978-1337116848 Chapter 7 Lecture Notes

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7 Delivering Bad-News Messages

IN THIS CHAPTER, YOU WILL FIND:

LEARNING OBJECTIVES

KEY CONCEPTS

KEY TERMS

CHAPTER OUTLINE

TEACHING SUGGESTIONS

CLASSROOM ACTIVITIES

REVIEW QUESTIONS & SUGGESTED SOLUTIONS

FEATURED ASSIGNMENTS

ADDITIONAL ASSIGNMENTS

CASE ASSIGNMENT

LEARNING OBJECTIVES

1Explain the steps in the inductive outline and understand its use for specific situations.

2Discuss strategies for developing the five components of a bad-news message.

3Prepare messages refusing requests and claims.

4Prepare messages handling problems with customers’ orders and denying credit.

5Prepare messages providing constructive criticism.

6Prepare messages communicating negative organizational news.

7Prepare messages responding to crises.

KEY CONCEPTS

Bad-news messages typically require an inductive strategy. Situations covered include sharing

bad news, refusing a request, denying a claim, refusing an order, denying credit, delivering

constructive criticism, and communicating negative organizational news. The construction of

publicly accessible website, in whole or in part.

bad-news messages involves more delicate human relations issues than good- and neutral-news

messages.

KEY TERMS

TERM PAGE TERM PAGE

Counterproposal 116 Fair Credit Reporting Act 123

CHAPTER OUTLINE

7-1 Choosing an Appropriate Channel and Organizational Pattern 111

7-1a Channel Choice and Commitment to Tact 111

7-1b Use of the Inductive Approach to Build Goodwill 111

7-1c Exceptions to the Inductive Approach 113

7-2 Developing a Bad-News Message 113

7-2a Writing the Introductory Paragraph 113

7-2b Presenting the Facts, Analysis, and Reasons 114

7-2c Writing the Bad-News Statement 115

7-2d Offering a Counterproposal or “Silver Lining” Idea 116

7-2e Closing Positively 116

7-3 Refusing a Request 117

7-4 Denying a Claim 119

7-5 Denying Credit 122

7-6 Delivering Constructive Criticism 123

7-7 Communicating Negative Organizational News 124

7-7a Breaking Bad News 125

7-7b Responding to Crisis Situations 128

TEACHING SUGGESTIONS

LEARNING OBJECTIVE 1

Explain the steps in the inductive outline, and understand its use for specific situations.

Using the Inductive Approach to Build Goodwill

Reasons are easier to understand if given before bad news

Reasons might be ignored when bad news is given first

Disappointment in bad news might interfere with ability to understand reasons

Choosing an Appropriate Channel and Organizational Pattern

Emphasize the close tie between customer loyalty and an organization’s ability to handle

difficult situations with tact and empathy.

publicly accessible website, in whole or in part.

Encourage students to share examples based on their own experience.

Channel Choice and Commitment to Tact

Discuss channel choices for negative communication with this question: “Have you ever been

fired from an employment position? How did your supervisor handle firing you or laying you

off—in person, over the phone, via a letter, or via email?”

Show a video clip from the “The Apprentice” and discuss Donald Trump’s use of “you’re

fired.” Remind students that his directness is not the usually the best choice of organizational

pattern and word use when letting an employee go.

Discuss face-to-face communication as an ideal channel for negative messages because of the

rich nonverbal messages and opportunity for feedback to minimize the misinterpretation of

highly sensitive messages.

Discuss the increase in email to deliver bad-news messages because of honesty, accuracy, and

lessened discomfort. However, stress the importance of considering the impersonal nature of

email for bad-news messages.

Use of the Inductive Approach to Build Goodwill

Discuss assessing the reader’s likely reaction to the bad-news message.

Discuss the sequence of the bad-news messages. Stress the possible negative reactions to bad

news positioned before the explanations as you show the visual.

Exceptions to the Inductive Approach

Lead a class discussion of occasions when the deductive approach for a negative message

may better serve the writer’s purpose.

The message is a second response to a repeated request.

The matter is insignificant in its resolution.

The request is ridiculous, immoral, unethical, illegal, or dangerous.

Cultural issues dictate the message be delivered differently.

The sender wants to demonstrate authority.

LEARNING OBJECTIVE 2

Discuss strategies for developing the five components of a bad-news message.

