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Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2020 — 9781488620782 — Dwyer/Communication for Business and the Professions: Strategies and Skills 7e
Contents vii
Fight, flight or flow response . . . . . . . . . . . . . . . . . . . . . . . . 83 Part 2

Ineffective responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
LEADERSHIP AND COMMUNICATION . . . . . 129
Personal style and power . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Power and influence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Psychological barriers to negotiation . . . . . . . . . . . . . . . . . 86 Chapter 6
Conflict in organisations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Communication across the organisation . . . . . 130

Causes of conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
The role of organisational communication . . . . . . . . . . . . 131
Patterns of organisational conflict . . . . . . . . . . . . . . . . . . . 89
Development of theories . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Functional and dysfunctional conflict . . . . . . . . . . . . . . . . . 89
Communicating culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Constructive engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 The cultural web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Assertive behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 The purposes of organisational communication . . . . . . . 133
Active listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Organisational communication channels . . . . . . . . . . . . . 135
The Four Rs Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Formal communication channels . . . . . . . . . . . . . . . . . . . 135
One-on-one difficult conversations . . . . . . . . . . . . . . . . . . . 92
Informal communication networks . . . . . . . . . . . . . . . . . . 137
Probing questions complemented by active listening . . . . 93
Reframing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Organisational structures . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Formal organisational structures . . . . . . . . . . . . . . . . . . . . 139
Mediation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Informal organisational structures . . . . . . . . . . . . . . . . . . 145
The role of the mediator . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Formal mediation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Formal small group communication networks . . . . . . . . . 146
Summary of learning objectives . . . . . . . . . . . . . . . . . . . . 98 Patterns of communication and interaction . . . . . . . . . . . 147
Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Strategies for improving organisational
Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Changing organisational structures to enhance
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Working in digital workplaces . . . . . . . . . . . . . . . . . . . . . . 151
Using technology for communication . . . . . . . . . . . . . . . 152
Chapter 5
Acknowledging the impact of emotional
Intercultural communication . . . . . . . . . . . . . . . . . 104 intelligence on communication . . . . . . . . . . . . . . . . . . . . . 153
Promoting communication skills . . . . . . . . . . . . . . . . . . . . 153
The process of intercultural communication . . . . . . . . . . 105
Definitions of culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Strategies for addressing unacceptable behaviours . . . . . 154
Three levels of culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Minimising the risk of discrimination . . . . . . . . . . . . . . . . 155
Enculturation and acculturation . . . . . . . . . . . . . . . . . . . . 107 Minimising the risk of bullying and sexual
harassment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Ethnocentrism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Complaint-handling procedures . . . . . . . . . . . . . . . . . . . . . 158
Cultural relativism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Summary of learning objectives . . . . . . . . . . . . . . . . . . . 160
High-context and low-context cultures . . . . . . . . . . . . . . 109
Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
The relevance of cultural components to Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 161
intercultural communication . . . . . . . . . . . . . . . . . . . . . . . . 111
Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Nonverbal communication . . . . . . . . . . . . . . . . . . . . . . . . . 111
Perception of power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Adapting to new cultural contexts . . . . . . . . . . . . . . . . . . 112 Chapter 7
Barriers to intercultural communication . . . . . . . . . . . . . . 113 Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Comparative value dimensions . . . . . . . . . . . . . . . . . . . . . . 116
Hofstede’s findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 The leadership role . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Trompenaars and Hampden-Turner’s findings . . . . . . . . 119 Leadership functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
The impact of differing perceptions of leaders
Intercultural communication competence . . . . . . . . . . . . 120 and followers on interaction . . . . . . . . . . . . . . . . . . . . . . . 167
Culture-general approach to intercultural Group cohesiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
communication competence . . . . . . . . . . . . . . . . . . . . . . . . 120
Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
The pyramid model of intercultural competence . . . . . . . 121
Employee engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Diversity and intercultural communication . . . . . . . . . . . 122
Leadership and power . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Theories of leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Leadership traits and behaviour . . . . . . . . . . . . . . . . . . . . 170
Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Leadership style approach . . . . . . . . . . . . . . . . . . . . . . . . . 171
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Transactional leadership . . . . . . . . . . . . . . . . . . . . . . . . . . 172
viii Contents
Transformational leadership . . . . . . . . . . . . . . . . . . . . . . . 174 Committees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228

Authentic leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Roles at a meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Leadership communication practices . . . . . . . . . . . . . . . . 179 Duties of the chairperson . . . . . . . . . . . . . . . . . . . . . . . . . 229
Mentoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Duties of the secretary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Coaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Duties of the members . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
Networking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Task- and maintenance-related roles . . . . . . . . . . . . . . . . 237
Summary of learning objectives . . . . . . . . . . . . . . . . . . . 185 Task-related roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Maintenance-related roles . . . . . . . . . . . . . . . . . . . . . . . . . 237
Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Defensive and dysfunctional roles . . . . . . . . . . . . . . . . . . 237
Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Collaboration in both face-to-face and virtual
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
Virtual meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240

Chapter 8 Formal virtual meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
Team and work group communication . . . . . . . 190 Informal virtual meetings . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Communication barriers . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Characteristics and drivers of teams, team Planning the environment . . . . . . . . . . . . . . . . . . . . . . . . . 246
performance and team excellence . . . . . . . . . . . . . . . . . . . 191 Face-to-face meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
Types of work teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Virtual meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
Effective group or team performance . . . . . . . . . . . . . . . . 195
Characteristics of team excellence . . . . . . . . . . . . . . . . . . 196
Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
Advantages and disadvantages of teams . . . . . . . . . . . . 197
Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 251
The development of a group or team . . . . . . . . . . . . . . . . 198 Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253
Norms and team civility . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253
Stages of group and team development . . . . . . . . . . . . . 200
Roles within a group or team . . . . . . . . . . . . . . . . . . . . . . . 202
Chapter 10
Factors affecting group or team performance . . . . . . . . 204
Customer engagement . . . . . . . . . . . . . . . . . . . . . . . 254
Group structure and size . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Leadership behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 The nature of customer engagement . . . . . . . . . . . . . . . 255
Member capability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 Five stages of engagement . . . . . . . . . . . . . . . . . . . . . . . . 255
Cohesiveness and climate . . . . . . . . . . . . . . . . . . . . . . . . . 207
Culture of customer engagement . . . . . . . . . . . . . . . . . . . 257
Groupthink . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Features of a customer engagement culture . . . . . . . . . . 257
Work group moods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Customer experience ecosystem . . . . . . . . . . . . . . . . . . . . 258
Leveraging diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Barriers to customer engagement . . . . . . . . . . . . . . . . . . . 262
Teamwork and communication . . . . . . . . . . . . . . . . . . . . . . 212
Role of communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
Teamwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Organisational communication . . . . . . . . . . . . . . . . . . . . . . 264
Communication practices . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Interpersonal customer communication . . . . . . . . . . . . . . 266
Participation techniques . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Online and digital customer interaction . . . . . . . . . . . . . 267
Risk factors that influence the occurrence of
negative acts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Customer complaints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Disruptive team behaviour . . . . . . . . . . . . . . . . . . . . . . . . . 214 Types of complaints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Empowerment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Complaints-handling process . . . . . . . . . . . . . . . . . . . . . . 271
Constructive feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Summary of learning objectives . . . . . . . . . . . . . . . . . . . 273
Summary of learning objectives . . . . . . . . . . . . . . . . . . . 218 Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274
Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 274
Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
Chapter 11
Chapter 9 Public relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
Effective meetings: Face-to-face
Models of public relations . . . . . . . . . . . . . . . . . . . . . . . . . . 279
and virtual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
Two-way communication . . . . . . . . . . . . . . . . . . . . . . . . . . 280
Characteristics of effective meetings . . . . . . . . . . . . . . . . 225 The role of public relations . . . . . . . . . . . . . . . . . . . . . . . . . 281
Face-to-face meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226 Strategic emphasis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
Facilitation and participation . . . . . . . . . . . . . . . . . . . . . . 227 Communication function . . . . . . . . . . . . . . . . . . . . . . . . . . 282
Contents ix
Determining public relations objectives . . . . . . . . . . . . . . 284 Chapter 13

