Writing Routine and Positive Messages

Writing Routine and Positive Messages

Writing Routine and Positive Messages Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 1 Learning Objectives Apply the three-step writing process to routine and positive messages Outline an effective strategy for writing

routine requests Explain how to ask for specific action in a courteous manner Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 2 Learning Objectives Describe a strategy for writing routine replies and positive messages

Discuss the importance of knowing who is responsible when granting claims and requests for adjustment Discuss the value of goodwill messages and explain how to make them effective Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 3 The Three-Step Process Planning

Analyze Situation Gather Information Select Medium Get Organized Writing Adapt to the Audience Compose

the Message Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Completing Revise Produce Message Proofread Message Distribute Message Chapter 8 - 4

Routine Requests The direct approach State the request Support the request Close the message Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 5 State the Request

Use the right tone Assume compliance Be specific Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 6 Support the Request Explain the request Propose benefits

Ask questions Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 7 Close the Message Specific request Contact information Appreciation and goodwill

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 8 Common Requests Information and action Recommendations Claims and adjustments Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter 8 - 9 Information and Action Adapt to audience and situation State the request Support the request Offer reader benefits Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 10

Recommendations The direct approach Make the request Establish rapport Express appreciation Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 11

Claims and Adjustments State the problem Explain the problem Provide verification Propose actions and solutions Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 12 Routine Replies

and Positive Messages Overall goals Communicate information Answer all questions Provide required details Make a good impression Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 13

Routine-Message Strategy Main idea Relevant details Cordial close Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 14 Common Routine Replies

and Positive Messages Information and action Claims and adjustments Recommendations Informative messages Good-news announcements Goodwill messages Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 15

Information and Action Promptness Graciousness Thoroughness Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 16 Claims and Adjustments Who is at fault?

The company The customer A third party Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 17 Company Is at Fault Acknowledge claim or complaint Take responsibility for the outcome

Sympathize with the customer Explain your plan of action Work to repair the relationship Follow up on your response Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 18 Customer Is at Fault Refuse the claim Cost of adjustment

Cost of lost business Grant the claim Discourage mistakes Maintain the customer Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 19 Third-Party Is a Fault

Evaluate situation Offer solutions Avoid blame game Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 20 Recommendations Candidates full name Position or objective

Nature of your relationship What prompted you to write Relevant facts and evidence Overall evaluation Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 21 Informative Messages Reminder notices Policy statements

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 22 Good-News Announcements Direct approach Employment offers News releases

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 23 Effective News Releases Pick newsworthy events Focus on one subject Stress important ideas Keep statements brief Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter 8 - 24 Effective News Releases Minimize verbal clutter Focus on specifics Exercise restraint Follow industry practices Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall

Chapter 8 - 25 Goodwill Messages Congratulations Business and personal occasions Appreciation Good feelings and performance Condolences Caring and sympathy

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 - 26

Recently Viewed Presentations

  • AS Revision - 1 Based on previous questions,

    AS Revision - 1 Based on previous questions,

    Typical question - racket actions. May 07 Qu 5. The diagram shows a squash player executing a forehand stroke. Using the diagram, identify the type of joint, the joint action and the main agonist at the shoulder and elbow that...
  • Organic Compounds

    Organic Compounds

    Why Carbon? Abundant. Small, stable atom. Bond angles at 90 degrees forming 3-D rings. Can form isomers (or different structures of molecules that have the same formula)
  • TEMPLATE: Board dashboard M o n t h

    TEMPLATE: Board dashboard M o n t h

    Action. Owner. Completion date. Risk rating. Board toassign responsibility to a senior named individual for reducing medical locum spend (usually this is the medical director, with support from the finance director and HR director).
  • SOUTH AFRICAN SOCIETY FOR HISTORY TEACHING 30th ANNUAL ...

    SOUTH AFRICAN SOCIETY FOR HISTORY TEACHING 30th ANNUAL ...

    SOUTH AFRICAN SOCIETY FOR HISTORY TEACHING30th ANNUAL CONFERENCE - 6 & 7TH OCTOBER 2016, NELSON MANDELA METROPOLITAN UNIVERSITY, PORT ELIZABETHUnderstandings of 'decolonising' curricula and history teaching "Making History Compulsory": Politically Inspired Or Pedagogically Justifiable? M Noor Davids
  • A Pearl of the Sea - Understand Islam

    A Pearl of the Sea - Understand Islam

    Existence is a Sea and the 'ulama are its Pearls A short biography of Shaykh 'Abdus-Salaam Ibn Barjass (rahimahullaah) If trust in the scholars is neglected, then to whom will the Muslims refer to in a condition of difficulty and...
  • Présentation PowerPoint

    Présentation PowerPoint

    La première section du questionnaire visait à obtenir des informations sur les activités de sensibilisation à la RAM, notamment en sensibilisant les parties prenantes. La deuxième section traite de la surveillance et de la recherche AMR. La troisième section concernait...
  • Techno/Body Assemblages - University of Sheffield

    Techno/Body Assemblages - University of Sheffield

    In recognition of the high male unemployment in this town that had previously had plentiful manual work for its 'manly men' and the lack of educational qualifications these men in particular had, it seemed that where they lacked cultural capital...
  • Api 17o Hipps

    Api 17o Hipps

    Status. Ballot closed 18 June 2013. Ballot passed with no negative votes . Total of 133comments. Document to be updated. Work to review and agree comments.