Chapter 7
Delivering Bad-News Messages
Learning Objectives
1.
2.
3.
4.
5.
Explain the steps in the inductive outline and understand its use for specific situations.
Discuss strategies for developing the five components of a bad-news message.
Prepare messages refusing requests and claims.
Prepare messages handling problems with customers’ orders and denying credit.
Prepare messages providing constructive criticism, communicating negative organizational news,
and responding to crises.
Chapter Overview
Chapter 7 focuses on the bad-news messages that 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. Because the
construction of bad-news messages involves more delicate human relations issues than were
encountered with good news and neutral messages, plan to devote more discussion time to Chapter 7.
Key Terms
Counterproposal 108
Fair Credit Reporting Act 115
PowerPoint Slides

Lecture Slides — Students can review key chapter concepts on the Lecture Slides (found on the
companion website (Student’s Resources)). Slides can be downloaded for convenient printing of
handouts for taking class notes.
Slide Number and Title
1. Chapter 7 Delivering Bad-News Messages
2. Learning Objectives
3. Indirect Outline for Bad-News Messages
4. Types of Bad-News Messages
5. Channel Choice for Bad News: Showing Tact
6. Advantages of Inductive Outline
7. Exceptions to Inductive Approach for Bad News
8. Developing the Opening
9. Effective Openings for Bad-News Message
10. Guidelines for Composing Reasons
11. Wording the Bad-News Statement
12. Offering a Counterproposal or “Silver Lining”
13. Techniques for Closing Positively
14. To Close Positively, Avoid . . .
15. Delivering Constructive Criticism
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 7 Delivering Bad-News Messages


16. Sharing Negative Organizational News
E-lectures — Slides with engaging narration of key concepts—useful as reinforcement of lectures
and exam reviews—are available through the CourseMate site for BCOM3.
Resource Slides — A larger deck of slides for instructors for displaying in the classroom; these slides
for class enrichment and solutions to activities and applications are also available at the companion
website (Instructor’s Resources) and on the Instructor’s CD.
Slide Number and Title
1. Chapter 7 Delivering Bad-News Messages
2. Learning Objectives
3. Learning Objective 1 Explain the steps in the inductive outline and understand its use for
specific situations.
4. Indirect Outline for Bad-News Messages
5. Using the Inductive Approach to Build Goodwill
6. Types of Bad-News Messages
7. Channel Choice for Bad News: Showing Tact
8. Advantages of Inductive Outline
9. Exceptions to Inductive Approach for Bad News
10. Learning Objective 2 Discuss strategies for developing the five components of a bad-news
message.
11. Developing the Opening
12. Effective Openings for Bad-News Message
13. Perfecting Buffer Statements
14. Guidelines for Composing Reasons
15. Wording the Bad-News Statement
16. Examples of De-Emphasis Techniques
17. Examples of De-Emphasis Techniques (cont.)
18. Offering a Counterproposal or “Silver Lining”
19. Perfecting Refusal Statement
20. Techniques for Closing Positively
21. To Close Positively, Avoid . . .
22. Closing Positively: What Would You Do
23. Closing Positively: What Not to Do
24. Refusal of a Favor: Why It Works
25. Learning Objective 3 Prepare messages refusing requests and claims.
26. Refusal of Employee Request: What Does Not Work
27. Refusal of Employee Request: Why It Works
28. Refusal of Employee Request: Why It Works (cont.)
29. Learning Objective 4 Prepare messages handling problems with customers’ orders and
denying credit.
30. Denying a Claim: What Doesn’t Work
31. Denying a Claim: Why It Works
32. Credit Denial: Why It Works
33. Adhering to the Fair Credit Reporting Act
34. Learning Objective 5 Prepare messages providing constructive criticism, communicating
negative organizational news, and responding to crises.
35. Delivering Constructive Criticism
36. Constructive Criticism: What Does Not Work
37. Constructive Criticism: Why It Works
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Chapter 7 Delivering Bad-News Messages
38.
39.
40.
41.
Sharing Negative Organizational News
Negative Organizational News: What Does Not Work
Negative Organizational News: Why It Works
Negative Organizational News (cont.)
Chapter Outline
CHOOSING AN APPROPRIATE CHANNEL AND ORGANIZATIONAL PATTERN 102
Channel Choice and Commitment to Tact 102
Use of the Inductive Approach to Build Goodwill 104
Exceptions to the Inductive Approach 105
DEVELOPING A BAD-NEWS MESSAGE 105
Writing the Introductory Paragraph 105
Presenting the Facts, Analysis, and Reasons 106
Writing the Bad-News Statement 107
Offering a Counterproposal or “Silver-Lining” Idea 108
Closing Positively 108
REFUSING A REQUEST 110
DENYING A CLAIM 111
DENYING CREDIT 113
DELIVERING CONSTRUCTIVE CRITICISM 115
COMMUNICATING NEGATIVE ORGANIZATIONAL NEWS 116
Breaking Bad News 116
Responding to Crisis Situations 118
Teaching Suggestions
Learning Objective 1
Explain the steps in the inductive outline and understand is use for specific situations.
CHOOSING AN APPROPRIATE CHANNEL AND ORGANIZATIONAL PATTERN
 Describe the close tie between customer loyalty and an organization’s ability to handle difficult
situations with tact and empathy.
 Discuss real world examples that support this point, e.g., the Sago Mine tragedy and the community
response or how Radio Shack laid off more than 400 people via email.
 Encourage students to share examples based on their own experience. Show the visual previewing
the types of bad-news messages they will study in this chapter.
Resource slide 6: Types of Bad-News Messages
Channel Choice and Commitment to Tact
 Make a reference to the TV program, “The Apprentice,” and discuss Donald Trump’s use of “you’re
fired.” Remind students that his directness is not the usually the best choice of organizational
pattern and word use when letting an employee go.
Resource slide 7: Channel Choice for Bad News

Show the visual and begin discussion of channel choice 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?”
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Chapter 7 Delivering Bad-News Messages



Discuss face-to-face communication as an ideal channel for negative messages because of the rich
nonverbal messages and opportunity for feedback to minimize the misinterpretation of highly
sensitive messages.
Discuss the increase in email to deliver bad-news messages because of honesty, accuracy, and
lessened discomfort. However, stress the importance of considering the impersonal nature of email
for bad-news messages.
Assign Activity 3 that requires students to choose an effective channel based on receiver reaction
and the need for a “personal touch.”
Use of the Inductive Approach to Build Goodwill
 Before introducing the inductive approach for conveying bad news, initiate a discussion about best
and worst outcomes for sender when sharing bad news.
 Show the visual of the inductive outline as you 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.
Resource slide 4: Indirect Outline for Bad-News Messages

