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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
LEARNING OBJECTIVES
1 Explain the steps in the inductive outline and understand its use for specific situations.
2 Discuss strategies for developing the five components of a bad-news message.
3 Prepare messages refusing requests and claims.
4 Prepare messages handling problems with customers’ orders and denying credit.
5 Prepare messages providing constructive criticism.
6 Prepare messages communicating negative organizational news.
7 Prepare 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
bad-news messages involves more delicate human relations issues than good- and neutral-news
messages.
KEY TERMS
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
7-1c Exceptions to the Inductive Approach 113
7-2 Developing a Bad-News Message 113
7-2a Writing the Introductory Paragraph 113
7-2c Writing the Bad-News Statement 115
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.
• 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?”
• Discuss face-to-face communication as an ideal channel for negative messages because of the
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.
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.
Writing the Introductory Paragraph
• Discuss techniques for developing the introductory paragraph.
• Review possible opening with the following examples:
✓ Imply bad news if possible. Use subjunctive mood.
o Example: Had you selected a variable rate, you could have taken advantage of
✓ Use stylistic techniques:
✓ Complex sentence—bad news in the dependent clause
✓ General terms and abstract nouns
✓ Passive voice
o Example:
▪ NOT: You failed to verify the payroll figures.
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.
Closing Positively
• Discuss techniques for writing the closing paragraph.
✓ De-emphasize the negative.
✓ Unify the message.
✓ Include a positive, forward-looking idea:
o Reference pleasant idea from discussion
o Use resale or sales promotion
o Express willingness to help in another way
• Have students work in small groups 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
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 if 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
Denying a Claim
• Discuss the general sequence of ideas in an adjustment refusal.
• 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
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?
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?
CLASSROOM ACTIVITIES
1. Appropriateness 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?
2. De-emphasizing Negative Ideas: Prepare a list of techniques for de-emphasizing a refusal.
Provide an example of your own for each technique.
3. 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
custom-order vehicle will be delayed two months.
A message from an appliance manufacturer authorizing the replacement of an
under-the-counter ice machine that is still under warranty.
Deductive
A message from a human resources manager refusing an employee’s request that
4. 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 message from a customer service manager saying
no to a customer’s third request for a refund that was
Mailed Letter because of the amount of
requests the customer has sent. You may
convenience.
A message from an automobile dealer informing a
Phone call or email. The customer expects
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.
5. Writing Inductive Openings: Revise the following openings so that they are inductive.
ORIGINAL
INDUTIVE VERSION
Because your all-in-one printer did not
show any defects in workmanship until
We are pleased that you’re an owner of the
new all-in-one printer. . . .
We received many applications for this
position, but an internal candidate was
selected.
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.)
Dampier Enterprises cannot participate in
the Magnolia Charity Benefit this year.
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. . . .
6. Revising for Positive Tone: Revise the following refusal sentences to ensure positive tone.
a. We cannot accept an application sent after May 9.
b. Employees cannot smoke in 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.
d. Your request for transfer to the London office has been denied.
7. Denying an Employee’s Request: Analyze the following email. Pinpoint its strengths and
weaknesses and then revise the email 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).
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.
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.
Style
• Uses overly informal language and also misspells the word (“a lot”).
8. 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
Content
• Uses “however” as first word in second paragraph which may alert reader to coming bad-
news before explanation is offered.
Style
• Begins with “I”.
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
9. Denying a Claim: 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
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.
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. Monica Snider’s injury and hospitalization was out of our
10. 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.
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
REVIEW QUESTIONS & SUGGESTED ANSWERS
1. Explain the appropriate channel and outline for a message that conveys bad news.
Under what conditions would a writer be justified in choosing an alternate outline or
channel?
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.
