Cambridge University Press

978-1-107-65662-8 - Communication Skills for Business Professionals

Phillip Cenere, Robert Gill, Celeste Lawson and Michael Lewis
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F O R L,
L L S T G I L

S K I S O B
R WIS
E R

O N N A L E N
E ,
ER EL LE

AT I S I O I L L IP C CHA
M I
IC
N OF E S PH AND
N
M U R LA WS O

O M S P CEL
ES TE
C NES
S I
BU Communication Skills for Business Professionals is a student-friendly introduction to the principles and practice
of effective communication in the workplace. Engagingly written and full of real-life examples, it explains the key
theories underpinning communication strategies and encourages students to consider how to apply them in a
contemporary business environment.
Every chapter features:
t learning objectives
t an opening case study or scenario to set the scene and highlight real-world challenges and implications
t ‘Pause and reflect’ and ‘Communication in practice’ boxed features
t an advanced section to extend students’ knowledge
t key terms defined in the margins for easy reference
t review questions and applied activities – ideal for use in tutorials.
After working through foundation topics such as understanding the audience, persuasion and influence, negotiation
and conflict management, and intercultural complexities, students will explore the various modes and contexts of
workplace communication including meetings, oral communication, written reports and correspondence. The text
incorporates discussion of new digital technologies such as virtual real-time communication, and dedicates an
entire chapter to the specific considerations involved in writing for the web.
With its emphasis on Australian contexts and examples, Communication Skills for Business Professionals is
an excellent introduction to the world of professional communication.
Additional resources for instructors can be found on this book’s companion website at www.cambridge.edu.
au/academic/communicationskills.

Phillip Cenere is Associate Dean of the School of Business and Senior Lecturer at The University of Notre Dame
Australia, Sydney.
Robert Gill is the Program Director for Public Relations and Advertising at Swinburne University of Technology,
Melbourne.
Celeste Lawson is a Lecturer in the School of Humanities and Communication at Central Queensland University,
Rockhampton.
Michael Lewis taught communication skills at Macquarie University for more than 20 years.

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Phillip Cenere, Robert Gill, Celeste Lawson and Michael Lewis
Frontmatter
More information

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Cambridge University Press
978-1-107-65662-8 - Communication Skills for Business Professionals
Phillip Cenere, Robert Gill, Celeste Lawson and Michael Lewis
Frontmatter
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FO R
L L S
S I
K ALS ILL,
I O N I O N G
C A T S S B E
O WIS
RT

U N I O F E E E R
N AE
E , R
L L E

M M P R L L IP C
M IC H
O
C NE S S H I
P N AN
SO
D

US I S T E LAW

B C EL E

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Phillip Cenere, Robert Gill, Celeste Lawson and Michael Lewis
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Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit

of education, learning and research at the highest international levels of excellence.

www.cambridge.org
Information on this title: www.cambridge.org/9781107656628

© Cambridge University Press 2015

This publication is copyright. Subject to statutory exception and to the provisions of

relevant collective licensing agreements, no reproduction of any part may take place
without the written permission of Cambridge University Press.

First published 2015

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A Cataloguing-in-Publication entry is available from the catalogue of the National Library of
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ISBN 978-1-107-65662-8 Paperback

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The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of
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Contents in brief
Preface
About the authors
About the contributors
Acknowledgements
How to use this textbook
Guide to companion website

PART 1 UNDERSTANDING COMMUNICATION

Chapter 1 Introduction: communication in organisations

Chapter 2 Organisations: structure and culture
Chapter 3 Communication as a process
Chapter 4 Understanding the audience
Chapter 5 Persuasion and infl uence
Chapter 6 Negotiation and confl ict management
Chapter 7 Working in groups
Chapter 8 Intercultural communication

PART 2 COMMUNICATING IN ORGANISATIONS

Chapter 9 Communicating as business professionals

Chapter 10 Research and channel selection
Chapter 11 Reports and proposals
Chapter 12 Correspondence: letters, memos, emails
Chapter 13 Writing for the web
Chapter 14 Oral presentations
Chapter 15 Meetings

