Instructor Manual
Guffey/Loewy, Business Communication: Process & Product, 10e, 2022, 9780357129234;
Chapter 9: Negative Messages
Table of Contents
Purpose and Perspective of the Chapter …………………………………………………………………………. 2
Cengage Supplements …………………………………………………………………………………………………… 2
Chapter Objectives ………………………………………………………………………………………………………… 2
Complete List of Chapter Activities and Assessments ……………………………………………………… 3
Key Terms ……………………………………………………………………………………………………………………… 4
What’s New in This Chapter ……………………………………………………………………………………………. 5
Chapter Outline …………………………………………………………………………………………………………….. 5
Discussion Questions …………………………………………………………………………………………………… 15
Additional Activities and Assignments …………………………………………………………………………… 18
Additional Resources ……………………………………………………………………………………………………. 23
Purpose and Perspective of the Chapter
The purpose of this chapter is to explore inevitable bad news and its associated negative
messages within the workplace. First, we explain how to apply the 3-x-3 writing process
along with the strategies behind conveying negative news. Next, we cover the direct and
Cengage Supplements
The following product-level supplements provide additional information that may help you
in preparing your course. They are available in the Instructor Resource Center.
• Transition Guide (provides information about what’s new from edition to edition)
• Educator’s Guide (describes assets in the platform with a detailed breakdown of
activities by chapter with seat time)
Chapter Objectives
The following objectives are addressed in this chapter:
9-1 Applying the 3-x-3 writing process, explain the strategies of business
communicators in conveying negative news while avoiding legal liability.
9-2 Describe the direct and indirect strategies in conveying unfavorable news.
Complete List of Chapter Activities and Assessments
For additional guidance, refer to the Teaching Online Guide.
Chapter
Objective
PPT
Slide
Activity/Assessment
Duration
Certification Standard
9-1
10
Knowledge Check in PPT
15 min
BUSPROG: Ethics
DISC: Theory application
9-3
26
Writing Improvement
Activity in PPT
45 min
BUSPROG: Communication
DISC: Theory application
9-4
37
Writing Improvement
Activity in PPT
30 min
BUSPROG: Communication
DISC: Theory application
9-5
43
Small Group Activity in PPT
45 min
BUSPROG: Communication
DISC: Theory application
9-1–9-5
45
Grammar and Mechanics
Quiz in PPT
30 min
BUSPROG: Communication
DISC: Standard English
N/A
N/A
Grammar and Mechanics
Pre-Course Diagnostic*
60 min
BUSPROG: Communication
DISC: Standard English
N/A
N/A
Grammar and Mechanics
Tutorials*
N/A
BUSPROG: Communication
DISC: Standard English
Communication Matter to
Communication)**
N/A
Learn It: Chapter 09
Negative Messages
min
N/A
9-1–9-5
N/A
Assignment: Chapter 09
Negative Messages
20 min
N/A
9-1–9-5
N/A
Video Presentation:
Composing Negative
Messages (Chapter 09
Negative Messages)
10 min
N/A
N/A
Practice Quiz: Chapter 09
Negative Messages
min
N/A
Complaint (Unit 03
Workplace
Communication)***
* These activities appear before the student will begin the course.
** This activity appears at the beginning of Unit 3.
*** This activity appears at the end of Unit 3.
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Key Terms
Apology: An admission of blameworthiness and regret for an undesirable event.
Defamation: The legal term for any false statement that harms an individual’s reputation.
Empathy: Trying to see the world through another’s eyes, being nonjudgmental and eager
to seek common ground.
What’s New in This Chapter
The following elements are improvements in this chapter from the previous edition:
• Conceived a complex opening scenario focusing on Volkswagen and its massive
Dieselgate scandal to demonstrate the importance of corporate ethics and
transparency in communicating bad news.
• Introduced coverage of successful crisis communication by Southwest Airlines in the
wake of a passenger death and aircraft malfunction.
• Updated significantly the discussion of communicating bad news while avoiding
legal liability.
Chapter Outline
In the outline below, each element includes references (in parentheses) to related content.
“CH.##” refers to the chapter objective; “PPT Slide #” refers to the slide number in the
PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor Resource
Center); and, as applicable for each discipline, accreditation or certification standards (DISC).
Introduce the chapter and review learning objectives for Chapter 9. (PPT Slide 2).
I. Communicating Negative News Strategically (9-1, PPT Slides 3–10, DISC: Purpose;
Audience; Syn./Asyn. choice; Personal, corporate, legal, ethical responsibilities)
a. Bad feelings associated with disappointing news can be reduced if the
receiver:
i. Knows the reasons for the rejection
b. When communicating negative news, follow these guidelines (Figure 9.1):
i. Explain clearly and completely.
ii. Convey empathy and sensitivity.
c. The 3-x-3 writing process can be applied when communicating negative
news.
d. Phase 1—Analyzing, Anticipating, and Adapting
i. Analyze the bad news.
ii. Anticipate its effect on the receiver.
e. Phase 2—Researching, Organizing, and Drafting
i. Gather information.
ii. Brainstorm for ideas.
f. Phase 3—Editing, Proofreading, and Evaluating
i. Read your message carefully to ensure that it says what you intend.
ii. Check that your wording is concise without sounding grumpy.
g. It’s important to convey negative news without causing legal liability.
i. Defamation – the legal term for any false statement that harms an
individual’s reputation
iv. Abusive language is actionable when it is:
(a) False
(b) Damaging to one’s good name
(c) Published
h. Knowledge Check Activity: 15 minutes total. Test Your Workplace Etiquette
IQ
Have students check their workplace etiquette IQ by deciding whether the
statements are true or false and then discuss the answers with the class
• You are introducing a new employee, Lucy Larios, to the office staff.
