United States
Environmental Protection
Agency
Information Services
and Library
Washington DC 20460
EPA/IMSD/89-003
June 1989
Selected Management Articles
Communication Skills For
Effective Management
PEOPLE
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c
COMMUNICATION SKILLS
FOR EFFECTIVE MANAGEMENT
JUNE 1989
HEADQUARTERS LIBRARY
INFORMATION MANAGEMENT AND SERVICES DIVISION
U.S. ENVIRONMENTAL PROTECTION AGENCY
ROOM 2904 PM-211A
401 M STREET, S.W.
WASHINGTON, D.C. 20460
(202) 382-5922
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COMMUNICATION SKILLS FOR EFFECTIVE
MANAGEMENT
INTRODUCTION
Effective communication is an essential skill for managerial
success. Managers need to apply appropriate communication
techniques to assure a productive sharing of information with staff,
co-workers, senior managers, and program partners.
This bibliography, Communication Skills for Effective
Management, was developed for use by EPA managers and staff to
aid in developing and improving communication skills. It includes
citations and descriptive abstracts, organized by the following
topics: Benefits of Effective Communication, Listening Skills,
Speaking Skills, Writing Skills, Briefing Skills and Skills for
Difficult Situations.
Citations were selected for their relevance to the special
interests of EPA staff. This bibliography was compiled using the
following databases, accessed through DIALOG, a commercial
database vendor: ABI/INFORM and MANAGEMENT CONTENTS.
A list of other EPA Headquarters Library Management
Bibliographies is printed at the back of this bibliography. For
additional management information services, contact Anne
Twitchell, Head Reference Librarian, EPA Headquarters Library, 382-
5922, or e-mail address LIBRARY.HQ.
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TABLE OF CONTENTS
Introduction
I. BENEFITS OF EFFECTIVE COMMUNICATION 1
II. LISTENING SKILLS 4
III. SPEAKING SKILLS 8
IV. WRITING SKILLS 12
V. BRIEFING SKILLS 15
VI. SKILLS FOR DIFFICULT SITUATIONS 17
Appendix: EPA Headquarters Library Management Collection
List of Management Bibliographies
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EPA HEADQUARTERS LIBRARY MANAGEMENT
COLLECTION
LIST OF MANAGEMENT BIBLIOGRAPHIES
1. COMMUNICATION SKILLS FOR EFFECTIVE MANAGEMENT
by Anne Twitchell, May 1989
EPA/IMSD-89-003
2. EFFECTIVE PERFORMANCE APPRAISALS
by Anne Twitchell, March 1989
EPA/IMSD-89-002
3. OFFICE OF THE FUTURE: THE MANAGER'S ROLE
by Anne Twitchell, December 1988
EPA/IMSD-88-013
4. OFFICE OF THE FUTURE: THE CHANGING ROLE OF SECRETARIES
by Mary Hoffman, September 1988
5. MANAGEMENT TRANSITION
by Mary Hoffman and Anne Twitchell, September 1988
EPA/IMSD-88-007
6. MANAGING IN THE PUBLIC SECTOR
by Mary Hoffman, March 1988
EPA/IMSD-88-003
7. RESISTANCE TO CHANGE
by Mary Hoffman, December 1987
EPA/IMSD-87-011
8. INTRAPRENEURSHIP: THE EMERGING FORCE
by Mary Hoffman, September 1987
EPA/IMSD-87-009
9. SUPERVISORS AND HUMAN RESOURCES MANAGEMENT
by Mary Hoffman, June 1987
EPA/IMSD-87-006
10. TECHNICAL EXPERT TURNED MANAGER
by Mary Hoffman, March 1987
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BENEFITS OF EFFECTIVE COMMUNICATION
The Pitfalls (and Pratfalls) of Corporate Communications.
McArthur, Jerie; McArthur, D.W.