Corporate social responsibility . . . . . . . . . . . . . . . . . . . . . . 284 Researching and processing information . . . . 326
Planning and implementing a public relations plan . . . . . 285
The research process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
Media relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286
Collecting information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
Media releases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287
Blogs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288 Finding and evaluating sources . . . . . . . . . . . . . . . . . . . . . 333
Social networking sites . . . . . . . . . . . . . . . . . . . . . . . . . . . 289 Library catalogues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333
Special events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289 Search engines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334

Subject web directories and online databases . . . . . . . . 334
Managing public relations issues and crises . . . . . . . . . . 290
Bookmarking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334
Identifying and controlling public relations issues . . . . . 291
Evaluating the credibility and reliability of sources . . . . 335
Managing a public relations crisis . . . . . . . . . . . . . . . . . . . 291
Symmetrical communication . . . . . . . . . . . . . . . . . . . . . . . 293 Conducting a literature review . . . . . . . . . . . . . . . . . . . . . . 337
Summary of learning objectives . . . . . . . . . . . . . . . . . . . 294 The purpose of a literature review . . . . . . . . . . . . . . . . . . 338
Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295 Writing the review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339
Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 296 Critical thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339
Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297 Avoiding plagiarism, and giving credit and

acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297
Notations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342
Citations in the text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342
Part 3 Footnotes and endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . 343
RESEARCHING, EVALUATING AND Ethics and etiquette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345
PRESENTING INFORMATION . . . . . . . . . . . . . 299 Bibliography and list of references . . . . . . . . . . . . . . . . . . 345
Order of information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346
Chapter 12 Summary of learning objectives . . . . . . . . . . . . . . . . . . . 348
Managing big data and knowledge . . . . . . . . . . 300 Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348
Attributes of big data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301 Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
Five Vs of big data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351
Trends impacting on the role of data . . . . . . . . . . . . . . . . 303
Life cycle of big data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304
Chapter 14
Data creation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304
Conducting surveys and questionnaires . . . . . 352
Data processing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305
Privacy by design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305 Step 1: Establishing the goals of the survey . . . . . . . . . . 354
Data resources and processes for handling big data . . . . 306
Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
Purpose of big data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306
Data analysis plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
Data fit for purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307
Reliability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355
Application of big data . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308
Validity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355
Tacit, explicit and embedded knowledge . . . . . . . . . . . . . 309 Size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355
Knowledge acquisition—SECI model . . . . . . . . . . . . . . . . . 310 Exploring background information . . . . . . . . . . . . . . . . . . 355
Knowledge work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311 Availability of resources . . . . . . . . . . . . . . . . . . . . . . . . . . . 356
Communicating, encouraging and sharing knowledge . . . . 311 Step 2: Selecting a representative sample . . . . . . . . . . . . 356
Purpose of knowledge management . . . . . . . . . . . . . . . . 314 Methods of sampling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357
Leaders and managers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314
Step 3: Establishing the data collection
Knowledge-management enablers . . . . . . . . . . . . . . . . . . 315 method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357
Continuous learning and application of knowledge . . . . 316 Questionnaires and interviews . . . . . . . . . . . . . . . . . . . . . 358
Barriers to knowledge management . . . . . . . . . . . . . . . . . 317 Confidentiality and privacy . . . . . . . . . . . . . . . . . . . . . . . . 358
Ethics of big data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319 Step 4: Constructing and pre-testing the
Personal information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319 questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359
Processes for protecting privacy . . . . . . . . . . . . . . . . . . . . 320 Questionnaire format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359
Data protection regulations . . . . . . . . . . . . . . . . . . . . . . . . 320 Instruction section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
Summary of learning objectives . . . . . . . . . . . . . . . . . . . 322 Question sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322 Types of questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362
Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 323 Pre-testing the questionnaire . . . . . . . . . . . . . . . . . . . . . . 367
Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324 Step 5: Administering and collecting the
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325 information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370
x Contents
Step 6: Analysing and evaluating the information . . . . . 371 Chapter 17

Hypothesis testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371 Oral presentations and public speaking . . . . . 427
Triangulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
Issues to confront . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372 Types of oral presentation . . . . . . . . . . . . . . . . . . . . . . . . . . 428
Accuracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372 Prepared speeches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429
Extemporaneous or impromptu speeches . . . . . . . . . . . . 429
Step 7: Reporting findings . . . . . . . . . . . . . . . . . . . . . . . . . . 372
Manuscript speeches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430
Formal written report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373
Memorised speeches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430
Oral briefings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430
Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
Team briefings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430
Podcasts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431
Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379
Seminars and webinars . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380
Selecting and organising information . . . . . . . . . . . . . . . . 433
Organising the content . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433
Chapter 15
Planning and writing the presentation . . . . . . . . . . . . . . . 436
Critical thinking, argument, logic Analysing the audience . . . . . . . . . . . . . . . . . . . . . . . . . . . 436
and persuasion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381 Writing the introduction, body and conclusion . . . . . . . . 437
Rewriting for the ear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438
The role of critical thinking . . . . . . . . . . . . . . . . . . . . . . . . . 382
Incorporating visuals and multimedia . . . . . . . . . . . . . . . . 439
Critical thinking activities . . . . . . . . . . . . . . . . . . . . . . . . . . 383
Creating effective electronic presentations
Critical reading and questioning . . . . . . . . . . . . . . . . . . . . 383
and slideshows . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 440
Logic and argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385 Rehearsing and revising . . . . . . . . . . . . . . . . . . . . . . . . . . . 441
Deductive and inductive arguments . . . . . . . . . . . . . . . . . 386
Delivering the presentation . . . . . . . . . . . . . . . . . . . . . . . . 443
Generalisations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387
Maintaining audience attention . . . . . . . . . . . . . . . . . . . . 443
Assumptions and evidence . . . . . . . . . . . . . . . . . . . . . . . . 387
Involving the audience . . . . . . . . . . . . . . . . . . . . . . . . . . . . 444
Inference and conclusions . . . . . . . . . . . . . . . . . . . . . . . . . 388
Communicating nonverbally . . . . . . . . . . . . . . . . . . . . . . . . 444
Fallacies—false arguments . . . . . . . . . . . . . . . . . . . . . . . . . 388
Overcoming anxiety or stage fright . . . . . . . . . . . . . . . . . 445
The role of persuasion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390 Managing challenging audience members . . . . . . . . . . . . 446
Persuasive argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390
Fielding intimidating or difficult questions . . . . . . . . . . . 446
Balance between logic and emotion . . . . . . . . . . . . . . . . . 392
Avoiding panicking and engaging in
Credibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393 defensive arguments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 447
Ethical public speakers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 448
Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395
Responsible speech goals . . . . . . . . . . . . . . . . . . . . . . . . . 448
Citing sources of information . . . . . . . . . . . . . . . . . . . . . . . 449
Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 452
Chapter 16 Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 454
Communicating through visuals . . . . . . . . . . . . . . 399 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 454
Visual communication principles . . . . . . . . . . . . . . . . . . . . 400

