Basic Principles of Managerial Writing: Links to Neuroscience
As indicated in the first chapter, this book includes consideration of several forms of managerial communication. This chapter and the following two will focus on basic elements of business communication including writing style and correspondence (memos, letters, and e-mails), which includes persuasive and informational messages and proposals. These tend to be the most frequently occurring forms of written communication at leadership and managerial levels. These chapters also cover some basics of format. Format contributes a certain visual appeal to a message. Not only does it make it look more professional, like wearing a business suit to an interview instead of wearing pajamas, but it also makes information more easily accessible to the reader.
The chapters also include tips pertaining to concise phrasing. This is an important part of managerial writing as economy of words is valued by readers. Business students learn various principles of economics: transaction, value, supply, demand, and pricing, for example. Communication involves a transaction between the speaker or writer and audience. In business settings, while word supply is high, the audience demands to have read few words. The audience values phrasing that uses few words to make a meaningful impact. So, constantly try to reduce the number of words you use to phrase a given message without losing meaning or impact.
In this book, we will see that there is a balance between concise phrasing and appealing to neural attributes of the audience. While a statement may be able to be phrased using fewer words, that phrasing may have a weaker neural impact than if one integrates longer phrasing that may appeal more effectively to neural dynamics. I illustrate this with a few examples in this chapter, and you will see other examples in subsequent chapters. I also show some links between these concepts and the neuroscience concepts we considered in the previous chapter.
Perspectives
A running theme of managerial communication is that, generally, the message should appeal somehow to the reader or audience. This usually involves understanding the audience’s perspective and phrasing from that perspective rather than your own perspective. Writer perspective considers only the writer’s concerns; it does not include consideration of the reader’s needs or position. Reader perspective considers information that the reader needs and also the readers’ potential response to certain phrasing.
These considerations are explicitly included in the formula presented in the first chapter of this book. Instead of linking these considerations to information needs and emotional response, the audience considerations provided within the formula link more closely and explicitly with neural phenomena affecting both information needs and emotional response relative to mirroring and rewards.
Situation: Someone has won a contest; the award he earned is a $200 payment in the form of a check. Upon learning of his winning the award, he asks, “When will I get the check?”
An example of writer perspective is: “I sent that check out yesterday.”
The writer considers that she is “done” with the act of sending the person the check when she places it in the mail. She is not worried about the reader’s position in the equation. The message here is, “I took care of my responsibility yesterday.” The reader understands that a check is in the mail, but he has no idea when to expect to receive it.
Reader perspective would include consideration of the fact that the reader wants to know when he will receive the check—when his reward will arrive, not when it was placed in the mail.
The reader perspective message would be, “You should receive the check within the next 2 days.” The reader understands when he can expect to receive the check; the message answers his question directly.
A message can combine writer perspective and reader perspective: “I sent that check out yesterday; so, you should receive it within 2 days.” Another example of this combination is the statement, “I understand how frustrating your experience was.” This, generally, would appear early in an adjustment message (response to a claim message) as an effort to mirror the reader’s perspective and show sympathy and empathy.
Expressing empathy disarms the reader a bit by placing the writer on a similar level while not challenging the reader’s feelings about his experience. The reader may feel respected and his feelings valued. If a writer (or speaker) of such a message added an example of an experience she faced to show empathy, that would appeal directly and explicitly to the audience’s mirror neurons, and the audience’s reward neurons may become more active considering that he may be compensated quickly and fairly because of a shared experience and understanding of how it felt.
Another, more involved, example of the difference between writer perspective and reader perspective is the situation wherein one rejects another’s proposal. One can merely state “I’m not interested.” Or “No.” The second is writer perspective at its most concise form. How do you react to such a statement if you are on the receiving end of it?
Compare those statements to one that integrates a few principles of reader perspective and audience considerations included in the formula. Better, yet, compare your reaction from that writer perspective statement to your reaction to this:
Your proposal is reasonable; however, the cost exceeds our budget requirements for the project. If you can meet our budget requirements while addressing the problem, you can have the job. Thank you for your bid.
The statement is much longer than the ultraconcise, “No.” However, it offers much more appeal to the audience in terms of information needs and emotional response:
1. It recognizes the audience’s prior experiences in developing such proposals and pricing the work. It also, offers a positive statement reinforcing that the price is reasonable.
2. It offers a motivation to meet the stated requirements, perhaps activating reward neurons—“If you can meet…”
3. It ends thanking the reader for the work they put into the bid, suggesting valuing of that work.
4. At the same time, its conciseness comes from not repeating all that is wrong or right with the proposal and not repeating or laboring the company’s needs. The reader already knows about those; not repeating them eliminates up to 20 words from the statement.
