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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,
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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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‘Social media? Get serious! Understanding the functional editability, persistence, and association’, Communication
building blocks of social media’, Business Horizons, Vol. 54, Yearbook, Vol. 36, pp. 143–89.
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.
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tariff act have been proclaimed with Portugal, with Italy and
with Germany. Commercial conventions under the general
limitations of the fourth section of the same act have been
concluded with Nicaragua, with Ecuador, with the Dominican
Republic, with Great Britain on behalf of the island of
Trinidad and with Denmark on behalf of the island of St.
Croix. These will be early communicated to the Senate.
Negotiations with other governments are in progress for the
improvement and security of our commercial relations."
The question of the ratification of all these treaties was

pending in the Senate when the term of the 56th Congress
expired, March 4, 1901. Opposing interests in the United
States seemed likely then to defeat their ratification. On the
last day of the special session of the Senate, March 5-9, an
agreement extending the time for the ratification of the
French reciprocity treaty was received and referred to the
committee on foreign relations. On the 15th of March,
Secretary Hay and Lord Pauncefote signed protocols extending
for one year the time of ratification for four of the British
West Indian reciprocity treaties, namely, Jamaica, Bermuda,
Guiana and Turks and Caicos islands.
UNITED STATES OF AMERICA: A. D. 1900.

Naval strength.
See (in this volume)

NAVIES OF THE SEA POWERS.
UNITED STATES OF AMERICA: A. D. 1900.

State of Indian schools.
Recent Indian policy.
Indian population.

INDIANS, AMERICAN: A. D. 1899-1900.
UNITED STATES OF AMERICA: A. D. 1900 (January).
Report of the First Philippine Commission.

PHILIPPINE ISLANDS: A. D. 1900 (JANUARY).
UNITED STATES OF AMERICA: A. D. 1900 (January-March).

The outbreak of the "Boxers" in northern China.

CHINA: A. D. 1900 (JANUARY-MARCH).
UNITED STATES OF AMERICA: A. D. 1900 (February).

Negotiation of the Hay-Pauncefote Convention relative
to the Nicaragua Canal.

CANAL, INTEROCEANIC: A. D. 1900 (DECEMBER).
UNITED STATES OF AMERICA: A. D. 1900 (March-December).

Passage of the Financial Bill.
Settlement of the question of the monetary standard.
The working of the act.
Legislation in the direction sought by the advocates of the

gold standard and of a reformed monetary system for the
country, whose agitations are referred to above, was attained
in the spring of 1900, by the passage of an important
"Financial Bill" which became law on the 14th of March.

UNITED STATES OF AMERICA: A. D. 1896-1898
The provisions and the effect of the Act were summarized at

the time by the Secretary of the Treasury, Mr. Gage, in a
published statement, as follows:
"The financial bill has for its first object what its title
indicates, the fixing of the standard of value and the
maintaining at a parity with that standard of all forms of
money issued or coined by the United States. It reaffirms that
the unit of value is the dollar, consisting of 25.8 grains of
gold, nine tenths fine, but from that point it goes on to make
it the duty of the Secretary of the Treasury to maintain all
forms of money issued or coined at a parity with this
standard. It puts into the hands of the Secretary ample power
to do that.
{640}
For that purpose, the bill provides in the Treasury bureaus of
issue and redemption and transfers from the general fund of
the Treasury's cash $150,000,000 in gold coin and bullion to
redemption fund, that gold to be used for the redemption of
United States notes and Treasury notes. That fund is
henceforth absolutely cut out of and separated from the cash
balance in the Treasury and the available cash balance will
hereafter show a reduction of $150,000,000 from the figures
that have heretofore prevailed. This $150,000,000 redemption
fund is to be used for no other purpose than the redemption of
United States notes and Treasury notes and those notes so
redeemed may be exchanged for the gold in the general fund or
with the public, so that the reserve fund is kept full with
gold to the $150,000,000 limit. If redemptions go on so that
the gold in this reserve fund is reduced below $100,000,000,
and the Secretary is unable to build it up to the $150,000,000
mark by exchange for gold in the general fund or otherwise, he
is given power to sell bonds and it is made his duty to
replenish the gold to the $150,000,000 mark by such means.
"The 'endless chain' is broken by a provision which prohibits

