) outline four different types of communication: intrapersonal communi-
relationships or cation, interpersonal communication, public communication and mass communication. Each type is suited
connections visually with to a different situation.
shapes, diagrams and lines.
■ Intrapersonal communication is communication with oneself through the processes of thinking and
intrapersonal
communication is
communication within
the individual through the
feeling. This style of communication creates a person’s self-concept and processes information. By taking
the time to think, plan and interpret ideas and messages, individuals learn more about self, others and
the situation because they have the time to absorb new ideas and to plan actions.
comprehension of key terms in context.
■ Interpersonal communication involves interaction between two people on a one-to-one basis or in
processes of thinking and
feeling. small groups. In this style of communication you communicate with at least one other person. Staff
instructions, briefings, feedback and customer relations are examples of this style.
interpersonal ■ Public communication originates from one source and takes place when the organisation
communication is
communicates with a number of receivers. This communication can be either to receivers within
interaction between two
people on a one-to-one the organisation—for example, in the form of the staff newsletter or intranet—or to others outside
basis or in small groups. the organisation in the form of reports, meetings or YouTube video clips. Williams (1996) identifies the
need for people to think critically and understand their audiences when using persuasion techniques in
Public communication
both internal and external communication. The three forms of communication—verbal, nonverbal and
occurs when an
organisation communicates graphic—are all used by those who have responsibility for communicating effectively within and outside
with a number of receivers the organisation. Communication is the public face of a company.
at the same time. ■ Mass communication contacts the organisation’s public—for example, public relations, annual
reports, advertising and webcasts. Mass communication through traditional media such as newspaper
mass communication
refers to the process of and television broadcasting is now complemented by the newer electronic and technologically mediated
transferring or transmitting communication technologies.
a message to a large group The ability to communicate is a learned behaviour based on skills gained from others and from experience.
of people.
As experience widens, new learning takes place. The communication style of individuals and organisations
Perception is the process develops through using and adapting new techniques. Anyone who believes they can control the communica-
by which people select, tion process is unaware that communication is an intricate, interactive process. The interactions of a number
organise and interpret data of elements impact on the people communicating. People can do a great deal to influence the communication
in order to give meaning to
process, but they cannot control the other person’s perception, outlook, values and attitudes. Each of these
a message.
affects the way communication is received.
VISUAL PREFACE xxi
REVIEW QUESTIONS
CHAPTER 10 EffECTivE mEETings: fACE-To-fACE And viRTuAl 263
REVIEW QUESTIONS 10.5

1 a Briefly describe three different seating arrangements suited to a meeting.
are short-answer questions designed for additional review purposes

b How does each of these arrangements influence the interaction between the members of a meeting?
2 Which seating arrangement do you prefer in a formal meeting? Give reasons for your answer.
3 What factors would you consider as you organise equipment for a videoconference?
APPLY YOUR KNOWLEDGE

and to ensure comprehension of the basic theory.
BEHaviour at mEEtings
1 Work in groups of four.
a Discuss the difference between task and maintenance behaviours in a meeting.
b From the list of duties carried out by the chairperson (see pp. 245–48), nominate three task behaviours. From the list of
APPLY YOUR KNOWLEDGE
duties carried out by the secretary (see pp. 248–50), nominate three task behaviours.
c Briefly explain the following statement: ‘As a task leader and a maintenance leader, the chairperson should have both
2 Work individually.
the technical skills and the human relations skills to be an effective task and maintenance group leader.’ exercises provide short, practical activities that reinforce the
a Use the following terms to conduct a keyword search online: ‘Chair a meeting’, ‘Create an agenda’, ‘Communicate effectively
in a meeting’, ‘Facilitate consensus’, ‘Congratulate one another on successes’, ‘Conduct a productive meeting’.
b Analyse the information from the websites you visited and prepare an article (200–250 words) for the staff newsletter
theoretical content. They are spread throughout the chapter at
entitled ‘Achieving outcomes from our meetings’.
3 assume you have been allocated the role of ‘organiser’ for your company’s next videoconference.
a Briefly explain the tasks you will need to complete before the conference and during the conference.
strategic study points.
b What are the advantages and disadvantages of videoconferencing?
4 next time you attend a videoconference, use the self-evaluation checklist below to evaluate the effectiveness of the
meeting. in column four, suggest strategies to improve any activity you marked as ‘no’.
S e l f - e VA l u At i o N C h e C k l i S t
VIDEOCONFERENCING
Did the videoconference facilities and organisation: Yes No Strategies
SELF-EVALUATION CHECKLISTS
provide a tool to help students evaluate and reflect on their
■ allow participants at each of the different locations to have equal access and opportunity to participate?
■ enable participants to see each other on the screen clearly?
■ enable the television to show a small ‘picture in picture’ of what was happening in your own location so that you
could see how you appeared to the other participants and ensure you avoided moving out of sight of the camera?
■
■
provide participants at each location with a remote control so they could control the camera, picture quality and volume?
discourage those participants who like to play with the remote, making pointless fine adjustments that are
irritating to others?
communication skills.
■ allow people to zoom in on the person speaking?
■ allow participants at round-table discussions to zoom the camera out so that all participants are on camera at once?
■ use voice recognition technology that detects which participant is talking and projects them on to the big screen?
■ enable participants to work from formal agendas and take minutes?
CHAPTER 1 COMMUNICATION FOUNDATIONS 19
holiday Central
CASE STUDY
C aS E S t U D Y
Holiday Central is a large travel agency group with more than 250 leisure, corporate and wholesale businesses
across australia, New Zealand and the asia pacific region. Group managing director paul Irving reports that
it is all the little things employees and consultants do to communicate as they organise flights, holidays,
hotels, car hire, cruises, travel insurance, coach tours, visas and other services for their customers that are
so important. the purpose of communication is to get Holiday Central’s message across to clients and other
addresses critical thinking skills around a real-life business case
stakeholders clearly and unambiguously.
With every new encounter, we are evaluated and yet another person’s impression of related to the chapter topic.
holiday central is formed. the first impression of a person’s first encounter sets the tone
for all the relationships that follow. face-to-face welcomes and farewells, telephone calls,
how information is provided, how questions are responded to and problems solved are an
important part of relationship building. a key part of our relationship building is knowledge of
our audiences’ needs, their interests and their preferred channels of communication.
holiday central applies three forms of communication—verbal, nonverbal and graphic—to

convey messages through multiple channels such as face-to-face, telephone, videoconfer-
encing, telepresence, social networking, letters, emails and reports to capture the strengths
and avoid the weaknesses of different channels. failure to understand whom we are
communicating with, ambiguous messages and use of inappropriate channels will result in
misinterpretation, confusion, wasted effort and lost opportunities.
Questions
1. Communication is only successful when both the sender and the receiver understand the same information
as a result of the communication. Explain how knowledge of the main elements in the communication process
facilitates connection and understanding between the sender and the receiver.
2. Discuss the implications of poor communication for:
■ Holiday Central’s clients