Glossary
Index

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Phillip Cenere, Robert Gill, Celeste Lawson and Michael Lewis
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Contents
Preface xiii
About the authors xv
About the contributors xvii
Acknowledgements xix
How to use this textbook xx
Guide to companion website xxii

PART 1 UNDERSTANDING COMMUNICATION

Chapter 1 Introduction: communication in organisations 2
Learning objectives 2
Introduction 2
The importance of communication in organisations 6
Communication is about empowerment 8
Employer expectations 9
Employer perceptions 12
Studying business communication skills 14
Chapter summary 21
Key terms 21
Review questions 21
Tutorial guide 22
Further reading 22
References 23

Chapter 2 Organisations: structure and culture 24

Learning objectives 24
Introduction 24
Defi nition of an organisation 25
Organisational structures 27
Formal organisations 30
Informal organisations 34
Summary of organisational structures 37
Organisational communication 37
Organisational culture 38
Advanced section 43
Chapter summary 46

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Phillip Cenere, Robert Gill, Celeste Lawson and Michael Lewis
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Contents

Key terms 46
Review questions 47
Tutorial guide 47
Further reading 48
References 49

Chapter 3 Communication as a process 50

Learning objectives 50
Introduction 50
Defi ning communication 51
Process of communication 52
Purpose/goal of communication 64
Communication competence revisited 65
Advanced section 67
Chapter summary 77
Key terms 78
Review questions 78
Tutorial guide 79
Further reading 81
References 81

Chapter 4 Understanding the audience 83

Learning objectives 83
Introduction 83
Audiences and business communication 85
Linking audience and message 91
The impact of role performance on communication 93
Advanced section 98
Chapter summary 102
Key terms 102
Review questions 102
Tutorial guide 103
Further reading 103
References 104

Chapter 5 Persuasion and infl uence 105

Learning objectives 105
Introduction 105
Case scenarios 106
Communicating to persuade 106
Defi ning persuasion 108
Persuasion versus coercion 112
Techniques for professional persuasion 113
Infl uence and persuasion 117

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Contents

Persuasion and ethics 118

Advanced section 120
Chapter summary 122
Key terms 122
Review questions 122
Tutorial guide 123
Further reading 123
References 124

Chapter 6 Negotiation and confl ict management 125

Learning objectives 125
Introduction 125
Defi nition of confl ict 128
The characteristics of confl ict 129
Types of confl ict 130
Causes of confl ict in the workplace 131
Responses to, and how we handle, confl ict 134
Confl ict management 135
Infl uence, persuasion and negotiation in confl ict 136
Negotiation approaches 137
Advanced section 143
Chapter summary 146
Key terms 146
Review questions 146
Tutorial guide 147
Further reading 147
References 148

Chapter 7 Working in groups 150

Learning objectives 150
Introduction 150
Why groups exist 152
Two options for group structure 153
The role of the team leader 154
Critical success factors in team activities 156
Team dynamics and life cycle – project teams 158
Team dynamics – continuing teams 162
One-to-one relationships in a team setting 163
Advanced section 166
Chapter summary 167
Key terms 167

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Phillip Cenere, Robert Gill, Celeste Lawson and Michael Lewis
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Contents

Review questions 167

Tutorial guide 168
Further reading 168
References 168

Chapter 8 Intercultural communication 170

Learning objectives 170
Introduction 170
Defi ning culture 171
Theories of cross-cultural dimensions 177
Barriers and possibilities for intercultural communication 182
Opportunities for intercultural communication 185
Practical tips for effective intercultural communication 188
Advanced section 190
Chapter summary 192
Key terms 192
Review questions 192
Tutorial guide 193
Further reading 194
References 194

PART 2 COMMUNICATING IN ORGANISATIONS

Chapter 9 Communicating as business professionals 198
Learning objectives 198
Introduction 198
Communicating for objectives 200
Win–win communication in business 200
The professional communication process 202
Intrapersonal communication 202
Interpersonal communication 203
Interpersonal attribution 205
Impression management 206
Emotional intelligence 207
Listening 210
Assertiveness 212
Communication competence 215
Communication style 216
Flexing 217
Communicating as professionals for the better 218
Advanced section 221

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Phillip Cenere, Robert Gill, Celeste Lawson and Michael Lewis
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Contents