the use of notes so redeemed to meet deficiencies in the
current revenues. The act provides for the ultimate retirement
of all the Treasury notes issued in payment for silver bullion
under the Sherman act. As fast as that bullion is coined into
silver dollars Treasury notes are to be retired and replaced
with an equal amount of silver certificates. The measure
authorizes the issue of gold certificates in exchange for
deposits of gold coin, the same as at present, but suspends
that authority whenever and so long as the gold in the
redemption fund is below $100,000,000 and gives to the
Secretary the option to suspend the issue of such certificates
whenever the silver certificates and United States notes in
the general fund of the Treasury exceed $40,000,000. The bill
provides for a larger issue of silver certificates, by
declaring that hereafter silver certificates shall be issued
only in denominations of $10 and under except as to 10 per
cent. of the total volume. Room is made for this larger use of
silver certificates in the way of small bills by another
provision which makes it necessary as fast as the present
silver certificates of high denominations are broken up into
small bills to cancel a similar volume of United States notes
of small denominations and replace them with notes of
denominations of $10 and upward. Further room is made for the
circulation of small silver certificates by a clause which
permits national banks to have only one third of their capital
in denomination under $10.
"One clause of the bill which the public will greatly

appreciate is the right it gives to the Secretary to coin any
of the 1890 bullion into subsidiary silver coins up to a limit
of $100,000,000. There has for years been a scarcity of
subsidiary silver during periods of active retail trade, but
this provision will give the Treasury ample opportunity to
supply all the subsidiary silver that is needed. Another
provision that the public will greatly appreciate is the
authority given to the Secretary to recoin worn and uncurrent
subsidiary silver now in the Treasury or hereafter received.
"A distinct feature of the bill is in reference to refunding

the 3 per cent. Spanish war loan, the 2 per cent. bonds
maturing in 1907 and the 5 per cent. bonds maturing in 1904, a
total of $839,000,000, into new 2 per cent. bonds. These new 2
per cent. bonds will not be offered for sale, but will only be
issued in exchange for an equal amount, face value, of old
bonds. This exchange will save the Government, after deducting
the premium paid, nearly $23,000,000, if all the holders of the
old bonds exchange them for the new ones. National banks that
take out circulation based on the new bonds are to be taxed
only one half of 1 per cent. on the average amount of
circulation outstanding, while those who have circulation
based on a deposit of old bonds will be taxed, as at present,
1 per cent. There are some other changes in the national
banking act. The law permits national banks with $25,000
capital to be organized in places of 3,000 inhabitants or
less, whereas heretofore the minimum capital has been $50,000.
It also permits banks to issue circulation on all classes of
bonds deposited up to the par value of the bonds, instead of
90 per cent. of their face, as heretofore. This ought to make
an immediate increase in national bank circulation of
something like $24,000,000, as the amount of bonds now
deposited to secure circulation is about $242,000,000. If the
price of the new 2s is not forced so high in the market that
there is no profit left to national banks in taking out
circulation, we may also look for a material increase in
national bank circulation based on additional deposits of
bonds. National banks are permitted under the law to issue
circulation up to an amount equal to their capital. The total
capital of all national banks is $616,000,000. The total
circulation outstanding is $253,000,000. There is, therefore,
a possibility of an increase in circulation of $363,000,000,
although the price of the 2 per cent. bonds, as already
foreshadowed by market quotations in advance of their issue,
promises to be so high that the profit to the banks in taking
out circulation will not be enough to make the increase
anything like such a possible total."
Upon the working of the Act, during the first nine months of
its operation, Secretary Gage remarked as follows, in his
annual report dated December 14, 1900:
"The operation of the act of March 14 last with respect to
these two important matters of our finances has well
exemplified its wisdom. Confidence in the purpose and power of
the Government to maintain the gold standard has been greatly
strengthened. The result is that gold flows toward the
Treasury instead of away from it. At the date of this report
the free gold in the Treasury is larger in amount than at any
former period in our history. Including the $150,000,000
reserve, the gold in the Treasury belonging to the Government
amounts to over $242,000,000, while the Treasury holds,
besides, more than $230,000,000, against which certificates
have been issued. That provision of the act which liberalized
the conditions of bank-note issue was also wise and timely.
Under it, … there has been an increase of some $77,000,000 in
bank-note issues. To this fact may be chiefly attributed the
freedom from stress for currency to handle the large harvests
of cotton, wheat, and corn. In this respect the year has been
an exception to the general rule of stringency which for
several years has so plainly marked the autumn season.
{641}
"Nevertheless, the measures referred to, prolific as they have