■ Holiday Central’s employees and consultants.
3. Develop a dot point list of guidelines that paul can use to guide Holiday Central employees in their future
communication with clients.
Summary of learning objectiveS
1.1 Identify the forms and types of communication, The four types of communication are intrapersonal,
and describe the communication process interpersonal, public and mass communication. People
communicate a message using a variety of techniques
Successful communication transmits ideas, values and
such as voice, text, action and graphic representation.
attitudes to others through three different forms of
The seven elements in the communication process are
communication: verbal, nonverbal and graphic. Meaning
is given to the message as the receiver perceives it—that sender, receiver, message, channel, feedback, context,
M02_DWYE9533_06_SE_C02.indd
is, selects, organisesPage 43 2/20/15 the
and interprets 5:45communication.
PM user1 /207/PHA00007/9781486019533_DWYER/DWYER_COMMUNICATION_FOR_BUSINESS_AND_THE_PROFES
and noise or interference. ...
CHAPTER 2 SoCiAl mEdiA 43
SUMMARY OF LEARNING OBJECTIVES

Summary of learning objectiveS
2.1 Explain how collaborative communication reputation, long-term relationships and a sense of
technologies impact on communication in today’s community among its customers. As well as identifying
workplace the organisational need to be filled by social media, an
is a concise overview of the main points in the chapter and an

organisation must create a strategy framework. The
Social media web-based and mobile technologies enable elements of a successful social media strategy framework
users to create and exchange content. Communication are audience, objectives, strategic plan, tactics, tools and
is turned into interactive dialogue between organisa- metrics.
tions, communities and individuals. Television and radio
programs use social media to encourage viewer and
listener participation through comments and questions
2.4 Outline the reasons for collecting and reporting
excellent tool for study and revision.
via Twitter or social networking sites such as Facebook. quantitative and qualitative social media data
News services rely on eyewitness accounts of events via
mobile phone images and video. Knowledge is shared on Monitoring, collecting and analysing data about social
wikis, and conversations, relationships and reputations media activities allows an organisation to measure
are developed on business networking sites such as performance against targets, compare performance over
LinkedIn and Xing. As well as people sharing stories and time, and evaluate the success or failure of its social
experiences with each other, organisations now interact media tactics.
on multiple social media channels with their internal
and external stakeholders. 2.5 Discuss the advantages and disadvantages
of social media, making particular reference
2.2 Discuss the interrelated components of the to ethical challenges created by social media
6C model of social media engagement technology
Communication on any channel has a number of The advantages of social media include enhanced
components: message, sender, receiver, channel, connectivity, communication, teamwork, cooperation
feedback, noise or interference. Communication via and collaboration across all levels of an organisation.
social media channels occurs for a variety of purposes Social media allows users to request introductions,
with a variety of audiences. The communication styles, endorse a colleague’s skills and find contacts on profes-
language, type of visuals and interactions establish and sional networking sites. Social media also enables
reflect the culture, type of content, interactions and marketing of products and services, targeting of
engagement on a specific site. advertising at specific demographic groups, and two-way
The specific purpose of the 6C model of social communication and customer engagement with an
media engagement is to engage consumers. The model organisation.
distinguishes six interrelated components—company, The disadvantages include unethical conduct such
content, control, community, customers and conver- as posting of inappropriate material that could reflect
sations. The model accentuates two-way symmetrical badly on one’s professional life or business, flaming
communication and engagement to meet the needs and derogatory comments, and reputational risk and
of the audience, as well as enabling the audience to damage from negative and inappropriate content. Other
co-create and share the organisation’s content among problems include security, privacy, identity management
friends and others in the online community. and theft, receipt of spam, virus hacking, phishing, and
defacing of profiles. Disclosure of personal information
and commercial selling of personal data, cyber bullying,
2.3 Identify the purpose of social media strategy and insulting comments, text messages and photos, and
discuss areas to consider when constructing a stalking cause problems for individuals and organisa-
social media framework tions. Individuals may encounter Internet addiction,
health problems and stress. Organisations may
Strategic implementation of social media allows experience abuse of data intellectual property, brand
an organisation to build an online identity, brand and trade marks.
xxii VISUAL PREFACE
44 PART 1 The communicATion fAcToR
key termS
KEY TERMS
are listed at the end of each chapter for reference purposes.
equipotentiality 33 social media 25 social network service (SNS) 25
homophily 30 social media framework 33 webcast 25
phatic communication 30 social media strategy 33 webinar 25
activitieS and queStionS

1 Work in small groups. ■ maintain an active presence on its chosen
ACTIVITIES AND QUESTIONS

The social postings of a successful social media site channels? Explain how.
need to interface the organisation’s goals with the ■ allow its audience (customers, clients or suppliers)
target audience’s mindset, values and beliefs. to interact and engage with the organisation?
a Choose a health, entertainment, e-commerce, sports, c Write a short answer explaining your impression of
government or nonprofit organisation’s social media site. the organisation’s identity, presence and reputation.
b Develop a profile of the typical audience for the site. 3 Scenario: ABC Catering
c Explain how the site interfaces its goals with the
target audience’s mindset, values and beliefs.
d Which of the building blocks from Kietzmann et al.’s
ABC Catering has a social media strategy and tactics
(Instagram, Facebook and Twitter) for daily content,
responses to customers, and interactions with other
contain graded activities, exercises and role-plays for further critical
(2011) honeycomb framework (See p. 33 of this
analysis and review. The opportunity for group work is highly

businesses in the region.
chapter) are critical for your chosen organisation’s a Brainstorm factors for companies such as ABC
success in promoting a social network presence? Catering to consider when choosing where to engage
Provide reasons for your answer. and contribute content on social media.
suitable for student participation and application, whether in study

e Analyse the effectiveness of the site’s message b Create a two-column table. In column one, list the
content, message frequency and timing, voice advantages for ABC Catering of engaging through
and tone in engaging followers and facilitating social media. In column two, list the disadvantages.
discussion. c Write a short passage:
teams or tutorials.
f Develop a group presentation of your findings. ■ comparing the advantages and disadvantages for
2 Research an organisation of your choice. ABC Catering of social media.
a What social media channels does the organisation use? ■ outlining the reasons for ABC Catering to take
b Does the organisation: responsibility for maintaining the integrity of
■ communicate its identity clearly on social media? its content and interactions with its virtual
Provide reasons for your answer. community.
exploring the Web

1 Learn more about ethical issues in social networking and technology: How this tech-savvy generation
research by visiting <https://www.deakin.edu.au/ stacks up as consumers and professionals’ at <www.
health/research/research-downloads/Swatman%20 tsys.com/ngenuity-journal/archives/summer-2012/
Ethics%20&%20Social%20Media%20Research.pdf>. summer2012_a-perspective-on-millennials-and-
2 Learn more about the perspectives of media-savvy technology.cfm>, viewed 21 October 2014.
millennials by visiting ‘A perspective on millennials
building your SkillS

Social media encompasses a wide range of online forums. ■ Explain the type of messages shared on the forum.
Choose one social media forum and write a short information ■ Comment on the visibility and association available
report. Page 151 2/24/15 11:20 AM user1 /207/PHA00007/9781486019533_DWYER/DWYER_COMMUNICATION_FOR_BUSINESS_AND_THE_PROFES
to users of this forum. ...
■ Identify the building blocks of the honeycomb ■ Draw conclusions about the value of communica-
(Kietzmann et al. 2011) utilised by this forum. tion and engagement through this forum.
■ Describe the target audience of this forum.
CHAPTER 6 InTERCulTuRAl CommunICATIon 151
exploring the web