Chapter summary 224

Key terms 224
Review questions 224
Tutorial guide 225
Further reading 225
References 226

Chapter 10 Research and channel selection 227

Learning objectives 227
Introduction 227
The research process 229
Secondary sources 231
Primary research 233
Ethics in research 239
Research challenges 241
Practical applications of research to inform channel selection 246
Choosing the best channel 247
Advanced section 250
Chapter summary 255
Key terms 255
Review questions 256
Tutorial guide 256
Further reading 257
References 258

Chapter 11 Reports and proposals 259

Learning objectives 259
Introduction 259
Nature and purpose of reports and proposals 261
What do reports and proposals have in common? 261
How are reports and proposals different? 262
Structure and content of a typical business report 263
The writer–audience relationship for a report 267
Structure and content of a typical proposal 267
The writer–audience relationship for a proposal 271
Writing style for reports and proposals 272
Advanced section 273
Chapter summary 275
Key terms 275

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Contents

Review questions 275

Tutorial guide 275
Further reading 276

Chapter 12 Correspondence: letters, memos, emails 277

Learning objectives 277
Introduction 277
Email 278
Memos 288
Letters 292
Advanced section 302
Chapter summary 304
Key terms 304
Review questions 304
Tutorial guide 305
Further reading 306
References 306

Chapter 13 Writing for the web 307

Learning objectives 307
Introduction 307
A whole new (online) world 310
Contributing to organisational websites 314
Why is writing for the web different? 316
Optimising the usability of websites 322
Writing for social media networks and blogs 327
Advanced section 331
Chapter summary 337
Key terms 337
Review questions 337
Tutorial guide 338
Further reading 338
References 339

Chapter 14 Oral presentations 340

Learning objectives 340
Introduction 340
Planning, delivering and evaluating oral presentations 344
Using vocal techniques and literary devices in oral presentations 349
Making presentations ‘sticky’ 351

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Contents

Non-verbal communication and body language 353

Audiovisual aids 356
Implementation and time management 358
Budget 360
Evaluation 360
Advanced section 362
Chapter summary 368
Key terms 368
Review questions 369
Tutorial guide 369
Further reading 369
References 370

Chapter 15 Meetings 372

Learning objectives 372
Introduction 372
The purpose of meetings 374
Why are meetings so often unsuccessful? 374
Critical success factors 378
Meeting types 379
Key roles 382
Key documents 383
Advanced section 402
Chapter summary 408
Key terms 408
Review questions 409
Tutorial guide 409
Further reading 411

Glossary 412
Index 424

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Phillip Cenere, Robert Gill, Celeste Lawson and Michael Lewis
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Preface
Communication skills are widely recognised as being critical for business profession-
als. Our work and lives do not just happen; they happen because of our interactions
with people. Whether we write, speak or listen, how we do our work is influenced as
much by our communication with others as it is by the work itself.
Some people might assume that communication is easy and that studying the
concept is a waste of time. After all, if we can read and write, that means we can
communicate, right? Communication is more than reading and writing. It’s about
choosing the right message, it’s about presentation and it’s about context.
We are communicating all the time:

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If we can communicate well, we can do our jobs better, we can avoid confusion and
we can resolve conflict. Good communication skills make us employable, regardless
of the specialisation we are choosing within the business world.
Learning how to communicate well uses our knowledge of reading and writing,
and expands on it. We can learn how to recognise the strengths and weaknesses of
different communication methods. We can learn how to interpret context so that our
messages are not misunderstood. We can learn techniques of business communication
so that we can apply these skills in the workplace.

About this textbook

What we as the authors of this textbook have learned from our own experiences
teaching business communication subjects, and from a survey of other Australian
academics recently conducted by Cambridge University Press, is that there are many
common challenges facing business schools today. These include:

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Phillip Cenere, Robert Gill, Celeste Lawson and Michael Lewis
Frontmatter
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Preface

Our aim, therefore, has been to provide teachers and students with a textbook that:

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workplace.