Show the visuals as you discuss the advantages of the inductive sequence. Use the “Check Your
Communication” checklist as a basis for discussion.
Resource slide 5: Using the Inductive Approach to Build Goodwill
Resource slide 8: Advantages of Inductive Outline
Exceptions to the Inductive Approach
 Have students complete Activity 2 in small groups. Have students justify their choice of deductive or
inductive outline with the class.
 Lead a class discussion of occasions when the deductive approach for a negative message may
better serve the writer’s purpose.
 Refer students to circumstances listed in the text that may justify deductive writing of bad news.
Emphasize that circumstances are rare. Encourage students to share personal incidents supporting
this idea.
Resource slide 9: Exceptions to Inductive Approach for Bad News


Remind students that different cultures prefer different delivery styles, based on their preferences
for obtaining information. Emphasize differences in cultures emphasized in photo caption. Discuss
how corporate culture also impacts the delivery of bad news, as seen in Donald Trump’s delivery
style on “The Apprentice”.
A trend exists in some U.S. firms to use a more direct style for all types of messages. Study is needed
as to how audiences react to such messages and whether they best serve the interests of all parties
involved.
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 sample documents. Point out the ineffective icon that appears above the examples of poor
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 7 Delivering Bad-News Messages
writing. Additional model documents appear on the Student website for additional review of
effective writing.
Writing the Introductory Paragraph
 Show the visual (below left) as you lead a discussion about techniques for developing the
introductory paragraph.
 Show the visual (below right) as you review six possible beginnings of bad-news messages. Assign
Activity 7 that requires students to write the opening and the close for one of the situations in
Activity 2. Have them consider the approaches used in the opening paragraphs of the model
documents in the chapter.
Resource slide 11: Developing the Opening
Resource slide 12: Effective Openings for Bad-News Message

Have students complete Activity 4 in small groups and share revisions with class. Project the visual
(right) as you emphasize the contrast between the deductive opening and revised inductive opening
to help students understand the value of presenting bad news inductively.
Resource slide 13: Perfecting Buffer Statements
Presenting the Facts, Analysis, and Reasons
 Show the visual as you discuss techniques for writing the explanation section.
 Refer students to Figure 7-2 on p. 107 as you reinforce principles of writing the introductory
paragraph and the explanation section.
 Present the following scenarios as an in-class group assignment. Ask students to write the body of
the letter. Discuss their solutions.
Resource slide 14: Guidelines for Composing Reasons
Because sales numbers are down for the quarter, your supervisor is implementing a new
program for restricting employee access to eBay, Facebook, and other entertainment websites.
He has asked you to write the new policy and inform employees of the policy and the sanctions
for not adhering to the policy. When communicating this message to employees, how can you
counteract resistance to the limit while minimizing any ill feelings toward the company?
Writing the Bad-News Statement
 Show the visuals as you discuss ways to minimize the impact of bad news and techniques for writing
the bad-news statement.
Resource slides 16: Examples of De-Emphasis Techniques
Resource slides 17: Examples of De-Emphasis Techniques (cont)


Refer students to Figure 7-2 on p. 107 as you reinforce principles of writing the bad-news statement.
Have students complete Activity 5 in small groups and share revisions with class. Project the visual
(right) as you emphasize the contrast between the deductive opening and revised inductive opening
to help students understand the value of presenting bad news inductively.
Resource slide 15: Wording the Bad-News Statement
Resource slide 19: Perfecting Refusal Statement

Have students complete Activity 6 in small groups and share revised statements that portray a
positive tone.
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Chapter 7 Delivering Bad-News Messages

Ask student to compose and contrast two statements: one that implies management’s refusal to
sponsor a volunteer program and one sentence of direct refusal. If necessary, provide the following
example for a refusal to adopt a business casual dress policy: “If our clients expected us to dress
casually, we could adopt a casual dress policy” for the implied bad news and “We cannot adopt a
casual dress policy because our clients expect us to dress professionally” for the direct statement of
refusal.
Offering a Counterproposal or “Silver Lining” Idea
 Show the visuals below as you discuss the difference between a counterproposal and a silver lining
(left) and introduce the concept of using these approaches for delivering bad news.
Resource slide 18: Offering a Counterproposal or “Silver Lining”



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. Although the detour may require more time and be less desirable than the desired route, the
driver will reach his or her destination.
Remind students that effective counterproposals or the “silver lining” approach are the best
approach to continuing customer loyalty. Customers satisfied with the handling of a bad-news
situation and with the offered counterproposal will be the customers who return to a business.
Project the visuals as you discuss examples of how the counterproposal and silver lining might work
in a message, and use the fourth visual to wrap up the discussion showing the alternatives as a way
to maintain a relationship with the receiver.
Resource slide 22: Closing Positively—What Would You Do
Resource slide 23: Closing Positively—What Not to Do
Closing Positively
 Show the visuals as you discuss techniques for writing the closing paragraph.
Resource slide 20: Techniques for Closing Positively


Refer students to Figure 7-2 on page 107 as you reinforce principles of writing the closing paragraph.
Assign Activity 7 that requires students to study the approaches used in the closing paragraphs in
the model documents in the chapter.
Learning Objective 4
Prepare messages handling problems with customers’ orders and denying credit.
Types of Bad News Messages
 Show the visual as you introduce all the types of bad-news messages.
 Remind students that determining whether a message is bad news focuses on received reaction to
the message.
Resource slide 6: Types of Bad-News Messages
REFUSING A REQUEST
 Show the visual (also Figure 7-3 on page 110) as you lead in a discussion of 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.
 Show the visuals (also Figure 7-4, poor example, and Figure 7-5, good example, on pages 111-112) as
you discuss refusal to employees.
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Chapter 7 Delivering Bad-News Messages
Resource slide 26: Refusal of Employee Request: What Does Not Work

Assign Activity 8 (employee refusal) or Activity 9 (external refusal) for classwork/homework. Project
the solution provided on resource slides as you review the assignment.
Resource slide 27 Refusal of Employee Request: Why It Works
Resource slide 28 Refusal of Employee Request: Why It Works (cont)

Assign Application 4, which requires writing a refusal to a request or favor.
DENYING A CLAIM

Ask: Is the customer always right? Initiate a discussion of the value of handling claims effectively.

Show the visuals below (also Figure 7–6, poor example, on page 113 and Figure 7-7, good example,
on page 114) as you lead in a discussion of the general sequence of ideas in an adjustment refusal.
Resource slide 30: Denying a Claim: What Doesn’t Work
Resource slide 31: Denying a Claim: Why It Works

Ask students to complete Activity 9 for homework that requires students to revise a poorly written
claim refusal. Project the solution provided on resource slides as you review the assignment.
 Supplement this discussion by asking students to critique and/or revise the poorly written claim denial
shown on the resource slides.
 Remind students that company policies exist to provide a standard for granting and refusing
requests by customers and employees. For example, point out that insurance companies typically
deny claims that do not fall within established policies, At times, however, policy requirements are
waived, as in the case of life insurance companies that paid claims for the survivors of the 9/11
World Trade Center bombing victims, even though death certificates were not available
DENYING CREDIT
 Emphasize the legal implications involved in refusing credit and the importance of having legal
counsel review credit refusal letters.
 Project the visual as you review the requirements of the Equal Credit Opportunity Act (ECOA).
 Show the visual as you discuss effective credit denials. Emphasize the value of resale in a credit
refusal letter. The good example appears on the companion website.
Resource slide 33: Adhering to the Fair Credit Reporting Act
Resource slide 32: Credit Denial—Why It Works
Learning Objective 5
Prepare messages providing constructive criticism and negative organizational news.
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.
Resource slide 35: Delivering Constructive Criticism



