商務(wù)與管理溝通（英文 第12版）教案 Locker-BAC12e-IM-Ch02 Adapting Your Message to Your Audience

2-

Chapter2

AdaptingYourMessagetoYourAudience

TableofContents

DescriptionoftheChapter

2

EssentialstoCover

3

StrategiesforIncreasingLearning

4

Connect

6

ApplicationExercises

6

ChoosingtheCorrectChannels

6

TargetingaNewAudience

7

Chapter2Quiz

7

Chapter2TestBank

7

LearnSmartAchieve?

8

SmartBook?

8

AnswersandAnalysisforEnd-of-ChapterExercisesandCases

8

2.1ReviewingtheChapter

8

2.2ReviewingGrammar

11

2.3IdentifyingAudiences

12

2.4AnalyzingMultipleAudiences

13

2.5ChoosingaChanneltoReachaSpecificAudience

13

2.6IdentifyingandDevelopingAudienceBenefits

14

2.7IdentifyingObjectionsandAudienceBenefits

14

2.8AnalyzingBenefitsforMultipleAudiences

15

2.9AnalyzingIndividuals

16

2.10GettingCustomerFeedback

16

2.11EvaluatingaNewChannel

16

2.12DiscussingEthics

16

2.13BankingonMultipleAudiences

17

2.14AnalyzingaDiscourseCommunity

17

ExercisePlanningTable

17

PPTLectureOutline

18

LessonPlanIdeas

18

IntroducingAudienceAnalysis

19

IntroducingAudienceBenefitsI

19

IntroducingAudienceBenefitsII

19

DiscussingOrganizationCultureandDiscourseCommunities

19

AdaptingMessagesforDifferentAudiences

20

UnderstandingCommunicationChannels

22

PracticingAudienceAnalysis

22

DevelopingAudienceBenefitsforSpecificAudience

22

DevelopingAudienceBenefitsforaSpecificProduct

23

DiscussingMultipleAudiences

23

QuestionoftheDay

23

DescriptionoftheChapter

Thischapterintroduceslearnerstoaudienceanalysisandchannelsofcommunicationtoreachaudiences.Inadditiontoidentifyingfivelayersofaudiences,thechapterdiscussesspecificstrategiesforadaptingmessagestodifferenttypesofaudiencesandhowtoidentifyanddevelopaudiencebenefits.LearnersshouldreturntotheconceptsinChapter2throughoutthesemesterastheyanalyzeaudiencesforthemessagestheywriteandthepresentationstheydeliver.

Thelearningobjectivesinclude:

LO2-1Howtoidentifyyouraudience.

LO2-2Howtoanalyzedifferentkindsofaudiences.

LO2-3Howtochoosechannelstoreachyouraudience.

LO2-4Howtoadaptyourmessagetoyouraudience.

LO2-5Howtocharacterizegoodaudiencebenefits.

LO2-6Howtocreateaudiencebenefits.

LO2-7Howtocommunicatewithmultipleaudiences.

EssentialstoCover

LO2-1Howtoidentifyyouraudience.

Therearefivekindsofaudiences:

Agatekeeperhasthepowertostopamessageinsteadofsendingitontootheraudiences.Agatekeeperthereforecontrolswhetheramessageevengetstotheprimaryaudience.Sometimesthesupervisorwhoassignsthemessageisthegatekeeper;sometimesthegatekeeperishigherintheorganization.Insomecases,gatekeepersmayexistoutsidetheorganization.

Theprimaryaudiencedecideswhethertoacceptyourrecommendationsoractsonthebasisofyourmessage.Youmustreachtheprimaryaudiencetofulfillyourpurposesinanymessage.

Thesecondaryaudiencemaybeaskedtocommentonyourmessageortoimplementyourideasafterthey'vebeenapproved.Secondaryaudiencesalsoincludelawyerswhomayuseyourmessage—perhapsyearslater—asevidenceofyourorganization'scultureandpractices.

Theauxiliaryaudiencemayencounterthemessagebutwillnothavetointeractwithit.Thisaudienceincludesthe“readonly”people.

Awatchdogaudience,thoughitdoesnothavethepowertostopthemessageandwillnotactdirectlyonit,haspolitical,social,oreconomicpower.Thewatchdogpayscloseattentiontothetransactionbetweenyouandtheprimaryaudienceandmaybasefutureactionsonitsevaluationofyourmessage.

LO2-2Howtoanalyzedifferentkindsofaudiences.

Themostimportanttoolsinaudienceanalysisarecommonsenseandempathy.

