978-1337116848 Chapter 8 Lecture Notes

subject Type Homework Help
subject Pages 9
subject Words 2915
subject Textbook BCOM 9th Edition
subject Authors Carol M. Lehman, ZDebbie D. DuFrene

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8 Delivering Persuasive Messages
IN THIS CHAPTER YOU WILL FIND:
LEARNING OBJECTIVES
KEY CONCEPTS
KEY TERMS
CHAPTER OUTLINE
TEACHING SUGGESTIONS
CLASSROOM ACTIVITIES
REVIEW QUESTIONS & SUGGESTED ANSWERS
FEATURED ASSIGNMENTS
ADDITIONAL ASSIGNMENTS
CASE ASSIGNMENT
LEARNING OBJECTIVES
1Develop effective outlines and appeals for messages that persuade.
2Write effective sales messages.
3Write effective persuasive requests (making a claim or asking for a favor or information) and
persuasion within an organization.
KEY CONCEPTS
The persuasive principles presented in Chapter 8 have application in face-to-face business
relationships as well as in written activities. The ability to persuade is useful to a variety of life
circumstances in which students will need to motivate action, such as selling a product, a service,
or their own abilities; gaining acceptance of an idea; or collecting money. Various types of
persuasive writing situations are covered.
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publicly accessible website, in whole or in part.
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KEY TERMS
TERM PAGE
AIDA 132
Central selling point 132
Persuasion 131
CHAPTER OUTLINE
8-1 Persuasion Strategies 131
8-1a Plan Before You Write 131
8-1b Use the Inductive Approach 132
8-1c Apply Sound Writing Principles 132
8-2 Sales Messages 133
8-2a Gain Attention 134
8-2b Focus on a Central Selling Feature 134
8-2c Use an Original Approach 135
8-2d Generate Interest by Introducing the Product, Service, or Idea 135
8-2e Create Desire by Providing Convincing Evidence 136
8-2f Motivate Action 139
8-3 Persuasive Requests 140
8-3a Making a Claim 140
8-3b Asking a Favor 143
8-3c Requesting Information 143
8-3d Persuading Within an Organization 144
TEACHING SUGGESTIONS
LEARNING OBJECTIVE 1
Develop effective outlines and appeals for messages that persuade.
Persuasion Strategies
Begin the chapter discussion by pointing out evidence of selling ideas in society.
Discuss how environmentalists “sold” their ideas to manufacturers, who passed along
those ideas to the consumers by labeling their products “biodegradable” or
“recyclable.”
Initiate a discussion about other persuasive campaigns that have resulted in pervasive
changes; e.g., health consciousness (fitness, low-fat, high-fiber diets, drug and
alcohol abuse, violence, adult literacy, conservation, and political and advertising
messages).
Discuss persuasion examples from real companies.
Encourage students to share examples based on their own experience
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publicly accessible website, in whole or in part.
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Plan Before You Write
Discuss the steps in planning a persuasive message.
Lead a discussion of the importance of understanding the product/service/idea and the
customer/client. Remind students that knowing about their audience is still important, maybe
even more important in persuasive messages than in other types of messages.
To illustrate the idea of knowing the audience, show clips from the movie What Women
Want, starring Mel Gibson and Helen Hunt. Gibson plays an advertising executive challenged
with getting to know products in the female market because of a new account the firm is
pursuing. The segments showing Gibson going to great lengths to try these products and “get
inside the female mind” are particularly relevant. And he does get inside the female mind
when he shocks himself and can then hear every woman’s innermost thoughts.
Apply Sound Writing Principles
Review elements of sound writing. Impress students with the balance that must be achieved
between including sufficient detail and keeping the interest of the receiver.
Keep a file of persuasive letters of differing lengths. Make copies of them or pass them
around for students to see. In addition to writing complete letters, students gain from extra
practice on certain critical parts. For several problems, have students write attention-getters
only, price-stating paragraphs only, or action endings only.
LEARNING OBJECTIVE 2
Write effective sales messages.
Use the Inductive Approach
Remind students about the format of the inductive organizational pattern. Ask: “Why should
we use the inductive approach with persuasive messages?”
Discuss the specific inductive pattern for persuasive messages—the AIDA format. Remind
students to include all four parts and also discuss how the length of each step can differ.
Gain Attention
Discuss the differences between unsolicited sales messages and solicited sales messages.
Remind students that when someone requests information about a product or service, the
message should contain more information than a message that was not requested.
Ask students to think about the problems and solutions that sales messages can address in
terms of immediately gaining the interest of the receiver. An effective introduction is
cohesive; action centered, and stresses the central selling point.
Ask students to share example of good and poor examples of documents in small groups and
discuss what differentiates the well-written documents from the poorly written ones.
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publicly accessible website, in whole or in part.
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Gain Interest by Introducing the Product, Service, or Idea
Discuss the four major sections of a sales letter: gaining attention; introducing the product,
service, or idea; providing convincing evidence; and motivating action.