1 a Visit the Journal of Intercultural Communication
online at <www.immi.se/intercultural> and
3 View the websites of two organisations that have
gone global: Nokia at <www.nokia.com.au> and
EXPLORING THE WEB
Research and Practice in Human Resource Management Oracle at <www.oracle.com>.
requires students to research on the Internet, and verify the

online at <http://rphrm.curtin.edu.au>. a What features do the sites have in common?
b Find two journal articles that address current issues b How do these organisations engage and meet the
in intercultural communication. needs of a culturally diverse audience?
c Prepare a 200–300-word evaluative critique for each c What barriers (if any) might either site create or
article.
d Prepare a brief introduction that identifies the two
articles and explains why you chose them.
4
reinforce?
Read the scenarios and answer the multiple-choice
questions on the Kwintessential ‘How culturally
accuracy of the information and the source of their research.
2 Visit the Diversity Council of Australia website at aware are you?’ website at <www.kwintessential.
<www.dca.org.au> to learn more about diversity. co.uk/resources/culture-test-1.html> to evaluate
a Why does diversity matter? your cultural awareness.
b View the latest publications and resources. Choose
a current issue relating to diversity and describe its
likely impact.
building your SkillS

1 a Choose a specific country with which you are
not familiar, such as China, South Africa, India,
Vietnam, Dubai, Canada or Brazil.
dimensions—universalism versus particularism; indi-
vidualism versus communitarianism; neutral versus
affective; specific versus diffuse; and achievement
BUILDING YOUR SKILLS
allows students to apply a selection of the knowledge and
b Research the culture of this country. versus ascription—identified in the major study
2 Write a brief summary of what an Australian conducted by Trompenaars and Hampden-Turner
manager would need to know about the five cultural (1997) to liaise successfully in that country.
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Issue 3, May–June, pp. 241–51.
PART
1
THE
COMMUNICATION
FACTOR
CHAPTER 1
Communication Foundations
CHAPTER 2
Social Media
CHAPTER 3
Interpersonal Communication
CHAPTER 4
Emotional Intelligence: Managing Self and Relationships
CHAPTER 5
Negotiation and Conflict Management
CHAPTER 6
Intercultural Communication
C H A P TE R
1
COMMUNICATION
FOUNDATIONS
LEARNING OBJECTIVES
After studying this chapter you should be able to:
1.1 identify the forms and types of communication, and

describe the communication process
1.2 differentiate between communication theories
1.3 xplain the impact of globalisation and an increasingly
e
diverse workforce, the explosion of Web 2.0 collaborative
technologies, managing knowledge and change, and
flattened management hierarchies on workplace
communication
1.4 discuss the principles of ethical communication.
IN REAL LIFE
EFFECTIVE COMMUNICATION IS FUNDAMENTAL

Enterprise Rent-A-Car is the UK’s leading car rental company. The key messages that Enterprise seeks to
communicate relate to the values and culture of the organisation. Values are the things that a company
is passionate about. An organisation’s culture is ‘the way we do things around here’. For Enterprise these
include high levels of customer service, looking after its employees, and behaving ethically and responsibly.
Enterprise’s culture is set out clearly in its ‘cultural compass’. Operations
Environmental
Effective communication is fundamental to every aspect of N
conservation
a business. Enterprise has used a number of communication Diversity
and inclusion
strategies to ensure its messages are received by a variety
of stakeholders. These are both internal and external to the Public affairs
business. Its messages are tailored to suit the target audience and philanthropy
to increase effectiveness. Workplace
quality
Enterprise’s philosophy is simple: ‘Take care of our customers, Business ethics
and employees and profits will take care of themselves.’ ©1995–2014 Business Case Studies LLP.
Source: Excerpt from Enterprise Rent A-Car, ‘Communication strategies to engage a variety of stakeholders’, Business Case Studies,
http://businesscasestudies.co.uk/enterprise-rent-a-car/communication-strategies-to-engage-a-variety-of-stakeholders/introduction.
html#axzz3HU329wB3, viewed 29 January 2015. ©1995–2014 Business Case Studies LLP.
Another random document with
no related content on Scribd:
Bull and the Cockpit probably whistled the tune as they wended their
way homeward to crab-apple ale and spiced gingerbread.
Next to the Champions of Christendom, the King’s Knight Champion
of England is perhaps the most important personage—in the point of
view of chivalry. I think it is some French author who has said, that
revolutions resemble the game of chess, where the pawns or pieces
(les pions) may cause the ruin of the king, save him, or take his
place. Now the champ pion, as this French remark reminds me, is
nothing more than the field pion, pawn, or piece, put forward to fight
in the king’s quarrel.
The family of the Champion of England bears, it may be observed,
exactly the name which suits a calling so derived. The appellation
“Dymoke” is derived from De Umbrosâ Quercu; I should rather say it
is the translation of it; and Harry De Umbrosâ Quercu is only Harry of
the Shady or Dim Oak, a very apt dwelling-place and name for one
whose chief profession was that of field-pawn to the king.
This derivation or adaptation of names from original Latin surnames
is common enough, and some amusing pages might be written on
the matter, in addition to what has been so cleverly put together by
Mr. Mark Anthony Lower, in his volume devoted especially to an
elucidation of English surnames.
The royal champions came in with the Conquest. The Norman dukes
had theirs in the family of Marmion—ancestors of that Marmion of Sir
Walter Scott’s, who commits forgery, like a common knave of more
degenerate times. The Conqueror conferred sundry broad lands in
England on his champions; among others, the lands adjacent to, as
well as the castle of Tamworth. Near this place was the first nunnery
established in this country. The occupants were the nuns of St.
Edith, at Polesworth. Robert de Marmion used the ladies very
“cavalierly,” ejected them from their house, and deprived them of
their property. But such victims had a wonderfully clever way of
recovering their own.
My readers may possibly remember how a certain Eastern potentate
injured the church, disgusted the Christians generally, and irritated
especially that Simeon Stylites who sat on the summit of a pillar,
night and day, and never moved from his abiding-place. The offender
had a vision, in which he not only saw the indignant Simeon, but was
cudgelled almost into pulp by the simulacre of that saint. I very much
doubt if Simeon himself was in his airy dwelling-place at that
particular hour of the night. I was reminded of this by what happened
to the duke’s champion, Robert de Marmion. He was roused from a
deep sleep by the vision of a stout lady, who announced herself as
the wronged St. Edith, and who proceeded to show her opinion of De
Marmion’s conduct toward her nuns, by pommelling his ribs with her
crosier, until she had covered his side with bruises, and himself with
repentance. What strong-armed young monk played St. Edith that
night, it is impossible to say; but that he enacted the part
successfully, is seen from the fact that Robert brought back the
ladies to Polesworth, and made ample restitution of all of which they
had been deprived. The nuns, in return, engaged with alacrity to inter
all defunct Marmions within the chapter-house of their abbey, for
nothing.
With the manor of Tamworth in Warwickshire, Marmion held that of
Scrivelsby in Lincolnshire. The latter was held of the King by grand
sergeantry, “to perform the office of champion at the King’s
coronation.” At his death he was succeeded by a son of the same
Christian name, who served the monks of Chester precisely as his
sire had treated the nuns at Polesworth. This second Robert fortified
his ill-acquired prize—the priory; but happening to fall into one of the
newly-made ditches, when inspecting the fortifications, a soldier of
the Earl of Chester killed him, without difficulty, as he lay with broken
hip and thigh, at the bottom of the fosse. The next successor, a third
Robert, was something of a judge, with a dash of the warrior, too,
and he divided his estates between two sons, both Roberts, by
different mothers. The eldest son and chief possessor, after a
bustling and emphatically “battling” life, was succeeded by his son
Philip, who fell into some trouble in the reign of Henry III. for
presuming to act as a judge or justice of the peace, without being
duly commissioned. This Philip was, nevertheless, one of the most
faithful servants to a king who found so many faithless; and if honors
were heaped upon him in consequence, he fairly merited them all.
He was happy, too, in marriage, for he espoused a lady sole heiress
to a large estate, and who brought him four daughters, co-heiresses
to the paternal and maternal lands of the Marmions and the Kilpecs.
This, however, is wandering. Let us once more return to orderly
illustration. In St. George I have shown how pure romance deals with
a hero. In the next chapter I will endeavor to show in what spirit the
lives and actions of real English heroes have been treated by native
historians. In so doing, I will recount the story of Sir Guy of Warwick,
after their fashion, with original illustrations and “modern instances.”
SIR GUY OF WARWICK,
AND WHAT BEFELL HIM.
“His desires
Are higher than his state, and his deserts
Not much short of the most he can desire.”
Chapman’s Byron’s Conspiracy.
The Christian name of Guy was once an exceedingly popular name