In doing so, we have designed this textbook to complement the Australian

Government’s Employability Skills Framework. When reading through the chapters,
students are encouraged to think critically about the material they’re reading and
how it can help prepare them for working life.
This textbook is deliberately designed to help students develop critical thinking
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it teaches how communication works and how to apply communication skills in
individual circumstances. Every situation is different and every person is different. If
you can learn how to communicate well, and then apply that skill in the real world,
you will have developed a level of communication competence that any employer
would desire.
Good luck and enjoy the journey!

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About the authors

Phillip Cenere FAIM GAICD is an experienced leader in executive education and
higher education management, and a non-executive director and board consultant.
He is Managing Director of Engines of Success, a consultancy venture specialis-
ing in corporate governance, risk management, issues and crises communication,
corporate social responsibility (CSR)/sustainability and stakeholder engagement.
He is also Associate Dean of the School of Business (Sydney) and Senior Lecturer
(Public Relations) at The University of Notre Dame Australia. He previously taught
across a range of business and communication subjects at Macquarie University, the
University of Technology, Sydney and the University of Wollongong, and has worked
as a features journalist for business and trade publications.

Dr Robert Gill is the Program Director for Public Relations and Advertising at
Swinburne University of Technology, Melbourne. Rob became an academic in 2007,
having spent 10 years in the communication industry working as a public relations
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management, marketing and communication in the tourism industry. Prior to this, Rob
was a teacher, working in Australia, the United Kingdom and Hong Kong for 15 years.
His research interests focus on branding, reputation and employee engagement.

Dr Celeste Lawson completed a journalism cadetship at a regional newspaper

after graduating from with a Bachelor’s degree in journalism. She then joined the
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a Master of Professional Communication in 2000 and began lecturing part-time in
journalism, public relations and professional communication, in addition to police
work. Celeste became a full-time academic in 2011 at Central Queensland University,
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community policing and communication. Her research interests include organisa-
tional communication, organisational culture and policing history. In 2012, she was
voted by the students as one of the university’s best lecturers, receiving a Student
Voice Award. Celeste is a member of the Public Relations Institute of Australia.

Michael Lewis spent 25 years in the computer industry, in a variety of technical, sup-
port and management positions, before moving to academia. He then ran his own
consultancy in business communication for 10 years, joining Macquarie University
in 2001 initially to teach business communication and academic writing; he also
lectured in theoretical linguistics, and was convenor of Macquarie’s postgraduate
programs in editing and publishing, before retiring at the end of 2013. His doctoral

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About the authors

research project was an exploration of persuasion strategies in letters of complaint,

and responses, in the computer industry. He served several terms in the positions
of President and Secretary of the Australian Society for Technical Communication
(NSW) and President and Vice-President of the Society of Editors (NSW); he also
served as a director of Australia’s Institute of Professional Editors. He remains a
Professional Member of the Society of Editors (NSW) and is a Life Member of the
Australian Systemic-Functional Linguistics Association.

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About the contributors

Chapter 6 – Dr Melissa Bordogna was named Best Instructional Designer 2012 by
LearnX. Dr Bordogna has over 15 years of instructional design, teaching and training
experience online and off in both the United States and Australia. As a subject matter
expert in the areas of human communication studies, management and marketing
communications, Dr Bordogna has taught for institutions such as the University of
Denver, the Australian Institute of Higher Education and The University of Notre
Dame, Sydney to name a few. She has also served as a mediator with the NSW
Community Justice Centre for over 10 years helping small businesses, neighbours
and families work through conflict.

Chapter 8 (with Robert Gill) – Hélène de Burgh-Woodman is Associate Dean

(Research) and Head of Management at The University of Notre Dame, Australia.
Hélène draws on her interdisciplinary experience to publish extensively on con-
sumption, marketing communications and marketing management. Her recent work
includes papers in the European Journal of Marketing, Consumption, Markets and
Culture; Marketing Theory; Qualitative Market Research; and the Journal of Sociology
and Social Policy alongside numerous book chapters and conference publications.

Chapter 9 (with Robert Gill) – Justin O’Brien is an executive coach and facilitator
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management roles with notable multinational companies for a period of 13 years.
After joining an international communications agency in 2000, he founded his own
consultancy, the High Performance People Group, in 2003.