Matching the graphic to the message
and the audience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401 Part 4
Constructing, interpreting and communicating THE WRITING PROCESS . . . . . . . . . . . . . . . . . . 455
effective graphics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404
Presenting data, facts and figures . . . . . . . . . . . . . . . . . . 404
Presenting information, concepts and Chapter 18
ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413 Writing for the professions . . . . . . . . . . . . . . . . . . . 456
Preparing and presenting graphics within
ethical boundaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419 Different types of appeal . . . . . . . . . . . . . . . . . . . . . . . . . . . 457
Summary of learning objectives . . . . . . . . . . . . . . . . . . . 421 Aligning the message appeal to audience need . . . . . . . 457
Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422 Analysing the audience . . . . . . . . . . . . . . . . . . . . . . . . . . . 458
Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 422 Plain English writing style . . . . . . . . . . . . . . . . . . . . . . . . . . 459
Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425 Advantages of plain English . . . . . . . . . . . . . . . . . . . . . . . . 459
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426 Three-stage process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 460
Contents xi
Word choice, sentences and paragraph structure . . . . . . 462 Short reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 516
Choosing your words carefully . . . . . . . . . . . . . . . . . . . . . . 462 Six-step approach to planning a short report . . . . . . . . . 516
Constructing clear and correct sentences . . . . . . . . . . . . 468 Order of information in short reports . . . . . . . . . . . . . . . . 516
Structuring coherent paragraphs . . . . . . . . . . . . . . . . . . . . 471 Formatting short reports . . . . . . . . . . . . . . . . . . . . . . . . . . 517
Rhythm, tone, order and format . . . . . . . . . . . . . . . . . . . . . 473 Six types of short report . . . . . . . . . . . . . . . . . . . . . . . . . . 518
Varying the rhythm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 474 Summary of learning objectives . . . . . . . . . . . . . . . . . . . 527
Achieving a positive and courteous tone . . . . . . . . . . . . . 474 Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 528
Ordering and structuring information . . . . . . . . . . . . . . . 474 Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 528
Achieving a professional layout . . . . . . . . . . . . . . . . . . . . . 476 Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 530

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 531
Editing and revising for correctness and readability . . . . 477
Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 480 Chapter 20
Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 480 Writing long reports . . . . . . . . . . . . . . . . . . . . . . . . . . 532
Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 482
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483 Analytical and informational reports . . . . . . . . . . . . . . . . . 533
Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 533
Effective planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 534
Chapter 19
Analysing the problem and purpose . . . . . . . . . . . . . . . . . 534
Writing correspondence, emails
Analysing the audience and issues at stake . . . . . . . . . . 535
and short reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 484
Preparing a work plan and draft outline . . . . . . . . . . . . . . 535
Business letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485 Collecting and sorting the information . . . . . . . . . . . . . . . 536
Functions of the parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485 Evaluating and organising the information . . . . . . . . . . . 536
Types of layout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 488 Revising and restructuring the draft outline . . . . . . . . . . 536
Punctuation styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 488 Writing the long report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 538

Planning the business letter . . . . . . . . . . . . . . . . . . . . . . . 488 Writing style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 538
The 3 : 3 writing process . . . . . . . . . . . . . . . . . . . . . . . . . 489 The long report format . . . . . . . . . . . . . . . . . . . . . . . . . . . . 539
Applying a plain English style to business documents . . . . 489 Writing the front matter . . . . . . . . . . . . . . . . . . . . . . . . . . . 540
International business letters . . . . . . . . . . . . . . . . . . . . . . 491 Writing the body or text . . . . . . . . . . . . . . . . . . . . . . . . . . . 542
Direct order of information: Writing strategy Writing the end matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . 545
for good-news or neutral letters . . . . . . . . . . . . . . . . . . . . 492 Sample report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 546
Four types of good-news letter . . . . . . . . . . . . . . . . . . . . . 493
Editing the long report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 559
Indirect order of information: Writing strategy Summary of learning objectives . . . . . . . . . . . . . . . . . . . 561
for bad-news letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 497 Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 562
Four types of bad-news letter . . . . . . . . . . . . . . . . . . . . . . 498 Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 562
Persuasive letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 499 Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 563
Order of information: The AIDA formula . . . . . . . . . . . . . 500 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 564
Types of appeals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 501
Persuasive techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . 501
Sales letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 503 Chapter 21
Credit letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 504 Writing reflective journals . . . . . . . . . . . . . . . . . . . . 565

Collection letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 505
Experiential learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 566
Memos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 508 The experiential learning cycle . . . . . . . . . . . . . . . . . . . . . 567
Advantages of a memo . . . . . . . . . . . . . . . . . . . . . . . . . . . . 508 The purpose of reflection . . . . . . . . . . . . . . . . . . . . . . . . . . 567
Disadvantages of a memo . . . . . . . . . . . . . . . . . . . . . . . . . 509 Connections between theory and experience . . . . . . . . . 568
Four steps to effective memos . . . . . . . . . . . . . . . . . . . . . 509
Reflective writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 569
Six types of memo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 510
Features of reflective writing . . . . . . . . . . . . . . . . . . . . . . 569
Effective email messages . . . . . . . . . . . . . . . . . . . . . . . . . . 511 Applying the DIEP formula . . . . . . . . . . . . . . . . . . . . . . . . . 570
Purpose and layout of emails . . . . . . . . . . . . . . . . . . . . . . 511 Writing freely . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 570
Reader access techniques . . . . . . . . . . . . . . . . . . . . . . . . . 512 Using strategies to prevent barriers to writing . . . . . . . . 571
Five common types of email . . . . . . . . . . . . . . . . . . . . . . . 512 Recording your entries . . . . . . . . . . . . . . . . . . . . . . . . . . . . 571
Tips for effective use of emails . . . . . . . . . . . . . . . . . . . . . 513
More than a diary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 572
Email security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 514
Questions to address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 572
Electronic mailing lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . 514
Difficulties in keeping a journal . . . . . . . . . . . . . . . . . . . . . 573
DRAFS email management system . . . . . . . . . . . . . . . . . . 514
The layout of the journal . . . . . . . . . . . . . . . . . . . . . . . . . . 574
xii Contents
Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 574 Advantages and disadvantages of social media . . . . . . . 611

Reflecting through three lenses . . . . . . . . . . . . . . . . . . . . 575 Ethical implications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 611
Outcomes of reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . 575 Professional challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . 612
Using reflection in professional practice . . . . . . . . . . . . . 576 Summary of learning objectives . . . . . . . . . . . . . . . . . . . 614
Summary of learning objectives . . . . . . . . . . . . . . . . . . . 577 Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 615
Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 578 Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 615
Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 578 Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 617
Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 580 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 618
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 580
Chapter 24
Chapter 22 Writing for the Web . . . . . . . . . . . . . . . . . . . . . . . . . . . 619
Academic writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 581
Features of good web writing . . . . . . . . . . . . . . . . . . . . . . 620
Structuring the content . . . . . . . . . . . . . . . . . . . . . . . . . . . . 582 Structure: The inverted pyramid order of
Thesis statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 582 information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 620
Parts of the document . . . . . . . . . . . . . . . . . . . . . . . . . . . . 583 Word choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 621
Characteristics of scannable web pages . . . . . . . . . . . . . 621
Writing essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586
Common essay genres . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586 Mosaic page design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 624
Writing techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587 Content and design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 624
Topic sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587 Know your audience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 625
Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 588 Initial planning activities . . . . . . . . . . . . . . . . . . . . . . . . . . 625
Linking devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 588 Effective navigation system . . . . . . . . . . . . . . . . . . . . . . . 626
Avoiding plagiarism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 589 Functions of organisational websites . . . . . . . . . . . . . . . . 627
Purpose of expository and argumentative essays . . . . . 590 Website functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 628
Presenting a convincing argument . . . . . . . . . . . . . . . . . . 591 Clear and concise digital communication . . . . . . . . . . . . . 628
Summary of learning objectives . . . . . . . . . . . . . . . . . . . 594 Website credibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 630
Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 594 Guidelines for building credibility . . . . . . . . . . . . . . . . . . . 631
Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 594 Common interfaces and standards . . . . . . . . . . . . . . . . . . 631
Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 596
Writing engaging blogs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 633
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 596
Elements in a blog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 633
Guidelines for blogging . . . . . . . . . . . . . . . . . . . . . . . . . . . . 633
Social bookmarking and tagging of blogs . . . . . . . . . . . . . 634
Blogrolls and trackbacks . . . . . . . . . . . . . . . . . . . . . . . . . . 635
Part 5
Blog presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 635
DIGITAL COMMUNICATION . . . . . . . . . . . . . . . . 597 Blog communication functions . . . . . . . . . . . . . . . . . . . . . 636
Intellectual property . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 636
The role of syndication . . . . . . . . . . . . . . . . . . . . . . . . . . . . 636
Chapter 23
Social media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 598
Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 638
Social media engagement . . . . . . . . . . . . . . . . . . . . . . . . . . 599 Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 639
Social media at work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 600 Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 640
Customer advocacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 601 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 641
Benefits of social media engagement . . . . . . . . . . . . . . . 602