Management Solutions v32 Dec. 1987 p.15(7)
Many managers recognize the importance of communication in
management, but most managers either think they have no problem
communicating, think nothing can be done to improve
communications, or give communication a low priority relative to
other, more tangible managerial tasks. Communicating useless
information, or communicating indiscriminately, can be as harmful
as not communicating enough information. The quality of
information must also be addressed. Too often written information
is unclear due to use of jargon, poor grammar, or confused
thinking. Barriers to successful communication include not
informing everyone who needs to know, denying or ignoring the
truth, and encountering language barriers that divide cultures
and occupations. Managers can improve communications within
their organizations by admitting that there is a problem,
striving for quality in communication, and seeking expert advice.
(Management Contents)
A Party Crashes the Communication Barrier.
Roarty, Carroll J.
Personnel Administrator v32 nil Nov. 1987 p.66-69
At Merabank's Human Resources Group (Phoenix, Arizona),
turnover, dissension, and the error rate were high, and
productivity and morale were low. A "Thank Goodness It's Friday"
party was scheduled each month in an effort to improve the
company's human resources, for which each employee was requested
to supply one idea. Subsequently, 10 specific approaches led the
company to peak performance in 2 1/2 years: 1. Actively solicit
constructive suggestions. 2. Conscientiously follow up on
suggestions and reward employees when appropriate. 3. Encourage
interaction among departments. 4. Provide outside social
activities to promote employee interaction. 5. Hire managers who
are effective communicators, and recruit team players at all
staff levels. 6. Train employees in communication skills. 7.
Make interpersonal communications and teamwork factors in
performance evaluations. 8. Positively reinforce communication
achievements. 9. Create methods of sharing information with all
employees. 10. Assume that overcommunication is impossible.
References. (ABI/INFORM)
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Communication — The Key to Successful Project Management.
Koehler, Kenneth G.
CMA Magazine (Canada) v61 n2 Mar/Apr 1987 p.13
The success of a project depends on the project leader's
management skills, including communication skills. Communication
skills are composed of both the ability to listen and the ability
to convey facts and ideas accurately. Steps for successful
project management include: 1. Clearly define the project's
objectives in measurable terms. 2. Break down the objectives into
specific goals. 3. Assign tasks and establish a schedule for each
goal. 4. Obtain input from all parties who are affected by the
project. 5. Keep all affected parties informed during the
project. 6. Conduct frequent meetings with the project team to
evaluate progress and the budget. 7. Divide the project into
small pilot tests, if possible. 8. Perform follow-up
evaluations. A project who listens well, communicates often, and
demonstrates success through pilot testing will attain the
support needed for unilateral decision making. (ABI/INFORM)
Communication — A Management Necessity.
Strenski, James B.
Small Business Report v!2 n3 Mar. 1987 p.10
Business today is highly competitive, and there are many
factors challenging the private sector's ability to survive. One
characteristic of this environment is an unprecedented level of
employee involvement in corporate management decision making.
This is forcing management to recognize the importance of the
role of intrapersonal communications in business operations. More
companies now are encouraging their employees to use their own
ingenuity to develop better solutions to challenges within the
firm. Managing this change depends crucially upon enlightened
communications. Management must determine the effectiveness of
communication methods, both by self-criticism in committee and by
taking questions directly to employees for their reactions,
ideas, and opinions. The communications program must be tailored
to meet the needs of an individual firm, its position in
industry, its competitive situation, and numerous other factors.
(ABI/INFORM)
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Effective Managerial Communication Skills Increase
Productivity.
Owens, Elizabeth L.
Data Management v25 n2 Feb. 1987 p.22-25
Good communication is a necessary element in effective
management, especially in the data processing area. The manner in
which a manager speaks directly affects the image the manager is
conveying of himself. Persuasion is a vital quality to be
sustained by any manager; it also implements the coordination of
subordinates and implies authority. By encouraging active
participation and questions, managers can determine if their
staff understands instructions. Persuasion and listening skills
can be successful when used in combination with understanding.