been in good results, will yet need re-enforcement in some
important particulars. Thus, as to the redemption fund
provided for in said act, while the powers conferred upon the
Secretary are probably ample to enable a zealous and watchful
officer to protect fully the gold reserve, there appears to be
lacking sufficient mandatory requirement to furnish complete
confidence in the continued parity, under all conditions,
between our two forms of metallic money, silver and gold. Upon
this point further legislation may become desirable. As to the
currency, while the liberalizing of conditions has, as previously
noted, found response in a necessary increase of bank-note
issues, there is under our present system no assurance
whatever that the volume of bank currency will be continuously
responsive to the country's needs, either by expanding as such
needs require or by contracting when superfluous in amount.
The truth is that safe and desirable as is our currency system
in many respects, it is not properly related. The supply of
currency is but remotely, if at all, influenced by the ever
changing requirements of trade and industry. It is related
most largely, if not entirely, to the price of Government
bonds in the market."
Annual Report of the Secretary of the Treasury, 1900,

pages 72-73.
UNITED STATES OF AMERICA: A. D. 1900 (April).

Speech of Senator Hoar in denial of the right of the
government of the United States, under the Constitution, to
hold the Philippine Islands as a subject state.
On the 17th of April, the following joint resolution was under

consideration in the Senate: "Be it resolved by the Senate and
House of Representatives of the United States of America in
Congress assembled, that the Philippine Islands are territory
belonging to the United States; that it is the intention of
the United States to retain them as such and to establish and
maintain such governmental control throughout the archipelago
as the situation may demand." Senator Hoar, of Massachusetts,
spoke in opposition to the resolution, and some passages from
his speech are quoted here, because they are notably
representative of the ground and spirit of an opposition which
existed within the party controlling the government to the war
of subjugation in the Philippine Islands, to which the party
and the government were finally committed by the adoption of
this Congressional declaration. The attitude and argument of
parties on the question are set forth below, in the platforms
and manifestos of the presidential election. This speech
exhibits a feeling on that question which was overridden in
the winning party, and it has an importance both forensic and
historical:
"The American people, so far as I know, were all agreed that
their victory [in the Spanish American war] brought with it
the responsibility of protecting the liberated peoples from
the cupidity of any other power until they could establish
their own independence in freedom and in honor. I stand here
to-day to plead with you not to abandon the principles that
have brought these things to pass. I implore you to keep to
the policy that has made the country great, that has made the
Republican party great, that has made the President great. I
have nothing new to say. But I ask you to keep in the old
channels, and to keep off the old rocks laid down in the old
charts, and to follow the old sailing orders that all the old
captains of other days have obeyed, to take your bearings, as
of old, from the north star,
Of whose true fixed and resting quality

