Professional Documents
Culture Documents
Full Download pdf of (eBook PDF) Business Communication: Developing Leaders for a Networked World 3rd Edition all chapter
Full Download pdf of (eBook PDF) Business Communication: Developing Leaders for a Networked World 3rd Edition all chapter
http://ebooksecure.com/product/ebook-pdf-business-communication-
developing-leaders-for-a-networked-world-4th-edition/
https://ebooksecure.com/download/business-communication-
developing-leaders-for-a-networked-world-ebook-pdf/
http://ebooksecure.com/product/ebook-pdf-developing-management-
skills-a-comprehensive-guide-for-leaders-5th-edition/
http://ebooksecure.com/product/ebook-pdf-communication-for-
business-custom-edition-3rd-edition/
(eBook PDF) M: Business Communication 3rd Edition
http://ebooksecure.com/product/ebook-pdf-m-business-
communication-3rd-edition/
http://ebooksecure.com/product/ebook-pdf-business-and-
professional-communication-3rd-edition-by-steven-a-beebe/
http://ebooksecure.com/product/ebook-pdf-international-business-
opportunities-and-challenges-in-a-flattening-world-3rd-edition/
http://ebooksecure.com/product/ebook-pdf-scientific-american-
biology-for-a-changing-world-3rd-edition/
http://ebooksecure.com/product/ebook-pdf-smarter-law-
transforming-busy-lawyers-into-business-leaders/
Business Focus
The business case–based approach allows students to learn how communications can
build rich and productive relationships between professionals. Each chapter opens with a
short business case and, unlike any other product on the market, weaves examples from
the case throughout the chapter and into the model documents, engaging readers in the
story behind each business message.
Chapter Takeaways
The chapter takeaway is provided in a visual format. With graphics and lists, it quickly
engages students with key chapter content and serves as a reference for applying the
principles to their oral and written communication.
Learning Exercises
Each chapter contains a multitude of engaging learning exercises. These exercises
are organized into discussion exercises, evaluation exercises, application exercises,
and language and mechanics check to help students develop expertise in business
communication.
vii
Required=Results
©Getty Images/iStockphoto
McGraw-Hill Connect®
Learn Without Limits
Connect is a teaching and learning platform
that is proven to deliver better results for
students and instructors.
Connect empowers students by continually
adapting to deliver precisely what they
need, when they need it, and how they need
it, so your class time is more engaging and
effective.
Analytics
Connect Insight®
Connect Insight is Connect’s new one-of-a-
kind visual analytics dashboard—now available
for both instructors and students—that
provides at-a-glance information regarding
student performance, which is immediately actionable.
By presenting assignment, assessment, and topical
performance results together with a time metric that
is easily visible for aggregate or individual results, Connect
Insight gives the user the ability to take a just-in-time approach
Students can view
to teaching and learning, which was never before available. their results for any
Connect Insight presents data that empowers students and Connect course.
helps instructors improve class performance in a way that is
efficient and effective.
Mobile
Connect’s new, intuitive mobile interface gives students
and instructors flexible and convenient, anytime–anywhere
access to all components of the Connect platform.
Adaptive
THE ADAPTIVE
READING EXPERIENCE
DESIGNED TO TRANSFORM
THE WAY STUDENTS READ
SmartBook®
Proven to help students improve grades and
study more efficiently, SmartBook contains the
same content within the print book, but actively
tailors that content to the needs of the individual.
SmartBook’s adaptive technology provides precise,
personalized instruction on what the student
should do next, guiding the student to master
and remember key concepts, targeting gaps in
knowledge and offering customized feedback,
and driving the student toward comprehension
and retention of the subject matter. Available on
tablets, SmartBook puts learning at the student’s
fingertips—anywhere, anytime.
www.mheducation.com
Grammar and Mechanics
LearnSmart Achieve
Put responsible writing into practice. LearnSmart Achieve develops and improves editing and
business writing skills. This adaptive learning system helps students learn faster, study more
efficiently, and retain more knowledge for greater success. Visit bit.ly/meetLSAchieve for a
walkthrough.
Grammar Quizzes
Students may not think grammar and mechanics are the most exciting topics, but they need
to master the basics. Our grammar quizzes within Connect assess students’ grammar and
mechanics. With a total of 150 auto-graded questions, these are great to use as pre- and post-
tests in your courses.
Application
Presentation Capture
Skill practice inside and outside the classroom. Presentation Capture gives instructors the
ability to evaluate presentations and students the freedom to practice their presentation skills
anytime and anywhere. With its fully customizable rubrics, instructors can measure students’
uploaded presentations against course outcome and give students specific feedback on where
improvement is needed.
Application Exercises
Each chapter contains exercises that allow students to
● Apply concepts to real-world video cases.
● Analyze a case and apply chapter concepts.