In short: it concisely helps the reader understand why the proposal is declined while facilitating a more positive emotional response than one would have from either of the writer perspective statements.
While the message usually should be phrased from the reader’s perspective, there are times when writer perspective is more appropriate. These include claim letters, query messages, and messages in which some urgency is needed. Compare “I need to know your response by March 20,” versus “When you have a minute, I would like to know what you think.” Urgency is conveyed with writer perspective.
The principle of reader perspective appears throughout this book, and the formula engages it considerably. However, the formula also allows for some elements of writer perspective.
Positive Language and Negative Language
The way a message is phrased can affect not only how it is perceived but how the entire situation is perceived. In the example above, the message ends hopefully even though it is a rejection. This gives it a positive effect. Also, it includes acknowledgment that the proposal is reasonable. This also is a positive attribute of the message. More space is spent on the positive attributes (reasonable proposal, hope that the decision may be changed) of the message or situation than on the negative (cost is too high, rejection). So, it can be perceived more positively than if it emphasized the negative aspects.
Compare the preceding message with: “Your bid is too high; so, we’re rejecting your proposal.” Which would you rather read or hear? Both messages convey rejection; but the audience’s response to each is likely to differ. The second message, while much more concise, offers no hope for a change of mind or the possibility for reconsideration of another bid from that company.
Case 2.1 Positive Language and Negative Language
Background
Managers are routinely asked for letters of reference or recommendations to help employees find new jobs or to help them get into a professional development program or graduate studies program. These are relatively easy to write when the employee is a good one. However, saying “no” to an employee who has not left a good impression on you poses a challenge. How you respond could leave the employee with a bad attitude toward you and, possibly, the company and its work.
Situation
A former employee whom you supervised has written you an e-mail message asking you to write a letter of recommendation for him. He states in his message that the recommendation letter is needed in order for him to gain acceptance into a particular academic program which would help advance his career.
However, you recall that this person was frequently late to work, submitted paperwork late, misinterpreted several of your instructions, and seemed to be more concerned about his social life than about the job he was to perform.
Tasks
1. Consider the strengths and weaknesses of these responses. Which is best? Worst?
Response A
Dear Steve:
Thanks for thinking of me as you put together application materials for the program. Congratulations on your effort to improve yourself professionally. I am not able to write the letter you request, though.
You were frequently late to work, submitted paperwork late, misinterpreted instructions and were more concerned about your social life than work. Consequently, I cannot, in good conscience, recommend you for that program.
Good luck with your application.
Response B
Dear Steve:
Thanks for thinking of me as you put together application materials for the program. Congratulations on your effort to improve yourself professionally. I am not able to write the letter you request, though. I had several concerns about your performance.
Good luck with your application.
Response C
Dear Steve:
Thanks for thinking of me as you put together application materials for the program. I am not able to write the letter you request, though.
I did not think you were a good employee. If I write that letter, and your professors find that you are not a good student, my reputation will be hurt. I am not willing to risk that.
Good luck with your application.
Response D
Dear Steve:
Thanks for thinking of me as you put together application materials for the program. Congratulations on your effort to improve yourself professionally. I am not able to write the letter you request, though. It has been awhile since you worked for us.
I encourage you to find someone who is more knowledgeable about your current work history and performance to write that letter.
Good luck with your application.
2. Develop a “best” response; you might use elements from any of the preceding examples or compose your own original message (Make up the name and address information.).
Let’s practice with using positive language and negative language. How would you respond to the situation in the following case?
Writing Proficiency
Google the term “college graduates can’t write” and you can review articles identifying and describing weaknesses in the writing skills of college graduates and how these weaknesses affect hiring and promotions. Some of these articles are written by employers or report findings from surveys of employers. Google the term “skills employers seek” and you will find that in many surveys of employers, communications skills are among the top three skills hiring managers emphasize.1, 2, 3 In fact, Simonds4 reports that employees with strong writing skills tend to earn more promotions than those with weak writing skills.
In an interesting scholarly article, Joseph Williams5 notes that writing errors and their impact are relative to the reader’s perception of them. That is, how does a reader respond to an error in the writing, if at all? Often in business, if customers or users of a product or service do not notice a minor flaw or defect or do not experience a problem with it, that flaw or defect is not a real problem. However, when it is identified as a defect, the company’s reputation has been damaged to some degree, and the company has to do something to regain the consumers’ confidence.