Feedback should be given on a regular basis to keep every member
of the department informed. Another element of managerial success
is concern for the human aspect of the organization. To foster
satisfying working relationships, managers need to facilitate a
satisfying working environment for their employees. Success in
management is further determined through motivation.
(ABI/INFORM)
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II. LISTENING SKTT.T.S
Doing Something about Your Listening Ability.
Pearce, C. Glenn
Supervisory Management v84 Mar. 1989 p.29(6)
Good listening skills are important for communication in the
workforce, and four rules can provide a way for managers to
improve their ability to pay attention. Managers who want to
improve listening skills should: increase their desire to listen;
learn to talk less in a conversation; ask the right questions;
and acquire a desire to learn from discussions. It is also
important to recognize the three main causes of errors in
listening: daydreaming; spending too much time on what has just
been stated; and getting distracted by the external environment.
(Management Contents)
Making Yourself All Ears.
Longenecker, Clinton 0.; Liverpool, Patrick R.
Management World v!7 n5 Sep/Oct 1988 p.22-23
The failure to listen fully to an employee is a common source
of office frustration for both managers and subordinates. Since
most managers work under extreme stress and time pressure, they
frequently neglect to listen to others. However, good listening
skills can help deter potential problems before they intensify.
Often, managers fail to listen because such an activity is viewed
as passive and nonauthoritative. Signs of poor listening include
looking away from the talker, finishing sentences for another,
and interrupting. Managers with poor listening skills risk
destroying agency morale. Guidelines for improving listening
habits include: 1. Stop talking when an employee is speaking to
you. 2. If there is little time to talk, postpone the discussion
until sufficient time is available. 3. Indicate a desire to
listen. 4. Empathize with the employee. 5. Avoid prejudgment. 6.
Be patient. 7. Ask questions, and indicate that the employee is
understood. When employees feel that their managers are willing
listeners, cooperation can be enhanced. (ABI/INFORM)
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Are You Listening?
Pell, Arthur R.
Managers Magazine v63 May 1988 p.20(2)
Failing to fully listen and not paying attention are
characteristic of all people. These problems can be addressed by
really making an effort to listen, removing distractions from the
environment and, using a conference room when possible. It is
distracting to be around a telephone during a conversation.
Leaning toward the other person and knowing when one's threshold
of boredom has been reached are additional hints. Good listening
can be improved by interacting with the other person and by
providing feedback. (Management Contents)
Managers — How Well Do You Listen?
Alessandra, Anthony J.
Marketing Communications v!2 nlO Oct 1987 p.82-83
There are several common complaints employees should have
about their managers. Managers should examine these complaints
to see if they are guilty of any of them and then embark on a
program to improve their listening skills. The most common
complaints are that the manager: 1. does all the talking, 2.
interrupts the employee, 3. never looks at the employee, making
the employee unsure whether the manager is listening, 4. makes
the employee feel like the conference is an imposition on the
manager's time, 5. seems preoccupied with the telephone, 6.
exhibits facial expressions and body language that are difficult
to read, 7. sits too close to the employee, 8. is too easily
distracted from listening, 9. paces back and forth while the
employee is talking, 10. puts the employee on the defensive, and
11. postpones the problems. Learning good listening skills will
require a great deal of hard work and constant practice.
(ABI/INFORM)
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Secrets of Successful Communicators — How They Get What They
Want
Wood, Rosemary V.; Bennett, Ruth T.
Business Quarterly (Canada) v52 nl Summer 1987 p.24-27
Those who communicate successfully adapt their style of
communication to the style of their listeners. People receive
information in 3 distinct styles: 1. from a results perspective,
2. from a reasons orientation, or 3. from a process stance.