Show the visuals (also Figure 7-8, poor example, and Figure 7–9, good example, on page 116-117) as
you discuss the content and style of constructive criticisms. Emphasize the legal and ethical
implications highlighted in the good example. Ask students to respond to the following questions:
What is the sender’s motive in preparing the letter? Does she want to vent anger at Welch or to
sincerely help her, her firm, and your company?
What writing techniques were used to ensure that Welch considers your motive to be genuine?
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Chapter 7 Delivering Bad-News Messages
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
What was gained from including Welch’s positive and negative points?
Why were details of specific behaviors and incidents necessary? Explain the guidelines you will use
for selecting information to include in constructive criticisms that you deliver.
Resource slide 36: Constructive Criticism: What Does Not Work
Resource slide 37: Constructive Criticism: Why It Works

Assign Application 5 that explores the use of electronic message boards for gathering and sharing
information, including constructive criticism of the performance of companies and college
professors. Have students present their reports to the class to extend the discussion of constructive
criticism.
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.
 Compare employee morale to customer goodwill in terms of their importance and their fragile
nature. Stress that regular communication with employees via staff meetings, an organizational
newsletter, or chat opportunities with company management will aid during times where
management must convey negative messages about an organization.
 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?
 Discuss the hoax that was broadcast publicly when a customer allegedly found a human finger in a
bowl of Wendy’s chili. Even though the incident was proven false, Wendy’s had to deal with the
consequences of the information being broadcast electronically. Briefly discuss with students the
need for a company crisis communications plan that all employees in management positions need to
know about and know how to use.
Resource slide 38: Sharing Negative Organizational News


Lead students in a discussion of occasions when memorandums and email messages are appropriate
and inappropriate means of communicating bad news.
Show the visuals below (also Figure 7–10, poor example, and Figure 7–11, good example, on page
118-119) as you discuss effective bad-news messages to employees.
Resource slide 39: Negative Organizational News—What Does Not Work
Resource slide 40: Negative Organizational News—Why It Works
Resource slide 41: Negative Organizational News— Why It Works (cont)
Summary
 Assign selected activities and applications at the end of the chapter. Remind students to study the
suggestions in the “Check Your Communication” checklist when planning and revising an
assignment.
Case Assignment 1: Anonymity in Cyberspace
 Have students read the case and complete the activities as you direct. Follow up with a class
discussion of the pros and cons of anonymity in cyberspace. This case may also be used as the basis
for a formal business report.
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Chapter 7 Delivering Bad-News Messages