There is no fellow in the firmament,
and not from this meteoric light of empire.
"Especially, if I could, would I persuade the great Republican

party to come back again to its old faith, to its old
religion, before it is too late. There is yet time. The
President has said again and again that his is only an ad
interim policy until Congress shall act. It is not yet too
late. Congress has rejected, unwisely, as I think, some
declarations for freedom. But the two Houses have not as yet
committed themselves to despotism. The old, safe path, the
path alike of justice and of freedom, is still easy. It is a
path familiar, of old, to the Republican party. If we have
diverged from it for the first time, everything in our
history, everything in our own nature calls us back. The great
preacher of the English church tells you how easy is the
return of a great and noble nature from the first departure
from rectitude:—
'For so a taper, when its crown of flame is newly blown off,
retains a nature so symbolical to light,
that it will with greediness reenkindle and snatch a ray
from the neighbor fire.'
"I, for one, believed, and still believe that the pathway to
prosperity and glory for the country was also the pathway to
success and glory for the Republican party. I thought the two
things inseparable. If, when we made the treaty of peace, we
had adhered to the purpose we declared when we declared war;
if we had dealt with the Philippine Islands as we promised to
deal, have dealt, and expect to deal with Cuba, the country
would have escaped the loss of 6,000 brave soldiers, other
thousands of wrecked and shattered lives, the sickness of many
more, the expenditure of hundreds of millions, and, what is
far worse than all, the trampling under foot of its cherished
ideals. There would have been to-day a noble republic in the
East, sitting docile at our feet, receiving from us
civilization, laws, manners, and giving in turn everything the
gratitude of a free people could give-love, obedience, trade.
The Philippine youth would throng our universities; our
Constitution, our Declaration, the lives of Washington and
Lincoln, the sayings of Jefferson and Franklin would have been
the textbooks of their schools. How our orators and poets
would have delighted to contrast America liberating and
raising up the republic of Asia, with England subduing and
trampling under foot the republic of Africa. Nothing at home
could have withstood the great party and the great President
who had done these things. We should have come from the next
election with a solid North and have carried half the South.
You would at least have been spared the spectacle of great
Republican States rising in revolt against Republican
policies. I do not expect to accomplish anything for liberty
in the Philippine Islands but through the Republican party.
Upon it the fate of these Islands for years to come is to
depend. If that party can not be persuaded, the case is in my
judgment for the present hopeless. …
{642}
"The practical question which divided the American people last

year, and which divides them to-day, is this: Whether in
protecting the people of the Philippine Islands from the
ambition and cupidity of other nations we are bound to protect
them from our own. … In dealing with this question, Mr.
President, I do not mean to enter upon any doubtful ground. I
shall advance no proposition ever seriously disputed in this
country till within twelve months. … If to think as I do in
regard to the interpretation of the Constitution; in regard to
the mandates of the moral law or the law of nations, to which
all men and all nations must render obedience; in regard to
the policies which are wisest for the conduct of the State, or
in regard to those facts of recent history in the light of
which we have acted or are to act hereafter, be treason, then
Washington was a traitor; then Jefferson was a traitor; then
Jackson was a traitor; then Franklin was a traitor; then
Sumner was a traitor; then Lincoln was a traitor; then Webster
was a traitor; then Clay was a traitor; then Corwin was a
traitor; then Kent was a traitor; then Seward was a traitor;
then McKinley, within two years, was a traitor; then the
Supreme Court of the United States has been in the past a nest
and hotbed of treason; then the people of the United States,
for more than a century, have been traitors to their own flag
and their own Constitution.
"'We are presented with an issue that can be clearly and

sharply stated as a question of constitutional power, a
question of international law, a question of justice and
righteousness, or a question of public expediency. This can be
stated clearly and sharply in the abstract, and it can be put
clearly and sharply by an illustration growing out of existing
facts.
"The constitutional question is: Has Congress the power, under

our Constitution, to hold in subjection unwilling vassal
States?
"The question of international law is: Can any nation