Results-oriented listeners like to hear brief statements and a
connection between the issue and end results. They are action
and task-oriented and prefer to make decisions quickly. Reasons-
oriented listeners are more analytical and need to hear more
explanations. They like to take time to weigh all the issues
before reaching a decision. Process-oriented listeners are
affiliation-oriented and want to discuss the long-term impact of
proposals. They prefer to hear personalized, detailed, and
informal communication. Adapting communication to each style
requires an accurate assessment of the strengths and expertise of
listeners. Charts. (Management Contents)
Listening: The Toughest Management Skill.
Browne11, Judi
Cornell Hotel & Restaurant Administration Quarterly v27 n4
Feb. 1987 p.64-71
Although managers spend much of their workdays listening to
someone, employees consider managers' listening skills to be less
adequate than the managers do, according to a 1985 study. It is
possible, however, to improve one's listening skills; in fact,
almost 60% of listening ability depends on motivation. The
complex activity of listening can be broken down into 5 different
skill areas with the name HURIER, a near-acronym of these skills:
1. hearing, which requires both concentrating on what the speaker
is saying and allowing the entire message to be delivered without
interruption, 2. understanding, an area in which perceptual
differences can create stumbling blocks, 3. remembering, a skill
that requires the listener to connect the new ideas to
information already stored in the memory, 4. interpreting, which
can include "paralanguage" or signals from such sources as voice
tone or facial expressions, and 5. evaluating, which should
allow for objectivity rather than judgment from emotion. Charts.
References. (ABI/INFORM)
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Are Your Employees Coming in Loud and Clear? (communication
in management)
Powell, Jon T.
Management World v!5 Nov-Dec, 1986 p.18(2)
Listening is an important management tool, and awareness of
one's own listening style is a part of becoming a more responsive
manager. Listening can be broken down into three kinds of
responses: psychological, emotional, and physical. To control
the physical response, recognize physical reactions to
communication environments and try to listen to employees in a
peaceful setting, at a well scheduled time. The emotional
response requires recognition of a worker's feelings, taking time
to be objective and keeping personal views and stereotyping out
of conversations. The psychological response involves mental
processes such as like translation and concentration skills. To
improve listening skills, identify habits, select weaknesses, .and
act to improve on them. (Management Contents)
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III. SPEAKING S1CTT.T.S
Commnication: As Simple As A,B,C.
Hingsburger, Dave
Supervisory Management v34 Feb. 1989 p.30(4)
There are many rules for improving communication, some of them
include: information must be communicated accurately; points need
to be clarified to make sure they are understood; communications
should be as direct as possible; honesty is critical if problems
are to be avoided; the use of jargon confuses communication;
discussions should be open; communication is often aided by
positive reinforcement; ulterior motives confuse communication
efforts; and time is required to let employees absorb the
message. (Management Contents)
•Betterizing1 Your Communication Skills
Miles, Mary
Manufacturing Systems v6 n!2 Dec. 1988 P.62,64
The ability to communicate clearly and concisely is a skill
every manager needs. Managers too often rely on the use of
jargon. While there are legitimate uses of jargon, it is
important to be able to recognize when it is not appropriate.
Some rules concerning the appropriate use of jargon include: 1.
Avoid "verbizing," — turning nouns into verbs by the addition of
-ize. 2. Try to determine whether the audience will be able to
understand the presentation. 3. Know the audience and adjust the
style of communication to their needs and abilities. 4. Avoid
unexplained acronyms. 5. Keep the material simple, but do not
talk down to the audience. 6. Avoid pompous words and uncommon
usages. 7. Determine how to achieve the desired end result. 8.
Set some standards on jargon use. (ABI/INFORM)
Communicate with Power.
Ashenbrenner, Gary L.; Snelling, Robert D.