Purpose of feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 603 Chapter 25
Content that pulls and engages . . . . . . . . . . . . . . . . . . . . 603 The job search, résumés and interviews
Social media strategy framework . . . . . . . . . . . . . . . . . . . . 604 in the digital era . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 642
Building blocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 605
Areas to consider . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 605 Searching for a position . . . . . . . . . . . . . . . . . . . . . . . . . . . . 643
Purpose of a social media strategic framework . . . . . . . . 605 Writing a résumé . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 645
Data collection, analysis and reporting . . . . . . . . . . . . . . . 609 Types of résumé . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 646
Developing, monitoring, understanding Tailoring your skills and experience . . . . . . . . . . . . . . . . . 649

and responding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 609 Writing style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 650
Collecting qualitative and quantitative data . . . . . . . . . . 610 Effective references . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 651
Covering messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 651
Contents xiii
Digital résumés . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 652 Equal opportunity and diversity . . . . . . . . . . . . . . . . . . . . 659

Layout of the digital résumé . . . . . . . . . . . . . . . . . . . . . . . 652 Stages of a job interview . . . . . . . . . . . . . . . . . . . . . . . . . . 660
Contact information and employment Problem interviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 663
objective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 652 Purpose of psychometric testing . . . . . . . . . . . . . . . . . . . . 663
Evidence section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 653 Summary of learning objectives . . . . . . . . . . . . . . . . . . . 666
Summary section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 653 Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 666
Keyword section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 653 Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 667
Online résumé sites of recruitment agencies . . . . . . . . . 654 Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 668
e-Portfolio résumés . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 655 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 669
Résumés on a personal website . . . . . . . . . . . . . . . . . . . . 656
Converting a LinkedIn profile to a résumé . . . . . . . . . . . . 656
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 670
Résumés forwarded as an email attachment . . . . . . . . . . 656 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 681
Benefits of digital résumés . . . . . . . . . . . . . . . . . . . . . . . . 656
Employment interviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . 658

Types of job interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . 658
Preface
W
elcome to the seventh edition of Communication for Business and the Professions:
Strategies and Skills. This book’s plain-English writing style is supported by an accessible
design to provide a clear how-to guide to help students understand communication
principles and apply them in their interpersonal and professional interactions.
We have written this book for students who are seeking to enhance their communication
skills and opportunities for employment and career progression within businesses,
organisations and the professions. The journey through your professional career pathway
includes seeking a workplace that gives you a sense of purpose and belonging as well as
opportunities for fulfilling and productive work. Perceptions and expectations about the
hierarchy and culture of the organisation, the quality of tools provided to do the work, and
types of communication, as well as feelings of inclusion, equality and acceptance of diversity
within the organisation influence the quality of your journey.
Communication competence enhances your employability and expands your professional
business and career opportunities. Employers realise that both individuals and their
organisation depend on effective communication and a strong, well-nurtured and unifying
communication system. Communication is something real people do in organisations every
day, in face-to-face interactions or along digital channels of communication. Communication
between employers and employees is too often ignored and left to chance.
The graduate who wants a challenging and rewarding career not only has the technical
competence to fulfil the job functions, but also the communication skills and emotional
intelligence—personal and social competence—to manage self and relationships.
Selection criteria for employees recruiting graduates in Australia include: cultural
alignment; values fit; flexibility and adaptability in response to change; emotional intelligence
(including self-awareness, strength of character, confidence, motivation); critical reasoning
and analytical skills (problem solving, lateral thinking, technical skills, teamwork skills);
knowledge of industry, drive, commitment, attitude; leadership skills; work experience;
academic qualifications; and interpersonal and communication skills, both written and oral.
Communication Skills for Business and the Professions, seventh edition, has been updated to
provide knowledge and practice to enable you to build and enhance the skills and attributes
employers are seeking from graduates.
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.
My gratitude to Kyall Coulton for his help and support throughout the preparation of the
manuscript and for the new case study in Chapter 2. I also wish to thank Gregory Punshon for
his advice regarding the impacts of technological advances on communication, workplaces
and job search. Thank you to Scott Walkom for the new long report example in Chapter 20,
and to Jace Pedonese for the new case study in Chapter 8.
The publisher and I wish to thank the following reviewers: Tony Cannell, University of
Sydney; Rosie Kerr, Curtin University; Krista Mathis, Bond University; David Paterno, RMIT;
Donella Piper, University of New England; Terry Sheehan, RMIT; Christian Ware, James Cook
University; Christa Wood, University of Wollongong.
I also extend my sincere thanks to the many outstanding professionals at Pearson
Australia, including Judith Bamber (Development Editor) for her support and
Preface xv
encouragement, Nina Sharpe (Portfolio Manager), Linda Chryssavgis (Production Editor),

Lisa Woodland (Rights & Permissions Editor), Robyn Flemming (Copy Editor), 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 constructive feedback helped bring this edition to completion.
About the author

Judith Dwyer is an acknowledged communication expert, educator and author. She has
written 18 books on, and conducted research and lectured in, communication studies for
more than 20 years. A longstanding member of the Institute of Managers and Leaders, her
areas of expertise are communication studies, economics, management and leadership. She
has consulted on and managed 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 Management 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 professional 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 improvement 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?

In this seventh edition of Communication for Business and the Professions you will find the
importance of communication skills to employability and career progression continues as
the central theme across the five parts: Part 1: The communication factor; Part 2: Leadership
and communication; Part 3: Researching, evaluating and presenting information; Part 4: The
writing process; and Part 5: Digital communication. There are two new chapters in this edition—
Chapter 10: Customer engagement and Chapter 12: Managing big data and knowledge—as well
as a new Workplace insight feature at the start of each chapter, nine new case studies, and
additional group work exercises in both the Apply your knowledge feature within chapters and
the Activities and questions section at the end of each chapter.
Chapter 10: Customer engagement replaces the previous edition’s chapter on Customer service.
It discusses the stages of customer engagement, the organisational needs at each stage and
the features of an organisational culture that embraces customer engagement.
Chapter 12: Managing big data and knowledge replaces the previous edition’s chapter on
Knowledge management. It discusses the attributes of big data and trends impacting on big
data, the big data life cycle, and the purpose, applications and ethics of big data.
Part 5: Digital communication now groups together the sixth edition’s Chapters 2, 22 and 25
(Social media, Writing for the Web and The job search, résumés and interviews) to reflect the
increasing importance of advancing technology and the proliferation of digital channels
of communication.
xvi Preface
Overview of the book’s five parts