● Quiz knowledge on grammar and usage.
●
Demonstrate problem-solving skills through complex examples and diagrams.
● Assess student’s values, skills, and interests via self-assessments.
● Demonstrate knowledge about business models and processes.
Students receive immediate feedback and can track their progress in their own report. Detailed
results let instructors see at a glance how each student performs and easily track the progress of
every student in their course.
Keeping Up with What’s New
The third edition of Business Communication: Developing Leaders for a Networked
World continues to provide results-driven, technology-focused, case-based, and
forward-looking content to help business students develop professional credibility for
the workplace of tomorrow.
In an increasingly networked world, students will need better interpersonal skills than
ever before; they will need better team skills than ever before; they will need better
writing skills, especially adapted to new technologies; and they will need stronger
presentation skills. This third edition contains the following changes to help students
succeed:
Chapter 1 (Credibility)
●● The FAIR model of ethical business communication has been expanded with more
clarification in text, a current example in the business world (Apple), and several
end-of-chapter exercises.
●● The caring section now includes content about givers and takers. This is based on Adam
Grant’s work, which has received significant attention in academic circles and business
popular press during the past few years.
Chapters 2 and 3 (Interpersonal and Team Communication)
●● Additional content about a giver-versus-taker mentality is included in the emotional
intelligence section.
●● A section on short-term teams and quick trust is added to help student teams perform
better.
●● Personality differences (based on the motivational values model) are included in sections
about team dynamics and team effectiveness.
●● A getting-to-know-you exercise is added to help student teams learn about each other
and function more effectively in teams.
Chapter 4 (Intercultural Communication)
●● A section on generational differences is added with related end-of-chapter exercises.
●● A section on gender differences is added with related end-of-chapter exercises.
xi
Chapters 9, 10, and 11 (Business Messages: Routine, Persuasive, and Bad-News
Messages)
●● Examples of all types of messages are updated.
●● Additional exercises are added at the end of each chapter, including a new case for
each chapter.
Chapters 12 and 13 (Business Reports and Proposals)
●● Examples of reports are revised and updated.
●● Additional exercises are added at the end of each chapter, including a new case.
xii
Appreciation
Thank you to all the reviewers and other business communication instructors who gave
advice for the third edition. I’ve made dozens of changes and updates to meet the needs of
today’s business students based on the recommendations of these reviewers and advisory
board members. Each of these instructors is at the forefront of best practices in business
communication. Again, I express my appreciation for their advice and time to help
improve this learning program. A special thank you to Jennifer Loney and Suzanne Buck
for their ongoing support.
xiii
Dr. John Meis, Thomas University Allyson D. Saunders, Weber State
Elizabeth Metzger, University of South University
Florida Steven Sedky, Santa Monica College
Annie Laurie I. Meyers, Northampton Stephen Soucy, Santa Monica College
Community College Kathleen Standen, Fullerton College
Karl Mitchell, Queens College–CUNY Cecil V. Tarrant III, Western Illinois
Gregory H. Morin, University of Nebraska– University
Omaha Elvira Teller, California State
Farrokh Moshiri, California State University–Dominguez Hills
University, Fullerton Erik Timmerman, University of Wisconsin–
Bill Moylan, Shidler College of Business, Milwaukee
University of Hawaii–Manoa Anne Tippett, Monroe Community College
Chynette Nealy, University of Houston Elizabeth Tomlinson, West Virginia
Downtown University
Christina Anne Nelson, Indiana Angelika L. Walker, University of Nebraska
University–Purdue University Indianapolis at Omaha
Cathy Onion, Western Illinois University Carol Watson, Indiana University–
Iswari P. Pandey, California State Bloomington
University–Northridge Leigh Ann Whittle, Elon University/Liberty
Audrey Parajon, Wilmington University University
Michael Pennell, University of Kentucky Elisabeth C. Wicker, Bossier Parish
Melinda Phillabaum, Indiana University– Community College
Purdue University Indianapolis Donald J. Wood, Winston-Salem State
Anita Satterlee, Liberty University University
xiv
who reviewed iterations of the previous editions of this product. With each round of
reviews, reviewers provided excellent and influential feedback to improve and refine the
content. Thank you to each of the following experts in the business communication field
who have contributed to the development of this learning program!