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Acknowledgements
The authors wish to acknowledge the hard work and dedication of the editorial team
at Cambridge University Press, without whom this textbook would not have been
possible.
We are grateful to the following individuals and organisations for permission to
use their material in Communication Skills for Business Professionals.
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How to use this textbook

Chapter 2 Organisations: structure and culture
Each chapter opens with a Chapter 1

list of learning objectives Introduction:

When the various elements of organisational structure are applied to organisations, how
organisations choose to achieve organisational goals can be predicted. Communication
strategies and methods will vary depending on the organisation.
Organisational culture is also affected by organisational structure
and design, and can influence employee behaviour. It is the personality culture communication
to guide students’ focus. in organisations
of the organisation, affecting everything from communication preferences Something that is
shared, adheres
to employee motivation. Culture is a difficult concept to recognise in an
to patterns and
organisation because it manifests in many different ways. It is something
helps us interpret
that is shared, adheres to patterns and helps us interpret and respond to and respond to the
the world around us. Challenges with communication strategies can be world around us.
predicted and addressed by interpreting organisational culture.
Learning objectives
After working through this chapter, as a business
CASE STUDY: TWO DIFFERENT professional you will be able to:
ORGANISATIONAL STRUCTURES 1. understand the importance of communication skills

A case study appears after

for business professionals
Queensland Police Service
2. appreciate the role of theory in helping to understand
Formal organisational structure with strong culture the world around us
The Queensland Police Service is a large, formal organisation. The role of the Queensland 3. gain the power to infl uence others in business
Police Service is to provide law enforcement to the state of Queensland. The organisation 4. understand employer expectations of new business

every chapter introduction

also provides assistance to the community in times of emergency. There are approximately graduates
11000 police officers and 4000 staff members employed by the organisation. The organisation 5. engage in critical thinking
is highly complex and includes many different departments. It operates on an annual budget of 6. embark on a journey of continuous professional
almost $2 billion, funded by the Queensland Government (Queensland Police Service, 2012a). development.

Australian City Farms Community Gardens Network

to help students place the

Informal organisational structure
Introduction
Learning to communicate is an important professional and life skill. Organisations
The Australian City Farms Community Gardens Network is a non-profit organisation that acts
today are looking for people with the communication skills to be able to contrib-
as a coordinator for community gardens throughout Australia. The organisation’s goal is to
ute productively within the workplace and maintain effective relationships with
link people interested in community gardens and to provide advice for the establishment of

information in a real-world
stakeholders. This chapter provides an overview of Communication Skills for
community gardens. The organisation is staffed by volunteers and operates without a budget.
Business Professionals, including the benefi ts of good communications skills and
There are no office bearers and the organisation has no financial membership.
employer expectations of new business graduates.
But what is a ‘formal’ organisational structure, and how does it differ from an ‘informal’ one?
During the course of your studies, you will no doubt come across theories.
We will look more closely at these two quite different organisations throughout the chapter as
Theories are not dirty words or something to be feared. They are not, despite
we explore various organisational structures and cultures.

setting as they learn.

popular thinking, hypotheses or unrelated to the ‘real world’. In fact, a theory
derives from a body of knowledge discovered through research and experience.
Definition of an organisation Theories help explain phenomena within our world. They allow us to learn from
organisation the collective knowledge of others.
An organisation is a group of people operating as a unit to achieve a com-
A group of people
mon goal. Organisations usually fit within one of three broad types:
operating as a In his book Public Relations: Theories, Practices, Critiques (2012), Professor
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25
2