rightfully convey to another sovereignty over an unwilling
people who have thrown off its dominion, asserted their
independence, established a government of their own, over whom
it has at the time no practical control, from whose territory
it has been disseized, and which it is beyond its power to
deliver?
"The question of justice and righteousness is: Have we the

right to crush and hold under our feet an unwilling and
subject people whom we had treated as allies, whose
independence we are bound in good faith to respect, who had
established their own free government, and who had trusted us?
"The question of public expediency is: Is it for our advantage

to promote our trade at the cannon's mouth and at the point of
the bayonet?
"All these questions can be put in a way of practical

illustration by inquiring whether we ought to do what we have
done, are doing, and mean to do in the case of Cuba; or what
we have done, are doing, and some of you mean to do in the
case of the Philippine Islands.
"It does not seem to me to be worth while to state again at

length the constitutional argument which I have addressed to
the Senate heretofore. It has been encountered with eloquence,
with clearness and beauty of statement, and, I have no doubt,
with absolute sincerity by Senators who have spoken upon the
other side. But the issue between them and me can be summed up
in a sentence or two, and if, so stated, it can not be made
clear to any man's apprehension, I despair of making it clear
by any elaboration or amplification. I admit that the United
States may acquire and hold property, and may make rules and
regulations for its disposition. I admit that, like other
property, the United States may acquire and hold land. It may
acquire it by purchase. It may acquire it by treaty. It may
acquire it by conquest. And it may make rules and regulations
for its disposition and government, however it be acquired.
When there are inhabitants upon the land so acquired it may
make laws for their government. But the question between me
and the gentlemen on the other side is this: Is this
acquisition of territory, of land or other property, whether
gained by purchase, conquest, or treaty, a constitutional end
or only a means to a constitutional end? May you acquire,
hold, and govern territory or other property as an end for
which our Constitution was framed, or is it only a means
toward some other and further end? May you acquire, hold, and
govern property by conquest, treaty, or purchase for the sole
object of so holding and governing it, without the
consideration of any further constitutional purpose? Or must
you hold it for a constitutional purpose only, such as the
making of new States, the national defense and security, the
establishment of a seat of government, or the construction of
forts, harbors, and like works, which, of course, are
themselves for the national defense and security?
"I hold that this acquisition, holding and governing, can be

only a means for a constitutional end—the creation of new
States or some other of the constitutional purposes to which I
have adverted. And I maintain that you can no more hold and
govern territory than you can hold and manage cannon or fleets
for any other than a constitutional end; and I maintain that
the holding in subjection an alien people, governing them
against their will for any fancied advantage to them, is not
only not an end provided for by the Constitution, but is an
end prohibited therein. … It is an end which the generation
which framed the Constitution and the Declaration of
Independence declared was unrighteous and abhorrent. So, in my
opinion, we have no constitutional power to acquire territory
for the purpose of holding it in subjugation, in a state of
vassalage or serfdom, against the will of its people.
"It is to be noted just here that we have acquired no

territory or other property in the Philippine Islands, save at
few public buildings. By every other acquisition of territory
the United States became a great land owner. She owned the
public lands as she had owned the public lands in the
Northwest ceded to her by the old States. But you own nothing
in the Philippines. The people own their farms and dwellings
and cities. The religious orders own the rest. The Filipinos
desire to do what our English ancestors did in the old days
when England was Catholic. The laity feared that the Church
would engross all the land. So they passed their statute of
mortmain. You have either got to let the people of the
Philippine Islands settle this matter for themselves, or you
must take upon you the delicate duty of settling it for them.
{643}
Your purchase or conquest is a purchase or conquest of nothing
but sovereignty. It is a sovereignty over a people who are
never to be admitted to exercise it or to share it. In the
present case we have not, I repeat, bought any property. We
have undertaken to buy mere sovereignty. There were no public
lands in the Philippine Islands, the property of Spain, which
we have bought and paid for. The mountains of iron and the
nuggets of gold and the hemp-bearing fields—do you purpose to
strip the owners of their rightful title? We have undertaken
to buy allegiance, pure and simple. And allegiance is just
what the law of nations declares you can not buy. …
"I have been unable to find a single reputable authority more