xv
Anne Finestone, Santa Monica College Sally Humphries, Georgia College & State
Melissa Fish, American River College University
Kathe Kenny Fradkin, Portland State Sandie Idziak, The University of Texas at
University Arlington
Marla Fowler, Albany Technical College Sandra Jackson, California State
Heidi Fuller, American River College University–Northridge
Jan Gabel-Goes, Western Michigan Jack Janosik, Cleveland State University
University Elaine Jansky, Northwest Vista College
David Gadish, California State University Norma Johansen, Scottsdale Community
Anthony Gatling, University of Nevada– College
Las Vegas Kenneth E. Jones Jr., Northeastern State
Jorge Gaytan, North Carolina A&T State University–Broken Arrow
University Susan M. Jones, Utah State University
Robert Goldberg, Prince George’s Marguerite P. Joyce, Belhaven University
Community College Brian Keliher, Grossmont College
Connie Golden, Lakeland Community Kayla Kelly, Tarleton State University
College Stephanie Kelly, North Carolina A&T State
Terri Gonzales-Kreisman, Delgado University
Community College Beth Kilbane, Lorain County Community
Douglas Gray, Columbus State Community College
College Mary Catherine Kiliany, Robert Morris
Germaine Gray, Texas Southern University
University Stephen Kirk, East Carolina University
Diana J Green, Weber State University Jack Kleban, Barry University, Miami
Mary Groves, University of Nevada–Reno Shores, Florida Atlantic University
Kari Guedea, Edmonds Community Lisa Kleiman, Boise State University
College David Koehler, DePaul University
Elizabeth Guerrero, Texas State Erin Kramer, Owens Community College
University Melinda G. Kramer, Prince George’s
Karen Gulbrandsen, University of Community College
Massachusetts–Dartmouth Gary Lacefield, University of Texas at
Lynda Haas, University of California–Irvine Arlington
Frances Hale, Columbus State Community Linda LaMarca, Tarleton State University
College Robert Lambdin, University of South
Susan E. Hall, University of West Georgia Carolina
Melissa Hancock, Texas Tech University Elizabeth A. Lariviere, University of Akron
Patricia L. Hanna-Garlitz, Bowling Green Marianna Larsen, Utah State University
State University Newton Lassiter, Florida Atlantic
Jeanette Heidewald, Indiana University– University
Bloomington Cheryl Law, Tarrant County College
K. Virginia Hemby, Middle Tennessee Lisa D. Lenoir, Stephens College
State University Paula Lentz, University of Wisconsin–Eau
Ronda G. Henderson, Middle Tennessee Claire
State University Jeffrey S. Lewis, Metropolitan State
Candy Henry, Westmoreland County College of Denver
Community College Jere Littlejohn, University of Mississippi
Kathy Hill, Sam Houston State University Jennifer Loney, Portland State University
Dini Homsey, University of Central Susan Long, Portland Community College
Oklahoma Joyce Lopez, Missouri State
Matthew Houseworth, University of Eunice Madison, Purdue University
Central Missouri Calumet
xvi
Marla Mahar, Oklahoma State University– Jo Ann Oravec, University of Wisconsin–
Stillwater Whitewater
Anna Maheshwari, Schoolcraft College Delia (Joy) O’Steen, Texas Tech University
Joan Mansfield, University of Central Mary Padula, Borough of Manhattan
Missouri Community College
Kenneth R. Mayer, Cleveland State Ranu Paik, Santa Monica College
University Anita Pandey, Morgan State University
Molly Mayer, University of Cincinnati Audrey Parajon, Wilmington University
Elaine McCullough, Ferris State Robyn E. Parker, Plymouth State
University University
Sheryl McGough, Iowa State University Beverly Payne, Missouri Western State
David A. McMurrey, Austin Community University
College Michael Pennell, University of Kentucky
Daniel McRoberts, Northcentral Technical Delissa Perez, Northwest Vista College
College Debra Ann Petrizzo-Wilkins, Franklin
Jacqueline Meisel, California State University
University–Northridge Melinda Phillabaum, Indiana University–
Marcia Metcalf, Northern Arizona Purdue University Indianapolis
University Evelyn Pitre, University of North Texas
Elizabeth Metzger, University of South Greg Rapp, Portland Community College
Florida Rob Rector, Delaware Technical and
Michelle Meyer, Joliet Junior College Community College
Jack Miao, Southern Methodist Phyllis Annette Reed, University of Texas
University at San Antonio
Julianne Michalenko, Robert Morris Teeanna Rizkallah, California State
University University–Fullerton
Angelina Misaghi, California State Betty Robbins, University of Oklahoma
University–Northridge Sherry J. Roberts, Middle Tennessee State
Shawna Moffitt, University of South University
Carolina Cassie Rockwell, Santa Monica College
Kathaleena Edward Monds, Albany State Wayne Rollins, Middle Tennessee State
University University
Gregory H. Morin, University of Nebraska– Kara Romance, Indiana University of
Omaha Pennsylvania
Rodger Morrison, Troy University Juli Rosenbaum, Baylor University
Farrokh Moshiri, University of California, Sia Rose-Robinson, George Mason
Riverside University
Gwen Moultrie, Midlands Technical S. E. Rouse, The University of Southern
College Mississippi
Elwin Myers, Texas A&M University– Sharon Rouse, The University of Southern
