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Go to our blog, https://www.linkedin.com/groups/12045487/
I. PRINCIPLES OF TRANSPARENT COMMUNICATION
GOOD WRITING MEETS FIVE READER NEEDS:
1. Immediate insight into requirements of reader, that is, readers are able to understand what they are required to do with the document by the time they read the subject line, the first verb, and the opening section.
Techniques:
2. Instant retrievability, the ability to find any topic or data the reader wishes to find through scanning, without having to read the entire document.
Techniques:
Headings, Lists, Underlining, Boldface, Indenting, Introductory Forecasts, Clearly Labelled Tables, Easy-to-find Data.
3. Easy comprehensibility, the ability of the reader to read a document once and gain an accurate understanding of it.
Criteria: reader must be able to understand document in a single reading. If at any time the reader has to re-read information, it indicates the material could be more effectively organized.
Techniques:
5. Documents show a clear understanding of the strategic requirements of author’s department, division, and overall organization.
Writing messages that show:
What readers want at each stage | How to accomplish this | |
OPENING* | Answers to 4 questions What is the point? What is the relevance to the com-pany? Should I read the whole message now or lat- er? Will this be an easy or a difficult document to mwhich to respond? | Compose a precise subject line Make opening a concise summary of entire document that accurately predicts its content, including the What, the Why, and the When Forecast body and next steps in longer documents |
BACKGROUND | Brief description of histor- ical context from which this topic emerged | Provide key facts that clarify why the document is being written now Summarize previous docu- ments on this topic |
METHOD | Clear description of methods | List steps in chronological order |
BODY | * Easily scanned argument Clear hierarchy of ideas | Effectively used headings as “table of contents” of message |
DATA ANALYSIS | Sound argument and evi- dence to document claims Consistency among object-ives conclusions reasons, evidence, follow-up, and action steps | Number and underline key pre- mises Deductively order para- graphs Consistently clarify the Why Ensure arguments pass the “Because, Based On, Therefore” test Align with objectives & actions Indent to indicate higher level and lower level points |
DISCUS SION | Answers to 2 questions: What constraints exist? What alternatives are there? | Explain constraints, risks List alternatives, explain why not chosen |
FOLLOW-UP | How will this be implemented? | Clarify the How, typically in list format |
ACTION * required element | Answers to 4 questions: What do you want me to do? What are you going to do? What should others do? When will these ac- tions take place? | Clarify the Who does What, When and Why questions Consistent with objectives and analysis |
Crucial Conversations is a course that teaches skills for creating alignment and agreement by fostering open dialogue around high-stakes, emotional, or risky topics—at all levels of your organization. By learning how to speak and be heard (and encouraging others to do the same), you’ll begin to surface the best ideas, make the highest-quality decisions, and then act on your decisions with unity and commitment. See the following link for more information. https://www.vitalsmarts.com/products-solutions/crucial-conversations/
Crucial Accountability is a two-day course that teaches a step-by-step process for enhancing accountability, improving performance, and ensuring execution. By learning how to talk about violated expectations in a way that solves problems while improving relationships, you’ll improve individual, team, and organizational effectiveness. See the following link for more information
https://www.vitalsmarts.com/products-solutions/crucial-accountability/
Mark Twain observed that the difference between the right word and the wrong word is the difference between a fire and a fire fly. So when you speak to customers, suppliers, and co-workers on the phone or write to them in a text, commit yourself to using language that indicates you value them.
As an exercise, put yourself in the place of a message receiver and judge how you would react to the following alternative phrasings.
• I don’t know vs. Let me make an inquiry and call you back.
• We can’t do that vs. Let me tell you what we can do
• Hang on a second vs. This might take 3-4 minutes. Do you want to hold or do you want to call me back?
• You’ll have to …vs. Here’s what we ask that you do and here’s how we will respond when you do
• Can I put you on hold? I have somebody on my other line… I’ll have to call back. I have an important call on the other line vs. Can I call you back in a few minutes?
• Who did you say your name was? vs. Would you please repeat your name?
• Sorry I did not call you back yesterday; I was busy vs. Thank you for returning my call. I wanted to touch base with you about….
• I called yesterday to see what you guys charge per hour vs. I called yesterday to find out what ABC charges per hour of on-site service.
A key to maintaining positive interpersonal relationships is shaping the language of your responses so they show respect to everyone who hears or reads them.
This blog briefly addresses two issues: 1) PowerPoint vs. Memos/Handouts and 2) Storytelling vs. Empirically-based Reasoning.
1.A PowerPoint presentation has inherent limitations that can impair its capacity to present logically complete arguments (when compared to memos). 1.It is design-centered rather than argument-centered, with an emphasis on layouts, company logotypes, and visual components–and room for a limited amount of text, including conclusions, rationales, data, and implications.
2.These features reduce the ability of creators and consumers of these slides to develop, defend, and evaluate whether the information communicated constitutes complete and coherent arguments, as compared to the creators and consumers of one-page memos. (See below).
2.The success criteria for a well-written one-page memo emphasize good thinking on paper, with a focus of audience-centered document design and argument. These criteria include 1.Through design and deductive reasoning, winning the all three moments of truth: skim, scan, and word for word.
2.Allowing readers to see a clear relationship between goals, findings/reasons, and steps.
3.Allowing readers to see if each claim, finding, or reason is supported by a clear rationale and data.
Storytelling vs. Empirically-based Reasoning
1.Storytelling is an excellent complement to, and not a replacement for, a well-reasoned argument. As the Heath brothers argue persuasively in Made to Stick, people remember stories, which serve as an excellent antidote to the “curse of knowledge,” a focus on facts so intense that the author loses sight of the need to consider reader preferences. On the other hand, stories, unsupported by facts, may lead readers to incorrect conclusions.
2.Writers should consider a variety of types of argumentation patterns in developing a coherent narrative for their proposals. These would include storytelling patterns, such as The Challenge Story (David vs. Goliath); the Compassion story (Good Samaritan); and the Creativity Story (McGyver), as well as more traditional argumentation patterns, including lead from strength, problem-cause-solution, and categorization (e. g, sales $$, geography, ROI).
Here are some qualities that you can promote on paper and orally if you have worked as a telemarketer.
Persuasive
Coaching
Goal oriented
Positive personal qualities: Identified as
William James: “The deepest craving of human nature is to be appreciated.”
Adapting to the difference between being a high school sports star to being a bench player in college requires a significant adjustment in attitude if you are to profit from your collegiate athletic and academic experience. Not getting into the game or the same positive attention as players the coaches have identified as top performers or missing the support of a parent or friend, can lead to stress, anxiety, and feelings of inadequacy, all of which can get in the way of your best performance on and off the field.
Fortunately, there are several simple ways of dealing with negative emotions.
View the following 2-minute video with inspirational text, music, and photographs on the importance of gratitude.
Open the link below for a concise explanation of how flight or fight responses are both automatic and temporary.
http://www.athleteassessments.com/articles/the_amygdala_hijack_brain_snap.html
http://www.mhhe.com/business/management/videos/POM_V2/Flashvideo/EmotionsinCheck.html
Being selected to play on a collegiate team is a privilege that only a small percentage of high school athletes are given. When you are feeling down, take positive action. Keep a gratitude journal, define positive goals for your athletic and academic performance, and commit yourself to implementing plans to allow you to continuously improve on several fronts. Appreciate small victories, taking positive credit for each step you take to achieve your competitive and academic goals.