Developing a Bad-News Message

Point out that a bad-news outline has five sections with specific principles involved in writing

each: (a) introductory paragraph, (b) explanation, (c) bad-news statement, (d)

counterproposal or “silver lining idea,” and (d) closing paragraph.

Have students study the ineffective and effective applications of the inductive outline

illustrated in the textbook or from examples they find on their own.

publicly accessible website, in whole or in part.

Writing the Introductory Paragraph

Discuss techniques about techniques for developing the introductory paragraph.

Review possible opening with the following examples:

oImply bad news if possible. Use subjunctive mood.

Example: Had you selected a variable rate, you could have taken advantage of

the recent drop in interest rates.

oUse positive language that accents the good.

Example: NOT: We cannot ship your order until . . . .

INSTEAD: Your order will be shipped when. . . .

oOffer counterproposal that shows writer wants to help.

oExample: Although our current personnel shortage prevents us . . ., we can

(alternative).

oUse stylistic techniques:

Complex sentence—bad news in the dependent clause

General terms and abstract nouns

Passive voice

Example: NOT: You failed to verify the payroll figures.

INSTEAD: The payroll figures must be verified. (passive)

Please verify the payroll figures.

(Focuses on the solution rather than the problem)

Writing the Bad-News Statement

Discuss ways to minimize the impact of bad news and techniques for writing the bad-news

statement.

Reinforce principles of writing the bad-news statement.

Discuss de-emphasis techniques.

Offering a Counterproposal or “Silver Lining” Idea

Emphasize that offering an alternative instead of a flat “no” keeps communication open and

avoids damage to egos.

Discuss possible analogies to help students understand the effect of the counterproposal: The

counterproposal is to the “no” response as a highway detour is to the desired route.

Remind students that effective counterproposals (states what you can do or offer) or the

“silver lining” (provides a thought that turns the discussion back in a positive direction)

approach are the best approach to continuing customer loyalty. Customers satisfied with the

handling of a bad-news situation and with the offered counterproposal will be the customers

who return to a business.

Closing Positively

Discuss techniques for writing the closing paragraph.

oDe-emphasize the negative

oUnify the message

oInclude a positive, forward-looking idea

Reference pleasant idea from discussion

Use resale or sales promotion

publicly accessible website, in whole or in part.

Express willingness to help in another way

Have students work in pairs or small groups of 3 to study the approaches used in the closing

paragraphs in the model documents in the chapter.

Summarize the discussion of techniques for developing the sections of a bad-news message

by asking students to recall an incident when they received or communicated a disappointing

message. Did the sender apply the principles presented in the chapter? Lead them in a

discussion of ways the message could have been improved.

Because each of the five sections of a bad-news message poses unique challenges,

the class can benefit from concentrating on certain portions of messages. For

example, after a writing problem is defined, students in certain parts of the classroom

could write the first sentence; others, the explanation; others, the refusal sentence;

and others, the final sentence. Sentences could be collected and some selected for

reading aloud or displayed.

As a writing assignment, students write individual sentences or paragraphs instead of

an entire bad-news message.

LEARNING OBJECTIVE 3

Prepare messages refusing requests and claims.

Types of Bad News Messages

Introduce all the types of bad news messages.

Remind students that determining whether a message is bad news focuses on perceived

reaction to the message.

Refusing a Request

Discuss successful refusals for requests/favors.

Point out that refusing employee requests is just as important as refusal letters that must build

customer goodwill. The same type of sensitivity and honest explanations are needed.

LEARNING OBJECTIVE 4

Prepare messages handling problems with customers’ orders and denying credit.

Maintaining Goodwill and Customer Loyalty

Discuss the challenge of refusing customer claims while maintaining goodwill and

developing customer loyalty. Ask students why the inductive approach is helpful in this

situation. The inductive approach softens the bad-news by explaining the refusal and

increasing customer understanding.

Emphasize the importance of tone in customer in customer refusals.

Denying a Claim

Discuss the general sequence of ideas in an adjustment refusal.

publicly accessible website, in whole or in part.

Ask students to critique and/or revise the poorly written claim denials from examples in the

book or one the instructor provides.

Resale Material while Building Goodwill and Loyalty

Lead a discussion of possible reasons for not being able to send merchandise that has been

ordered.

Discuss the need to include sales promotion or resale information in the refusal to promote

future sales or the image of the company.

