Project 1 slides
Principles one can apply to all professional communication
Professional communication principles ‣ Acrononym “Part-U”: ‣ P Emphasize purpose: note that the “why” often trumps the “how” and the “what” ‣ A Consider application. Decide what communication has global application and what communication needs to be localized; do not assume one or the other ‣ R Realize relationships ‣ T Work timing: Meet deadlines and communicate the right word in opportune time (realize time as both chronos and kairos ) ‣ U Focus on usability: enable the client/recipient to take action easily by using design hierarchy (this includes the use of headers, bullets, definitive topic sentences, etc.) ‣ ”
7 Questions One Can Apply to All Professional Correspondence 1. Who is your audience? 2. Given circumstances and context, what is the best medium to reach them? 3. Did I state my purpose clearly, and (most often) early? 4. Is my communication meeting my audience’s needs? 5. Should the communication be concise or elaborate? 6. Are my sentences and paragraphs sequenced logically? 7. Did I “signature” my communication? Not just literally but an indication of ownership. Answer: 1. Did I indicate my responsibility/service? 2. Did I indicate who is responsible for return communication if called for? 3. Did I add my personal voice?
Having a Difficult Conversation (based on Stone, Patton and Heen’s book, Difficult Conversations)
Having a Difficult Conversation (based on Stone, Patton and Heen’s book, Difficult Conversations) ‣ The Dilemma: Avoid or Confront ‣ “There is no Such Thing as a Diplomatic Hand Grenade” (p. xxix) ‣ Tact is good but it is not the answer to difficult conversations ‣ Delivering a difficult message is like throwing a hand grenade ‣ Instead: move toward a learning conversation ‣ Build a learning Conversation ‣ The Goal: Seek to understand both what is said and not said ‣ The Means: ‣ First identity that every difficult conversation has 3 subtypes: ‣ The “What Happened?” Conversation ‣ The “Feelings Conversation” (question whether they are valid, and how to acknowledge others’ feelings) ‣ The “Identity Conversation” (the conversation we have with ourselves about what the situation means to us)
Having a Difficult Conversation (based on Stone, Patton and Heen’s book, Difficult Conversations) ‣ Second, avoid traps ‣ The Truth Assumption (there is only one right; or the assumption that you can see all that is right and wrong in a given situation) ‣ The Intention Invention (attributing intentions and motives to others’ actions; they are often much less accurate than we assume) ‣ The Blame Frame (an undue focus on whose to blame) ‣ Third, apply strategies (rhetoric) ‣ Realize difficult conversations, at the core, are about feelings ‣ Realize identity is always at play: realize that what you may say or do in the difficult conversation often conflicts with your self image of being “perfect”, the “hero” or “kind” ‣ Fourth, don’t just “deliver the mail”
Having a Difficult Conversation (based on Stone, Patton and Heen’s book, Difficult Conversations) ‣ Fifth, be collaborative: ‣ Take the mindset and state that you are seeking a way to work together to figure out a way to manage a problem going forward ‣ Explain your point of view in as neutral terms as possible (here’s what I thought happened; here’s my perception) ‣ Try to understand what has happened from the other person’s point of view but don’t interrogate them ‣ Share and understand each other’s feelings (often up front) ‣ If there is a policy, possibly reference it without using it to police the person ‣ In sum, invite the person into a conversation to help figure things out
Dealing with complaints
Dealing with complaints ‣ General strategies Emphasize care and embody the attitude of “this is not a problem but rather an ‣ opportunity”—an issue that can be resolved, fairly Ask of the received correspondence, What is the person stating or implying they want ‣ done? List and rank the order of needs/wants to help you address them in your return ‣ correspondence. ‣ In return conversation or in writing: Acknowledge when the letter was received (to showcase that you are responding to it in ‣ a timely manner) Apologize for what the customer perceives; for a bad “moment”; possibly too apologize ‣ for possible miscommunication or a lack of communication Paraphrase the client’s problem from what they said/wrote in a phrase or two but do not ‣ overindulge the problem or emphasize blame (do not blame either the client or company) Usually early on, offer possibilities for making amends (most often by offering a refund); ‣ explain as need be but do not get bogged down in technicalities
Dealing with complaints (continued) Emphasize how the information you share could save them money, time, or further ‣ effort; for example, empower them to “self-check” a product or process. Perhaps explain the product or process to help ameliorate the situation but if so, be ‣ brief (it is often better to add an attachment or reference a link for this) If you cannot fully grant all requests, emphasize a rhetoric of “while we don’t (offer, ‣ grant) ______________, we can ___________________.” Consider offering a discount coupon. ‣ In closing, generally: ‣ thank them for their time, their business, and/or express hope for their continued ‣ business possibly apologize briefly again ‣ emphasize your desire for further opportunities to serve them ‣ possibly share your department’s phone number and email your own phone ‣ number or email so they can sense more personal, tailored service ‣
Munger Case Study
Assess responsiveness to a client and problem If possible, try to assess as much as possible for the following before meeting with your client: 1. “Paint” a portrait of your key client: define their personality, their style of communication and their bias (google them; possibly contact others who worked with them) 2. Define the problem the client wants fixed 3. Make an educated plan as how you might best to communicate with the client (confirm then preferably with in-person communication)
Three quick ways to assess ‣ PORTRAIT: Axel ‣ achieves: is an outdoor expert, owner of outdoor clothing shop, summited Mt. Everest twice, and is an entrepreneur ‣ cares about his company’s success: ‣ seems ambitious; may possibly be overly confident ‣ expresses concern about employees’ lack of procedure ‣ assumes that employees are as equally invested as he is? ‣ is aware that he need helps (Is he a little late in asking for it?) ‣ cares about his store's product quality and the safety of his customers using his products ‣ could be deemed directive or accusatory (see memo) ‣ is a perfectionist ? ‣ assumes he is selling to people that are not “high-level” athletes
Three quick ways to assess ‣ PROBLEM : He says the issue is a lack of employees properly informing customers about the product. Consider what else might be in play. For example, could the product be faulty? Could there be user error, regardless of employee explanations of the product? Is his style of communication possibly contributing to the problem as well? Is his marketing communication not matching customer’s experiences? ‣ PLAN : Avoid being accusatory, word most directives as suggestions; be straightforward; compliment him then share; state what action is already being taken and ask for cues for improvement; keep cognizant of chronos (deadline time) since this is a crisis; keep correspondence brief and action-oriented; ask Q.’s
Memo/Letter revision prompts & tips: OVERALL : Ask of each paragraph: What is the person stating or implying they want done? ‣ and What is the company’s “why statement”/purpose and how can I fulfill it here? ‣ MEMO : How did you rewrite the last sentence and/or add a purpose statement to the ‣ memo (last sentence, first paragraph)? Should you include the phrases “space suit” or that people sweat? ‣ How much is the issue education, a problem with employees or a problem with the ‣ product? Use bullets? Why or why not? Use subheads? Why or why not? ‣ LETTER : Acknowledge Elise’s experience. Acknowledge too a mishap? How so? ‣ Avoid just sharing a list of the attributes of the jacket ‣ Is a full refund warranted? Refund or replace? (Chase with email to Axel for store policy ‣ confirmation? Is the “customer always right?” (apply a you-attitude; a partnership with customer) ‣ Avoid “testing shower/sprinkler” and a mention of poncho but still share proper usage ‣ Invite further communication/contact? ‣ EMAILS TO AXEL : Open with thanks and define problem as opportunity? ‣ 2nd paragraph: Explain major changes made with 1-3 representative examples? What ‣ major changes/examples? 3rd paragraph: express thanks again and invite further contact? ‣
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