Business Credit v90 n4 Apr. 1988 p.39-42,54
Improving communication requires personal commitment,
concentration, and some hard work and is done through knowledge
and application of some recognizable and useful practical
skills. There are 3 key factors that determine the power of
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communication: 1. the use of words, 2. use of voice or vocal
element, and 3. the visual element. Communication is a continual
transaction that involves feedback and active listening between
participants. In speaking accurately, using clear and
understandable language, 2 principles should be remembered: 1. If
the literal meaning of words is not understood, real
communication is impossible. 2. Most people are reluctant to ask
feedback questions. The voice should complement the words, and
speaking speed, vocal variety, and volume have an effect on
listeners. Visual impact includes eye contact, facial expression,
gestures, posture, and bodily movement. The skill of asking
questions is necessary in order for one to become a good
listener. Good listeners: 1. Meet people face to face. 2.
Construct settings that maximize listening. 3. Provide quick
feedback. (ABI/INFORM)
Making People Talk: From Empathy to Inquisition.
Townsend, John
Journal of European Industrial Training (UK) vlO n8 1986
p.3-8
Nearly everyone engages in conversation, but trainers,
managers, and personnel people may not do it as professionally as
they should. Five specific face-to-face information-seeking
techniques are described, along with indications on how and when
to use them and how to train people in their use. The 5
techniques are: 1. noninterventional listening, designed to
permit the information giver to let off emotional steam, 2.
interactive listening, by which the seeker actively participates
in listening to the speaker without diverting the flow of facts
and feelings, 3. interactive questioning, based on using multiple
questions to solicit information, 4. interrogation, designed to
obtain information in response to a required checklist of
questions or to cross-examine the giver against previous
statements, and 5. inquisition, used to trap the giver or obtain
agreement to the seeker's viewpoint. Interactive listening and
interactive questioning are the best techniques in terms of
perceived empathy of seeker and quality of information obtained.
Students must understand the skills involved in using them and
why they are important. Charts. Diagrams. References.
(ABI/INFORM)
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A Manager's Toughest Job: One-On-One Communication.
Denton, O.K.
Supervisory Management v30 n5 May 1985 p.37-43
Techniques to make interpersonal communications more
productive are presented. Open ended questions encourage the
other person to provide the desired information. Examples are
included. Active listening involves considering the feelings of
others and not judging their responses. Neutral utterances and
gestures, plus direct eye contact, tell the employee his words
are understood and to continue speaking. Examples are given and
discussed. Guidelines for problem solving include: identifying
the problem at the start of the conversation, using an open ended
question to state the problem's parameters, and involving the
other person in the resolution. (Management Contents)
Explaining Policies to Subordinates.
Braid, R.W.
Supervisory Management v30 n6 June 1985 p.19-21
There are two ways to explain changes in company policy:
written and oral. The written method should be used in situations
where the information is critical, complex or will need to be
referred to in the future. When using the oral method it is
important to control: the clarity of the wording of the message,
the tone of voice used, the timing in one's speech, and on which
words emphasis is placed. A question and answer session after
oral explanation of a new policy is helpful to make sure the
message was understood. Guidelines for making a message clear, as
well as some examples of what and what not to say, are included.
(Management Contents)
Giving And Receiving Criticism.
Davidson, J.P.
Supervisory Management v30 n5 May 1985 p.10-12
Criticism given in the wrong way is destructive. Guidelines
are presented on how to criticize. Making constructive
suggestions allows for improvement. Give criticism early in the
day and week, and give it in private. Do not criticize while
angry. Receiving criticism is equally important. Courtesy,
information gathering, appropriate action and follow up ensure
improvement in both manager and worker. (Management Contents)
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Effective Communications - Beyond the Glitter And Flash.
Kelly, C.M.
Sloan Management Review v26 n3 Spring 1985 p.69-74
Too often management may put emphasis on style and decorum of
communication rather than on substance. A more informal and
casual communications climate is found in excellently managed
companies. An organization's oral presentation philosophy
represents its culture in action. The abusive, the professional,
and the confrontational supportive communication styles are
described with comments and examples. Suggestions on developing
an effective oral communications culture are presented.
Complexity of organizations and competing demands for time make
effective communication essential. (Management Contents)
The AEIOU Model For Assertive Communication.