than twelve months old for the power now claimed for Congress
to govern dependent nations or territories not expected to
become States. The contrary, until this war broke out, has
been taken as too clear for reasonable question. I content
myself with a few authorities. Among them are Daniel Webster,
William H. Seward, the Supreme Court of the United States,
James Madison.
"Daniel Webster said in the Senate, March 23, 1848: 'Arbitrary
governments may have territories and distant possessions,
because arbitrary governments may rule them by different laws
and different systems. We can do no such thing. They must be
of us, part of us, or else strangers. I think I see a course
adopted which is likely to turn the Constitution of the land
into a deformed monster, into a curse rather than a blessing;
in fact, a frame of an unequal government, not founded on
popular representation, not founded on equality, but on the
grossest inequality; and I think that this process will go on,
or that there is danger that it will go on, until this Union
shall fall to pieces. I resist it to-day and always! Whoever
falters or whoever flies, I continue the contest!'
"James Madison said in the Federalist: 'The object of the

Federal Constitution is to secure the union of the thirteen
primitive States, which we know to be practicable; and to add
to them such other States as may arise in their own bosoms, or
in their neighborhood, which we can not doubt will be
practicable.'
James Madison,
Federalist, Number 14.
"William H. Seward said: 'It is a remarkable feature of the

Constitution of the United States that its framers never
contemplated colonies, or provinces, or territories at all. On
the other hand, they contemplated States only, nothing less
than States, perfect States, equal States, as they are called
here, sovereign States. … There is reason—there is sound
political wisdom in this provision of the Constitution
excluding colonies, which are always subject to oppression,
and excluding provinces, which always tend to corrupt and
ultimately to break down the parent State.'
Seward's Works
Volume 1, page 122.
'By the Constitution of the United States, there are no

subjects, Every citizen of any one State is a free and equal
citizen of the United States. Again, by the Constitution of
the United States there are no permanent provinces or
dependencies.'
Seward's Works
Volume 4, page 167.
"The Supreme Court of the United States, in the case of

Fleming vs. Page, said: 'The genius and character of our
institutions are peaceful; and the power to declare war was
not conferred upon Congress for the purposes of aggression or
aggrandizement, but to enable the Government to vindicate by
arms, if it should become necessary, its own rights and the
rights of its citizens. A war, therefore, declared by
Congress, can never be presumed to be waged for the purpose of
conquest or the acquisition of territory; nor does the law
declaring the war imply an authority to the President to
enlarge the limits of the United States by subjugating the
enemy's country.'
"Our territories, so far, have all been places where Americans

would go to dwell as citizens, to establish American homes, to
obtain honorable employment, and to build a State. Will any
man go to the Philippine Islands to dwell, except to help
govern the people, or to make money by a temporary residence?
…
"When hostilities broke out, February 5, 1899, we had no

occupancy of and no title of any kind to any portion of the
Philippine territory, except the town and bay of Manila.
Everything else was in the peaceful possession of the
inhabitants. In such a condition of things, Mr. President,
international law speaks to us with its awful mandate. It
pronounces your proposed action sheer usurpation and robbery.
You have no better title, according to the law of nations, to
reduce this people to subjection than you have to subjugate
Mexico or Haiti or Belgium or Switzerland. This is the settled
doctrine, as declared by our own great masters of
jurisprudence. You have no right, according to tho law of
nations, to obtain by purchase or acquisition sovereignty over
a people which is not actually exercised by the country which
undertakes to convey it or yield it. We have not yet completed
the acquisition. But at the time we entered upon it, and at
the time of this alleged purchase, the people of the
Philippine Islands, as appears by General Otis's report, by
Admiral Dewey's report, and the reports of officers for whom
they vouched, held their entire territory, with the exception
of the single town of Manila. They had, as appears from these
reports, a full organized government. They had an army
fighting for independence, admirably disciplined, according to
the statement of zealous advocates of expansion.
"Why, Mr. President, is it credible that any American