Corpus Christi Mississippi
Chynette Nealy, University of Houston– Tim Rowe, State University of New York
Downtown Fredonia
Darryl Neher, Indiana University– David Russell, Iowa State University
Bloomington Joyce Russell, Rockingham Community
Ashley Keller Nelson, Tulane University College
Grace Noyes, Texas Tech University Terry Sanders, Macon State College
Keith Nyquist, Northern Illinois University Ronit Sarig, California State University–
Ephraim Okoro, Howard University Northridge
Lisa O’Laughlin, Delta College Danielle Scane, Orange Coast College
Lori Oldham, San Diego City College Juliann C. Scholl, Texas Tech University
xvii
Nicola S. Scott, George Mason University Cecil Tarrant, Western Illinois University
Mary Shannon, California State Sandra Thompson, University of West
University–Northridge Georgia
Mike Shaw, Montana State University– Susan Timm, Elgin Community College
Bozeman Allen D. Truell, Ball State University
Nelda Shelton, Tarrant County College Kathleen L. Voge, University of Alaska–
Michael Shurman, University of South Anchorage
Florida Jie Wang, University of Illinois at
Lucia Sigmar, Sam Houston State Chicago
University Melvin Washington, Howard University
Joyce Monroe Simmons, Florida State Kristin Watson, Metropolitan State
University University of Denver
Jeanetta Sims, University of Central McClain Watson, University of Texas at
Oklahoma Dallas
Jean Smith, Kentucky State University Marlea Welton, Santa Monica College
Patricia Smith, Northcentral Technical Juli White, Arizona State University
College Raholanda White, Middle Tennessee
Rachel V. Smydra, Oakland University State University
Kipp Snow, Anne Arundel Community Jo Wiley, Western Michigan University
College Karin A. Wilking, Northwest Vista
Kim Snyder, South Texas College College
Stephen Soucy, Santa Monica College Anita Williams, Oklahoma City Community
Rita Soza, MiraCosta College College
Bob Sprague, California State University– Linda S. Williams North Georgia College &
Chico State University
Nicole St. Germaine, Angelo State Tom Williams, University of Houston,
University Victoria
Kathy Standen, Fullerton College Linda Willis, Georgia State University
Jo Ann Starkweather, Northeastern State Kadi Wills, Northwest Vista College
University Bennie J. Wilson, University of Texas at
Jan Starnes, University of Texas at Austin San Antonio
Erica Steakley, California State University– Doris N. Wright, Troy University
Northridge Robert Yale, University of Dallas
Susan Stehlik, New York University Caroline Yarbrough, Delgado Community
Natalie Stillman-Webb, University College
of Utah Diane Youngblood, Greenville Technical
Thomas Stoffer, Ferris State University College
Kevin Swafford, Bradley University Lydia Yznaga, Northwest Vista College
Stephen Takach, University of Texas at Ann Zeman, Bellarmine University
San Antonio Jensen Zhao, Ball State University
I also recognize the entire editorial and marketing teams at McGraw-Hill that have
made this book possible: Kelly Pekelder, Anke Weekes, Michael Gedatus, Christine
Vaughan, Egzon Shaqiri, Joni Thompson, John Weimeister, and all of the talented
McGraw-Hill publisher’s representatives. It has been such a pleasure to work with these
incredibly talented and skilled professionals who have shaped the content and design
of this textbook and consulted with instructors around the globe. When I signed with
McGraw-Hill, I was proud to be aligned with such a well-respected publisher. After
working for nearly a decade with these talented and quality-driven professionals, my
xviii
respect has grown. I can see the focus they place on producing learning materials that
have real impact on the lives of students.
I want to thank my family. My wife, Natalie, is a beautiful and inspired person. She
and I are on a wonderful journey together, and she has embraced this book as part of our
journey. My daughters energize me in so many ways. Camilla inspires me by her eye for
beauty, her sense of wonderment, and her joy in building things. Audrey inspires me by
her spontaneous expressions of happiness, her sense of fun, and her love of people. I’m
also blessed to have the best parents. They understand and support me. I love them and
hope to be like them.
Finally, I’d like to thank several people who have been instrumental in influencing
my career direction and success. First, I recognize the influence of my dissertation
advisor, James Calvert Scott. He contributed decades of research and teaching to
the business communication field and selflessly devoted thousands of hours to my
development. Without his influence, I would not have become part of the business
communication community. Second, I want to thank Pat Moody, former dean of the
College of Hospitality, Retail, and Sport Management at the University of South
Carolina; Lucy Lee, former director of the Center for Management Communication at
the University of Southern California; and Marion Philadelphia, current director of the
Department of Business Communication at the University of Southern California. These
three women are the most inspiring and caring leaders I’ve worked for. They have had a
lasting influence on my work.