in the county of York. I have never heard a reason assigned for this,
but I think it may have originated in admiration of the deeds and the
man whose appellation and reputation have survived to our times. I
do not allude to Guy Faux; that young gentleman was the Father of
Perverts, but by no means the first of the Guys.
The “Master Guy” of whom I am treating here, or, rather, about to
treat, was a youth whose family originally came from
Northumberland. That family was, in one sense, more noble than the
imperial family of Muscovy, for its members boasted not only of good
principles, but of sound teeth.
The teeth and principles of the Romanoffs are known to be in a
distressing state of dilapidation.
Well; these Northumbrian Guys having lived extremely fast, and
being compelled to compound with their creditors, by plundering the
latter, and paying them zero in the pound, migrated southward, and
finally settled in Warwickshire. Now, the head of the house had a
considerable share of common sense about him, and after much
suffering in a state of shabby gentility, he not only sent his daughters
out to earn their own livelihood, but, to the intense disgust of his
spouse, hired himself as steward to that noble gentleman the Earl of
Warwick. “My blood is as good as ever it was,” said he to the fine
lady his wife. “It is the blood of an upper servant,” cried she, “and my
father’s daughter is the spouse of a flunkey.”
The husband was not discouraged; and he not only opened his office
in his patron’s castle but he took his only son with him, and made
him his first clerk. This son’s name was Guy; and he was rather
given to bird-catching, hare-snaring, and “gentism” generally. He had
been a precocious youth from some months previous to his birth,
and had given his lady-mother such horrid annoyance, that she was
always dreaming of battles, fiery-cars, strong-smelling dragons, and
the wrathful Mars. “Well,” she used to remark to her female friends,
while the gentlemen were over their wine, “I expect that this boy”
(she had made up her mind to that) “will make a noise in the world,
draw bills upon his father, and be the terror of maid-servants. Why,
do you know——” and here she became confidential, and I do not
feel authorized to repeat what she then communicated.
But Master Guy, the “little stranger” alluded to, proved better than
was expected. He might have been considerably worse, and yet
would not have been so bad as maternal prophecy had depicted
him. At eight years ... but I hear you say, “When did all this occur?”
Well, it was in a November’s “Morning Post,” that announcement
was made of the birth; and as to the year, Master Guy has given it
himself in the old metrical romance,
“Two hundred and twenty years and odd,

After our Savior Christ his birth,
When King Athelstan wore the crown,
I livéd here upon the earth.”
At eight years old, I was about to remark, young Guy was the most
insufferable puppy of his district. He won all the prizes for athletic
sports; and by the time he was sixteen there was not a man in all
England who dared accept his challenge to wrestle with both arms,
against him using only one.
It was at this time that he kept his father’s books and a leash of
hounds, with the latter of which he performed such extraordinary
feats, that the Earl of Warwick invited him from the steward’s room to
his own table; where Guy’s father changed his plate, and Master
Guy twitched him by the beard as he did it.
At the head of the earl’s table sat his daughter “Phillis the Fair,” a
lady who, like her namesake in the song, was “sometimes forward,
sometimes coy,” and altogether so sweetly smiling and so beguiling,
that when the earl asked Guy if he would not come and hunt (the
dinner was at 10 a. m.), Guy answered, as the Frenchman did who
could not bear the sport, with a Merci, j’ai été! and affecting an iliac
seizure, hinted at the necessity of staying at home.
The youth forthwith was carried to bed. Phillis sent him a posset, the
earl sent him his own physician; and this learned gentleman, after
much perplexity veiled beneath the most affable and confident
humbug, wrote a prescription which, if it could do the patient no good
would do him no harm. He was a most skilful man, and his patients
almost invariably recovered under this treatment. He occasionally
sacrificed one or two when a consultation was held, and he was
called upon to prescribe secundum artem; but he compensated for
this professional slaying by, in other cases, leaving matters to
Nature, who was the active partner in his firm, and of whose success
he was not in the least degree jealous. So, when he had written the
prescription, Master Guy fell a discoursing of the passion of love,
and that with a completeness and a variety of illustration as though
he were the author of the chapter on that subject in Burton’s
“Anatomy of Melancholy.” The doctor heard him to the end, gently
rubbing one side of his nose the while with the index-finger of his
right hand; and when his patient had concluded, the medical
gentleman smiled, hummed “Phillis is my only joy,” and left the room
with his head nodding like a Chinese Mandarin’s.
By this time the four o’clock sun was making green and gold pillars
of the trees in the neighboring wood, and Guy got up, looked at the
falling leaves, and thought of the autumn of his hopes. He whistled
“Down, derry, down,” with a marked emphasis on the down; but
suddenly his hopes again sprang up, as he beheld Phillis among her
flower-beds, engaged in the healthful occupation which a sublime
poet has given to the heroine whom he names, and whose action he
describes, when he tells us that
“Miss Dinah was a-walking in her garding one day.”