statesman, that any American Senator, that any intelligent
American citizen anywhere, two years ago could have been found
to affirm that a proceeding like that of the Paris treaty
could give a just and valid title to sovereignty over a people
situated as were the people of those islands? A title of
Spain, originally by conquest, never submitted to nor admitted
by the people of the islands, with frequent insurrections at
different times for centuries, and then the yoke all thrown
off, a constitutional government, schools, colleges, churches,
universities, hospitals, town governments, a legislature, a
cabinet, courts, a code of laws, and the whole island occupied
and controlled by its people, with the single exception of one
city; with taxes lawfully levied and collected, with an army
and the beginning of a navy.
{644}
"And yet the Senate, the Congress enacted less than two years
ago that the people of Cuba—controlling peaceably no part of
their island, levying no taxes in any orderly or peaceable
way, with no administration of justice, no cabinet—not only of
right ought to be, but were, in fact, a free and independent
State. I did not give my assent to that declaration of fact. I
assented to the doctrine that they of right ought to be. But I
thought the statement of fact much calculated to embarrass the
Government of the United States, if it were bound by that
declaration; and it has been practically disregarded by the
Administration ever since. But the question now is a very
different one. You not only deny that the Filipinos are, but
you deny that they of right ought to be free and independent;
and you recognize Spain as entitled to sell to you the
sovereignty of an island where she was not at the time
occupying a foot of territory, where her soldiers were held
captives by the government of the island, a government to
which you had delivered over a large number of Spanish
prisoners to be held as captives. And yet you come here to-day
and say that they not only are not, but they of right ought
not to be free and independent; and when you are pressed you
answer us by talking about mountains of iron and nuggets of
gold, and trade with China.
"I affirm that you can not get by conquest, and you can not
get by purchase, according to the modern law of nations,
according to the law of nations as accepted and expounded by
the United States, sovereignty over a people, or title to a
territory, of which the power that undertakes to sell it or
the power from whom you undertake to wrest it has not the
actual possession and dominion. … You cannot buy a war. More
than this, you cannot buy a tyrant's claim to subject again an
oppressed people who have achieved their freedom. …
"Gentlemen tell us that the bill of the Senator from Wisconsin

is copied from that introduced in Jefferson's time for the
purchase of Louisiana. Do you claim that you propose to deal
with these people as Jefferson meant to deal with Louisiana?
You talk of Alaska, of Florida, of California; do you mean to
deal with the Philippines as we mean to deal with Alaska and
dealt with Florida or California?
"I have spoken of the Declaration of Independence as a solemn

affirmation of public law, but it is far more than that. It is
a solemn pledge of national faith and honor. It is a baptismal
vow. It is the bedrock of our republican institutions. It is,
as the Supreme Court declared, the soul and spirit of which
the Constitution is but the body and letter. It is the light
by which the Constitution must be read. … There is expansion
enough in it, but it is the expansion of freedom and not of
despotism; of life, not of death. Never was such growth in all
human history as that from the seed Thomas Jefferson planted.
The parable of the mustard seed, than which, as Edward Everett
said, 'the burning pen of inspiration, ranging heaven and
earth for a similitude, can find nothing more appropriate or
expressive to which to liken the Kingdom of God,' is repeated
again. 'Whereunto shall we liken it, or with what comparison
shall we compare it? It is like a grain of mustard seed,
which, when it is sown in the earth, is less than all the
seeds that be in the earth. But when it is sown, it groweth
up, and becometh greater than all herbs, and shooteth out
great branches, so that the fowls of the air may lodge under
the shadow of it.' This is the expansion of Thomas Jefferson.
It has covered the continent. It is on both the seas. It has
saved South America. It is revolutionizing Europe. It is the
expansion of freedom. It differs from your tinsel, pinchbeck,
pewter expansion as the growth of a healthy youth into a
strong man differs from the expansion of an anaconda when he
swallows his victim. Ours is the expansion of Thomas
Jefferson. Yours is the expansion of Aaron Burr. It is
destined to as short a life and to a like fate. …
"There are 1,200 islands in the Philippine group. They extend