Williams stated that most readers who are not grading your writing may not notice many small errors and not be bothered by most that they see. In some of these cases, the reader may have the same understanding of grammar usage that the writer has, even though that understanding is incorrect. For example, if the writer and reader both consider “it’s” to be the possessive form of “it,” then the reader will not consider the use to be an error at all (e.g., “The company’s profits are down, because it’s sales are too low.”). Please note, though: “it’s” is the contraction for “it is” (“Do not sit in that chair; it’s broken.”). “Its” is the possessive form of “it” (“The chair is broken; one of its legs is cracked.”). If the writer makes an error AND the reader does not consider it to be an error, it’s not a problem.
Lessons About Proficient Writing
The main lesson from these three points (graduates can’t write, employers seek those with writing skills, and reader perception or nonperception of errors) is that, while many readers of your writing may not catch all of your writing errors, many employers value good writing skills and are able to catch obvious grammar, spelling, and punctuation errors. The neuroscientific connection to valuing good writing skills pertains to mirror neurons. The executive reader or audience values professionalism and attention to detail, which may be reflected in writing proficiency; such a person may perceive errors in writing to reflect sloppiness or lack of attention to detail. A document or message that demonstrates good proficiency with writing skills mirrors the reader’s values. Writing that may include errors that a reader cannot identify mirrors the reader’s skills or understanding of writing proficiency.
Invest in learning rules of grammar and addressing topics that you still struggle with. Avoid any errors that you can avoid (proofread carefully; you may catch some of your own errors). Keep in mind that some errors may slip through, though they may or may not be identifiable to your reader. The more errors your reader can identify, the more you will be perceived as unprofessional or sloppy and your professional reputation may be hurt. Others may perceive that you do not mirror their professional values.
Conciseness and Clarity
Two attributes valued highly in business communication are conciseness and clarity. The concept of economics in business settings characterizes efficient use of supplies and processes to produce goods. Manufacturers use supplies efficiently, getting the most out of the supplies and processes to produce goods at a low cost so that they can be sold at a low cost. Efficiency means that good quality products are produced at low cost.
If a company “cuts corners,” or eliminates a necessary supply item or procedure, it may produce a product at low cost; however, the product is of poor quality. This is not a good outcome in economic terms. If a company does not use necessary supplies and processes efficiently, a good quality product may be produced but at high cost. This, also, is not good in economic terms.
The term “conciseness” in communication means to use words economically to make meaning. A former professor of mine once encouraged students to be concise with the mantra: “Every word works.” It means that every word you use should do something to make meaning. Do not use more words than you need to use to make meaning. However, use enough words so that meaning is not lost. As with efficiencies encouraged in other lean processes, conciseness, clarity, and impact are implicitly linked to lean communication.
Using too many words is inefficient; the audience has to do more work than they should have to, and so does the author. A statement that uses too many words is considered to be “wordy.” It could be phrased more concisely.
Using too few words also is inefficient because the audience does not understand the message’s meaning well. A statement that uses too few words may be considered “blunt.” It may come across as rude or just lacking sufficient information to make the meaning clear.
Conciseness actually is not unique to managerial or business writing; it is important in academic writing as well. However, many students perceive that academic writing includes a lot of “fluff” or unnecessary information or wording. If you met a word requirement for an essay by including “fluff,” you did not do the assignment well. You likely had many sentences that were “wordy.” Or you perceived that information detailing your research and analysis was “fluff” when it was not. Consider that the purpose of the essay was to demonstrate knowledge, analytical skills, and organizational skills, as well as proficient language skills. Such a piece of writing will need to be longer than when addressing the purpose of correcting a problem at work.
So, conciseness is not a feature distinguishing academic writing from business writing; however, the length of a piece of writing will likely differ between business writing and academic writing because of the audience and purpose involved. Because of its purpose, a piece of academic writing tends to be longer than a piece of business writing.
“Concise” and “blunt” both pertain to the length of a message, typically characterizing it as short and to the point. However, “blunt” implies insensitivity, lack of clarity (there is not enough information to help the audience understand the message clearly), or a negative connotation associated with the brevity of the message. It is not the same thing as “concise.”
“Concise” implies that the message avoids using unnecessary words and maintains a good rhetorical effect without losing its meaning. There is an economy of words.
“Tact” has nothing to do with the length of a message; though, the message should be phrased concisely. “Tact” implies that the message sounds nice by emphasizing positive attributes of the message, even though the overall message is negative. Here are some examples to illustrate these points.
Example 1:
Wordy: The accountants calculated the Net Profit Margin ratio, Return on Assets ratio, and Return on Equity ratio so that management could assess the company’s profitability for the past year. (29 words)
Is there a way to categorize some items? (How about those ratios?)
Is there a way to eliminate unnecessary words? (Who usually assesses efficiency or performance?)