TheMyers-BriggsTypeIndicatorcanhelpyouanalyzeindividuals.

Demographicandpsychographiccharacteristicscanhelpyouanalyzegroups.

Adiscoursecommunityisagroupofpeoplewhoshareassumptionsaboutwhatchannels,formats,andstylestouseforcommunication,whattopicstodiscussandhowtodiscussthem,andwhatconstitutesevidence.

LO2-3Howtochoosechannelstoreachyouraudience.

Acommunicationchannelisthemeansbywhichyouconveyyourmessagetoanaudience.

Differentchannelshavedifferentstrengthsandweaknesses,whichneedtobematchedtotheaudienceandyourpurposeincommunicatingwiththataudience.

LO2-4Howtoadaptyourmessagetoyouraudience.

Thefollowingquestionsprovideaframeworkforaudienceanalysis:

Whatwilltheaudience’sinitialreactionbetothemessage?

Howmuchinformationdoestheaudienceneed?

Whatobstaclesmustyouovercome?

Whatpositiveaspectscanyouemphasize?

Whatexpectationsdoestheaudiencehaveabouttheappropriatelanguage,content,andorganizationofmessages?

Howwilltheaudienceusethedocument?

LO2-5Howtocharacterizegoodaudiencebenefits.

Audiencebenefitsareadvantagesthatthereadergetsbyusingyourservices,buyingyourproducts,followingyourpolicies,oradoptingyourideas.Benefitscanexistforpoliciesandideasaswellasforgoodsandservices.

Goodbenefitsare:

Adaptedtotheaudience.

Basedonintrinsicratherthanextrinsicmotivators.

Supportedbyclearlogicandexplainedinadequatedetail.

Phrasedinyou-attitude.

LO2-6Howtocreateaudiencebenefits.

Tocreateaudiencebenefits:

Identifythefeelings,fears,andneedsthatmaymotivatetheaudience.

Identifythefeaturesofyourproductorpolicythatcouldmeettheneedsyou’veidentified.

Showhowtheaudiencecanmeettheirneedswiththefeaturesofthepolicyorproduct.

Whenwritteneffectivelyandadaptedfortheaudience,audiencebenefitswork.

LO2-7Howtocommunicatewithmultipleaudiences.

Whenadocumentwillgotomultipleaudiences,thewritershouldusetheprimaryaudiencetodeterminethelevelofdetail,organization,levelofformality,anduseoftechnicaltermsandtheory.

TheLessonPlanIdeassectionoffersseveraldifferentwaystoapproachthismaterial.

StrategiesforIncreasingLearning

Composingeffectivecommunicationisdifficultandlearnersmayresistconductingin-depthaudienceanalysis,especiallywhenitisperceivedabusyworkthathappensbeforetheactualwriting.Learnersmayaskfortheone-way-fits-allrecipeforcommunication(“justtellmewhatIneedtodo”)orgodirectlytothecomposingpartofcommunicationwithoutthinkingabouttheaudience,thepurposeofthemessage,andthelargercommunicationcontext.Learnersneedtounderstandandaccepttheimportanceofunderstandingtheiraudienceandneedtobeencouragedtoanalyzetheiraudiencebeforetheybeginplanningtheirmessages.

Whilelearnersusuallyunderstandtheconceptsinthischapter,theytypicallyneedagreatdealofpracticebeforetheycansuccessfullyapplythem.Youarelikelytofindthefollowing:

Learnersunderstandwhatthetermsgatekeeper,primary,secondary,auxiliary,andwatchdogmean,andinasituationwithmultipleaudiences,theycanusuallyidentifywhichpersonorgroupwouldbeclassifiedaswhichkindofaudience.

Learnerswhohaveaclearunderstandingofallaudiencetypesstillhaveagreatdealoftroubleanalyzingthem.

Similarly,learnersusuallycanidentifybenefitseasilybuttheyhavedifficultydevelopingthem.

Toalesserextent,learnersusuallycanidentifydiscoursecommunitiesanddescribeanorganization'sculture,buttheydonotseehowthisaffectstheirwriting.

Whatdoesallthismeantoyouasaninstructorofbusinesscommunication?Expectafairamountoffrustrationaslearnerswhohaveneverthoughtofaudiencebeyond“thegeneralreader”struggletocometotermswiththecomplexitiesofaudienceanalysis.Forexample,learnerswhodiscernintrinsicandextrinsicmotivatorsimmediatelymaynotunderstandwhyanassignmentcomesbackmarked,“Developaudiencebenefits.”Thelearnermaythink,“Thebenefitisinthere;whyisn’tthatenough?”O(jiān)r,learnersmaysay,“Iwrotedowntherightaudiencesfortheaudienceanalysisquestions;howcanyousaythatIdon'tmeettheaudience'sneeds?”