Stress that the inductive outline is recommended to minimize the customer’s disappointment

and including resale is important to build customer loyalty and retain goodwill.

Denying Credit

Emphasize the legal implications involved in refusing credit and the importance of having

legal counsel review credit refusal letters.

Review the requirements of the Equal Credit Opportunity Act (ECOA).

Emphasize the value of resale in a credit refusal letter.

LEARNING OBJECTIVE 5

Prepare messages providing constructive criticism, communicating negative organizational news,

and responding to crises.

Delivering Constructive Criticism

Emphasize that writing messages that point out negatives is a part of civic responsibility.

However, the motive should be to help; vindication is not a legitimate motive.

Discuss the content and style of constructive criticisms. Emphasize the legal and ethical

implications in a good example. Ask students to respond to the following questions:

What is the sender’s motive in preparing the letter? Is it to vent anger or help the

customer?

What writing techniques were used to ensure that your motives are genuine?

What is gained from positive and negative points?

Why were details of specific behaviors and incidents necessary? Explain the

guidelines you will use for selecting information to include in constructive criticisms

that you deliver.

Communicating Negative Organizational News

Discuss the importance of internal communication as contributing to employee morale and

overall customer service—if employees are happy, customers will tend to be happy.

Consider the company that does not keep employees informed of upcoming meetings,

changes in policies, etc. How can these employees communicate effectively with clients or

vendors without enough information?

publicly accessible website, in whole or in part.

Compare employee morale to customer goodwill in terms of their importance and their fragile

nature.

Remind students that regular communication with employees via staff meetings, an

organizational newsletter, or chat opportunities with company management will aid during

times where management must convey negative messages about an organization.

Lead students in a discussion of occasions when memorandums and email messages are

appropriate and inappropriate means of communicating bad news.

CLASSROOM ACTIVITIES

1Appropriateness of the Inductive Outline: In pairs, describe either a personal or

business-related situation you faced in which you had to share bad news with someone. How

did you structure your message? What channel did you use for sharing the news? Was your

strategy effective?

Responses will vary. Students should focus on the need for inductive outline except in the special

circumstances. They should also consider the points regarding channel choice. If time permits

following the small-group discussion, ask a spokesperson from each group to summarize the

results of the discussion. This topic could also lead to the presentation of an oral report.

1. De-emphasizing Negative Ideas: Prepare a list of techniques for de-emphasizing a refusal.

Provide an example of your own for each technique.

Students should list the techniques for de-emphasizing bad news shown on the lecture slide. The

exercise will be an excellent review of these techniques before students prepare an assignment for

a grade.

2. Determining Appropriate Sequence of Ideas: Deductive or Inductive: Identify whether each

of the following messages should be written deductively or inductively based on the receiver’s

likely reaction to the message.

MESSAGE ANSWER

a. A message from a customer service manager saying no to a customer’s

third request for a refund that was previously denied. Deductive

b. A message from a company president to reject a contract proposal offered

by an international business partner whose cultural style is direct and

forthright.

Inductive

c. A message refusing a customer’s request to reduce his monthly payment

for Internet services. He contends busy signals prevented him from

connecting most of the time

Inductive

d. A message from an automobile dealer informing a customer that the

delivery of a custom-order vehicle will be delayed two months. Inductive

e. A message from an appliance manufacturer authorizing the replacement of

an under-the-counter ice machine that is still under warranty. Deductive

f. A message from a human resources manager refusing an employee’s

request that the manager “fudge” to a lender about his reported income to

help him qualify for a home loan.

Inductive

publicly accessible website, in whole or in part.

g. A message from a financial planner apologizing for not placing an order to

buy mutual funds for a customer. Deductive

h. A message from the chief financial officer of a local business agreeing to

serve on a fund-raising committee for a community service organization. Deductive

i. A message extending appreciation for the outstanding work of a consulting

firm that spearheaded your successful effort to obtain ISO 9000

certification.

Deductive

3. Choosing an Effective Channel: For each of the situations in the previous activity, decide

which communication channel would be most appropriate. Explain your reasoning.

SITUATION CHANNEL

a. A message from a customer service manager saying no

to a customer’s third request for a refund that was

previously denied.

Mailed Letter because of the

amount of requests the

customer has sent. You made

need written proof of refusal.

b. A message from a company president to reject a contract

proposal offered by an international business partner

whose cultural style is direct and forthright.