Down, A.D.
Supervisory Management v30 n3 Mar. 1985, P. 10-15
A model known as the AEIOU formula for assertive communication
is presented as an approach designed to help supervisors express
themselves more effectively. Each letter of the formula name
stands for a step in the communication process: 'A1 for
acknowledgement of the other person, 'E1 for expression of one's
own views, 'I' for identification of a plan for resolving the
problem, 'O1 for outlining the anticipated outcome, and 'U1 for
the understanding ultimately reached. Each step is described with
examples of how it might work in encounters with a superior, a
subordinate and a peer. (Management Contents)
How To Play Catch And Be a Better Communicator.
Fitzgerald, P.E.
Supervisory Management v30 nl Jan. 1985 p.27-31
The analogy of catching in a ball game is used to emphasize
skills needed by supervisors in the process of communication. The
analogy is to aid the supervisor in analyzing communication
skills. Like a ball player, concentration on each message
conveyed is important. Do not overreact to a 'hard1 message. As
in a game, consider the different skill levels and take advantage
of strengths. In the conveying of messages, short and simple is
best. Ensure that the message is properly received to avoid
misunderstandings. Do not talk above or below one's ability to
comprehend. Messages that require special skill in handling are
discussed in the analogy as hardballs, soft mush balls, and the
messages to be avoided as bean balls and bee bees. A photograph
of a ball player is included. (Management Contents)
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IV. WRITING
Use Language Effectively.
Goddard, Robert W.
Personnel Journal v68 Apr. 1989, p.32(4)
Spoken and written communication skills are important for
success in business, but often corporate communication lacks
organization and efficiency and, therefore, is not understood. A
survey of executives by Communispond Inc. reveals that 88% of
the respondents believed writing skills were very important in
terms of significance to productivity. Cultivating good writing
skills demands that individuals avoid using language such as
•newspeak1 and abstractions, and that they carefully plan any
piece of communication, with special focus on language and the
message being conveyed. (Management Contents)
"Reader-Friendly" Writing
Gold, Rosalind
Supervisory Management v34 nl Jan. 1989 p.39-43
A new kind of business writing has emerged. "Reader-friendly"
writing creates documents that are easy to read and understand
and that convey a positive feeling about their authors. People
prefer practical, personal writing. Clarity is an essential.
Managers are practical, busy people and should not have to reread
correspondence. To counteract powerful egos, managers need a
friend to point out the rudeness and obscurity in their
correspondence. Managers can get faster, more favorable reactions
by writing more simply. Rather than technical facts, people want
to know how to solve their problems and achieve their goals. Many
managers operate under the belief that, as long as their writing
is understandable, they have no further responsibility for the
reactions their correspondence elicits. If a memo or letter would
not sound right being read aloud in the recipient's kitchen, then
it probably is not worded the best way. Tables. (ABI/INFORM)
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Executive Communication: Saying It Right in Writing
Kenyon, Brad
Bottomline v5 nlO Oct. 1988 p.37-38
When using written communication, a few simple rules should be
followed. First, the writer's purpose must be determined, whether
the purpose is to explain, justify, or inform. Next, the writer
should decide how that purpose is to be accomplished. The style
of writing needs to be adapted to the writer's thinking patterns
and should involve writing ideas down as they are received. When
writing the first draft, it is important to strive for clean
sentences with clear subjects and active verbs. Other suggestions
include: 1. Arrange the paper in progressively larger units,
from sentences to paragraphs. 2. Avoid exaggeration. 3. Allow
plenty of time to complete the paper in several brief sessions.
4. Critique the work by reading aloud, focusing on progressively
finer units. When the paper is lengthy, an executive summary or a
conclusion should be included above the text. (ABI/INFORM)
Memos on the Loose!: stop them before they get started.
Wueste, Richard A.