The vice president shows up in the hallway. You should introduce him
by saying, “Lucy, I’d like you to meet Mr. Lopez, our vice president.”
o False — You should say, “Mr. Lopez, I would like to introduce
• You panic when you can’t remember the name of someone you have
met before. The best strategy is to pretend you remember the person
and try to engage in small talk while searching for clues to the
person’s identity.
o False — You should smile and calmly say, “I remember meeting
II. Analyzing Negative-News Strategies (9-2, PPT Slides 11–17, DISC: Patterns; Purpose;
Audience; Ethics and morals)
a. Use the direct strategy for delivering negative news (Model Document 9.1):
i. When the bad news is not damaging
b. Use the indirect strategy to deliver negative news:
i. When the bad news is personally upsetting
c. The direct strategy places the bad news first, followed by the reasons and a
pleasant close. The indirect strategy opens with a neutral or buffer
statement, followed by the reasons, the bad news, and a pleasant close.
Which strategy you use depends on the situation, the reaction you expect,
and your goals for the communication. (Figure 9.2)
g. Pair Activity: 20 minutes total. Approaching Bad News
Break class into pairs and have each student pair discuss the topic on the
PPT slide. Students should be prepared to share their answers with the
larger group.
• What situational factors might cause you to use the indirect approach
when delivering bad news to those who say they prefer the direct
approach?
b. The five Rs model for effective apologies in business messages as
recommended by author John Kador are as follows (Figure 9.3):
i. Recognition: Organizations that apologize have better outcomes.
Individuals who apologize well rise higher in management and have
better relationships.
ii. Responsibility: Accountability means taking responsibility and
rejecting defensiveness. Accountability is an important skill. The
cover-up is often worse than the crime.
c. Empathy – “understanding our emotional impact on others and making
change as a result”
d. Empathy quotient – the emotional impact a company has on its people
measured through metrics such as corporate culture, leadership, brand
perception, ethics, carbon footprint, and social media presence
e. The components of presenting the reasons for bad news include:
i. Explaining clearly
f. After explaining bad news sensitively, close the message with a pleasant
statement that promotes goodwill (Figure 9.4). You may use one of these
techniques to personalize a closing:
i. Forward look
g. Writing Improvement Activity: 45 minutes total. Activity 9.2—Employing
Passive-Voice Verbs, Activity 9.3—Subordinating Bad News, and Activity—9.4
Implying Bad News
Have students complete the writing improvement exercises found at the end
of the chapter.
9.2—Employing Passive-Voice Verbs:
a. Until insurance coverage can be verified, new patients cannot be
examined. OR: New patients can be examined after verification of their
insurance coverage.
$5.
f. Because that three-week vacation period has already been reserved, your
request cannot be granted.
9.3—Subordinating Bad News:
a. Although frequent flyer miles expire by December 31 if no qualifying
segments are logged during the calendar year, you may be able to keep
your miles if you apply for our Northeastern credit card and spend $2,000
in the next three months.
9.4—Implying Bad News:
a. Although our government contract has run out, we will be able to retain
and reassign a few team members.
b. Your order for hand-dipped chocolate-covered fresh strawberries is ready
and will be shipped as soon as you call us with your credit card number.
IV. Refusing Typical Requests and Claims (9-4, PPT Slides 27–37, DISC: Patterns;
Audience; Rhetorical considerations; Theory application)
a. To reject request for favors, money, information, and action, follow these
guidelines (Model Document 9.2):
i. Begin with a buffer that acknowledges the request.
b. To decline an invitation, follow these guidelines (Model Document 9.3):
i. Open cordially with a buffer that compliments the reader.
c. When dealing with disappointed customers in print and online, follow these
guidelines:
i. Call or e-mail the individual or reply to their online post within 24
hours.
d. Use a written message (Model Document 9.4):
i. When personal contact is impossible
ii. To establish a record of the incident
iii. To formally confirm follow-up procedures
iv. To promote good relations
e. When managing negative news online (Model Document 9.5):
i. Recognize social media as an important feedback channel.
f. To handle problems with orders:
i. Use the direct strategy if the message has some good-news
components.
ii. When the message is disappointing, use the indirect strategy.
g. When announcing rate increases and price hikes (Model Document 9.6):
i. Explain why the rate or price increase is necessary.
h. To deny a claim, follow these guidelines (Model Document 9.7):
i. Adopt a proper tone and show empathy.
ii. Don’t blame customers, even if they are at fault.
i. When refusing credit:
j. Writing Improvement Activity: 30 minutes total. Activity 9.20—Credit
Refusal: Pay as You Go at Gymzo
Have students complete the writing exercise found at the end of the chapter.
Solution:
Current date
Ms. Fiona Marin
466 Circle Street
Milwaukee, WI 53204
Dear Ms. Marin:
Thanks for selecting Gymzo Fitness as your workout choice. We appreciate
your application for our Extended Membership plan. An Extended
Membership at Gymzo Fitness qualifies members for all of our testing,
exercise, recreation, yoga, and aerobics programs.
Sincerely,