Part 1: The communication factor helps readers learn how to use an effective communication
model comprising both traditional and digital channels of communication in their
everyday personal and workplace relationships, experiences and task completion. In the
digital age, it is more important than ever to understand the place of courtesy, common
sense, emotional intelligence and intercultural communication competence in an effective
communication model, because the nonverbal cues that create positive first impressions in
face-to-face interactions and negotiations are missing. There is an expanded discussion of
globalisation, and of strategies that can be used to facilitate inclusive work practices in an
increasingly diverse workforce. A new section on digital communication tools highlights
the opportunities for interaction, association and exchange of written and graphic
information provided by digital technology. Attention is drawn to the central role of the
two categories of emotional intelligence, managing self and managing relationships, in the
process of negotiation and conflict management. A new section on conducting one-on-one
difficult conversations emphasises the importance of handling such conversations with
generosity, respect and integrity. A new case study allows students to identify strategies to
use in response to workplace conflict. The characteristics of high-context and low-context
cultural styles are outlined.
Part 2: Leadership and communication highlights the dynamics of interpersonal
communication and relationships in traditional workplaces as well as flexible digital
workspaces in relation to organisational communication, leadership, teamwork and
group communication, effective meetings, customer engagement and public relations. A
new section on interactions within an organisation includes discussion of unacceptable
behaviours such as discrimination, bullying and sexual harassment, and identifies
suggested control measures and complaint-handling procedures. Expanded discussion of
the impact of leadership on employee engagement and motivation is complemented by
updated activities and a new case study. Team and work group communication has new
sections on intergenerational teams, team civility and values; and identifies risk factors
leading to the emergence of negative acts and disruptive team behaviour. There is new
discussion of communication problems arising from physical dispersion of members
on shared digital workspaces, and a new case study. Chapter 10: Customer engagement is
a new chapter that discusses the stages of customer engagement and the organisational
needs at each stage; the features of an organisational culture that embraces customer
engagement; the characteristics of a customer experience ecosystem and customer
journey; the drivers of customer engagement and barriers; the role of communication in
the customer engagement conversion and growth stages; complaint-handling procedures;
the characteristics of good customer experiences and personalised service on a range of
traditional and digital communication channels; interactions with and expectations of
virtual customers; and privacy of information. Examples and learning activities have been
updated. Chapter 11: Public relations includes a new section on crisis management, along
with updated statistics and learning activities.
Part 3: Researching, evaluating and presenting information begins with the new Chapter
12: Managing big data and knowledge, which covers the attributes of big data and trends
impacting on it; the big data life cycle; the purpose and applications of big data; tacit,
implicit and embedded knowledge and the use of the SECI model to explain how
knowledge is acquired; as well as the purpose of knowledge management within an
organisation. Examples are provided of knowledge management enablers and practices,
and of the importance of handling big data and knowledge ethically. Readers have
opportunities to build on research, critical thinking and digital literacy skills, as well as
to use digital resources such as Survey Monkey to collect, analyse, evaluate and present
data and information. Discussion of decision making, and of researching and processing
information, is supported by new case studies. New learning activities provide readers with
the opportunity to build on their knowledge through research, analysis, critical thinking
and evaluation. Oral presentations and public speaking are supported by a new case study,
Preface xvii
and by expanded discussion of audience analysis, the attention curve of a typical audience,
how to vary the texture of delivery, and techniques for managing challenging audience
members. A new section addresses ethical public speaking.
Part 4: The writing process strengthens earlier discussion of positive, negative and persuasive
messages, and reinforces the value of business letters regardless of the popularity of
email. Examples of a number of written business communication are provided. The
text further aims to help readers develop a strategy for planning and writing effective
business and academic documents by highlighting the importance of good practice and
ethical principles when using new technologies to collect, catalogue, analyse and present
data and information. There is a new section on dashboard reports, with an example,
and a new sample long analytical report. The sections on writing reflective journals and
academic documents highlight the importance of reflection to learning. The text examines
the function of each part of an academic document, and the principles underpinning
thoughtful, coherent academic essay writing.
Part 5: Digital communication has grouped together Chapters 2, 22 and 25 from the sixth
edition to reflect the increasing importance of advancing technology and the proliferation
of digital channels of communication. Chapter 2 from the sixth edition is now Chapter 23:
Social media, with updated statistics on Australian users of social media, a new section on
customer advocacy, and expanded and revised discussion of social media’s contribution
to relationship building, task achievement, and employee and customer engagement.
Chapter 22 from the sixth edition is now Chapter 24: Writing for the Web and contains revised
and updated discussion of good web writing, designing scannable content to meet the
needs of web audiences, the functions of organisational websites, practical strategies that
enable users to find and click on a site, and how to write engaging blogs. Chapter 25 remains
as Chapter 25: The job search, résumés and interviews in the digital era, with significant revision
and discussion of the main characteristics of digital résumés, the need for keywords to
allow applicant tracking systems to choose applicants that fit the position, expanded
discussion of online recruitment sites, e-portfolios, personal websites, LinkedIn résumés
and tips for writing a résumé, the increasing use of mobile devices for job searching,
maintaining a clean social media presence and presenting an e-portfolio. There is a new
section on psychometric testing and a new case study. The focus throughout Part 5 is on
good communication in the digital world.
Special learning features

Each chapter of the book is divided into easily recognised learning stages.
Chapter openers include a list of learning objectives to focus students on key concepts
for each chapter and the new Workplace insight feature, which encourages students to
think about workplace activities and to consider how they do, or might, respond in similar
situations.
Tables and figures , including flow charts and concept maps, are designed for visual
clarification of important 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 , providing an integrated glossary feature to aid comprehension of key terms
in context.
Apply your knowledge exercises provide short review questions and practical activities
completed either individually or in small groups to reinforce theoretical content. They
are spread throughout the chapter at strategic study points.
A chapter summary provides a concise overview of the chapter’s main points and is an
excellent tool for study and revision.
xviii Preface
Activities and questions contains graded exercises and group activities for further critical
analysis and review.
The case study feature for each chapter assists students’ understanding of how to apply the
concepts in the chapter to situations in the workplace.
Educator resources
Educators are provided with a suite of resources 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.
• Multimedia Activities: Multimedia activities include critical thinking, discussion or
reflective questions around selected media (videos and podcasts).
These Educator Resources can be accessed at www.pearson.com.au/9781488620782

Visual preface
C hapter 1
CHAPTER OPENER Communication

contains chapter learning objectives to foundations
focus the reader on key concepts.
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 discuss factors impacting on business communication today
1.4 discuss the principles of ethical communication.
WORKPLACE INSIGHT WORKPLACE INSIGHT
highlights current business practice or

Is communication about understanding?
Communication is the foundation of every single relationship we have in our business and personal
lives. Effective communication improves understanding, helps to solve problems and minimises
points of view. conflict. Courtesy and respect enable feedback to be given and received safely and with sensitivity
to diversity of cultures, personalities and situations.
Simple techniques that enhance workplace communication are:
• respectful sharing of expectations and information via a mixture of face-to-face interactions,

meetings, email, digital or paper-based written messages, online forums, social media and networking
• two-way communication to work together, receive and use feedback, uncover problems, find
solutions and focus on what can be done in the future
• asking the relevant questions and listening (the key word in communication) to gather
information and take actions to improve workplace performance and interactions
• preparing for meetings by reading the agenda before the meeting, arriving on time, contributing
ideas and allowing others to speak without interruption.
Communication that transfers messages and information in a transparent, concise and clear manner
is one of the most important skills in our business and personal lives. What is the one aspect of your
communication above all others that you would like to improve? What do you need to do to improve
that aspect?
M01_DWYE0782_07_SE_C01.indd 2 09/07/19 7:28 AM
36 Part 1 The communication factor
Refer to Chapter 5 for a discussion of approaches and strategies that help bridge differences
in background and culture.
Universal nonverbal communication
KEY TERMS
Universal nonverbal Universal nonverbal communication is behaviour that is common to humankind. Morris
communication refers to and colleagues (1979) found that some gestures are highly localised in a culture, while others
body movements common
cross national and linguistic boundaries. A person smiling with outspread arms and upturned
to humankind, such as
smiling or crying.
open hands communicates welcome universally. Universally, facial expressions and gestures
are indicators of emotion. Darwin (1872) suggested that emotions have evolved as part of our
are printed in bold the first time they biological heritage. An emotion such as displeasure or puzzlement is expressed through a
pattern of muscular facial movements that we call a frown.
Universal nonverbal messages often show happiness, sadness or deep-seated feelings—
appear, with accompanying margin for example, a smile or tears or expressions of surprise. Their basis is physiological change
related to emotions, rather than rituals stylised by a society. According to Metcalf (1997), the
definitions providing an integrated

universal sign for a person withholding their true feelings is putting one or both hands to the
face. While an adult may rub the mouth, upper lip or nose with one finger, a teenager may
cover the mouth. Children, who are less experienced than adults or teenagers at sending and
glossary feature to aid comprehension of

interpreting messages, will cover their face.
Occasionally, nonverbal behaviours such as a sneeze are unrelated to the verbal message.
A sneeze is simply random behaviour that may distract but does not change the meaning.
key terms in context.