Mailed Letter or email. Foreign

business partners receive email

more quickly, but the situation

may call for a more formal

refusal.

c. A message refusing a customer’s request to reduce his

monthly payment for Internet services. He contends

busy signals prevented him from connecting most of the

time

Reply with the same format in

which the message was

received for the customer’s

convenience.

d. A message from an automobile dealer informing a

customer that the delivery of a custom-order vehicle will

be delayed two months.

Phone call or email. The

customer expects the vehicle

soon and expects a phone call

upon arrival, making this the

most appropriate channel.

e. A message from an appliance manufacturer authorizing

the replacement of an under-the-counter ice machine

that is still under warranty.

Email or mailed letter.

Response to a routine request is

fairly informal.

f. A message from a human resources manager refusing an

employee’s request that the manager “fudge” to a lender

about his reported income to help him qualify for a

home loan.

Mailed letter. Sensitive

situation involving management

and an employee requires

written evidence.

g. A message from a financial planner apologizing for not

placing an order to buy mutual funds for a customer.

Mailed letter to imply sincerity

and repair customer relations.

h. A message from the chief financial officer of a local

business agreeing to serve on a fund-raising committee

for a community service organization.

Mailed letter. Provides written

message as a reminder of his

engagement.

i. A message extending appreciation for the outstanding

work of a consulting firm that spearheaded your

successful effort to obtain ISO 9000 certification.

Mailed letter to imply sincerity

and provide a written copy of

gratitude.

j. A message acknowledging shipment of an order and

extending credit to a first-time customer.

Email or mailed letter. Form

letter would be most

appropriate for this routine

publicly accessible website, in whole or in part.

message.

4. Writing Inductive Openings: Revise the following openings so that they are inductive.

a. Because your all-in-one printer did not show any defects in workmanship until three

months after the warranty expired, we cannot honor your claim.

b. We received many applications for this position, but an internal candidate was selected.

c. Dampier Enterprises cannot participate in the Magnolia Charity Benefit this year.

d. This letter is in response to your complaint of April 9.

e. Company policy does not allow me to approve the proposed transaction.

a. We’re pleased that you’re an owner of the new all-in-one printer. . . . (from positive

beginning, discuss the warranty and how it is good for a certain amount of time. Then deliver

the bad news.

b. Thank you for your interest in working for our company. We had many internal as well as

external candidates. . . . . (After establishing rapport, indicate reasons for hiring an internal

candidate and qualifications of hired candidate.)

c. We want to commend you for the work of the Magnolia Charity in helping the community. In

past years, Dampier Enterprises has been a proud supporter of the charity benefit. . . .

(Provide justification of why the company can’t support this year but hope it can in the

future.)

d. Thank you for taking the time to write to us. Your letter of April 9 provides us with valuable

feedback. . . . (Go on to discuss specific feedback of the letter.)

e. Thank you for your request to approve the proposed transaction. . . . (Discuss the importance

of the transaction and the place of company policy.)

5. Revising for Positive Tone: Revise the following refusal sentences to ensure positive tone.

a. We cannot accept an application sent after May 9.

We gladly accept all applications submitted through May 9.

b. Employees cannot smoke in the building.

Employees may smoke in any designated smoking areas outside of the building.

c. I am sorry, but we cannot be responsible for the service charges on your car; the damage

occurred at the dealership, not our factory.

Any service charges can be handled best at the specific dealership where damage occurred.

d. Your request for transfer to the London office has been denied.

We feel your skills are needed and best used in your current assignment.

6. Denying an Employee’s Request: Analyze the following email. Pinpoint its strengths and

weaknesses and then revise the email as directed by your instructor.

publicly accessible website, in whole or in part.

Your desire to participate in this fund-raising activity is admirable, but we must refuse to

support your relay team. Ashland Industries does not have any specific rules in place to

handle this particular situation, but as the president it is my responsibility to safeguard

expenditures of this type. Six hundred dollars is a lot of money. Perhaps you should

consider raising the money yourself. If you have questions about this decision, please

contact your data control manager for a copy of our corporate policy on charitable

contributions.

A summary of organization, content, and style errors follows:

Organization

States the bad news before presenting the reasons for the refusal (deductive rather than

recommended inductive approach for bad-news messages).

Content

Uses negative and condescending tone throughout.

Refers reader to policy on charitable contributions but previously states the company has no

rules for this request.