Concise: The accountants provided several ratios to facilitate assessment of the company’s profitability last year. (14 words)
While there are more ratios that can be used to assess performance generally; those listed focus more on profitability.
Also upper management or executives usually assess profitability and would likely know the ratios the company uses.
Blunt: The accountants prepared the ratios necessary to assess performance. (9 words)
Again, more ratios can be used to assess performance; so, need to clarify. What unit’s profitability is being assessed (entire company? particular unit within company?) What period is being assessed?
Unless those items are indicated prior to this statement, that information is lacking.
Example 2:
Wordy and vague: The marketing department should review historical sales data and perform statistical analyses on that data to find out whether periodic sales trends of our products can be forecasted. (28 words)
What specific kind of statistical analysis is suggested in this passage?
Concise: The marketing department should use regression analysis to ascertain whether we can forecast periodic sales of our products.
(18 words)
“Regression analysis” characterizes the statistical analysis suggested in the previous passage. Also, note some rephrasing to cut words after “to.”
Blunt: The marketing department needs to determine whether sales can be forecasted based on trends. (14 words)
This passage does not specify a particular statistical or quantitative kind of trend analysis, and a reader might not think to use regression analysis.
Case 2.2 Using Conciseness and Tact
Situation
Drawing on the recommendation letter scenario included earlier in the chapter, let’s assume that you approach a professor by e-mail with a request for a letter of recommendation for a job application, and the professor responds via e-mail:
Question: Would you write a letter of recommendation for me?
Response A: No.
Response B: You’re a good student; but, as a policy, I do not write letters of recommendation for students. Good luck with your application.
Response C: I have not gotten to know your strengths well enough to be able to provide a letter of recommendation.
Tasks
1. Which response would you prefer to receive? Why?
2. Which response would you characterize as concise as opposed to blunt?
3. Which response is most tactful?
Discussion
All three responses carry the same message; you’re not getting a letter of recommendation from the writer. However, the message is conveyed three different ways. Further, you react to each message differently.
Given these characterizations:
Response A is blunt but clear in responding to your request. However, you do not understand why the professor will not write a letter of recommendation for you; is it something you should be concerned about in your performance? Is it a general policy of the professor? If you value that information mirror neurons are not activated. Further, you do not know whether to fear that your performance is the cause.
Response B is tactful and applies reader perspective well. Reward neurons may be activated as may mirror neurons. You feel a bit better about the situation; though, you are not getting the letter your requested.
Response C is concise and uses writer perspective. The professor cannot write the letter, because she does not know what she could write about your strengths. Your amygdala is satisfied that your performance is not the issue.
Background
Admissions departments at academic institutions tend to want a recommender to respond to questions concerning a number of abilities of an applicant. These include, but are not limited to, leadership, ability to work in teams, communication skills, critical thinking skills, independent thinking skills, analytical skills, and motivations for learning and for succeeding. A requester may or may not be aware of these characteristics in the applicant.
Situation
Consider Response C in Case 2.2: “I have not gotten to know your strengths well enough to be able to provide a letter of recommendation.” It omits acknowledgment about what information admissions people want. Is this message clear and concise? Consider neuroscientific attributes associated with the message: is there anything that activates reward neurons? Mirror neurons? Allays fear?
Tasks
1. If you were the one requesting the letter, would you be satisfied with Response C (beyond the disappointment of not getting the recommendation)?
2. How would you phrase it to be clearer and elicit neuroscientific response, if at all?
Interacting with Professionals
Much of the information in this book makes explicit reference to written communication or oral presentations—generally considered a bit more formal than a face-to-face interaction with one person or a very small group in a less formal encounter. However, almost all of the information can be applied to any encounter in a professional setting. For example, while you may correspond via e-mail (written communication) with someone, you may just as easily communicate via phone (oral communication) or face-to-face in your office or a hallway. The principles of perspective, conciseness, and clarity still apply.
As indicated in Chapter 1, you can even work on a message in written form knowing you may convey it in oral form. Consider an elevator pitch; business students at many institutions are encouraged to prepare an elevator pitch. They compose a script and practice it so it can be delivered orally at the right opportunity. When I was just out of graduate school and applying for jobs, I had an application letter I used regularly. Through networking, I found out about a possible job opening and contacted the main hiring manager by phone later the same day that I found out about the position. I conveyed most of my application letter over the phone, and the manager invited me in to talk about the position. The next day, I interviewed, and I was filling out employment forms that night.
One of the concepts presented in the next chapter (correspondence) is the claim message, seeking an adjustment for a defective product or service. This is a common kind of written message presented in business contexts; however, it is easily presented over the phone. So, as you read the material throughout this book, keep in mind the potential to apply it in written and oral forms.