Use this case to prepare students for holistic assessment assignments. Have students complete the
activities following the case; use the writing assignments as preparatory practice in writing an
argument for a particular point of view. Refer to the Instructor’s website for guidelines for holistic
scoring.
Chapter Review
1. Explain the typical appropriate channels and outline for a message that conveys bad news. Under
what conditions would a sender be justified in choosing an alternate outline or channel? (Obj. 1)
The outline for bad-news messages is as follows: (a) begin with the neutral idea that leads to the reason
for the refusal; (b) present the facts, analysis, and reasons for the refusal; (c) state the refusal using
positive tone and de-emphasis techniques; and (d) close with an idea that shifts emphasis away from
the refusal. Using an alternate outline and placing a refusal in the first sentence may be justified when
(a) the message is the second response to a repeated request; (b) a very small, insignificant matter is
involved; (c) a request is obviously ridiculous, unethical, illegal, or dangerous; (d) a writer’s intent is to
“shake” the reader; (e) a writer-reader relationship is so close that satisfactory human relations can be
taken for granted; or (f) the writer wants to demonstrate authority.
When possible, bad news should be conveyed face-to-face because this channel allows for better
feedback and nonverbal cues. However, using a face-to-face communication for bad news also provides
the opportunity for the interaction to become about personalities instead of issues. Bad news can be
conveyed electronically or through snail mail when geographic location prevents face-to-face interaction
or when the sender is trying to disperse the personal implications for the interaction.
2. What three functions does the first paragraph of a bad-news message serve? Does “I am responding
to email” accomplish all of these functions? Explain. (Obj. 2)
The first paragraph (a) lets the receiver know what the letter is about (without stating the obvious) and
(b) serves as a transition into the discussion of the reasons (without revealing the bad news or leading
the receiver to expect good news). The stated sentence does not accomplish either purpose; it is an
empty acknowledgment.
3. Discuss how a counterproposal and implication can be used to de-emphasize the bad-news
statement to assist a communicator in achieving the human relations goal of business communication.
(Obj. 2)
A counterproposal is an alternative to the action requested. It is an expression of empathy and goodwill
for the customer that seeks to strengthen and maintain positive, long-term relationships.
4. What objectives should the final paragraph accomplish? Should the closing sentence apologize for
action taken? Should it refer to the statement of refusal to achieve unity? Explain. (Obj. 2)
The final paragraph (a) de-emphasizes the unpleasant part of the message, (b) conveys some useful
information that should logically follow bad news, (c) shows that the writer has a positive attitude, and
(d) adds a unifying quality to the message. The closing sentence should not apologize for action taken.
Because valid reasons for the refusal have been provided, an apology is inconsistent. Why apologize for
doing what is right? The apology weakens confidence in the decision. The last paragraph should bring a
unifying quality to the whole message; however, restatement of the refusal would only serve to
emphasize it.
5. In which part of a refusal message would resale and sales promotional material be most
appropriate? Explain. (Objs. 2–3)
A refusal may begin with a resale statement about the product. Sales promotional material would be
most appropriate in the final paragraph (or even in a postscript). In earlier paragraphs, it would be
confusing.
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Chapter 7 Delivering Bad-News Messages
6. Are form letters recommended when handling problems related to orders? Explain. (Obj. 4)
Form letters are only recommended to deal with problems related to orders when customers have
made repeated requests or when the order involves inexpensive merchandise that does not represent a
major disappointment to the customer.
7. What advice would you give regarding use of template documents available with word processing
software? (Obj. 1–5)
Template examples frequently do not reflect the elements indicated for effective inductive, deductive,
or persuasive messages. While convenient, templates should be used cautiously.
8. Discuss the legal implications involved in writing credit refusals. (Obj. 4)
The Equal Credit Opportunity Act (ECOA) requires that the credit applicant be notified of the credit
decision within 30 calendar days. Applicants who are denied credit must be informed of the reasons for
the refusal and be reminded that the Fair Credit Reporting Act provides them the right to know the
nature of the information in their credit file. The ECOA also prohibits creditors from discriminating
against credit applicants on the basis of race, color, religion, national origin, gender, and marital status.
9. What elements make criticism “constructive”? (Obj. 5)
Constructive criticism should (1) present facts, not opinions, (2) provide evidence to support claims
made, (3) use positive language when possible, and (4) provide possible solutions for the problems.
10. Why is the effective handling of negative or crisis information of such importance to a company?
(Obj. 5)
Managers are often called upon to deliver negative news to employees, particularly in times of
economic downturns that impact employees. It is important to deliver such news in an honest and
timely way to maintain employee trust. Once trust is broken, it is difficult to repair and morale is
damaged. The survivors of downsizing and financial cutbacks are left to carry out the day-to-day
business of the organization. A negative attitude from these employees can irreparably harm the growth
of the company.
Activities
Teaching Suggestions and Possible Solutions
1. Appropriateness of the Inductive Outline (Objs. 1, 2)
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?
Responses will vary. Students should focus on the need for inductive outline except in the special
circumstances outlined on p. 104. They should also consider the points regarding channel choice (as
outlined in Question 2 from “Digging Deeper”). If time permits following the small-group discussion, ask
a spokesperson from each group to summarize the results of the discussion. This topic could also lead to
the presentation of an oral report.
2. Determining Appropriate Sequence of Ideas: Deductive or Inductive (Objs. 1, 2)
Identify whether each of the following messages should be written deductively or inductively based on
the receiver’s likely reaction to the message. Explain your reasoning.
a. A message refusing an office complex tenant’s request for a 30-day lease extension.
b. A message from a land developer informing building contractors that completion of utilities to a
new subdivision will be delayed.
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Chapter 7 Delivering Bad-News Messages
c. A message from an appliance manufacturer authorizing the replacement of a glass cook top that
was broken in transit to the customer.
d. A message from a customer service manager saying “no” to a customer’s third request for a
refund that was previously denied.
e. A message from a company president to reject a contract proposal offered by an international
business partner whose cultural style is direct and forthright.
f. A message refusing an employee’s request that the human resources manager “fudge” to a
lender about the employee’s reported income to help him qualify for a home loan.
g. A message from a manager apologizing to an employee for unintentional gender biased
language.
h. A message extending appreciation for the outstanding work of a consulting firm that
spearheaded your successful effort to gain Sarbanes Oxley compliance.
i. A message notifying shareholders of a reduction in quarterly dividends.
Project the Solution slide and discuss the answers in class, or assign the Student Handout (at the end of
this guide and online) as homework.
[Solutions for Activities 2 and 3 are included in table, below.]
Outline
Channel
Justification
a Inductive
b Inductive
c Deductive
Email/letter
This bad-news message would require a
written reply but email would be
acceptable, especially if the original
request came via email.
Phone call/follow-up letter The phone call is a courtesy because of
the late completion date. The follow-up