Management World v!7 Sept-Oct, 1988 p.40(2)
Memos should be written only to clarify situations or
communicate ideas, and are best avoided. Business writing tends
to be falsely equated with action and power, but too much of it
is unnecessary and does more harm than good. Managers should
discourage employees from writing memos, but should work
carefully with them on any memo that must be written. Memos
should be written with clearly stated facts, with the intended
audience in mind. (Management Contents)
Getting Your Message Across.
Boyd, Daniel R.; Lewis, Stephen C.; Butler, Grady L.
Management World v!7 July-Aug, 1988 p.7(4)
Successfully communicating information is a major
responsibility for all managers. Communication skills can be
enhanced by first identifying the purpose of any message to be
communicated. A message might be intended to inquire, inform,
persuade, or maintain goodwill. Written business communication
can be improved with the inclusion of such composition qualities
as completeness, concreteness, consideration, courtesy,
conciseness, clarity, coherence, and correctness. Written
messages should be positive, project empathy, be personalized,
and non-sexist. (Management Contents)
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Written Corporate Communication Policy: Extent, Coverage,
Costs, Benefits.
Gilsdorf, Jeanette W.
Journal of Business Communication v24 Fall 1987 p.35(18)
The use of corporate communications policies is examined. Data
are drawn from evaluations of written policies and from
interviews with managers responsible for corporate
communications. The results indicate that most firms do not take
a systematic approach to communications policies and that they do
not have accessible communications policies. (Management
Contents)
Teaching Managers to Write.
Davies, John E.
Personnel Management v!9 Jan. 1987 p.26(4)
Business writing is often not the strength of managers and
technical personnel. This may be attributed to many factors,
such as poor education and training in English language skills,
the proliferation of business and technical jargon, and the
advent of the word processor, which encourages output at the
expense of thinking. Television has also contributed to the
problem. A writing program may be tailored for executives which
incorporates the following elements: constructing a logical
sequence of thoughts to a conclusion; selecting words, phrases,
and sentences to express these thoughts; and being careful to
pick expressions with nonemotional and nonsexist implications.
(Management Contents)
Better Written Communication Improves Financial Management.
Bartz, Warren
Government Accountants Journal v35 Winter 1986 p.51(4)
One of the job responsibilities of government financial
managers is to prepare written reports and memoranda. Managers
can improve the quality of their writing and financial
management by using the following steps: organizing one's
thoughts about the subject; outlining the information to be used
in the report; writing a rough draft; writing a final draft; and
editing final copy. (Management Contents)
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BRIEFING SKILLS
Storyboarding Can Help Your Proposal
Barakat, Robert A.
IEEE Transactions on Professional Communication v32 nl
Mar. 1989 p.20-25
Storyboarding is an efficient technique providing technical
proposal managers and writers with a disciplined, yet flexible,
framework for planning, developing, and reviewing proposal text
incrementally and sequentially. The technique facilitates
intragroup communication so that all proposal team members are
aware of the message being developed to sell an approach to a
customer's problem. A major benefit of Storyboarding is that it
encourages consistency which, in turn, ensures that the proposal
complies with the requirements of the customer and with the win
strategy of the bidder. Storyboarding allows writers to focus
their efforts on individual writing tasks rather than on the
potentially overwhelming whole project proposal. Once completed,
storyboards can be reviewed quickly, revised, or discarded, even
before writers generate rough-draft text. Charts. (ABI/INFORM)
Marketing Intelligence to the Boss
Meyer, Herbert E.
Across the Board v25 n4 Apr. 1988 p.6-8
The success of an organization's intelligence gathering
function is contingent upon whether the necessary information
reaches policymakers and is used effectively. Like any other
product, intelligence must be marketed and distributed
efficiently. With only limited time, policymakers tend to focus
on the urgent at the expense of the important. As a result,
intelligence officers sometimes must force policymakers to absorb
essential intelligence for the good of the enterprise. Such
marketing requires doggedness, ingenuity, humility, and
occasionally substantial gall. Intelligence officers must be
adaptable to the presentation style most acceptable to the
policymaker and show flexibility and creativity in accessing the
policymaker. In addition, the intelligence officer must possess
the courage and bureaucratic power needed to break through
communications barriers. Bad news can be reported without
attacking the policymaker's entire plan. (Management Contents)
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How to Change Their Minds: Preparing a Persuasive Presentation
Crow, Porter J.