Peter W. Cardon
Academic Director, MBA.PM Program
Professor, Department of Business Communication
Marshall School of Business
University of Southern California
Twitter: @petercardon
Pinterest: pinterest.com/cardonbcom
LinkedIn: www.linkedin.com/in/petercardon
xix
xx
Contents
Part 1 Introduction to Business Understanding the Interpersonal
Communication Process 29
Communication
Emotional Hijacking 32
1 Establishing Credibility 2 Self-Awareness 33
Self-Management 34
WHY DOES THIS MATTER? 3
Chapter Case: Whom Do You Trust as Empathy 37
Your Mentor? 3 Active Listening 38
The Role of Trust in the Post-Trust Era 4 Recognizing Barriers to Effective Listening 42
Asking the Right Questions 44
The Role of Competence in Establishing
Avoiding the Wrong Questions 46
Credibility 6
Avoiding the Traps of Empathy 46
The Role of Caring in Establishing Credibility 7 Sight-Reading Nonverbal Communication and
Understanding the Interests of Others 7 Building Rapport 47
Cultivating a Sense of Community 7
Relationship Management 51
Giving to Others and Showing Generosity 8
Adapting Communication to the Preferred Styles
The Role of Character in Establishing of Others 51
Credibility 8 TECHNOLOGY TIPS: MOBILE PHONES 56
Business Ethics 9 Maintaining Civility 57
Corporate and Personal Values 10 Incivility in Society and the Workplace 57
Open and Honest Communication 10 Types and Causes of Workplace Incivility 58
A Stakeholder View of Accountability 11 Maintaining Civil Communications 60
Fairness in Business Communications 12 COMMUNICATION Q&A 61
High-Trust Relationships, Ease of Communi- Chapter Takeaway for Interpersonal
cation, and Improved Work Outcomes 14 Communication and Emotional Intelligence 62
How You Can Improve Your Communication Key Terms 63
Discussion Exercises 64
Skills 15
Evaluation Exercises 65
COMMUNICATION Q&A 17 Application Exercises 67
Chapter Takeaway for Establishing Credibility 18 Language Mechanics Check 67
Key Terms 19
Discussion Exercises 19
Evaluation Exercises 20 3 Team Communication and Difficult
Application Exercises 21 Conversations 70
Language Mechanics Check 22
WHY DOES THIS MATTER? 71
Chapter Case: Listening and Communicating
in Teams at the Prestigio Hotel 71
Part 2 Principles of Interpersonal
Principles of Effective Team Communication 72
Communication
Developing Quick Trust and Working in
Short-Term Teams 77
2 Interpersonal Communication and
Emotional Intelligence 26 Managing Meetings 78
Planning for Meetings 78
WHY DOES THIS MATTER? 27 Running Effective Meetings 79
Chapter Case: Hard Decisions at Eastmond
Following Up after Meetings 82
Networking 27
xxi
xxii CONTENTS
The Process for Creating Business Improving Ease of Reading with Navigational
Messages 140 Design 182
The AIM Planning Process for Effective Use Headings 183
Business Messages 142 Highlight Key Words and Phrases 183
Audience Analysis 142 Use Bulleted and Numbered Lists 184
Information Gathering 144 Use White Space Generously 184
Message Development 145 Keep It Simple 185
TECHNOLOGY TIPS: USING BRAINSTORMING Reviewing Your Message 185
AND MIND-MAPPING SOFTWARE 150 TECHNOLOGY TIPS: USING SPELLING AND
Setting the Tone of the Message 154 GRAMMAR CHECKS 186
Positivity 154 Conduct a FAIR Test 188
Concern for Others 155 Proofread 188
Sending the Right Meta Messages 158 Get Feedback 188
COMMUNICATION Q&A 161 COMMUNICATION Q&A 189
Chapter Takeaway for Creating Effective Business Chapter Takeaway for Improving Readability with
Messages 162 Style and Design 190
Key Terms 163 Discussion Exercises 191
Discussion Exercises 163 Evaluation Exercises 191
Evaluation Exercises 163 Application Exercises 191
Application Exercises 164 Language Mechanics Check 199
Language Mechanics Check 167
7 Email and Other Traditional Tools for
6 Improving Readability with Style and Business Communication 200
Design 168
WHY DOES THIS MATTER? 201
WHY DOES THIS MATTER? 169 Chapter Case: Communicating with Emails,
Chapter Case: Promoting Franchises at Texts, and Calls at the Prestigio Hotel 201
Sunrise Greeting Cards and Flowers 169 Strategically Selecting Channels for
Improving Ease of Reading with Communication 202
Completeness 170 Creating Effective Emails 205