Guy trussed his points, pulled up his hose, set his bonnet smartly on
his head, clapped a bodkin on his thigh, and then walked into the
garden with the air of the once young D’Egville in a ballet, looking
after a nymph—which indeed was a pursuit he was much given to
when he was old D’Egville, and could no longer bound through his
ballets, because he was stiff in the joints.
Guy, of course, went down on one knee, and at once plunged into
the most fiery style of declaration, but Phillis had not read the Mrs.
Chapone of that day for nothing. She brought him back to prose and
propriety, and then the two started afresh, and they did talk! Guy felt
a little “streaked” at first, but he soon recovered his self-possession,
and it would have been edifying for the young mind to have heard
how these two pretty things spoke to, and answered each other in
moral maxims stolen from the top pages of their copy-books. They
poured them out by the score, and the proverbial philosophy they
enunciated was really the origin of the book so named by Martin
Tupper. He took it all from Phillis and Guy, whose descendants, of
the last name, were so famous for their school-books. This I expect
Mr. Tupper will (not) mention in his next edition.
After much profitable interchange of this sort of article, the lady
gently hinted that Master Guy was not indifferent to her, but that he
was of inferior birth, yet of qualities that made him equal with her;
adding, that hitherto he had done little but kill other people’s game,
whereas there were nobler deeds to be accomplished. And then she
bade him go in search of perilous adventures, winding up with the
toast and sentiment, “Master Guy, eagles do not care to catch flies.”
Reader, if you have ever seen the prince of pantomimists, Mr.
Payne, tear the hair of his theatrical wig in a fit of amorous despair,
you may have some idea as to the intensity with which Master Guy
illustrated his own desperation. He stamped the ground with such
energy that all the hitherto quiet aspens fell a-shaking, and their
descendants have ever since maintained the same fashion. Phillis
fell a-crying at this demonstration, and softened considerably. After a
lapse of five minutes, she had blushingly directed Master Guy to
“speak to papa.”
Now, of all horrible interviews, this perhaps is the most horrible.
Nelson used to say that there was only one thing on earth which he
dreaded, and that was dining with a mayor and corporation.
Doubtless it is dreadful, but what is it compared with looking a grave
man in the face, who has no sentiment into him, and whose first
remark is sure to be, “Well, sir, be good enough to tell me—what can
you settle on my daughter? What can you do to secure her
happiness?”
“Well,” said Guy, in reply to this stereotyped remark, “I can kill the
Dun cow on the heath. She has killed many herself who’ve tried the
trick on her; and last night she devoured crops of clover, and twice
as many fields of barley on your lordship’s estate.”
“First kill the cow, and then——,” said the earl with a smile; and
Shakespeare had the echo of this speech in his ear, when he began
the fifth act of his Othello. Now Guy was not easily daunted. If I
cared to make a pun, I might easily have said “cowed,” but in a grave
and edifying narrative this loose method of writing would be
extremely improper. Guy, then, was not a coward—nay, nothing is
hidden under the epithet. He tossed a little in bed that night as he
thought the matter over, and the next morning made sheets of paper
as crumpled as the cow’s horns, as he rejected the plans of assault
he had designed upon them, and sat uncertain as to what he should
do in behoof of his own fortune. He at length determined to go and
visit the terrible animal “incognito.” It is the very word used by one of
the biographers of Guy, an anonymous Northumbrian, who published
the life on a broad sheet, with a picture of Master Guy which might
have frightened the cow, and which is infinitely more ugly. Neither
the black-letter poem, the old play, nor the pamphlets or ballads, use
the term incognito, but all declare that Guy proceeded with much
caution, and a steel cuirass over his jerkin. I mention these things,
because without correctness my narrative would be worthless. I am
not imaginative, and would not embroider a plain suit of fact upon
any account.
Guy’s carefulness is to be proved. Here was a cow that had been
more destructive than ever Red Riding Hood’s Wolf was—that Count
Wolf, who used to snap up young maidens, and lived as careless of
respectability as was to be expected of a man once attached to a
“marching regiment,” and who turned monk. The cow was twelve
feet high, from the hoof to the shoulder, and eighteen feet long, from
the neck to the root of the tail. All the dragons ever heard of had
never been guilty of such devastation to life and property as this
terrible cow. Guy looked at her and did not like her. The cow
detected him and rushed at her prey. Guy was active, attacked her in
front and rear, as the allies did the forts of Bomarsund; very
considerably confused her by burying his battle-axe in her skull;
hung on by her tail as she attempted to fly; and finally gave her the
coup de grace by passing his rapier rapidly and repeatedly through
her especially vulnerable point behind the ear. In proof of the fact,
the scene of the conflict still bears the name of Dunsmore Heath,
and that is a wider basis of proof than many “facts” stand upon, to
which we are required by plodding teachers to give assent.
Besides, there is a rib of this very cow exhibited at Bristol. To be sure
it is not a rib now of a cow, but out of reverence to the antiquity of the
assertion which allegedly makes it so, I think we are bound to
believe what is thus advanced. Not that I do myself, but that is of no
consequence. I have a strong idea that the cow was not a cow, but a
countess (not a Countess Cowper), who made war in her own right,
lived a disreputable life, was as destructive to wealthy young lords as
a Lorette, and won whole estates by cheating at écarté. Guy took a
hand, and beat her.
Poor Master Guy, he was as hardly used as ever Jacob was, and
much he meditated thereupon in the fields at eventide. The stern earl
would by no means give his consent to the marriage of his daughter
with the young champion, until the latter had performed some
doughtier deeds than this. The boy (he was still in his teens) took
heart of grace, divided a crooked sixpence with Phillis, and
straightway sailed for Normandy, where he arrived, after meeting as
many thieves by the way as if he had walked about for a month in
the streets of Dover. But Master Guy killed all he met; there is a
foolish judicial, not to say social, prejudice against our doing the
same with the bandits of Dover. I can not conjecture why; perhaps
they have a privilege under some of the city companies, whereby
they are constituted the legal skinners of all sojourners among them,
carrying filthy lucre.
Guy met in Normandy with the last person he could have expected
to fall in with—no other than the Emperor of Almayne, a marvellously
ubiquitous person to be met with in legends, and frequently
encountered in the seaports of inland towns. The historians are here
a little at issue. One says that Master Guy having found a certain
Dorinda tied to the stake, and awaiting a champion who would stake
his own life for her rescue, inquired the “antecedents” of the position.
Dorinda, it appears, had been as rudely used as young lady possibly
could be, “by the Duke of Blois, his son,” and the duke was so
enraged at Dorinda’s charge against his favorite Otto, that he
condemned her to be burned alive, unless a champion appeared in
time to rescue her by defeating the aforesaid Otto in single combat.
Guy, of course, transacted the little business successfully; spoiled
Otto’s beauty by slashing his nose; and so enchanted Dorinda, that
she never accused her champion of doing aught displeasing to her.
Anxious as I am touching the veracity of this narrative, I have
recorded what biographers state, though not in their own words. But
I must add, that in some of the histories this episode about Dorinda
is altogether omitted, and we only hear of Master Guy appearing in
panoply at a tournament given by the Emperor of Allemagne, in
Normandy—which is much the same, gentle reader, as if I were, at
your cost, to give a concert and ball, with a supper from Farrance’s,
and all, not in my house, but in yours. Nevertheless, in Normandy
the tournament was held, and the paternal Emperor of Allemagne,
having then a daughter, Blanche, of whom he wished to get rid, he
set her up as the prize of the conquering knight in the tournament.
I think I hear you remark something as to the heathenness of the
custom. But it is a custom sacred to these times; and our neighbors
(for of course neither you nor I could condescend to such manners)
get up evening tournaments of whist, quadrilles, and a variety of
singing—of every variety but the good and intelligible, and at these
modern tournaments given for the express purpose which that
respectable old gentleman, the Emperor of Allemagne, had in view
when he opened his lists; the “girls” are the prizes of the carpet-
knights. So gentlemen, faites votre jeu, as the philosopher who
presided at Frescati’s used to say—faites votre jeu, Messieurs; and
go in and win. Perhaps if you read Cowper, you may be the better
armed against loss in such a conflict.
I need not say that Master Guy’s good sword, which gleamed like
lightning in the arena, and rained blows faster than ever Mr.
Blanchard rained them, in terrific Coburg combats, upon the
vulnerable crest of Mr. Bradley—won for him the peerless prize—to
say nothing of a dog and a falcon thrown in. Master Guy rather
ungallantly declined having the lady, though her father would have
given him carte blanche; he looked at her, muttered her name, and
then murmured, “Blanche, as thou art, yet art thou black-a-moor,
compared with my Phillis;”—and with this unchivalric avowal, for it
was a part of chivalry to say a thing and think another, he returned to
England, carrying with him the “Spaniel King’s Charls,” as French
authors write it, and the falcon, with a ring and a perch, like a huge
parroquet.
Master Guy entered Warwick in a “brougham,” as we now might say,
and sorely was he put to it with the uneasy bird. At every lurch of the
vehicle, out flapped the wings, elongated was the neck, and Master
Guy had to play at “dodge” with the falcon, who was intent upon
darting his terrific beak into the cavalier’s nose. At length, however,
the castle was safely reached; the presents were deposited at the
feet of Phillis the Fair, and Guy hoped, like the Peri, and also like that
gentle spirit to be disappointed, that the gates of paradise were
about to open. But not so, Phillis warmly praised his little regard for
that pert minx, Blanche, or Blanc d’Espagne, as she wickedly added;
and she patted the spaniel, and offered sugar to the falcon; and,
after the dinner to which Guy was invited, she intimated in whispers,
that they were both “too young as yet” (not that she believed so), and
that more deeds must be done by Guy, ere the lawyers would be
summoned by her papa to achieve some of their own.
The youthful Guy went forth “reluctant but resolved,” and he would
have sung as he went along,
“Elle a quinze ans, moi j’en ai seize,”