Part 1 Understanding communication Part 2 Communicating in organisations

programming’ of people (Hofstede, 2001). By this, Hofstede means that culture is made Table 14.2 Characteristics of ‘sticky ideas’ in oral presentations
up of particular values, beliefs, customs, attitudes, rules and tastes that are reflected CHARACTERISTIC EXPLANATION
in the institutions, frameworks, symbolisms and behaviours of the group or society.
SIMPLICITY Become a master of exclusion. Strip ideas done to their core. During Governor
For instance, if we use Australia as an example there is a fundamental commitment Clinton’s run for the White House, campaign manager James Carville honed
the campaign’s message to one central theme – ‘It’s the economy, stupid!’ –
to the values of free expression, egalitarianism and leisure as a reward for hard work believing that ‘if you say three things, you say nothing’.
(which somewhat stem from Australia’s specific history as a colony). These values are
UNEXPECTEDNESS Violate people’s expectations. Generate interest and curiosity by opening gaps
reflected by an open press, the freedom for individuals to express their views without in people’s knowledge and then filling those gaps. In 2008, Apple launched
reprimand, love of the beach by many Australians, and time spent with friends. Thus, its Sydney store. Prior to the opening, it covered the storefront in large black
fabric creating suspense and speculation about the unveiling. Wrote one
these underlying values give rise to a visible culture that can be observed. commentator, ‘The tight, black fabric covering the site suggests a store at
least three storeys tall. That’s a massive space for a company whose catalogue
Many customs, beliefs, values and so forth are taken for granted within a culture features only four major product lines’ (Hanlon, 2008).
because these are embedded systems into which we are born and practise throughout
CONCRETENESS Relate your ideas to real-world things. Create mental pictures in the minds of
our lives. This process of learning the norms, beliefs and processes of cul- your audience. Take people to a place, show them an object, a smell, a taste –
our brains are wired to remember concrete data.
ture is referred to as socialisation (Billingham in Stretch & Whitehouse,
socialisation
2007). This process of socialisation can also occur in the business context CREDIBILITY Cite expert testimony, show figures and statistics and, best of all, demonstrate
The process it – let people ‘try before they buy’ and test ideas for themselves.
of learning the where, as many studies have shown, workplace or organisational cultures

Full-colour fi gures,
norms, beliefs and are driven by the same values, beliefs and attitudes that manifest similar EMOTIONS If you can make people feel and care about it, they’ll get it. Many fitness and
personal development coaches use emotion to inspire change in their clients.
processes of a rituals, symbolisms and behaviours as culture at large (Schein, 2010). They’ll ask their clients to think about all the pain they’ll continue to experience
culture, or cultures. if they don’t change, and all the positive feelings (self-esteem, pride) that they’ll
The iceberg analogy developed by Edward T. Hall in 1976 (whose work get if they do change their behaviour. People are also wired to feel things for
we discuss later) shows how many of our visible cultural patterns are other people (not for abstractions).

underpinned by much deeper assumptions, beliefs and ingrained values STORIES Since the beginning of human history, stories have been our most powerful

illustrations and tables

vessels for knowledge. By sharing stories we multiply experience.
that we don’t see or acknowledge until they are challenged by engagement with other
cultures (Hall, 1976). The iceberg reveals only a small, visible part of culture such as
foods, dress, religion and so on but its true complexity and influence lies under the
surface (Figure 8.1).
positive responses to requests: reciprocation, consistency, social validation, liking,

illustrate important concepts

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172 352

Part 1 Understanding communication Chapter 13 Writing fortheweb

may be influenced by external factors (e.g. home life, family illness and personal relatively new technology. Indeed, it’s easy to forget just how recently many of the
issues) and their influences may be less rational. In professional communication, internet powerhouses we know today were launched.
we need to be able to recognise different contexts and background influences on the
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current environment, and make choices about persuasive text in line with the intrap-
August 2004).
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emotion influences. Too much logic can disengage a receiver or audience, while too
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Dwyer, 2013; Zaremba, 2009; and Eunson, 2008) suggest that this balance is con-

Communication in practice boxes

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stantly in a dynamic state and equilibrium is rarely shared between people, issues
when they also started sharing photos on Flickr.
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link the theory to the chapter’s COMMUNICATION IN PRACTICE 5.3

You are still working for the bank, which is trying to implement an enterprise bargaining
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former United States Secretary of Defense Donald Rumsfeld: ‘we know, there are
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agreement (EBA) for employment conditions. The EBA is being managed by your indus-

case study throughout each

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try’s union and negotiated with your employer, the bank. The bank asks you to inform
all staff that if they vote ‘yes’ to the current draft of the EBA, the bank will reward staff pp. xiii–xvi).
with an extra two paid holidays over the Christmas break, as the bank wants to speed
up fi nalising the agreement.
PAUSE AND REFLECT 13.1

chapter, while Pause and refl ect

1. What do you see as the balance between logical and emotional persuasion with
this offer by the bank?
How has the web changed the way organisations communicate?
2. Draft an email (less than 100 words) that you would send to all staff to explain
1. Choose an ASX50 company and list how that organisation would have communi-
the bank’s offer to all employees – remember that you are doing this on behalf
cated with its stakeholders before the internet became available to the masses.
of the bank.
2. Compare your list with how that organisation communicates today. What are

boxes offer students interesting

3. List the emotive words you would include in this email, and explain why you some of the key differences? Advantages? Disadvantages?
chose them.