Provide All Relevant Information 170 Use Email for the Right Purposes 205
Be Accurate 172 Ensure Ease of Reading 206
Be Specific 172 Show Respect for Others’ Time 208
Improving Ease of Reading with Protect Privacy and Confidentiality 210
Conciseness 173 Respond Promptly 210
Control Paragraph Length 173 Maintain Professionalism and Appropriate
Use Short Sentences in Most Cases 175 Formality 210
Avoid Redundancy 175 Manage Emotion and Maintain Civility 212
Avoid Empty Phrases 175 Instant Messaging in the Workplace 215
Avoid Wordy Prepositional Phrases 175 Evaluate the Meta Message of Instant
Improving Ease of Reading with Natural Messaging 216
Style 177 Use IM for Simple and Brief Conversations, Not
Use Action Verbs When Possible 177 for Important Decisions 216
Use Active Voice 178 Make Sure Your Tone Is Positive, Supportive, and
Appropriately Fun 216
Use Short and Familiar Words and Phrases 178
Don’t Ask Questions You Can Get Answers to
Use Parallel Language 179
Yourself 216
Avoid Buzzwords and Figures of Speech 181
Be Careful about Abbreviated Language,
Avoid It Is/There Are 181 Emoticons, Acronyms, and Emoji 216
xxiv CONTENTS
Avoid Sarcasm and Jokes in Most Cases 216 Evaluation Exercises 225
Avoid Rescheduling Meeting Times or Application Exercises 227
Places 217 Language Mechanics Check 227
Consider Turning Off Sound Alerts for Incoming
Messages/Emails 217 8 Social Media for Business
Identify Yourself 217 Communication 230
Clearly End the IM Exchange 217
WHY DOES THIS MATTER? 231
Avoid Personal IM during Work Hours 217
Chapter Case: Communicating with Social
Avoid Sending Instant Messages after Work Media at the Prestigio Hotel 231
Hours 217
Establish Rules with Your Colleagues for Instant Communicating in the Workplace in the
Messaging in Meetings 217 Social Age 232
Managing Your Digital Communication Using Social Media Tools for Communication
Efficiently 218 within Organizations 235
TECHNOLOGY TIPS: GENDER MATTERS Organize Your Dashboard to Control Your
WHEN IT COMES TO EMAILS, TEXTS, AND Communication and Information Flow 235
CALLS 219 Create a Complete and Professional Profile 235
Building Connections with Phone Use Blogs and Status Updates for Team
Conversations 219 Communication 236
Schedule and Plan for Your Phone Calls 220 Use Shared Files to Collaborate 239
Ensure Quality Audio 220 Solve Problems with Discussion Forums 239
Open with a Warm Greeting and Use Your Other Social Media Tools 244
Caller’s Name 221 Writing Blogs for External Audiences 244
After Brief Small Chat, Direct the Conversation Write Posts for Your Organization 244
to the Issues at Hand 221 Write Posts for a Professional Blog 246
Speak with a Pleasant, Enthusiastic
Voice 221 Guidelines for Using Social Media in the
Workplace 248
Share Conversation Time Equally 221
Be an Active Contributor and Join
Apply the Rules of Active Listening and Avoid
Communities 248
Multitasking 221
Read, Listen, and Learn 248
Take Notes on Important Points and Summarize
Next Steps at the End of the Call 221 Focus on Content 251
Close with Appreciation 221 Make Your Content Accessible 252
Follow Up on Agreements 221 Make Your Messages Authentic and
Friendly 252
Participating in and Leading Group Voice Be Responsive and Help Others 252
and Video Calls 222
Respect Boundaries and Avoid Oversharing 252
Practice Using the Technology before the
Group Call 222 Managing Your Online Reputation 252
Use Your Webcam Effectively 222 TECHNOLOGY TIPS: USING TAGGING FOR
KNOWLEDGE MANAGEMENT 253
COMMUNICATION Q&A 223
Use Interactive Tools Wisely 223 Using Social Media Ethically 255
Start the Call with Purpose and Take COMMUNICATION Q&A 258
Charge 223 Chapter Takeaway for Social Media for Business
Follow the Guidelines of Effective Virtual Communication 259
Meetings 223 Key Terms 260
Discussion Exercises 260
Chapter Takeaway for Email and Other Traditional
Evaluation Exercises 262
Tools for Business Communication 224
Application Exercises 263
Key Terms 225
Language Mechanics Check 264
Discussion Exercises 225
Another random document with
no related content on Scribd:
Holoß Bachmakdjan, 14jährige Armenierin aus
Erserum.