of Sedaine and Grétry, only neither poet nor composer, nor the opera
of Richard Cœur de Lion, had yet appeared to gladden heart and
ear. But the sentiment was there, and perhaps Sedaine knew of it
when he penned the words. However this may be, Master Guy,
though soft of heart, was not so of arm, for on this present cause of
errantry he enacted such deeds that their very enumeration makes
one breathless. His single sword cleared whole forests of hordes of
brigands, through whose sides his trenchant blade passed as easily
as the sabre, when held by Corporal Sutton, through a dead sheep.
Our hero was by no means particular as to what he did, provided he
was doing something; nor what cause he fought for, provided there
were a cause and a fight. Thus we find him aiding the Duke of
Louvain against his old friend the Emperor of Allemagne. He led the
Duke’s forces, slew thousands upon thousands of the enemy, and,
as though he had the luck of a modern Muscovite army, did not lose
more than “one man,” with slight damage to the helmet of a second.
Master Guy, not yet twenty, surpassed the man whom Mr. Thiers
calls “ce pur Anglais,” Mr. Pitt, for he became a prime minister ere he
had attained his majority. In that capacity he negotiated a peace for
the Duke with the Emperor. The two potentates were so satisfied
with the negotiator, that out of compliment they offered him the
command of their united fleet against the Pagan Soldan of
Byzantium. They did not at all expect that he would accept it; but
then they were not aware that Master Guy had much of the spirit
which Sidney Smith, in after-years, discerned in Lord John Russell—
and the enterprising Guy accepted the command of the entire fleet,
with quite an entire confidence.
He did therewith, if chroniclers are to be credited, more than we
might reasonably expect from Lord John Russell, were that
statesman to be in command of a Channel squadron. Having swept
the sea, he rather prematurely, if dates are to be respected, nearly
annihilated Mohammedanism—and he was as invincible and
victorious against every kind of Pagan. It was in the East that he
overthrew in single combat, the giants Colbron and his brother
Mongadora. He was resting after this contest, and leaning like the
well-breathed Hotspur, upon his sword, at the entrance to his tent,
when the Turkish governor Esdalante, approaching him, politely
begged that he might take his head, as he had promised the same to
an Osmanlee lady, who was in a condition of health which might be
imperilled by refusal. Master Guy as politely bade him take it if he
could, and therewith, they went at it “like French falconers,” and Guy
took off the head of his opponent instead of losing his own. This little
matter being settled, Guy challenged the infidel Soldan himself,
putting Christianity against Islamism, on the issue, and thus
professing to decide questions of faith as Galerius did when he left
Olympus and Calvary to depend upon a vote of the Roman senate.
Master Guy, being thrice armed by the justness of his quarrel,
subdued the infidel Soldan, but the latter, to show, as we are told, his
insuperable hatred for Christianity, took handfuls of his own blood,
and cast it in the face of his conqueror—and no doubt here, the
victor had in his mind the true story of Julian insulting “the Galilæan.”
We thus see how history is made to contribute to legend.
And now the appetite of the errant lover grew by what it fed upon. He
mixed himself up in every quarrel, and could not see a lion and a
dragon quietly settling their disputes in a wood, by dint of claws,
without striking in for the lion, slaying his foe, and receiving with
complacency the acknowledgments of the nobler beast.
He achieved something more useful when he met Lord Terry in a
wood, looking for his wife who had been carried off by a score of
ravishers. While the noble lord sat down on a mossy bank, like a
gentleman in a melodrama, Guy rescued his wife in his presence,
and slew all the ravishers, “in funeral order,” the youngest first. He
subsequently stood godfather to his friend Terry’s child, and as I am
fond of historical parallels, I may notice that Sir Walter Scott
performed the same office for a Terry, who if he was not a lord, often
represented them, to say nothing of monarchs and other characters.
Master Guy’s return to England was a little retarded by another
characteristic adventure. As he was passing through Louvain, he
found Duke Otto besieging his father in his own castle—“governor”
of the castle and the Duke. Now nothing shocked Master Guy so
much as filial ingratitude, and despite all that Otto could urge about
niggardly allowance, losses at play, debts of honor, and the
parsimony of the “governor,” our champion made common cause
with the “indignant parent,” and not only mortally wounded Otto, but,
before the latter died, Guy brought him to a “sense of his situation,”
and Otto died in a happy frame of mind, leaving all his debts to his
father. The legacy was by way of a “souvenir,” and certainly the
governor never forgot it. As for Guy, he killed the famous boar of
Louvain, before he departed for England, and as he drew his sword
from the animal’s flank, he remarked, there lies a greater boar, and
not a less beast than Otto himself. However, he took the head and
hams with him, for Phillis was fond of both; and as she was wont to
say, if there was anything that could seduce her, it was brawn!
When Master Guy stepped ashore at Harwich, where that
amphibious town now lies soaking, deputations from all quarters
were awaiting him, to ask his succor against some terrible dragon in
the north that was laying waste all the land, and laying hold of all the
waists which the men there wished to enclose. King Athelstan was
then at York hoping to terrify the indomitable beast by power of an
army, which in combat with the noxious creature made as long a tail,
in retreat, as the dragon itself.
Now whatever this nuisance was which so terribly plagued the good
folks in the North, whether a dragon with a tongue thirty feet long, or
anything else equally hard to imagine, it is matter of fact that our
Master Guy assuredly got the better of it. On his return he met an
ovation in York; Athelstan entertained him at a banquet, covered him
with honor, endowed him with a good round sum, and thus all the
newborn male children in the county became Guys. At least two
thirds of them received the popular name, and for many centuries it
remained in favor, until disgrace was brought upon it by the York
proctor’s son, whose effigy still glides through our streets on each
recurring 5th of November.
I will not pause on this matter. I will only add that the Earl of Warwick,
finding Guy a man whom the King delighted to honor, accepted him
for a son-in-law; and then, ever wise, and civil, and proper, he
discreetly died. The King made Guy Earl of Warwick, in his place,
and our hero being now a married man, he of course ceased to be
Master Guy.
And here I might end my legend, but that it has a moral in it Guy did
a foolish but a common thing, he launched out into extravagant
expenses, and, suddenly, he found himself sick, sad, and insolvent.
Whether, therewith, his wife was soured, creditors troublesome, and
bailiffs presuming, it is hard to say. One thing, however, is certain,
that to save himself from all three, Earl Guy did what nobles often do
now, in the same predicament, “went abroad.” Guy, however,
travelled in primitive style. He went on foot, and made his inn
o’nights in church-yards, where he colloquized with the skulls after
the fashion of Hamlet with the skull of “poor Yorick.” He had given
out that he was going to Jerusalem, but hearing that the Danes were
besieging Athelstan at Winchester, he went thither, and, in modest
disguise, routed them with his own unaided hand. Among his
opponents, he met with the giant Colbron whom he had previously
slain in Orient lands, and the two fought their battles o’er again, and
with such exactly similar results as to remind one of the peculiar
philosophy of Mr. Boatswain Cheeks.
This appearance of Colbron in two places is a fine illustration of the
“myth,” and I mention it expressly for the benefit of the next edition of
the Right Reverend Doctor Whateley’s “Historical Fallacies.” But to
resume.
Guy, imparting a confidential statement of his identity and intentions
to the King, left him, to take up his abode in a cave, in a cliff, near his
residence; and at the gates of his own castle he received, in the
guise of a mendicant, alms of money and bread, from the hands of
his wife. I strongly suspect that the foundation of this section of our
legend rests upon the probable fact that Phillis was of that quality
which is said to belong to gray mares; and that she led Guy a life
which made him a miserable Guy indeed; and that the poor
henpecked man took to bad company abroad, and met with small
allowance of everything but reproach at home And so he “died.”
A dramatic author of Charles I.’s reign, has, however, resuscitated
him in “A Tragical History of Guy, Earl of Warwick,” enacted several
times in presence of that monarch, and professedly written by a
certain “B. J.,” whom I do not at all suspect of being Ben Jonson.
The low comedy portion of this tragic drama is of the filthiest sort,
dealing in phrases and figures which I can hardly conceive would
now be tolerated in the lowest den of St. Giles’s, certainly not out of
it. If Charles heard this given more than once, as the titlepage
intimates, “more shame for him.” If his Queen was present, she
haply may not have understood the verba ad summam caveam
spectantia, and if a daughter could have been at the royal
entertainment, why then the very idea revolts one, and pity is almost
lost in indignation. That the author himself thought well of the piece,
which he printed in 1661, is proved by the defiant epigraph which
says:—
“Carpere vel noli nostra vel ede tua.”
I must not devote much space to a retrospective review of this piece,