Discuss the need to include a central selling point to unify the message. Remind students that
all the other parts of the message—the attention-getter, the factual evidence, and the call for
action—should relate to the central selling point.
Discuss where the central selling point should be located; reminding students that it will be
spelled out specifically at least once with references throughout the message.
Create Desire by Providing Convincing Evidence
Discuss the importance of satisfying the receivers needs and presenting factual and ethical
information. Ask students, “What are some ways you can substantiate the claims you make in
your message”?
Discuss techniques to subordinate price and motivating action.
Define a persuasive problem or a product that is to be sold. Allow students a few minutes in
which to write the worst message they can write. Although it may seem counterintuitive to do
something the wrong way, the exercise is fun and identifying ineffective practices can help to
intensify mastery of good practices.
LEARNING OBJECTIVE 3
Write effective persuasive requests (making a claim or asking for a favor or information) and
persuasion within an organization.
Persuasive Requests
Introduce this section with current examples of the necessity for persuasion (inductive
approach) to achieve a specific goal.
For example, political candidates use persuasive communication to convince voters
of their qualifications. To promote a specific action on election day, discuss with
student’s a current election appropriate for your area or focus on a current or past
national election. Consider asking students to watch a commercial for a political
candidate or a news interview. Analyze the speaking style used, based on the idea of
presenting evidence before asking for action.
Ask students to provide other current examples of the need for persuasion (e.g.,
political or legislative situations, controversial CEOs, and the ideas discussed in the
chapter opener).
Discuss common types of persuasive messages and that they must create the desire to take
action and overcome anticipated resistance.
Discuss with students the different types of persuasive messages. Remind them that the
principles of inductive approach apply to all types of persuasive messages.
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publicly accessible website, in whole or in part.
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Making a Claim
Differentiate between a routine request and a claim for which persuasion is necessary.
Ask students why a company should welcome claims.
Discuss elements of successful persuasive claims.
Asking a Favor
Discuss elements of successful persuasive requests for a favor.
Provide students with a sample favor letter. Allow students to critique the letter in small
groups and report to the class their evaluation.
Requesting Information
Discuss elements of successful persuasive requests for information.
Persuading Within an Organization
Lead the class in a discussion of other examples of persuasion needed within specific
organizations. Give an example of an internal proposal at your college or university.
Sales Messages
Show students a product or present an idea and ask them to write a sales message in class.
This exercise is especially valuable because students have no printed words before them (as
they do when completing assignments that are defined in writing).
Provide examples of sales letters to students. Ask students to tell you what works and what
does not work in each message and see how their ideas match the analysis.
Discuss situations students have faced in receiving SPAM, unsolicited email sales messages.
What kind of products do they usually sell? How do students think the companies’ obtained
their email addresses? Have they ever received continuing messages from a company they
have done business with once? What do the messages offer as ways to unsubscribe?
CLASSROOM ACTIVITIES
1Critique of Sales Letters and Persuasive Requests Produced by Real Companies: Select an
unsolicited sales message you (or a friend) have received. List (a) the principles it applies
and (b) the principles it violates. Rewrite the message retaining its strengths and correcting
its weaknesses.
Divide the class into groups of four or five to discuss their documents and to develop a checklist
for effective persuasive writing. Initiate a class discussion, calling on each group (or a
spokesperson) to share its analysis and document with the class.
1. Effective Opening Paragraphs: Analyze the effectiveness of each sentence as the opening for
a persuasive message.
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publicly accessible website, in whole or in part.
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a. Instead of worrying about the starving in Africa, donate to the United Way and help the
needy in your own neighborhood.
This is more of a negative approach. Perhaps suggest, “In addition to helping the starving in
Africa, donate to the United Way to help the needy in your own neighborhood.”
b. John F. Kennedy said, “Ask not what your country can do for you; ask what you can do
for your country.” Support American capitalism by hiring Ivey Consultants to make your
business better.
The opening is engaging with a familiar question/quote. But quote doesn’t match request or
persuasive statement.
c. You haven’t lived until you’ve owned an iPod Hi-Fi compact sound system!
This is an overgeneralization. What specific do they mean by “lived”?
d. For an investment of $550, you can own the best high-pressure washer on the market
from Sims, Inc.
It’s not about having the best washer on the market. What are the benefits to the user?
e. I am requesting a promotion to regional sales manager because I have a proven track
record of turning around sales revenues within two months. (request)
Start with the track record, with quantifiable statistics of increased sales revenue.
2. Convincing Evidence: Analyze the effectiveness of the convincing evidence included in the
following sentences in a persuasive request.
a. Southside Recycling has four regional offices in each county in Texas, with headquarters
in Dallas. Our professional staff consists of 15 members at each location.
Work to highlight the value of the different locations and the numbers of employees, such as
convenience to your location or adequate staff to handle issues.
b. You wonder if you can get quality education at our school and still save money. Dollar
for dollar, tuition and fees at Carlton State give you the best education value for your
money.