letter is needed for written record of
discussion.
Phone call and/or follow-up This reply to a routine claim does not
letter/email
require delicate handling.
d Deductive
Phone call or letter/email
e Deductive
Face-to-face if possible or
letter/email
f Inductive
Face-to-face/follow-up
letter (possibly)
g Deductive
Face-to-face if possible or
email/letter
h Deductive
Letter/email
i Deductive
Letter
A response to a repeated request
requires less consideration than most
bad-news messages.
Rejecting a contract proposal from
someone of another culture is a sensitive
issue.
A situation calling for unethical behavior
needs personal handling face-to-face but
might also require a written follow-up to
show the handling of the issue.
This bad-news message requires delicate
handling because it involves a sensitive,
emotion-charged situation.
This good-news message about credit
requires written record.
This bad-news message requires a
written record.
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Chapter 7 Delivering Bad-News Messages
3. Choosing an Effective Channel (Obj. 1)
For each of the situations in Activity 2, decide which communication channel would be most appropriate.
Explain your reasoning.
[Solutions are included in table, above.] Project the Solution slide and discuss the answers in class, or
assign the Student Handout (at the end of this guide and online) as homework.
4. Perfecting Buffer Statements (Obj. 3)
Decide which buffer statement is preferable and describe why the others are less effective.
Version 1
I am pleased and honored to have been asked to serve as treasurer of the United Way campaign for
the coming year.
Version 2
Regrettably, I will not be able to accept your invitation to serve as treasurer of the United Way
campaign in the coming years.
Version 3
All of us who feel proud of our community agree that the United Way is adding significant value to
the lives of thousands of citizens. It has given shelter, health care, money, and hope to many with
critical needs.
Version 3 is the preferable buffer statement because it comments on the positive contributions that
United Way has made to the community, but the bad news is not revealed. Version 1 is misleading
because it sounds like the individual will agree to serve as the campaign treasurer. Version 2 is a direct
refusal, which sounds too harsh and negative.
5. Perfecting the Refusal Statement (Obj. 3)
Decide which refusal statement is preferable and explain why the others are less effective.
Version 1
Under no circumstances can we grant the request you have made.
Version 2
Legal requirements prevent us from disclosing the information you have requested.
Version 3
Unfortunately, we are not able to release the requested information due to privacy laws that
prohibit disclosure.
Version 2 is the preferred choice of the three refusal statements because the explanation is given first,
followed by the bad news. The tone in version 1 is too harsh, and version 3 gives the bad news first,
followed by the reason.
6. Revising for Positive Tone (Objs. 2)
Revise the following refusal sentences to ensure positive tone.
You cannot receive full tuition reimbursement for the Fraud Examination class you just
completed since you earned a C and not an A.
Employees are forbidden from downloading copyright music from company computers.
I am sorry, but we cannot be responsible for the repairs on your car; the damage obviously
occurred at the dealership, not at our factory.
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Chapter 7 Delivering Bad-News Messages
Because your portable GPS system did not malfunction until three months after the warranty
expired, we cannot honor your claim.
We received many applications for this position but decided to hire an internal candidate.
Company policy does not permit approval of the proposed transaction. Therefore, your request
is denied.
[Solutions are included in table, above.] Project the Solution slide and discuss the answers in class, or
assign the Student Handout (at the end of this guide and online) as homework.
Suggested answers follow:
Full tuition reimbursement is available to students who earn an A in a class.
Company computers may not be used for downloading copyrighted music.
Because the damages to your car occurred at the dealership and not the factory, please consult
with your dealer for an adjustment.
Free repairs and replacement of the GPS system is available only during the warranty period.
We have selected a job candidate from the many applications received.
All transactions are governed by current policies.
7. Effective Opening and Closing Paragraphs
In pairs, choose one of the situations in Activity 2 and draft an opening and closing paragraph. Consider
various approaches to begin and end the document in a positive way as illustrated in the chapter
examples. Share your document with another team and revise based on the feedback you receive.
Student responses will vary depending on the choice of the situation from Activity 2.
Example: Situation A
Opening paragraph:
The Glenbrook Office Complex is located in a prime commercial district and is convenient to the
airport and major highways. Despite the recent economic downturn, we’re at 100 percent capacity,
with a long waiting list of businesses that want to rent space.
Closing paragraph:
The attached list includes companies that offer relocation services that could be helpful to you. We
appreciate your business as a tenant the past few years and wish you the best in your new location.
8. Document for Analysis: Denying an Employee’s Request (Obj. 3)
Analyze the following email. Pinpoint its strengths and weaknesses and then revise the email as directed
by your instructor.
RE: GPS Out of the Question
We can’t afford to install an in-dash global positioning system (GPS) in our current fleet of company
vehicles.
I would really like to afford you the luxury of having GPS navigate your trips. Unfortunately, the cost
of installing GPS in our current trucks is excessive at over $500 per truck, and then there is the
monthly service fee. Management would never agree to spend that much money at this time.
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Chapter 7 Delivering Bad-News Messages
I’ll do what I can to convince management to include GPS in the specifications of future company
vehicles.
Project the Solution slide and discuss the answers in class, or assign the Student Handout (at the end of
this guide and online) as homework.
One possible solution follows:
TO:
FROM:
DATE:
RE:
Garcia Martin
Student’s Name
May 23, 2011
Installation of GPS Suggestion
Your suggestion to install an in-dash global positioning system (GPS) in our current fleet of company
vehicles was good. Having GPS systems in our vehicles would be a convenient addition.
After checking the price on installing these in our current trucks, I’ve found that it would cost $500
per truck plus a monthly service fee. With the current budget situation, these costs would be
prohibitive during this current recession.
Since the idea is an excellent one, we can propose to management that future company vehicles
include the GPS. This should be less expensive and costs can be budgeted.
Thanks for the excellent idea that I will pass on to management.
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 tone throughout.
Fails to acknowledge fact that GPS system would actually be a good idea.
Offers no hope situation will change for future vehicles.
Depicts management in a negative light.
Style
Is sender-focused. Offers no hope that management can be persuaded that suggestion is good.
9. Document for Analysis: Denying a Claim (Obj. 3)
Analyze the following message. Pinpoint its strengths and weaknesses and then revise as directed by
your instructor.
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. Michelle Aker’s injury and hospitalization was out of our control—just not our fault. We
felt sure you would be overjoyed we came through with someone at the last minute. Our contract
states specifically that we would provide you a substitute; we did our part and we expect you to do
your part and pay us for our services.
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Chapter 7 Delivering Bad-News Messages
We appreciate your business and hope that you will consider us the next time you need a sports
celebrity for a function.
[Solutions are included in table, above.] Project the Solution slide and discuss the answers in class, or
assign the Student Handout (at the end of this guide and online) as homework.
One possible solution follows:
Dear Mr. Crenshaw:
Congratulations on the successful grand opening of your new Healthplex. We were glad to be a
part of such a momentous occasion for your hospital and your city.
Amanda Frank, the keynote speaker, told me that the speech went very well. She mentioned
that the audience was very receptive to her comments on health and fitness, and she enjoyed
talking with numerous fitness enthusiasts of all ages who attended. Many people requested
autographs, and Ms. Frank was pleased to oblige. She also spoke with several community leaders
about the excellent fitness facilities now available there in Arkadelphia.
When Michelle Aker was injured the day before your grand opening, I immediately began the
search to find an appropriate substitute celebrity as stated in our contract. Michelle recommended
Amanda, one of her teammates on the 1996 Olympic team. Together they have given many
presentations, and Michelle felt comfortable that Amanda would do a good job. Because of
Amanda’s inspirational story of unspeakable life difficulties, she thought people would respond well
to her. Evidently, that was the case. Because your event was not disappointing, and because we
supplied an excellent substitute at the last minute, we believe the contract terms have been
satisfied.
The contracts we have with your city in the upcoming days will demonstrate the integrity and
quality of our organization.
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).
Does not give convincing details for the refusal.
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.
Assumes no responsibility for outcome (“out of our control” “just not our fault”).
Style
Seems accusatory (“obviously you feel”).
Comes across as superior (“we did our part and we expect you to do your part”).
Uses slang (“subbed” and “just not going to work for us”).
Uses cliché (“We appreciate your business”).
10. Document for Analysis: Constructive Criticism (Obj. 5)
Analyze the following email. Pinpoint its strengths and weaknesses and then revise the email to the
training director of the Advanced Technology Center as directed by your instructor.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 7 Delivering Bad-News Messages
The quality of the instruction provided by your computer training center did not live up to its
billing. You promised a maximum class size of twenty students with three instructors, one to lead
the class and two circulating to assist participants with individual problems. For much of the class
time, the two instructors sat at available computers checking their email and oblivious to how the
students were doing.
To their credit, when specifically asked a question, the instructors did respond quickly and
provided good support. Due to instructor inattentiveness, however, we do not feel that the seven
employees we enrolled received the level of training you promised. I doubt we will be sending any
employees to your center for training in the future.
[Solutions are included in table, above.] Project the Solution slide and discuss the answers in class, or
assign the Student Handout (at the end of this guide and online) as homework.
One possible solution follows:
Dear Mr. Sarva:
Benchmark has a reputation for being one of the finest computer training centers in the state.
Your instructors are known for their outstanding knowledge of computers and their ability to use
that knowledge to provide effective computer instruction for their students.
Your recent computer instruction training lived up to your reputation with the exception of my
experience with two of your instructors. Your center promised a class size of twenty students with
three instructors, one to lead the class and two circulating to assist participants with individual
problems.
The instructor who led the training was outstanding. When asked specific questions, the other
two instructors did respond quickly and provided good support to students one-on-one. However,
when there were no requests for help during the class time, the two instructors sat at computers
doing personal business. Their time could have been better spent circulating among students
checking their progress. As a result, we do not feel that the seven employees we enrolled received
the level of training you promised.
Mr. Sarva, I am hopeful you will value feedback on the performance of your instructors. A
discussion with them on these issues will them the opportunity to make the changes needed to
merit the outstanding reputation associated with Benchmark instructors.
A summary of organization, content, and style errors follows:
Organization
Uses deductive outline for message that should use inductive outline; begins with bad news,
rather than explanation .
Repeats bad news in closing paragraph.
Content
Uses strong language.
Ends with negative idea.
Provide no suggestions for improving training.
Mentions good features of training in only one brief statement.
Style
Uses “you” numerous times, blaming the receiver rather than the poor instruction.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 7 Delivering Bad-News Messages
Applications
Teaching Suggestions and Possible Solutions
Read
1. Have students conduct an electronic search to locate an article that deals with successful negative
communication in a company or organization. Assign them to prepare an abstract of the article that
includes the following parts: (1) article citation, (2) name of organization/company, (3) brief
description of communication technique/situation, and (4) outcome(s) of the successful
communication. Students should present their abstract in a memo and give a short presentation in
class. (Obj. 1–5)
Discuss Internet search strategies for the assignment. For instance, talk about full-text databases that
are available online through your library. Discuss key words for searching; for instance,
“communications” will produce many hits, but narrowing it by words such as “public relations” or
“successful” will limit more closely to the desired subset of articles.
Think
2. Instruct students to refer to a recent political or business event in which bad news was shared and
prepare a written critique that includes (1) an assessment of the effectiveness of the message and the
manner in which it was delivered, (2) an analysis of the results, and (3) a summary of what students
learned from their analysis. (Obj. 1, 2, & 5)
Student content will vary. Evaluate informally unless principles in Chapter 12 have been presented
previously.
Write
3. Give students the following scenario and have them complete the related exercises.
(Obj. 1, 2, & 4)
HGA Electronics is replacing its fleet of 100 automobiles used by its field representatives.
As the regional corporate sales representative for the automobile manufacturer, you notice that HGA
Electronics has not ordered sound system upgrades to accommodate mp3 players and smartphones that
will enhance the employees’ driving experience.
Exercises
1. Search the Internet to identify other options that you believe employers should consider for
company vehicles.
2. Write an email to Joanny Gayle, the buyer at HGA Electronics, suggesting that she add these
options to the automobiles that she’s already ordered.
One possible solution follows:
Dear Ms. Gayle:
Congratulations on the recent growth in your business. You must be very excited about relocating to
a larger store and replacing your fleet of 100 automobiles. I am sure that your field representatives
will enjoy driving the new cars that you recently ordered, with all of the luxury features.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 7 Delivering Bad-News Messages
Since your employees are used to top quality electronics at HGA Electronics, I am certain that most
of your representatives would appreciate a top quality sound system to accommodate their mp3
players and smartphones while they are driving many miles on a weekly basis. However, I noticed
that when HGA Electronics placed its order for 100 automobiles, the sound system upgrade was not
included.
I would be glad to provide you with an estimate on the cost of a high quality sound system for the
100 automobiles you ordered. It would be most cost efficient to install these prior to delivery and
would greatly enhance the driving experience of your field representatives.
Please let us know your decision by calling (433) 555-9865 or by emailing me at sname@CAR.com.
Sincerely,
Student’s Name
Speak
4. Give students the following scenario and have them complete the related exercise. (Obj. 3)
Gulf South Communications Corporation has purchased a significant number of season tickets to the
Riverside Community Theatre since its inaugural season in 1979. Gulf South distributes the tickets to