Vital Speeches v51 n!4 May 1, 1985 p.439-441
The art of persuasion involves more than presenting facts; it
involves the question "Why?" Decisions are normally made from the
management perspective, where opinion is more politics than
facts. Preparation is essential to a persuasive presentation to
key management people. Beforehand, the speaker should probe
through comfortable conversations with the key people for
insight into their opinions, beliefs, or decisions, trying to
understand why they believe certain things. They should be given
new data in an attempt to establish a realistic perspective. A
briefing should then be devised and given to all the key people.
Tips during the meeting include: 1. Present the technical
aspects of data early in the meeting. 2. Proceed in the
discussion flexibility. 3. Hear and receive, then offer options
that carry everyone toward an understanding. 4. Have information
available for questions that are not addressed in the direct
presentation. Such an overall approach will encourage a group to
refeel, rethink, and renew an opinion. (ABI/INFORM)
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VI. SXTT.T.S FOR DIFFICULT SITUATIONS
Employee Complaints: Act Early and Be Concerned.
Pratt, Henry J.
ARMA Records Management Quarterly v23 nl Jan 1989 p.26-28
Unresolved employee complaints and concerns can result in
formal grievances, serious performance difficulties, or legal
disputes. Complaints fall into 2 categories: verbal and
nonverbal. The latter may be expressed through careless or late
to work habits, absenteeism, sleeping on duty, and horseplay.
Managers and supervisors should be receptive to complaints and
concerns and defuse them before they become more serious.
Feedback from employees can be obtained through regularly
scheduled staff or work unit meetings, the company's performance
appraisal system, or a suggestion program. Being objective will
ensure fairness. Keeping detailed written records, controlling
emotions, and improving listening skills and abilities also can
aid the manager or supervisor. Listening skills can be sharpened
by heeding some of the following suggestions: 1. Allow enough
time for explanations. 2. Be nondirective. 3. Use eye contact. 4.
Do not interrupt. 5. Ask questions. 6. Think before acting.
Tables. (ABI/INFORM)
Turning Gripes into Gold.
Levesque, Paul
Industrial Management (Canada) vll n5 Jun 1987 p.32-34
Dealing effectively with employee complaints requires
restraint and skill. Complaints almost always provide important
hidden information beyond the issue itself. Reacting in a way
that discourages employees from complaining again cuts one off
from this valuable information source. Listening effectively to a
complaint means allowing the employee to retain the speaking role
until finished, but it does not mean maintaining silence. Good
listeners deliberately convey the satisfying feeling that the
message is getting through, by paraphrasing what has been said
and asking for clarification when needed. One must avoid
anticipating the statement, which is a way of interrupting the
speaker. (ABI/INFORM)
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Training Managers to Communicate in Difficult Situations.
Mendleson, Jack; Ettkin, Larry
Management Quarterly v26 Spring 1985 p33(l2)
The number of difficult or unpleasant communications
situations faced by managers in organizations is increasing, and
while often the chosen course is to settle on an undesirable
compromise that avoids a confrontation, it can be useful to
consider the tools the manager can use to communicate well with
the employee. If the proper tools for such situations were known
and available to managers, fewer undesirable compromises would be
chosen and more productivity would result through resolution of
the problems involved. A description of the different aspects of
a difficult situation is included, and instructions are provided
on how best to communicate in such a situation. Among these
instructions are setting the tone, defining the relationship,
describing the situation, requesting the behavior change,
describing the payoff, and preparing an action plan. The
components and use of the DIFCOM (difficult communication)
training approach are described. (Management Contents)
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