Unrelated nonverbal communication can distract from the verbal message, although it has
little effect on the meaning of the verbal part of the message.
Givens (2018) asserts that body-language signals can be learned behaviour, innate behaviour
or a mixture of both. He lists the thumbs-up and military-salute gestures as examples of
learned signals and the eye-blink and the throat-clear as examples of inborn or innate signals.
Laughing, crying and shoulder-shrugging he considers to be ‘mixed’, because, although they
originated as innate actions, cultural rules have later shaped their timing, energy and use.
Other researchers are in disagreement about the nature–nurture issue, some believing that
most or all gestures are learned.
REVIEW QUESTIONS REVIEW QUESTIONS 2.2
1 a Identify the seven aspects of nonverbal communication.

b What is the purpose of each of the five main categories of body movement identified by
are short-answer questions designed for Ekman and Friesen?

c Briefly explain the four types of space that dictate the rules of proximity in a society or
additional review purposes and to ensure

culture.
d What part do artefacts play in nonverbal communication?
2 a Develop a list of up to five examples of nonverbal communication that strengthens or
comprehension of the basic theory. reduces the impact of verbal communication.

b When faced with mixed signals between the verbal and nonverbal message, which part is
a listener most likely to believe?
c Explain why they are likely to believe that part.
3 a List three universal communication body movements.
b Discuss with examples at least three aspects of behaviour influenced by a nation’s
culture.
c Discuss strategies you can use to build positive intercultural relationships.
4 a ‘Any nonverbal communication needs to be seen against related cultural norms.’ Explain
this statement.
b Identify and compare characteristics of a high-context and a low-context culture.
M02_DWYE0782_07_SE_C02.indd 36 09/07/19 7:34 AM
xx Visual preface
Chapter 4 Negotiation and conflict management 97
APPLY YOUR KNOWLEDGE APPLY YOUR KNOWLEDGE

Work individually
exercises provide short review questions 1 a Briefly describe the five negotiating strategies.
b What is the likely outcome from each?
and practical activities completed either 2 Your senior manager says: ‘We maximise our shared resources by being collaborative.’
a What does your manager mean by this statement?
individually or in small groups to reinforce b How do you determine when to use collaborative negotiation strategies in a commercial
environment?
theoretical content. They are spread

c What factors would persuade you to:
• steer clear of negotiation altogether?
• aggressively achieve your goals through competitive negotiation?
throughout the chapter at strategic study •

•
accommodate the needs of the other party and exclude your own needs?
compromise some of your needs and some of the needs of the other party?
• collaborate to satisfy all needs of both parties?
points. Work in groups

3 In pairs, discuss the following scenario.
Assume the chairperson and secretary of a company’s workplace quality meetings are
having difficulty managing conflict in the meetings. Some of the sources of conflict
are:
• unclear expectations of the meeting’s purpose
• competing goals and competition for limited resources
• differences in expectations and perception of ‘whose job it is’
• non-assertive behaviour and aggressive behaviour by some members
• preconceived opinion of ‘who knows best’ and who has the power.
a Discuss the various sources of conflict.
b For each source of conflict, list the appropriate strategies to manage the conflict in a
positive and constructive way.
c How can reframing and the establishment of ground rules help the chairperson to work
through the issues in a meeting?
d It has been said that conflict management should be sufficient to ensure that
meetings remain harmonious but loose enough so that members can present opposing
views. Referring to the process in the flow chart in Figure 4.1, explain how the
chairperson and the secretary can address the conflict without stifling ideas and
differing opinions?
4 a Discuss attitudes that are common to mediators who are effective in both informal and
formal mediation.
b The success of mediation depends on the parties communicating effectively with each
other concerning the dispute. Brainstorm and list skills that enable the parties in a
mediation to affirm, acknowledge and explore the problem.
c Develop a list of tips on skills you can use in a mediation to respond to someone who has
complained or verbally attacked you to:
• let them know you have taken in what they are saying
• defuse the strong emotion
• redirect discussion to focus on positive possibilities.
M04_DWYE0782_07_SE_C04.indd 97 09/07/19 11:13 AM
Chapter 7 Leadership 185
SUMMARY OF LEARNING Summary of learning objectives
OBJECTIVES 7.1 Discuss the process of leadership, and

explain how leaders influence followers to
achieve common goals
are able to influence others and provide inspira-
tion and motivation, intellectual stimulation and
individual consideration. Transformational lead-
Effective leaders communicate the common ers influence and transform followers by increas-
is a concise overview of the main points goal(s), vision, measures, roles and tasks clearly.
They influence and interact with others within
ing their awareness of task importance and value,
focusing their interest on team or organisational
the organisation’s structures and systems, lead goals rather than immediate self-interest, and
in the chapter and an excellent tool for by example and facilitate a positive culture.
The leader relies on, and taps the resources of,
concentrating on the higher-order needs of
achievement and self-actualisation. Authentic
group members to focus the energies of the group leaders are self-aware, able to self-regulate and
study and revision. on the achievement of common goals and accom-
plishments. It is therefore necessary to motivate,
model positive behaviour. They encourage
openness, transparency, and ethical and sus-
organise, engage and direct the group, and to tainable performance of both the leader and the
cope with any unexpected contingencies. Lead- followers.
ers communicate a vision, make jobs meaningful,
give feedback, consult, collaborate and support 7.3 Identify leadership communication
group cohesiveness. Leaders influence followers practices and explain the purpose of, and
to achieve outcomes. differences between, mentoring, coaching
and networking
7.2 Distinguish between the features of A leader who is aware of the importance of
the leadership trait, leadership style, communication uses a variety of channels to fulfil
transactional leadership, transformational their communication responsibilities within their
leadership and authentic leadership sphere of activities. Mentoring is the deliberate
approaches to leadership pairing of a more skilled or experienced person
Theories of leadership have described leaders in with a less skilled or experienced person; it is a
terms of their traits, styles, the situation, func- useful developmental tool. Mentoring can be a
tions, contingencies of a situation, the capacity formal organisational process or an informal
to adapt in changing circumstances, and the arrangement between mentor and mentee.
transactional, transformational and authen- Coaching is a structured process that helps to
tic approaches to leadership. Current theories, build employee skills; it can be formal or informal.
such as the transactional, transformational and Strategic networking enables a leader to build
authentic leadership theories, describe lead- internal and external relationships oriented
ership in terms of motivations and ability to towards future priorities, and to generate new
influence, inspire and transform groups and contacts with potential for future opportunities
organisations. for advancement. Networks are built through face-
Transformational leaders have the ability to to-face contact as well as social media channels
evoke strong emotions in their followers. They such as LinkedIn, Instagram and Facebook.
KEY TERMS Key terms

authentic leadership . . . . . . . . . . . . . . . . . . . . . . .176 mentoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180
are listed at the end of each chapter for coaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181

employee engagement . . . . . . . . . . . . . . . . . . . . .168
motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .168
networking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .182
reference purposes.
expertise power . . . . . . . . . . . . . . . . . . . . . . . . . . .169 trait approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170
Hersey and Blanchard’s Situational transactional leaders . . . . . . . . . . . . . . . . . . . . . .172
Leadership® model . . . . . . . . . . . . . . . . . . . . .173 transactional leadership . . . . . . . . . . . . . . . . . . .172
leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .166 transformational leaders . . . . . . . . . . . . . . . . . . .174
leadership style. . . . . . . . . . . . . . . . . . . . . . . . . . . .171 transformational leadership. . . . . . . . . . . . . . . .175
management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .166 vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .166
M07_DWYE0782_07_SE_C07.indd 185 09/07/19 11:29 AM
V i s u a l p r e f a c e xxi
186 Part 2 Leadership and communication
ACTIVITIES AND QUESTIONS Activities and questions