special customers, vendors, and employees to foster goodwill and promote the company. Because
of the financial crisis in the telecommunications industry, Gulf South’s management has regrettably
been forced to eliminate all noncritical expenditures. As a supervisor in the human resources
department, you have been asked by management to inform Steve Cafferty, the business manager
of the theatre, that Gulf South will not purchase season tickets this year. Because the loss of your
long-time support will be a hard blow to the theatre, you decide to break the news to Steve over
lunch at his favorite restaurant.
Exercise
Ask students to develop a script of the conversation they will have with Steve conveying the company’s
disappointing decision.
One possible script follows:
Date: ___________________________
Time: ___________________________
(Assume preliminary conversation of goodwill and courtesy has occurred)
Supervisor (S): I’m glad you chose this restaurant for lunch. The clam chowder was great!
Steve Cafferty (SC): Glad it was good. They never miss with that recipe.
S: Part of my reason for inviting you to lunch was to fill you in on Gulf South’s most recent financial
situation. You know times have been trying for everyone in telecommunications these past
three years.
SC: That’s true for everybody.
S: You’re right. How is the theatre doing, anyway?
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Chapter 7 Delivering Bad-News Messages
SC: We have a strong donor base, but our transient supporters have decreased about 20%.
S: Well, that fact doesn’t make it any easier for me to tell you what I need for you to know. Gulf
South’s management team has been forced to eliminate all noncritical expenditures for the
coming year at least. I know we have made a significant ticket purchase at Riverside every year
since 1979. Those tickets have been an excellent outreach to our customers and our employees.
So I really dislike that we have to let our season tickets go this year. We hope that by this time
next year our finances will have improved so that we can commit these funds to you again.
SC: Your contribution and support have been a mainstay in our budget. I’m not sure what kind of
impact this will have on this year’s production schedule. The money’s just not there to do four
shows the way they should be done. Maybe we will have to cut to three.
S: We want you to know that we will continue to spread the good word about you. I believe that
many of the people who have seen your productions in the past will purchase their own tickets.
Next year you will again be considered as part of our community support projects. If there is
anything that we can do to volunteer, we would be happy to recruit people who can help you
with construction, public relations, poster distribution, or maybe even become a part of your
production crew.
SC: I understand and I appreciate your offers. I will call on you as I see ways you can help. We do
hope your financial commitment can be renewed next year. Thanks for telling me face-to-face
and not in a letter. I know you are sincere.
Collaborate
5. Despite the benefits of online brainstorming, waves are being generated as companies and
individuals become victims of negative postings. The widespread electronic distribution of
unflattering and possibly slanderous comments, often posted anonymously, is a major concern to
many. Ask students to learn more about the negative effects of being “zapped in cyberspace” by
reading the following articles: (Obj. 1–5)
Valiquette, L. (2006). The dangerous myth of online invulnerability, Ottawa Business Journal,
11(23), p. 6. Available from Business Source Complete database; Sneve, J. (2008, March 12).
Professor rating websites entertaining, but not entirely accurate. The Volante Online. Available
at http://www.volanteonline.com/2.7416/professor-rating-web-sites-entertaining-but-notentirely -accurate-1.783627
After they’ve completed the reading, assign students to prepare a presentation that (a) summarizes the
advantages and disadvantages of online discussions and (b) provides a checklist for writing an effective
reply to an online posting calling for constructive criticism of a company or individual.
After the presentations, have students visit the website that allows students at your college/university
to post faculty evaluations and select three to five postings for a professor(s) of their choice.
Using their evaluation checklist, students should critique the postings, placing them in rank order of
effectiveness. Then, have students make a brief team presentation to the class about their analysis that
includes a visual illustrating an example of a poorly written and a well-written posting. Be sure to remind
students to omit all identification from the evaluations.
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Chapter 7 Delivering Bad-News Messages
Ask students to share their experiences with online discussion boards, particularly where users may post
anonymously. Ask “How have anonymous postings been received? Have you ever posted anonymously?
Why? What did you say? How would you feel if someone commented about you during an online chat
but did not allow you to respond? Compare this situation to what users might experience through
anonymous postings. Assign students this activity in small groups.
Digging Deeper
1. Saying “no” is not difficult; the challenge is to do so while protecting goodwill. Explain the
rationale and signficance of this statement.
Giving a receiver bad news is generally easy when the sender does not care about the receiver’s reaction
or whether the receiver takes time to consider the reasons and explanations for the negative response.
The difficulty arises when a sender takes the time to consider the receiver’s reaction and to convey the
bad news as gently and positively as possible.
2. Frequent channels for delivering business messages include written, electronic, and face-to-face
means. What criteria would you use in selecting the appropriate channel for delivering bad news?
In selecting a channel for delivering any message, the sender should consider (1) the receiver’s reaction
to the message, (2) the need for the “personal touch,” (3) the need for a written record, and (4) and the
channel for the original message (for example, with customer orders).
3. How might standard practices for internal and external communication change when a company is
facing uncertain times (e.g., an economic recession, bankruptcy proceedings, etc.)?
Internal and external communication practices often need to be re-examined when a company faces
uncertain times. The frequency of internal communication may increase to keep employees updated on
the status of the company. Employees may also appreciate a direct approach to bad news, rather than
subtle implications and overly positive tones. An indirect approach may backfire, causing employees to
feel that management is trying to hide something from them; given ongoing uncertainty, these
employees may quickly seek employment elsewhere. A company should take precautions to avoid
leaking bad news externally before employees are informed. External communication of bad news most
likely will be communicated indirectly with a forward-looking positive outlook for the future.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 7 Delivering Bad-News Messages
Cases
Teaching Suggestions and Possible Solutions
CASE ASSIGNMENT 1: Anonymity in Cyberspace
Do you have a right to anonymity in cyberspace? Should you have this right? Two current views prevail
about the right of anonymity. One view sees it as limiting the free flow of information; by having a
wealth of information available, people can communicate, shop, and conduct business with ease. Access
to information allows you to find a friend’s email address that you had forgotten or to track down an old
friend in another city. The opposing view sees the right to anonymity as a protection of individual
privacy; without anonymity, unidentified parties can track where you go in cyberspace, how often you
go there, and with whom you communicate. At the present time, you are typically required to reveal
your identity when engaging in a wide range of activities. Every time you use a credit card, email a
friend, or subscribe to an online magazine, an identifiable record of each transaction is created and
linked to you. But must this always be the case? Are there situations where transactions may be
conducted anonymously, yet securely? Several methods currently exist for surfers to protect their
anonymity in cyberspace:




Anonymous remailers: A completely anonymous remailer, or chain remailer, sends mail through
remailing locations. Each location takes the header information off the mail and sends it to the next
location. When the mail gets to its final destination, the recipient has no idea where the mail
originated. What makes the system truly anonymous is that the remailing locations that the
message goes through -typically keep no records of the mail that comes in or goes out. This
procedure makes the mail impossible to track.
Pseudo-anonymous remailers: These single remailers work similarly to the chain remailer. The mail
is sent to a remailing location, the header information is stripped at this site, and the mail is
forwarded to its final destination. As with the chain remailer, the recipient has no idea where the
mail originated. What makes the single remailer pseudo-anonymous is the fact that single remailers
typically keep records of the mail that comes into and goes out of their systems. This procedure
makes the mail traceable.
Pseudonymity: This process consists of sending mail through cyberspace under a false name. Like
the single remailer, the recipient will not immediately know who the mail came from, but the mail is
completely traceable.
Anonymizer website: By visiting www.anonymizer .com, you can learn how to stop any specified
website from gathering information on you. When you use the anonymizer software to access a
particular website, the anonymizer goes to that website for you, grabs the information, and sends
you the information from the site. As far as the website knows, it has been contacted only by the
anonymizer website. This secures your transactions and keeps “nosy” websites from gathering
information on you.
In spite of consumer interest in protecting anonymity, the federal government opposes total anonymity
due to legitimate interests that are at stake. If total anonymity existed, the government would be unable
to track down people who use cyberspace to violate the laws of libel, defamation, and copyrights.
Source: Chawki, M. (2006, July 9). Anonymity in cyberspace: Finding the balance. Computer Crime Research Center. Retrieved from
http://www.crime-research.org/articles/2110/
Exercises
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Chapter 7 Delivering Bad-News Messages
1. Linking from the Internet sites listed for this case, locate an additional article on the issue of
online anonymity. Print out the article and prepare a two-page abstract that includes the
following sections: (1) reference citation, (2) overview, (3) major point, and (4) application.
This activity gives students the opportunity to practice their abstracting skills. Evaluate the assignment
according to the adequacy of coverage in the four sections and accuracy in grammar, punctuation, and
writing style.
2. Prepare a chart that summarizes the advantages and the disadvantages of online anonymity.
Advantages included in the chart may include protection of individual privacy, protection against
electronic tracking, and freedom of expression due to undisclosed identity. Disadvantages may include
inability to locate parties electronically, hindrances to online shopping, and irresponsible online behavior
due to lack of identity.
3. Take a position on the anonymity issue, either to support the right to anonymity or to defend the
need for identification. In writing, present a defense of your position, giving reasons and/or
evidence.
This activity, which gives students the opportunity to develop an argument to either support or oppose
on-line anonymity, can be used in preparation for a GMAT Analytical Writing Assignment. Advantages
and disadvantages identified in Activity 2 can be expanded into reasons for the position taken.
Additional writing suggestions are provided on the Student website. See the Instructor’s website for
guidelines for holistic scoring.
CASE ASSIGNMENT 2: Sago Mine Tragedy Illustrates Difficulties in Sharing Bad News
The following case highlights the difficulty of sharing bad news. The Sago Mine crisis in West Virginia
reveals the dangers of misinformation during a crisis, and allows students to apply concepts in bad news
situations.
“Miracle in the mines!” “Alive!” One of the most widespread cases of misinformation occurred on
January 4, 2006. Headlines in USA Today, The New York Times, the Minneapolis Star Tribune, and The
Washington Post, along with more than half of all the newspapers in the country, erroneously reported
in front-page stories that 12 trapped miners in West Virginia had been found alive. In reality, only one
miner had survived.
How did such a grave inaccuracy become so widely publicized? Many believe that reporters and
editors got carried away by what seemed to be miraculous news. Newspapers were also under deadline
pressure, as many were finalizing the next day’s edition as the story broke. Rather than print the story as
unconfirmed, almost all reported without qualification that the miners were safe.
After receiving word that their loved ones were alive, relatives were asked to gather in a local
church where they informally celebrated the miracle. Three long hours later, however, joy gave way to
grief when mine officials broke the terrible news that only one miner had survived. International Coal
Group president, Ben Hatfield, said the company knew within 20 minutes that initial reports that all the
men had survived were incorrect but were unsure as to how many had survived. Attempting to explain
the confusion, Hatfield said that stray cell phone conversations from the rescue team underground to
the command center were picked up by various people and spread like wildfire. Another company
spokesperson explained that the misunderstanding resulted because the mine rescuers treating the lone
survivor were wearing muffling, full-face oxygen masks when they used radios to report their findings to
the fresh-air base, who then contacted command center personnel.
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Chapter 7 Delivering Bad-News Messages
Hatfield said the company tried to send word through state police to the church that they didn’t
know whether others survived. That word apparently never got through, and company personnel did
not go to the church themselves to communicate their doubts. “We got the high and then they waited
too long to really tell us,” said the nephew of one of the deceased miners. “Once they found out that we
thought they were alive, they really should have come out and told the families that was incorrect
information.”
Joe Manchin faced challenges of the Sago mine tragedy only a few months into his term as governor
of West Virginia. He understood the agony of uncertainty experienced by families of the trapped miners
as those on the ground waited for any word from recovery personnel. Having personally lost family
members and friends in other mine disasters, Manchin’s request of Sago managers and inspectors was
to “please share all the factual information, good or bad.”
“We fully recognize the criticism the company has received,” said Hatfield. “Rightly or wrongly, we
believe it was important to make factual statements to the families and we believed word had been sent
to the church that additional reports may not have been accurate. . . . They needed good information,
and we were trying to get them good information.”
Sources: Memmott, M. (2006, January 4). Media forced to explain inaccurate reports on tragedy. USA Today. Retrieved from
http://www.usatoday.com/news/nation/2006-01-04-mine-media_x.htm; Porteus, L. (2006, January 4). Mine officials: ‘We sincerely regret’
mixed messages about miners. Fox News.com. Retrieved from http://www.foxnews.com; Porteus, L. (2006, January 4). Mine officials: ‘We
sincerely regret’ mixed messages about miners. Fox News.com. Retrieved from http://www.foxnews.comQuestions and Activities
Exercises
1. When would Manchin’s admonition to “Please share all the factual information, good or bad,” not
necessarily be the best advice?
Joe Manchin, Governor of West Virginia, experienced mining tragedy in his youth when his uncle and
several high school friends were among 78 miners killed in a 1968 disaster. This experience, during
which the families endured silence from the authorities, primed Manchin to tell Sago managers to
“Please share all factual information, good or bad.” Without his demands for quick information, the
families might not have received information as quickly, but they also would not have had false hope
that their family members were alive. Manchin’s ability to handle the situation may have been hurt by
his personal experience.
2. Post a message to your class discussion that describes your recommendation for how the news
about the miners should have been shared with company officials, families, and the media.
Student response will vary but should focus on having mine personnel with the families, waiting for
confirmation before releasing information, and verifying the accuracy of information received.
3. Locate the following article that discusses how an organization can survive the unthinkable
through crisis planning: http://management.about.com/cs/communication/a/PlaceBlame1000.htm.
Compose a list of elements that should be included in an organization’s crisis communication plan,
explaining the need or purpose for each.
Student responses will vary but ideas should focus on the steps in the crisis communication process: (1)
organizing the chain of communication, using the chain of communication during a crisis, (3) evaluating
the communication process, and adjusting that process for future crises.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 7 Delivering Bad-News Messages
Student Handout, Chapter 7
Activity 2: 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. Explain your reasoning.
Message
Sequence
Reasoning
a. A message refusing an office complex
tenant’s request for a 30-day lease
extension.
b. A message from a land developer
informing building contractors that
completion of utilities to a new
subdivision will be delayed.
c. A message from an appliance
manufacturer authorizing the
replacement of a glass cook top that
was broken in transit to the customer.
d. A message from a customer service
manager saying “no” to a customer’s
third request for a refund that was
previously denied.
e. A message from a company president
to reject a contract proposal offered
by an international business partner
whose cultural style is direct and
forthright.
f. A message refusing an employee’s
request that the human resources
manager “fudge” to a lender about
the employee’s reported income to
help him qualify for a home loan.
g. A message from a manager
apologizing to an employee for
unintentional gender biased language.
h. A message extending appreciation for
the outstanding work of a consulting
firm that spearheaded your successful
effort to gain Sarbanes Oxley
compliance.
i. A message notifying shareholders of a
reduction in quarterly dividends.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 7 Delivering Bad-News Messages
Student Handout, Chapter 7
Activity 3: Choosing an Effective Channel
For each of the situations in Activity 2, decide which communication channel would be most appropriate.
Explain your reasoning.
Message
Channel
Reasoning
a. A message refusing an office
complex tenant’s request for a 30day lease extension.
b. A message from a land developer
informing building contractors that
completion of utilities to a new
subdivision will be delayed.
c. A message from an appliance
manufacturer authorizing the
replacement of a glass cook top that
was broken in transit to the
customer.
d. A message from a customer service
manager saying “no” to a
customer’s third request for a
refund that was previously denied.
e. A message from a company
president to reject a contract
proposal offered by an international
business partner whose cultural
style is direct and forthright.
f. A message refusing an employee’s
request that the human resources
manager “fudge” to a lender about
the employee’s reported income to
help him qualify for a home loan.
g. A message from a manager
apologizing to an employee for
unintentional gender biased
language.
h. A message extending appreciation
for the outstanding work of a
consulting firm that spearheaded
your successful effort to gain
Sarbanes Oxley compliance.
i. A message notifying shareholders of
a reduction in quarterly dividends.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 7 Delivering Bad-News Messages
Student Handout, Chapter 7
Activity 6: Revising for Positive Tone
Revise the following refusal sentences to ensure positive tone.
a. You cannot receive full tuition reimbursement for the Fraud Examination class you just completed
since you earned a C and not an A.
b. Employees are forbidden from downloading copyright music from company computers.
c. I am sorry, but we cannot be responsible for the repairs on your car; the damage obviously occurred
at the dealership, not at our factory.
d. Because your portable GPS system did not malfunction until three months after the warranty
expired, we cannot honor your claim.
e. We received many applications for this position but decided to hire an internal candidate.
f.
Company policy does not permit approval of the proposed transaction. Therefore, your request is
denied.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 7 Delivering Bad-News Messages
Student Handout, Chapter 7
Activity 8: Document for Analysis: Denying an Employee’s Request
Analyze the following email. Pinpoint its strengths and weaknesses and then revise the email as directed
by your instructor.
RE: GPS Out of the Question
We can’t afford to install an in-dash global positioning system (GPS) in our current fleet of company
vehicles.
I would really like to afford you the luxury of having GPS navigate your trips. Unfortunately, the cost
of installing GPS in our current trucks is excessive at over $500 per truck, and then there is the
monthly service fee. Management would never agree to spend that much money at this time.
I’ll do what I can to convince management to include GPS in the specifications of future company
vehicles.
Strengths:
Weaknesses:
Revision:
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 7 Delivering Bad-News Messages
Student Handout, Chapter 7
Activity 9: Document for Analysis: Denying a Claim
Analyze the following letter. Pinpoint its strengths and weaknesses and then revise the letter as directed
by your instructor.
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. Michelle Aker’s injury and hospitalization was out of our control—just not our fault. We
felt sure you would be overjoyed we came through with someone at the last minute. Our contract
states specifically that we would provide you a substitute; we did our part and we expect you to do
your part and pay us for our services.
We appreciate your business and hope that you will consider us the next time you need a sports
celebrity for a function.
Strengths:
Weaknesses:
Revision:
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 7 Delivering Bad-News Messages
Student Handout, Chapter 7
Activity 10: Document for Analysis: Constructive Criticism
Analyze the following email. Pinpoint its strengths and weaknesses and then revise the email to the
training director of the Advanced Technology Center as directed by your instructor.
The quality of the instruction provided by your computer training center did not live up to its
billing. You promised a maximum class size of twenty students with three instructors, one to lead
the class and two circulating to assist participants with individual problems. For much of the class
time, the two instructors sat at available computers checking their email and oblivious to how the
students were doing.
To their credit, when specifically asked a question, the instructors did respond quickly and
provided good support. Due to instructor inattentiveness, however, we do not feel that the seven
employees we enrolled received the level of training you promised. I doubt we will be sending any
employees to your center for training in the future.
Strengths:
Weaknesses:
Revision:
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.