The evidence is unclear as to how value is given. Discuss placement rates and salaries of
graduates. Compare specific cost to other schools.
c. The infrared transfer available on your handheld personal assistant is a must-have in
today’s information explosion. Just beam it up and you’re on your way.
Provide detail to what the transfer does. Use current terms—“scanning” instead of infrared.
Specifically mention things such as QR codes.
d. Reorganizing the loan department will help us serve our clients better and cut costs.
(What specific advantages to clients and cost savings?)
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publicly accessible website, in whole or in part.
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3. Document for Analysis: Sales Message: Analyze the following letter promoting services of a
senior day services. Pinpoint its strengths and weaknesses, and then revise the message if
directed by your instructor.
The Senior Day Services Program at Forest View Hospital provides a safe place to leave
elderly members of your family when you can’t be home with them or just want to lead a
normal life. Enclosed you will find a brochure that gives you more information.
Call us at 662-555-2345 to make an appointment to visit our facility. Our counselors
will tell you about the different activities they plan each month. We also offer counseling,
physical therapy, and many other typical services. Just tell us what you think your family
member will need, and we’ll tell you what our policies are.
We are located in the medical district of Harrisburg. Our hours are from 7 a.m. to 6
p.m., Monday through Friday. Other days and times are available by appointment for an
additional fee. More information is posted at our website at
http://seniorday.forestviewhospital.com.
The following summarizes organizational, stylistic and content characteristics.
Organization
Uses inductive approach appropriately.
Places the action statement in the middle of the message instead of near the end.
Ends with information statements rather than statements promoting action.
Content
Includes weak attention-getter— states the obvious.
Is not developed around a central selling point; presents numerous features of the program,
but does not describe the satisfaction receiver will gain from having a loved one participate in
the program.
Style
Changes from first- to second-person and overuses “we” throughout the message.
4. Document for Analysis: Persuasive Claim: Analyze the following email persuading a sports
agent to reimburse a hospital for an acceptable substitute speaker. Pinpoint its strengths and
weaknesses, and the organizational strategy for an effective message.
Please send a refund of $3,000, one half of the speaker’s fee, for the unacceptable substitute
you provided for the grand opening of the Brookridge Healthplex.
We thought you clearly understood that John Dampier was our choice for the keynote
speaker for this long-awaited grand opening. Not only is John an Olympic gold medalist and
respected spokesperson for physical fitness, he is a native of nearby Kosciosko. Your
substitute speaker, Sharron Mabry, saved us from total embarrassment, but she failed to meet
the criteria we had established for this speaker. As you know, she is neither an Olympian nor
a native of our state. In fact, very few people at the event had a clue who she was. Many
voiced complaints that John Dampier was not present as we had promoted.
Considering the months of hard work we devoted to planning this event, we are sure
you can understand our extreme disappointment with the community’s response to this
substitute speaker and will willingly agree to reimburse us one half the speaker’s fee. Please
call me at your convenience to discuss this issue further.
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publicly accessible website, in whole or in part.
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The following summarizes organizational, stylistic and content characteristics.
Organization
Uses deductive approach when the request for reimbursement should be near the end of the
message.
Content
Begins with a writer-oriented attention-getter that provides no incentive to continue reading.
Changes from first- to second-person and overuses “we” throughout the message.
Expresses certainty when cannot be certain.
Style
Uses cliché (“have a clue who she was”).
Tone is confrontational and hostile.
Uses cliché (“Please call me at your convenience”).
5. Document for Analysis: Persuasive Request: Analyze the following memo written to
encourage employees to attend a meeting to gain additional information about financial
planning. The company hopes to increase enrollment of employees in its 403(b) plan that
allows them to invest 15 percent of their gross wages in tax-deferred annuities. Presently only
22 percent of the company’s employees have taken advantage of this plan. Pinpoint the
strengths and weaknesses of the human resource directors memo, and then revise it if
directed by your instructor.
Despite our efforts, very few of you have taken advantage of the tax benefits afforded by
the 403(b) plan. Contributing to a tax-deferred annuity enables you to shelter a portion of
your income from current income taxes. The earnings in your annuity also grow tax free and
you don’t pay income taxes on these funds until you withdraw them at retirement.
Contributing to a 403(b) plan is easy. Because the funds can be deducted automatically
from your checking account, anyone can afford it.
You’ve got one more chance to learn about this plan. An information session will be held
next Wednesday in the conference room beginning at 1 p.m. All your questions will be
answered by a representative of our human resources division. See you there.
A summary of errors follows:
Organization
Uses inductive approach appropriately.
Content
Does not begin with an attention-getter but states a fact in accusing manner.
Is not developed around a central selling point; presents facts about various investments, but
does not convince the reluctant investor to attend the meeting to learn more, the purpose of
the memo.
Includes weak action ending that demands the reader to attend the meeting but provides no
incentive for doing so.
Style
Has a condescending tone (“despite our efforts”) and is writer-centered.
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publicly accessible website, in whole or in part.
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© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
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