Work individually
contain graded activities, exercises and 1 Think of a group you are involved in at work or in your studies.
a Identify the group leader.
role-plays for further critical analysis and b Briefly explain this person’s approach to leadership.
c Name three ways in which group members participate in the group.
2 Reflect on this statement: ‘Leaders may need to serve as mentors to promote positive
review. The opportunity for group work is work attitudes and achievement of personal and professional growth of followers.’
a Describe the attributes of a mentor who uses transformational leadership during the
mentoring relationship.
highly suitable for student participation b Explain the purpose of a mentoring program and identify the sorts of skills that are
typically developed in a mentoring program.
and application, whether in study teams

c Discuss the benefits mentees gain from an effective mentoring program.
Work in groups
or tutorials. 3 Assume that you are a newly appointed head of department. You have decided to
encourage engagement within the department.
a Discuss characteristics of a leader who is able to enhance employee engagement.
Brainstorm and list the strategies a leader can use to enhance employee
engagement.
b From your findings, create a ‘Reasons for Employee Engagement’ poster.
c Review your poster with the other groups and combine your posters into one overall
group poster.
4 a ‘As a leadership trait, emotional intelligence appears to be an important construct.’
Discuss.
b Identify the two broad categories of emotional competence, and describe the
components of each category. List the components on a flip chart.
c Develop a short group presentation to explain how emotional intelligence
contributes to the authentic style of leadership.
5 a Identify and discuss the four dimensions of transformational leadership.
• Brainstorm and list strategies transformational leaders use to provide individual
consideration for their followers’ needs and values.
• Describe the behaviour of leaders who demonstrate the idealised influence
dimension of transformational leadership.
• Brainstorm and list strategies transformational leaders use to provide
inspirational motivation.
• How can transformational leaders promote intellectual stimulation for their
followers?
b Develop a profile of a transformational leader.
6 a Browse the authentic leader images on Google images at <www.google.com/imghp>.
b Choose an image that describes authentic leadership effectively. Explain the reasons
for your choice.
7 a Discuss the employee-oriented style of leadership and identify its advantages.
b Brainstorm and list the characteristics of leaders who can build teams, change
attitudes, and use an understanding of the self and others to collaborate and
communicate effectively
c Compile a job description and a recruitment advertisement for a leader who has an
employee orientation style of leadership for an organisation of your choice.
d Prepare a cover note to human resources explaining your choice of essential and
desirable qualities for this leader.
M07_DWYE0782_07_SE_C07.indd 186 09/07/19 11:29 AM
Chapter 9 Effective meetings: Face-to-face and virtual 253
Case Study
CASE STUDY Make the meeting matter
Over morning tea, Hong is complaining to Larry about the team meeting she chaired yesterday.
Hong: ‘How can I guide the meeting through the discussion, problem-solving and decision-
addresses critical thinking skills around making phases when Kate is antagonistic and negative about the suggestions put forward in
discussion?’
a real-life business case related to the Larry: ‘Perhaps refer members to the standing orders, explain the importance of working in accor-
dance with them, and ask everyone to follow procedures in future meetings.’
Hong: ‘I see. The standing orders provide continuity and are democratic. If I can implement
chapter topic. them properly, everyone—including Kate—has the chance to participate and work together
to achieve the meeting’s objectives. After all, the purpose of holding a meeting is to share
information and allow the majority to make decisions while respecting the opinions of the
minority.’
Questions
1 Consider the following statement: ‘Standing orders govern procedures for the proper
conduct of a democratic and orderly meeting.’ In your opinion, what are the important items
in standing orders Hong should explain to the meeting? (You might like to refer to Robert’s
Rules of Order—Summary Version at 6 www.robertsrules.org/7 for a list of typical rules of
order.)
2 If you were Larry, what strategies would you suggest Hong apply to encourage member
participation and decision making?
BIBLIOGRAPHY Bibliography
appears at the end of each chapter, Ashkenas, R. 2013. ‘The hidden side of meetings,’ http://
blogs.hbr.org/, viewed 14 October 2018.
Barker, A. 2011. How to Manage Meetings, 2nd edn, Kogan
Magner, E. 2012. Joske’s Law and Procedure at Meetings in
Australia, 11th edn, Law Book Co., Melbourne.
Parker, G.M. & Hoffman, R. 2007. Meeting Excellence: 33
with full reference details for all sources

Page, London. Tools to Lead Meetings That Get Results, Jossey Bass, San
Bartlett, M. 2017. ‘The benefits of virtual meetings and web Francisco, CA.
conferencing services’, http://ezinearticles.com/, viewed Parry, H. 1991. Management Skill Guide: Meetings, Croner
14 October 2018. Publications, Surrey, UK.
referred to in the chapter and further Bovée, C.L. & Thill, J.V. 2017. Business Communication Today,
14th edn, Global Edition, Pearson Education, Harlow, UK.
Dewey, J. 1933. How We Think, Heath, Boston, MA.
Perlow, L.A., Hadley, N.C. & Eun, E. 2017. ‘Stop the meeting
madness’, Harvard Business Review, July–August,
pp. 62–9.
reading. Dollschneider, S. 1997. ‘You may be a good communicator,

but are you a good facilitator?’, Communications World,
Vol. 14, Issue 3, February, pp. 44–6.
Renton, N.E. 2005. Guide for Meetings and Organisations, Vol. 2,
Guide for Meetings, 8th edn, Law Book Co., Melbourne.
Robert, H.M. 1971. Robert’s Rules of Order Revised, Morrow,
Durham, J. 2015. ‘Business seating arrangements’, www. New York.
worketiquette.co.uk/business-seating-arrangements. Robert, H.M., Honemann, D.H. & Balch, T.J. (Contributors:
html, viewed 2 January 2019. D.E. Seabold & S. Gerber). 2011. Robert’s Rules of Order,
Ferrazzi, K. 2012. ‘How successful virtual teams collaborate’, HBR 11th edn, Da Capo Press, Boston, MA.
Blog Network, http://blogs.hbr.org/, viewed 1 January 2019. Templar, R. 2011. Rules of Management, Expanded Edition: A
Harvard Business Review. 2014. Running Meetings, Harvard Definitive Code for Managerial Success, FTPress Financial
Business Press Books, Boston, MA. Times, London.
Interaction Associates. 2017. 20 Simple Ways to Improve Tropman, J.E. 1996. Effective Meetings: Improving Group
Virtual Meetings, White Paper, Boston, MA. Decision Making, 2nd edn, Sage, Thousand Oaks, CA.
Kostner, J. 2007. ‘Eight steps to better online meetings’, Vozza, S. 2015. ‘How 12 Companies Make Meetings
www.consultpivotal.com/eight_steps.htm, viewed Memorable, Effective, and Short’, Fast Company, https://
1 January 2019. www.fastcompany.com, viewed 1 January 2019.
M09_DWYE0782_07_SE_C09.indd 253 09/07/19 11:34 AM
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This page intenti
Part 1
THE
COMMUNICATION
FACTOR
Chapter 1
Communication foundations
Chapter 2
Interpersonal communication
Chapter 3
Emotional intelligence: Managing self and relationships
Chapter 4
Negotiation and conflict management
Chapter 5
Intercultural communication
C h a pt e 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 discuss factors impacting on business communication today
1.4 discuss the principles of ethical communication.
WORKPLACE INSIGHT
Is communication about understanding?