Tocombatthesetendencies,trythesestrategies:

Modelgoodaudienceanalysisandgooddevelopmentofaudiencebenefitsbysharingasmanyexampleswithyourclassastimepermits.

Bringexamplesofprofessionaldocumentsthathavebeenadaptedtotheiraudiences.Advertisementsforthesameproduct,butwilldifferentadvertisementcampaignsfordifferentaudiencesillustrateaudienceanalysiswell,especiallywhentheexamplescomefromalocalcompany.Examplesofmessagesgiventodifferentlevelsofaudienceinthesamecompanyareeffectiveillustratorstoo—anotificationofimpendinglayoffswilllookdifferentforaboardofdirectors,humanresourceofficers,andemployees.

Givelearnersplentyofpractice.Shortin-classactivities,particularlygroupactivitieswheretheycancomparenoteswiththeirpeers,workwell.Iflearnerspracticeaudienceanalysisanddevelopaudiencebenefitsonlyonmessagestheywriteforagrade,theywillprobablynotdowell.Ittakestimetodeveloptheseskills.

Bepatient.Yourlearnersmaynot“getit”thefirsttimearound,butifyoucomebacktotheconceptspresentedinChapter2foreachassignment,theywillimprove.Whenyoureturnasetofpapers,alwayspointoutgoodsolutionsthatshowattentiontoaudienceandthatdevelopbenefits(ifappropriate).

Connect

Connect?BusinessCommunicationallowsyoutoenhancetheskillsofstudents,andpreparethemforthenetworkedworldusingthelatestproven-effectiveadaptiveresources.Itoffersassignable,auto-gradedactivitiesproventoincreasetestscores,retentionrates,andattendance.

EachchapterisavailableinSmartBook?formatandincludesLearnSmartAchieve?.Inaddition,therearenumerouschapter-specificactivitiesavailableinConnect.Activitiesincludeachapterquiz,aTestBank,andavarietyofApplicationExercises,containingmatching,multiple-choice,andrankingquestions;caseanalysisexercises;andvideocases.Belowarealistofavailableassetsandsuggestionsforincorporatingthemintoyourcourse.

ApplicationExercises

ChoosingtheCorrectChannels

LO:2-2,2-3

AACSB:Communication

Blooms:Understand

DifficultyLevel:Medium

Thismatchingexerciseaskslearnerstochoosethemosteffectivecommunicationchannelforacommunicationsituation.

Useasquizafterthereading:

AssignChapter2forstudy.

AssignChoosingtheCorrectChannelsasaquizonthereading.

Useasreviewafterlectureanddiscussion:

Givelectureonidentifyingaudiences,analyzingaudiences,andchoosingthecorrectchannels(PPTslides2.3–2.13).

Beginwithanactivitythataskslearnerstoidentifyaudiences,likeexercise2.3IdentifyingAudiences,oridentifyandanalyzeaudiences,like2.4AnalyzingMultipleAudiences.Gathertogetherasalargegroupandaskgroupstosharetheirresponses.Makesuretoemphasizethedifferentexpectations,purposes,perspectivesofdifferentaudiences.

Asklearnerstothinkaboutchoosingthemosteffectivechannelforavarietyofsituations(audiences,purposes,andcontexts).Considerexercise2.5ChoosingaChanneltoReachaSpecificAudience.

AssignChoosingtheCorrectChannelsashomework.

Useasaprecursortoaclasssessionthatbeginswithareviewofaudienceidentificationandanalysisandchoosingthecorrectchannel.Asklearners,inpairsorsmallgroups,tocompleteexercise2.11EvaluatingaNewChannel.[Thiswillnottakeanentireclassperiod.]

TargetingaNewAudience

LO:2-4,2-5

AACSB:Communication

Blooms:Apply;Analyze

DifficultyLevel:Hard

Thiscaseanalysisexerciseaskslearnerstoapplytheirknowledgeofanalyzingaudienceanddevelopingaudiencebenefits.

Useasquizafterthereading:

Assignchapter2forstudy.

AssignTargetingaNewAudienceasaquizonthereading.