particularly as the action begins after Guy has ceased to be “Master,”
and when, on his announcement of going to Jerusalem (perhaps to
the Jews to do a little business in bills), Phillis makes some matronly
remarks in a prospective sense, and a liberty of illustration which
would horrify a monthly nurse.
However, Guy goes forth and meets with a giant so huge, that his
squire Sparrow says it required four-and-twenty men to throw
mustard in his mouth when he dined. From such giants, Heaven
protects the errant Guy, and with a troop of fairies, wafts him to
Jerusalem. Here he finds Shamurath of Babylon assaulting the city,
but Guy heaps miracle on miracle of valor, and produces such
astounding results that Shamurath, who is a spectator of the deeds
and the doer; inquires, with a suspicion of Connaught in the accent
of the inquiry, “What divil or man is this?”
The infidel is more astonished than ever when Guy, after defeating
him, takes him into controversy, and laying hold of him as Dr.
Gumming does of Romanism, so buffets his belief that, the soldier,
fairly out of breath and argument, gives in, and declares himself a
Christian, on conviction.
During one-and-twenty years, Guy has a restless life through the five
acts of this edifying tragedy, and when he is seen again in England,
overcoming the Danes, he intimates to Athelstan that he has six
years more to pass in disguise, ere a vow, of which we have before
heard nothing, will be fulfilled. Athelstan receives all that is said, in
confidence; and promises affably, “upon my word,” not to betray the
secret. Guy is glad to hear that Phillis is “pretty well;” and then he
takes up his residence as I have before told, according to the legend.
He and an Angel occasionally have a little abstruse disquisition; but
the most telling scene is doubtless where the bread is distributed to
the beggars, by Phillis. Guy is here disguised as a palmer, and Phillis
inquires if he knew the great Earl, to which Guy answers, with a wink
of the eye, that he and the Earl had often drank at the same crystal
spring. But Phillis is too dull, or too melancholy to trace her way
through so sorry a joke.
And now, just as the hour of completion of the vowed time of his
disguise, Guy takes to dying, and in that state he is found by
Rainhorn, the son who knows him not. He sends a token by the
young fellow to Phillis, who begins to suspect that the palmer who
used to be so particular in asking for “brown bread” at her gate, must
be the “Master Guy” of the days of sunny youth, short kirtles, and
long love-making. Mother and son haste to the spot, but the vital
spark has fled. Phillis exclaims, with much composed thought, not
unnatural in a woman whose husband has been seven-and-twenty
years away from home, and whose memory is good: “If it be he, he
has a mould-wart underneath his ear” to which the son as
composedly remarks, “View him, good mother, satisfy your mind.”
Thereupon the proper identification of the “party” is established; and
the widow is preparing to administer, without will annexed, when
Rainhorn bids her banish sorrow, as the King is coming. The son
evidently thinks the honor of a living king should drown sorrow for a
deceased parent; just as a Roman family that can boast of a Pope in
it, does not put on mourning even when that Pope dies; the having
had him, being considered a joy that no grief should diminish.
Athelstan is evidently a King of Cockayne, for he affably expresses
surprise at the old traveller’s death, seeing, says his Majesty, that “I
had appointed for to meet Sir Guy” to which the son, who has now
succeeded to the estate, replies, in the spirit of an heir who has been
waiting long for an inheritance:—“that the death has happened, and
can not now be helped.”
But the most remarkable matter in this tragedy is that uttered by
Time, who plays prologue, epilogue, and interlude between the acts.
Whatever Charles may have thought of the piece, he was doubtless
well-pleased with Time, who addresses the audience in verse, giving
a political turn to the lesson on the stage. I dare say the following
lines were loudly applauded, if not by the king, by the gallants,
courtiers, and cavaliers generally:—
“In Holy Land abroad Guy’s spirits roam,