Communication is the foundation of every single relationship we have in our business and personal
lives. Effective communication improves understanding, helps to solve problems and minimises
conflict. Courtesy and respect enable feedback to be given and received safely and with sensitivity
to diversity of cultures, personalities and situations.
Simple techniques that enhance workplace communication are:
• respectful sharing of expectations and information via a mixture of face-to-face interactions,

meetings, email, digital or paper-based written messages, online forums, social media and networking
• two-way communication to work together, receive and use feedback, uncover problems, find
solutions and focus on what can be done in the future
• asking the relevant questions and listening (the key word in communication) to gather
information and take actions to improve workplace performance and interactions
• preparing for meetings by reading the agenda before the meeting, arriving on time, contributing
ideas and allowing others to speak without interruption.
Communication that transfers messages and information in a transparent, concise and clear manner
is one of the most important skills in our business and personal lives. What is the one aspect of your
communication above all others that you would like to improve? What do you need to do to improve
that aspect?
Chapter 1 Communication foundations 3
Today, communication is affected by factors such as increasing globalisation, the popularity of

innovative, collaborative communication technologies, the increasing diversity in the work-
force, changing organisational and management structures, and the communication skills
of individuals. Professionals in today’s competitive environment need to communicate with
people inside and outside their organisation. Successful professionals know and understand
the elements and rules of communication. They value diverse points of view and interact
easily with people from different cultures, backgrounds, and life and career experiences. Their
ability to communicate is reflected in the quality and range of their communication skills.
COMMUNICATION CONNECTS Objective 1.1
Identify the forms and

Communication is any behaviour—verbal, nonverbal or graphic—that is perceived by another.
types of communication,
Knowledge, feelings or thoughts are encoded and sent from at bold least one person and and describe the
received and decoded by another. Meaning is given to this message as the receiver interprets communication process
the message. A connection is made between the people communicating.
An effective leader, manager, legal practitioner, medical professional, social worker,
accountant, human resource manager or person working in any other occupation is able to Communication is
any behaviour—verbal,
communicate and work with others in a purposeful, supportive and flexible manner. Their
nonverbal or graphic—that
communication is effective because it achieves the intended outcome. As well as achieving is perceived by another.
the intended outcome, competent communicators also make connections and build ongoing
relationships with others, whereas ineffective communicators raise barriers. Communication
competence reflects our ability to interact with, influence and persuade others in a variety
of contexts.
People who are successful in their profession are not only proficient in their functional
and technical areas of expertise. They are also communication-oriented, with the ability to
demonstrate professionalism, empathy, awareness and concern for others. They use good
listening skills and understand their own concerns and needs. These people are open,
approachable and supportive of others.
The functions of communication are to inform, to persuade, to relate, to entertain and,
in business, to promote goodwill with those inside and outside the organisation. Employers
expect their staff to be competent in fulfilling these functions and to engage in a wide range
of communication tasks, including:
• communicating professionally and ethically
• organising ideas and information into knowledge for use by self and others
• expressing and presenting ideas and information accurately and persuasively
• listening in order to understand others, and taking actions based on that understanding
• using communication technologies efficiently and effectively
• communicating with people from different backgrounds, experiences and cultures.
Organisations interact with a range of external stakeholders, including financial, media and
government. Two-way communication between an organisation and its external stakeholders
creates mutual understanding, acceptance and goodwill. Effective two-way communication:
• is audience-centred and relates to the needs and interests of the organisation’s
stakeholders
• uses clear, concise, courteous, confident and complete messages to exchange ideas,
receive and give feedback, enhance understanding and encourage the desired response
• uses persuasion (when required) to generate a specific response by offering
recommendations and showing the benefits to the receiver (customers, colleagues,
suppliers, employers) of adopting a plan of action or responding the way you want them to
• projects the organisation’s image and builds positive relationships and goodwill
• uses a variety of communication channels (face-to-face, written, technologically
mediated) to inform stakeholders about the organisation’s objectives, policies, standards,
products and services
• builds local, national and international relationships, partnerships and alliances
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(eBook PDF) Communication for

Business and the Professions:

Managerial Communication: Strategies and Applications

Innovative Teaching Strategies in Nursing and Related

Grief and Loss: Theories and Skills for the Helping

Effective Communication & Soft Skills : Strategies For

Managers and the Legal Environment: Strategies for

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Study and communication skills for Psychology 22nd

Communicating for Results: A Guide for Business and the

Fight, flight or flow response . . . . . . . . . . . . . . . . . . . . . . . . 83 Part 2

Conflict in organisations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Communication across the organisation . . . . . 130

Transformational leadership . . . . . . . . . . . . . . . . . . . . . . . 174 Committees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228

Virtual meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240

Determining public relations objectives . . . . . . . . . . . . . . 284 Chapter 13

Special events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289 Search engines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334

Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295 Writing the review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339

Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 296 Critical thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339

Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297 Avoiding plagiarism, and giving credit and

Step 6: Analysing and evaluating the information . . . . . 371 Chapter 17

Communicating through visuals . . . . . . . . . . . . . . 399 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 454

Visual communication principles . . . . . . . . . . . . . . . . . . . . 400

Varying the rhythm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 474 Summary of learning objectives . . . . . . . . . . . . . . . . . . . 527

Achieving a positive and courteous tone . . . . . . . . . . . . . 474 Key terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 528

Ordering and structuring information . . . . . . . . . . . . . . . 474 Activities and questions . . . . . . . . . . . . . . . . . . . . . . . . . . 528

Achieving a professional layout . . . . . . . . . . . . . . . . . . . . . 476 Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 530

Business letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485 Collecting and sorting the information . . . . . . . . . . . . . . . 536

Punctuation styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 488 Writing the long report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 538

Credit letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 504 Writing reflective journals . . . . . . . . . . . . . . . . . . . . 565

Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 574 Advantages and disadvantages of social media . . . . . . . 611

Benefits of social media engagement . . . . . . . . . . . . . . . 602

Developing, monitoring, understanding Tailoring your skills and experience . . . . . . . . . . . . . . . . . 649

Digital résumés . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 652 Equal opportunity and diversity . . . . . . . . . . . . . . . . . . . . 659

Employment interviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . 658

encouragement, Nina Sharpe (Portfolio Manager), Linda Chryssavgis (Production Editor),

About the author

About the contributing author

What’s new in this edition?

Overview of the book’s five parts

Special learning features

CHAPTER OPENER Communication

After studying this chapter you should be able to:

WORKPLACE INSIGHT WORKPLACE INSIGHT

highlights current business practice or

• respectful sharing of expectations and information via a mixture of face-to-face interactions,

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36 Part 1 The communication factor

Universal nonverbal communication

definitions providing an integrated

glossary feature to aid comprehension of

key terms in context.

REVIEW QUESTIONS REVIEW QUESTIONS 2.2

1 a Identify the seven aspects of nonverbal communication.

are short-answer questions designed for Ekman and Friesen?

additional review purposes and to ensure

comprehension of the basic theory. reduces the impact of verbal communication.

M02_DWYE0782_07_SE_C02.indd 36 09/07/19 7:34 AM

Chapter 4 Negotiation and conflict management 97

APPLY YOUR KNOWLEDGE APPLY YOUR KNOWLEDGE

theoretical content. They are spread

throughout the chapter at strategic study •

points. Work in groups

M04_DWYE0782_07_SE_C04.indd 97 09/07/19 11:13 AM

Chapter 7 Leadership 185