Useasreviewafterlectureanddiscussion/classactivity:

Givelectureonthequestionscommunicatorscanusetoeffectivelyadapttheirmessagetotheiraudienceandcreategoodaudiencebenefits(PPTslides2.14–2.24).

Asklearnerstocompleteexercise2.6IdentifyingandDevelopingAudienceBenefits,2.7IdentifyingObjectionsandAudienceBenefits,or2.8AnalyzingBenefitsforMultipleAudiencesinsmallgroupdiscussionsor,ifyouhavealabday,typetheirresponses.Cometogetherasalargegroupandshareresponses.Connectlearners’responsesbacktothecontentonthePPTslidesandinthetextbook.

AssignTargetingaNewAudienceashomework.

Useasaprecursortoaworkshopordraftingday.Atthebeginningofclass,asklearnerstosummarizeandreviewthesixquestionsforadaptingamessagetoanaudienceandreviewtheassignmentthey’llbeworkingonanditsrequirements.Then,havelearnersbeginworkingontheassignment.

Chapter2Quiz

Themultiple-choicequiztestslearners’understandingofthechapter’scontent.

Chapter2TestBank

Thequestionbankutilizestrue/false,multiplechoice,andshortanswerquestionstothoroughlytestthelearners’understandingofthechapter’scontent.

LearnSmartAchieve?

LearnSmartAchieve?developsandimproveseditingandbusinesswritingskills.Thisadaptivelearningsystemhelpsstudentslearnfaster,studymoreefficiently,andretainmoreknowledgeforgreatersuccess.

SmartBook?

SmartBook?isthefirstandonlyadaptivereadingexperiencedesignedtochangethewaystudentsreadandlearn.

AnswersandAnalysisforEnd-of-ChapterExercisesandCases

Answersfortheend-of-chapterexercisesandcasesinChapter2aregivenbelow.

2.1ReviewingtheChapter

LO:2-1–2-7

DifficultyLevel:Easy

Whoarethefivedifferentaudiencesyourmessagemayneedtoaddress?(LO2-1)

Gatekeeper—hasthepowertostopyourmessageinsteadofsendingitontoothers.

Primary—decideswhethertoacceptyourrecommendationoractonthebasisofyourmessage.

Secondary—maybeaskedtocommentonyourmessageortoimplementyourideasafterthey’vebeenapproved.

Auxiliary—mayencounteryourmessagebutwillnothavetointeractwithit.

Watchdog—doesnothavepowertostopthemessage,willnotactdirectlyonit,buthaspolitical,social,oreconomicpower.Willpaycloseattentiontoyourinteractionswiththeprimaryaudienceandwillbaseitsfutureactionsonitsperceptionofyourmessage.

Whataresomecharacteristicstoconsiderwhenanalyzingindividuals?(LO2-2)

ThefourpairsofthedichotomiesfromtheMyers-BriggsTypeIndicatorwillhelpyouunderstandcharacteristicsofindividuals.Thefourdichotomiesinclude:extraversion-introversion,sensing-intuition,thinking-feeling,andjudging-perceiving.

Whataresomecharacteristicstoconsiderwhenanalyzinggroups?(LO2-2)

Althoughgeneralizationswon’tbetrueforallmembersofgroup,theycanbehelpfulifyouneedtoappealtoalargegroupofpeoplewithonemessage.Twocharacteristicsthatcanbeusedtoanalyzegroupsaredemographicandpsychologicalcharacteristics.

Whataresomequestionstoconsiderwhenanalyzingorganizationalculture?(LO2-2)

Anorganization’scultureisitsvalues,attitudes,andphilosophies.Toanalyzeorganizationalculture,askthefollowingquestions:

Istheorganizationtallorflat?AretherelotsoflevelsbetweentheCEOandthelowestworker,oronlyafew?

Howdopeoplegetahead?Aretheorganization’srewardsbasedonseniority,education,beingwell-liked,savingmoney,orservingcustomers?Arerewardsavailableonlytoafewtoppeople,oriseveryoneexpectedtosucceed?

Doestheorganizationvaluediversityorhomogeneity?Doesitvalueindependenceandcreativityorbeingateamplayerandfollowingorders?

Whatstoriesdopeopletell?Whoaretheorganization’sheroesandvillains?

Howimportantarefriendshipandsociability?Towhatextentdoworkersagreeongoals,andhowintentlydotheypursuethem?

Howformalarebehavior,language,anddress?

Whatdoestheworkspacelooklike?Doemployeesworkinoffices,cubicles,orlargerooms?