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Persuasion versus coercion that technology determines the way we communicate – technological determinism

further information or questions

(the theory that science and technology are the main forces for social change) – rather
There is a distinction between persuading and coercing people to adopt an opinion
than society as the force for technological change. Indeed, one could argue
or behaviour. Coercion is limiting the options for people to make an informed deci-
that technology (including the web) has evolved to meet the needs of soci- controlled media
sion by using punitive threats. For example, speeding fines are a form of coercion for
ety. Perhaps it’s a little of both? In any case, when examining the way When an
staying within the speed limits – if you speed you will get fined! Generally, coercion is
we communicate online, it’s important to understand the implications of organisation

to consider.
using the strategy of providing an alternative that overwhelmingly limits
controlled versus uncontrolled media and media convergence. decides what,
coercion the will of that person (or people) not to comply. Coercion is often associ- when, where, how
The use of threats
ated with threatening and violent alternatives. Many autocratic govern- and, typically, to
and fraud to impose Controlled versus uncontrolled media
your will upon
ments use violent coercion as a powerful influence to maintain control whom something
over the people. A sad example of this is the use of threats of violence When an organisation uses controlled media it decides what, when, is published.
somebody else.
against children (particularly young boys) in some unstable countries in where, how and, typically, to whom something is published. Examples of

112 311

xx

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-1-107-65662-8 - Communication Skills for Business Professionals
Phillip Cenere, Robert Gill, Celeste Lawson and Michael Lewis
Frontmatter
More information

How to use this textbook

Part 2 Communicating in organisations Chapter 8 Intercultural communication

ADVANCED SECTION One visible way in which difference is defi ned is through the use of stereotypes
(McGarty, Yzerbyt & Spears, 2002). The term stereotype refers to gen-
Pitching to clients or investors eralised assumptions or attitudes held about a certain group of people. stereotype

Margin boxes provide

These assumptions then get imposed onto individuals (Judd & Park, Generalised
Many business professionals at some point in their careers will find themselves assumptions or
1993). Stereotypes typically refl ect very little truth about a group or a
involved in a pitch – either representing an organisation or agency delivering a pitch attitudes held about
person and speak more about the biases, fears or prejudices held by a certain group of
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others. Stereotypes evolve over time, drawing on assumptions, observa- people.
What is a pitch?

defi nitions of important terms

tions and social attitudes.
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cash to develop and expand its business, the founders of the company may approach ing with dangerous environments as a result of frequently being exposed to the

where they are mentioned in

a venture capital firm (such as Sequoia Capital) to pitch for funds in exchange for elements. In reality, Australians experience high levels of stress, work hard and,
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A pitch is the process of persuading somebody to invest in your ideas, goods or Stereotypes are dangerous because they do not accurately depict people and cul-
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elevator pitch
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lack of familiarity
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represented by culture shock will happen. While culture shock poses a barrier to
is due
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362 183

An advanced section appears as the

fi nal section of Chapter 2 onwards,
containing extension material to Part 1 Understanding communication Chapter 6 Negotiation and conflict management

Chapter summary 3. Discuss the relevance of cultural and gender differences to both confl ict and

further challenge students.

negotiation. What are the implications for international organisations?
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primary difference?

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agreement?
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9. Explain the difference between BATNA and WATNA.
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chapter summary, key terms,

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Tutorial guide
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and a list of further reading to Key terms

confl ict
confl ict management
128
135
Activity 2
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Review questions Further reading

1. How can you use the principled negotiation approach to ask for a raise at work? Doherty, N. & Guyler, M. (2008). The Essential Guide to Workplace Mediation and Conflict
2. Can the Thomas–Kilmann Confl ict Styles be used as negotiation strategies? Resolution: Rebuilding Working Relationships. London, UK: Kogan Page.