And not in deans and chapters’ lands at home.
His sacred fury menaceth that nation,
Which held Judea under sequestration.
He doth not strike at surplices and tippets,
To bring an olio in of sects and sippets;
But deals his warlike and death-doing blows
Against his Saviour’s and his sov’reign’s foes.”
How the Royalist throats must have roared applause, and

warrantably too, at these genial lines; and how must the churchmen
in the pit have stamped with delight when Time subsequently
assured them that Guy took all his Babylonian prisoners to
Jerusalem, and had them probably christened by episcopally-
ordained ministers! If the house did not ring with the cheers of the
Church-and-King audience there, why they were unworthy of the
instruction filtered through legend and tragedy.
Such is the story of “Master Guy;” a story whose incidents have
doubtless meaning in them, but which were never turned to more
practical purpose than when they were employed to support a
tottering altar and a fallen throne. Reader, let us drink to the immortal
memory of Master Guy; and having seen what sort of man he was
whom the king delighted to honor, let us see what honors were
instituted by kings for other deserving men.
GARTERIANA.
“Honor! Your own worth before
Hath been sufficient preparation.”— The Maid’s Revenge.
A brief sketch of the history of the foundation of the Order of the

Garter will be found in another page. Confining myself here to
anecdotical detail, I will commence by observing, that in former
times, no Knight could be absent from two consecutive feasts of the
order, without being fined in a jewel, which he was to offer at St.
George’s altar. The fine was to be doubled every year, until he had
made atonement. Further, every knight was bound to wear the
Garter in public, wherever he might be, on pain of a mulct of half a
mark. Equally obligatory was it on the knight, in whatever part of the
world he was residing, or however he was engaged, to wear the
sanguine mantle of the order from the eve of St. George till vesper-
time on the morrow of the festival. Some of the chevaliers who were
in distant lands must have caused as much surprise by their
costume, as a Blue-coat boy does, wandering in his strangely-
colored garb, in the streets of Paris. I need not allude to the absurd
consequence which would attend the enforcing of this arrangement
in our own days. Hunting is generally over before the eve of St.
George’s day, and therefore a robed Knight of the Garter could never
be seen taking a double fence, ditch and rail, at the tail of the
“Melton Mowbray.” But even the sight of half a dozen of them riding
down Parliament street at the period in question, would hardly be a
stranger spectacle. A slight money offering of a penny exempted any
rather loose-principled knight from attending divine service at St.
George’s Chapel when he was in or near Windsor. When a knight
died, all his surviving comrades were put to the expense of causing a
certain number of masses to be said for his soul. The sovereign-lord
of the order had one thousand masses chanted in furtherance of his
rescue from purgatory. There was a graduated scale through the
various ranks till the knight-bachelor was come to. For him, only one
hundred masses were put up. This proves either that the knight’s
soul was not so difficult of deliverance from what Prince Gorschakoff
would call the “feu d’enfer,” or that the King’s was so heavily pressed
to the lowest depths of purgatory by its crimes, that it required a
decupled effort before it could be rescued.
“Companionship,” it may be observed, profited a knight in some
degree if, being knave as well as knight, he fell under the usual
sentence of being “drawn, hanged, and beheaded.” In such case, a
Knight of the Garter only suffered decapitation, as Sir Simon Burley
in 1388. The amount of favor shown to the offending knight did not
admit of his being conscious of much gratitude to him at whose
hands it was received. It may be mentioned, that it did not always
follow that a nobleman elected to be knight willingly accepted the
proffered Garter. The first who refused it, after due election, in 1424,
was the Duke of Burgundy. He declined it with as much scorn as
Uhland did the star of merit offered to the poet by the present King of
Bavaria.
In treating of stage knights, I shall be found to have placed at their
head Sir John Falstaff. The original of that character according to
some namely, Sir John Fastolf, claims some notice here, as a Knight
of the Garter who was no more the coward which he was said to be,
than Falstaff is the bloated buffoon which some commentators take
him for. Sir John Fastolf was elected Knight of the Garter in 1426.
Monstrelet says he was removed from the order for running away,
without striking a blow, at the battle of Patay. Shakespeare’s popular
Sir John has nothing in common with this other Sir John, but we
have Falstolf himself in Henry VI. act iv. sc. 1, with Talbot, alluding to
his vow, that
“When I did meet thee next,

To tear the Garter from thy craven’s leg,
The which I have done, because unworthily
Thou wast installed in that high degree.”
This sort of suspension or personal deprivation was never allowed

by the rules of the order, which enjoined the forms for degrading a
knight who was proved to have acted cowardly. The battle of Patay

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(eBook PDF) Communication for

Business and the Professions

STRATEGIES & SKILLS

The listening process 55 CHAPTER 5 NEGOTIATION AND CONFLICT

Cultural relativism 132 Formal small group communication networks 171

Comparative value dimensions 139 Exploring the Web 183

Types of work teams 211 Communication barriers 258

Key terms 236 Lifetime customer value 276

Characteristics of effective meetings 241 Activities and questions 284

Media relations 295 CHAPTER 14 RESEARCHING AND PROCESSING

Researching, evaluating and Bibliography and list of references 344

Knowledge management 311 Exploring the Web 348

Types of questions 360 Constructing, interpreting and communicating

Case study 391 Delivering the presentation 437

Visual communication principles 396 Summary of learning objectives 445

Activities and questions 446 Direct order of information: Writing strategy

Editing and revising for correctness and Short reports 513

Evaluating and organising the information 534 Key terms 588

Purpose of expository and argumentative Résumés for today’s technologies 641

ABOUT THE AUTHOR

ABOUT THE CONTRIBUTING AUTHOR

WHAT’S NEW IN THIS EDITION?

SPECIAL LEARNING FEATURES

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after studying this chapter you should be able to:

EffEctivE communication is fundamEntal

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4 PART 1 The communicATion fAcToR

margin definitions providing an integrated glossary feature to aid

REVIEW QUESTIONS 10.5

are short-answer questions designed for additional review purposes

APPLY YOUR KNOWLEDGE

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CHAPTER 1 COMMUNICATION FOUNDATIONS 19

holiday central applies three forms of communication—verbal, nonverbal and graphic—to

■ Holiday Central’s clients

Summary of learning objectiveS

CHAPTER 2 SoCiAl mEdiA 43

SUMMARY OF LEARNING OBJECTIVES

is a concise overview of the main points in the chapter and an

44 PART 1 The communicATion fAcToR

activitieS and queStionS

ACTIVITIES AND QUESTIONS

analysis and review. The opportunity for group work is highly

suitable for student participation and application, whether in study

exploring the Web

building your SkillS

CHAPTER 6 InTERCulTuRAl CommunICATIon 151

exploring the web

requires students to research on the Internet, and verify the

building your SkillS

Emotional Intelligence: Managing Self and Relationships

Negotiation and Conflict Management

After studying this chapter you should be able to:

1.1 identify the forms and types of communication, and

EFFECTIVE COMMUNICATION IS FUNDAMENTAL

The Christian name of Guy was once an exceedingly popular name

1.1 identify the forms and types of communication, and