Gives no alternative suggestions Gives no indication of desire to continue to work with the

reader.

Style

Uses overly informal language and also misspells the word (“a lot”).

7. Denying a Request: Analyze the following letter. Pinpoint its strengths and weaknesses and

then revise the letter as directed by your instructor.

A summary of organization, content, and style errors follows:

Organization

States the bad news before presenting the reasons for the refusal (deductive rather than

recommended inductive approach for bad-news messages).

Repeats bad news in closing paragraph.

Content

Uses “however” as first word in second paragraph which may alert reader to coming

bad-news before explanation is offered.

States that his sleep is more important than serving the organization.

Chooses strong language in refusal (“I regret to inform” “I cannot accept” ).

Offers alternative that seems less than sincere (“contact me in the future if I can help in any

way”).

Style

Begins with “I.”

Uses redundancy is with “pleased and honored.”

Uses cliché (“my plate is much too full”).

publicly accessible website, in whole or in part.

Dear Kyle:

I am pleased and honored to have been asked to serve as treasurer of the United Way

campaign for the coming year.

However, I regret to inform you that I cannot accept this position. Don’t take this

personally as it is my personal policy to refuse all nominations. The demands of my

accounting practice keep me on the road an enormous amount of time, and you must

understand that sleep is a luxury during the notorious “busy season” for accountants.

Once again, I appreciate the confidence you have placed in me but am sorry that my plate

is much too full to accept this outstanding service opportunity. Please contact me in the

future if I can help in any way.

Misspells word (“notorious”).

8. Denying a Claim: Analyze the following letter. Pinpoint its strengths and weaknesses and

then revise the letter as directed by your instructor.

summary of organization, content, and style errors follows:

Organization

States the bad news before presenting the reasons for the refusal (deductive rather than

recommended inductive approach for bad-news messages).

Does not give convincing details for the refusal.

Content

Begins with “I” and an apology.

Closes with an insincere sales promotion that does not offer any positive alternative.

Expresses certainty when cannot be certain.

Assumes no responsibility for outcome (“out of our control” “just not our fault”).

Style

Seems accusatory (“obviously you feel”)

Comes across as superior (“we did our part and we expect you to do your part”)

Uses slang (“subbed” and “just not going to work for us”).

Uses cliché (“We appreciate your business”).

9. Constructive Criticism: Analyze the following email. Pinpoint its strengths and weaknesses

and then revise the email to the director of the Pink Ridge Golf Academy as directed by your

instructor.

publicly accessible website, in whole or in part.

I am sorry you were dissatisfied with the sports celebrity we subbed for your dedication

ceremony. Although you obviously feel your claim has merit, refusing to pay us is just not

going to work for us. Ms. Vonetta Flowers’ injury and hospitalization was out of our

control—just not our fault. We felt sure you would be overjoyed we came through with

someone at the last minute. Our contract states specifically that we would provide you a

substitute; we did our part and we expect you to do your part and pay us for our services.

We appreciate your business and hope that you will consider us the next time you need a

sports celebrity for a function.

As an avid golfer, I am always looking for anything that will help me improve my game.

After talking with your staff and reading your advertisements, I was convinced that

attending your two-day golf school would allow me to take my game to the next level. The

instruction I received the first day was acceptable; however, I regret to say that the second

day I spent at your exclusive golf school was a total waste of my time and $1,000.

On the second day I was assigned to Stan Campbell, the “remarkable” putting instructor

you’ve plugged in every ad I’ve seen, to receive a private lesson. Words can’t describe my

disgust at his incompetency and the total lack of common courtesy he displayed during the

18 holes of golf I played. He rarely made comments or suggestions, even when I hit poor

shots. In fact, he didn’t watch several of my shots as he was too busy taking calls on his

cell phone or gazing into space.

If you wish to stay in business, you should take immediate action to correct these

shortcomings.

A summary of organization, content, and style errors follows:

Organization

Uses inductive outline; begins with a neutral idea.

Repeats bad news in closing paragraph.

Content

Uses “however” in third sentence, which may alert reader to coming bad-news before

explanation is offered.

Uses strong language in message (“I regret to say,” “a waste of my time”)

Ends with a negative idea that might seem like a slap in the face.

Style

Begins with “I”

Uses cliché (“waste of my time,” “words can’t describe”)

publicly accessible website, in whole or in part.