as far as from Maine to Florida. They have a population
variously estimated at from 8,000,000 to 12,000,000. There are
wild tribes who never heard of Christ, and islands that never
heard of Spain. But among them are the people of the island of
Luzon, numbering 3,500,000, and the people of the Visayan
Islands, numbering 2,500,000 more. They are a Christian and
civilized people. They wrested their independence from Spain
and established a republic. Their rights are no more to be
affected by the few wild tribes in their own mountains or by
the dwellers in the other islands than the rights of our old
thirteen States were affected by the French in Canada, or the
Six Nations of New York, or the Cherokees of Georgia, or the
Indians west of the Mississippi. Twice our commanding
generals, by their own confession, assured these people of
their independence. Clearly and beyond all cavil we formed an
alliance with them. We expressly asked them to co-operate with
us. We handed over our prisoners to their keeping; we sought
their help in caring for our sick and wounded. We were told by
them again and again and again that they were fighting for
independence. Their purpose was as well known to our generals,
to the War Department, and to the President, as the fact that
they were in arms. We never undeceived them until the time
when hostilities were declared in 1899. The President declared
again and again that we had no title and claimed no right to
anything beyond the town of Manila. Hostilities were begun by
us at a place where we had no right to be, and were continued
by us in spite of Aguinaldo's disavowal and regret and offer
to withdraw to a line we should prescribe. If we crush that
republic, despoil that people of their freedom and
independence, and subject them to our rule, it will be a story
of shame and dishonor. …
"But we are told if we oppose the policy of our imperialistic

and expanding friends we are bound to suggest some policy of
our own as a substitute for theirs. We are asked what we would
do in this difficult emergency. It is a question not difficult
to answer. I for one am ready to answer it.
"1. I would declare now that we will not take these islands to
govern them against their will.
"2. I would reject a cession of sovereignty which implies that

sovereignty may be bought and sold and delivered without the
consent of the people. Spain had no rightful sovereignty over
the Philippine Islands. She could not rightfully sell it to
us. We could not rightfully buy it from her.
"3. I would require all foreign governments to keep out of

these islands.
"4. I would offer to the people of the Philippines our help in

maintaining order until they have a reasonable opportunity to
establish a government of their own.
{645}
"5. I would aid them by advice, if they desire it, to set up a

free and independent government.
"6. I would invite all the great powers of Europe to unite in

an agreement that that independence shall not be interfered
with by us, by themselves, or by any one of them with the
consent of the others. As to this I am not so sure. I should
like quite as well to tell them it is not to be done whether
they consent or not.
"7. I would declare that the United States will enforce the
same doctrine as applicable to the Philippines that we
declared as to Mexico and Haiti and the South American
Republics. It is true that the Monroe Doctrine, a doctrine
based largely on our regard for our own interests, is not
applicable either in terms or in principle to a distant
Asiatic territory. But, undoubtedly, having driven out Spain,
we are bound, and have the right, to secure to the people we
have liberated an opportunity, undisturbed and in peace, to

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(eBook PDF) Communication for

Business and the Professions

(eBook PDF) Communication for Business and the

Communicating at Work: Strategies for Success in

Communicating at Work Strategies for Success in

25 Essential Skills and Strategies for the Professional

(Original PDF) Communicating for Results: A Guide for

Communicating for Results: A Guide for Business and the

Strategies and Models for Teachers: Teaching Content

(eBook PDF) Managers and the Legal Environment:

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

1.1 identify the forms and types of communication, and