Why or why not? Justify your answer through an example that uses one of the Fisher, R. & Ury, W. (2011). Getting to Yes: Negotiating Agreement Without Giving In (3rd
styles as a strategy. ed.). New York, NY: Penguin Books.

146 147

Glossary

Glossary Index
acculturation The process by which members of one culture come to adopt and practise accountants primary, 88–9
the behaviours, customs and beliefs of another culture. skills for, 10 responses, 86
acculturation, 175 secondary, 89–91
action list A summary of the decisions made at a meeting, identifying actions to be acknowledgements, 232–3, 265, 269 See also role performance
taken together with the person(s) responsible for each action and the date the action is action lists, 386, 389–400 audio books, 359
to be completed. actuation, 108 audiovisual aids, 356–8
adjourning stage, 166 audits, 250
agenda From the Latin for ‘things to be done’; the list of items of business for a meeting, adjudication, 136 See also communication audits
agenda, 380, 385–94 AusBank, 106, 110
and the order in which they are to be dealt with.
agreements, 139, 140 Australia Post, 246
amendment A change to the wording of a motion. One directly opposed to the original alliteration, 350 Australian City Farms Community

A glossary of important
ambiguity, 184 Gardens Network, 25, 26, 35, 41
motion (e.g. changing ‘will’ to ‘will not’) is not permissible. If the mover and seconder of
amendments, 403 Australian Drug Foundation, 246
the original motion accept the amendment, the motion is immediately changed; other- Amy’s Baking Company, 199–200, 207 Australian Securities and Investments
wise, the amendment must be put to a vote. analysis, 253 Commission (ASIC), 273
anaphora, 350 Australian Stock Exchange (ASX), 273

terms and an index can be

annual general meeting (AGM) Under Australian law, every incorporated body must announcements, 292 authority, 116, 138
hold an AGM, at which the outgoing directors or committee members present their annual general meeting (AGM), 376, 389 authors
reports and a new board or committee is elected. (Members of the outgoing board or annual reports, 273–4, 375 and audiences, 262–3, 267, 271–2
anticipatory socialisation, 206–7
committee may, subject to any maximum consecutive term being specifi ed in the rules

found at the back of the

antithesis, 350 baby boomers, 12
or constitution, offer themselves for re-election.) apologies, 386 bargaining, 139
appearance, 331–6 Barnlund, Dean, 70
annual report A report (or compendium of related reports) to the shareholders of a busi-
appendixes, 266, 271 behavioural questions, 235
ness, describing the company’s performance and prospects. It is legally required of pub- appraisals, 317 behaviours, 120

book for further reference.

lic companies but is often also used as a promotional vehicle for the company. appropriateness, 190 beliefs, 40, 120
arbitration, 136 belonging, 111
anticipatory socialisation The process through which we develop a set of expectations and Aristotle, 53, 99, 114 Berlo, David, 68–9
beliefs about how people communicate in certain formal environments and occupations. artifactics, 355 bias, 238
assertiveness, 117, 212–15 blocking, 117
apology A message sent to a meeting by anyone who is expected to attend but cannot. attention lines, 297 blogging, 327
Calling for apologies is usually the fi rst agenda item immediately after the meeting is attitudes, 65, 120 See also social media
attitudinal questions, 235 blogging styles, 328–9
declared open.
attribution, 205–6 body language, 143–4, 238, 353–6
assertiveness Confi dently communicating what we want, like, accept and believe in. audience commitment, 121 boundary spanning, 71
audience knowledge, 99–101 boundaryless organisations, 36, 39
attitude Somebody’s evaluation of an issue or thing. audience motivation, 98–9 brainstorming, 141
audiences, 85 browsing, 318
audience The receiver of communication. and annual reports, 273 budgets, 360
and authors, 262–3, 267, 271–2 bureaucracy, 30–2, 39
behaviours The actions of adoption or avoidance. and emails, 280 Bush, George W., 61, 364–7
and messages, 86–8, 91–3 business, 6
beliefs The perceived truths.
new, 185–6 business communications, 85

412 424

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Phillip Cenere, Robert Gill, Celeste Lawson and Michael Lewis
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be customised to suit your course.

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