Die Verfolgungen der Armenier, vor allem die Grausamkeiten
gegen unschuldige Frauen und Kinder, gehören zu den dunkelsten
Kapiteln des Weltkrieges. Sie übertrifft nur die Grausamkeit, mit der
zwei Millionen in Rußland ansässiger Deutschen bei Kriegsausbruch
in die Pesthöhlen Sibiriens verschleppt wurden, um dort das
Schicksal der unglücklichen Opfer aus Ostpreußen zu teilen. Was
aber die Engländer über die armenischen Massaker in die Welt
hinausposaunen, ist ungeheuer übertrieben und fordert den
Widerspruch heraus. In seiner Oberhausrede vom 6. Oktober 1915
behauptet Lord Bryce, die Türkei wolle ihre nichtmohammedanische
Bevölkerung ausrotten, weil sie die Einheit des Staates störe und
sich nicht immer der Unterdrückung füge. Die Türkei zählt über 21
Millionen Einwohner; mehr als ein Viertel davon sind Christen und
Juden. Die Juden, die fast eine Million zählen, haben von den
Türken nichts auszustehen gehabt, im Gegensatz zu Rußland, wo
sie der empörendsten Verfolgung ausgesetzt waren, und die
Christen in Syrien und anderen Teilen der Türkei leben mit den
Herren des Landes in gutem Einvernehmen, sind wenigstens
während dieses Krieges in keiner Weise von ihnen behelligt worden.
Die Armenier bilden nur etwa den vierten Teil der gesamten
Christenheit des türkischen Reichs.
Lord Bryce leugnet, daß sich die Armenier jemals ungesetzlich
gegen ihre Regierung gezeigt hätten. Aber eine Broschüre von
Arnold J. Toynbee in Oxford, die eben jene Rede des Lords enthält,
versichert, daß 250000 Armenier über die russische Grenze
desertiert seien, die jetzt „die einzige Hoffnung und Stütze der
armenischen Rasse“ bildeten! Die 750000 Armenier, die (nach einer
andern Stelle derselben Broschüre!) in Transkaukasien leben und
russische Untertanen sind, gehören wohl nicht zur armenischen
Rasse? Nach der zuverlässigsten Bevölkerungsstatistik von
Armenien in „Petermanns Mitteilungen“ (42. Bd. 1896) sind es sogar
958000. Lord Bryce will nur von „vereinzelten“ Deserteuren gehört
haben und behauptet, das Freiwilligenkorps, das zu Anfang des
Krieges dem russischen Heer so wertvolle Dienste leistete, habe nur
aus russischen, im Kaukasus wohnenden Armeniern bestanden.
Darüber können nur die türkischen Behörden zuverlässige
Aufklärung geben. So harmlos, wie der Lord sie schildert, haben sich
die Armenier bei früheren Gelegenheiten nicht erwiesen, weder im
türkischen noch im russischen Asien. Die Massaker des Jahres 1896
verursachte der wahnsinnige Versuch der Armenier, die
Ottomanische Bank in Konstantinopel zu stürmen, und das Blutbad,
das 1903 die Tataren in Baku unter den Armeniern anrichteten, war
die Folge der politischen Morde, die letztere an russischen Beamten
verübt hatten. Die Tataren glaubten, sich durch Hinschlachtung der
Armenier einen Dank von Rußland verdienen zu können; dieses ließ
sie auch gewähren, und als es endlich eingriff, waren die Greuel
schon vorüber. Als ich Ende November 1905 in Nachitschewan
weilte, hatten die Armenier, wie ich in meinem Buche „Zu Land nach
Indien“ (1. Bd., S. 95 f.) berichtet habe, im Tatarendorf Ikran vierzig
Männer, Frauen und Kinder niedergemacht, und in Nachitschewan
selbst war ein Tatar von ihnen erschossen worden, als er unter
freiem Himmel sein Abendgebet verrichtete. Darauf töteten die
dortigen Tataren einen Armenier, und nun ging die Blutrache weiter.
Lord Bryce ist zweifellos ein Ehrenmann — so are they all, all
honourable men! Aber was er von den schrecklichen Grausamkeiten
bei Räumung des kaukasischen Kriegsgebiets vor der Besetzung
durch die Russen erzählt, stimmt schlecht zu den übrigen Angaben
der genannten Broschüre. 800000 Armenier, sagt Lord Bryce, hätten
bei dem Transport nach südlicheren Gegenden den Tod gefunden.
In der Broschüre aber heißt es (S. 15 der dänischen Übersetzung)
von den 1200000 Armeniern des türkischen Reichs sei gut wie die
Hälfte „systematisch niedergemetzelt“ worden. Wenn nun wirklich
250000 nach Rußland flohen und die Hälfte der Zurückbleibenden
getötet wurde, so ergäbe das etwa 475000, aber keineswegs
800000! Ganz abgesehen davon, daß 5000 sich nach Port Said
retteten und zahlreiche in türkischen Diensten blieben. Allein aus der
Stadt Mersina sollen nach Lord Bryces Brief an die Presse vom 26.
November 1915 25000 Armenier nach Süden verschickt worden
sein! Nur schade, daß diese Stadt bei Kriegsausbruch bloß 22000
Einwohner zählte, unter denen — nach Baedeker und „Petermanns
Mitteilungen“ — überhaupt keine Armenier waren!
Ebenso leichtfertig ist die Statistik, die das armenische
Patriarchat der Kollektivnote der europäischen Gesandten beifügte,
um nach Artikel 61 des Berliner Vertrags die Durchführung von
Reformen in den von Armeniern bewohnten Wilajets zu erzielen.
Darnach sollten in den betreffenden Gebieten ebensoviele Armenier
(780700) wie Mohammedaner (776500) wohnen. Tatsächlich
bildeten die ersteren nur den sechsten Teil der Bevölkerung.
Der Zweck dieser Falschmeldungen ist ja klar: die D e u t s c h e n
sollen die Schuldigen sein! Sie haben ja niemals etwas gegen diese
Grausamkeiten getan, obgleich sich die Türkei der Autorität
Deutschlands ohne weiteres gefügt hätte! Woher weiß der Verfasser
jener Broschüre, daß Deutschland niemals einen solchen Schritt
getan hat? Ich kann ihm versichern, daß er in einem fürchterlichen
Irrtum befangen ist, und ebenso falsch ist sein Glaube, als ob
Deutschland in der Türkei nur so zu befehlen habe! Die Türkei ist
aus eigenem Entschluß, ihrer eigenen Sicherheit wegen in den Krieg
eingetreten, nicht Deutschland zu Gefallen. Die schändliche
Behandlung Griechenlands beweist ja, daß sie beim besten Willen
nicht einmal neutral hätte bleiben können!
Siebentes Kapitel.
Deutsche Artillerie auf dem Wege
nach Bagdad.
Der-es-Sor.
Diesem Ziel der heutigen Tagereise hatte ich mit Spannung
entgegengesehen. Denn hier war eine Telegraphenstation. Welche
Nachrichten aus der lärmvollen Welt mochten dort vorliegen?
Keine Siegeskunde empfing mich zum Osterfest 1916, wohl aber
eine erschütternde Trauerbotschaft: Vor drei Tagen, am 19. April,
war Feldmarschall von der Goltz, nach der Rückkehr von einer
Inspektionsreise nach Kut-el-Amara, in Bagdad am Flecktyphus
gestorben! —
Straße in Der-es-Sor.
Der-es-Sor ist der offizielle türkische Name der Stadt; gewöhnlich
sagt man nur Ed-Der, d. h. das Kloster. Sor bezeichnet das Land
zwischen Palmyra, Ed-Der, Chabur, Sindschar, Nesibin und Rakka.
Nach Sachau beträgt die Einwohnerzahl gegen 5 bis 6000, nach M.
von Oppenheim gegen 6 oder 7000 Mohammedaner und 700
Christen. Die Stadt, deren Straßen in besserem Zustand waren als
die Bagdads, und das ganze Gebiet zwischen Rakka und Ana wird
von einem Mutessarrif, einem Gouverneur, regiert, der unmittelbar
dem Ministerium des Innern in Konstantinopel untersteht. In
Friedenszeiten lagen in Der-es-Sor ein Bataillon regulärer, auf
Mauleseln berittener Infanterie und eine größere Abteilung Saptije zu
Pferd; diese Truppen mußten die Anese-Beduinen in der syrischen
Wüste und den Schammarstamm in Mesopotamien im Zaume
halten. Das hinderte nicht, daß mit diesen ein lebhafter Handel
getrieben wurde, und Der-es-Sor ist ein wichtiger Knotenpunkt auf
den Karawanenstraßen zwischen Aleppo und Bagdad, Damaskus
und Mosul.
Nachdem ich ein Telegramm und einen Brief nach Hause auf die
Post gegeben hatte, suchte ich einen der größeren Hans der Stadt
auf, wo, wie ich erfahren hatte, eine Landsmännin, Frau Major
Erikson, wohnte. Ich fand die junge, liebenswürdige Dame in
Gesellschaft von vier deutschen Herren aus Persien, die sie von
Bagdad auf der üblichen Karawanenstraße den Euphrat entlang
nach Konstantinopel begleiteten. Die Reise bis Der-es-Sor war sehr
beschwerlich und langwierig gewesen. Überschwemmungen hatten
zu weiten Umwegen auf ungebahntem Gelände gezwungen, und an
einigen Stellen hatte man die Pferde, Maulesel und Wagen auf
Fähren über hindernde Wasserläufe befördern müssen. Frau Erikson
pflegte die Nächte in ihrem wohlverschlossenen Wagen
zuzubringen, auf dessen Kutscherbock ein großer kluger
Rattenfänger grimmig Wache hielt.