Whataretheorganization’sgoals?Makingmoney?Servingcustomersandclients?Advancingknowledge?Contributingtothecommunity?

Toanalyzeanorganization’sdiscoursecommunity,askthefollowingquestions:

Whatmedia,formats,andstylesarepreferredforcommunication?

Whatdopeopletalkabout?Whattopicsarenotdiscussed?

Whatkindofandhowmuchevidenceisneededtobeconvincing?

Whatisadiscoursecommunity?Whywilldiscoursecommunitiesbeimportantinyourcareer?(LO2-2)

Adiscoursecommunityisagroupofpeoplewhoshareassumptionsaboutwhatchannels,formats,andstylestouseforcommunication,whattopicstodiscussandhowtodiscussthem,andwhatconstitutesevidence.Understandingdiscoursecommunitieswillbeimportantinyourcareerbecauseyou’llbeabletoeffectivelycommunicatewithintheorganizationalculture.

Whatarethestandardbusinesscommunicationchannels?(LO2-3)

Acommunicationchannelisthemeansbywhichyouconveyyourmessage.Communicationchannelsvaryinspeed,accuracyoftransmission,cost,numberofmessagescarried,numberofpeoplereached,efficiency,andabilitytopromotegoodwill.

Whatkindsofelectronicchannelswillseemmostusefultoyou?Why?(LO2-3)

Theanswerswillvarybasedonthelearner’scareerchoice.

Whatareconsiderationstokeepinmindwhenselectingchannels?(LO2-3)

Considerationsdependonyouraudience,purpose,andsituation.

Whatare12questionstoaskwhenconsideringhowtoadaptyourmessagetoyouraudience?(LO2-4)

Thefollowingquestionsprovideaframeworkforaudienceanalysis:

Whatwilltheaudience’sinitialreactionbetothemessage?

Howwilltheaudienceseethismessageasimportant?

Howwillthefactthatthemessageisfromyouaffecttheaudience’sreaction?

Howmuchinformationdoestheaudienceneed?

Howmuchdoestheaudiencealreadyknowaboutthesubject?

Doestheaudience’sknowledgeneedtobeupdatedorcorrected?

Whataspectsofthesubjectdoestheaudienceneedtobeawareoftoappreciateyourpoints?

Whatobstaclesmustyouovercome?

Isyouraudienceopposedtowhatyouhavetosay?

Willitbeeasyforyouraudiencetodoasyouask?

Whatpositiveaspectscanyouemphasize?

Fromtheaudience’spointofview,whatarethebenefitsofyourmessage?

Whatexperiences,interests,goals,andvaluesdoyousharewiththeaudience?

Whatexpectationsdoesthereaderhaveabouttheappropriatelanguage,content,andorganizationofmessages?

Whatstyleofwritingdoestheaudienceprefer?

Aretherehotbuttonsorredflagwordsthatmaycreateanimmediatenegativeresponse?

Howmuchdetaildoestheaudiencewant?

Doestheaudiencepreferthedirectorindirectorganization?

Howwilltheaudienceusethedocument?

Underwhatphysicalconditionswilltheaudienceusethedocument?

Willtheaudienceusethedocumentasageneralreference?Asaspecificguide?

Whatarefourcharacteristicsofgoodaudiencebenefits?(LO2-5)

Goodbenefitsare:

Adaptedtotheaudience.

Basedonintrinsicratherthanextrinsicmotivators.

Supportedbyclearlogicandexplainedinadequatedetail.

Phrasedinyou-attitude.

Whatarethreewaystoidentifyanddevelopaudiencebenefits?(LO2-6)

Todevelopaudiencebenefits:

Identifythefeelings,fears,andneedsthatmaymotivatetheaudience.

Identifythefeaturesofyourproductorpolicythatcouldmeettheneedsyou’veidentified.

Showhowtheaudiencecanmeettheirneedswiththefeaturesofthepolicyorproduct.

Whatareconsiderationstokeepinmindwhenaddressingmultipleaudiences?(LO2-7)

Whenadocumentwillgotomultipleaudiences,thewritershouldusetheprimaryaudiencetodeterminethelevelofdetail,organization,levelofformality,anduseoftechnicaltermsandtheory.

2.2ReviewingGrammar

LO:2-4

DifficultyLevel:EasytoHard(dependingonlearners’knowledge)

Theerror(s)intheoriginalsentenceareitalicized;thecorrectionsarebolded.

Ididn’tappreciatehimassumingthathewouldbethegroup’sleader.

Ididn’tappreciatehisassumingthathewouldbethegroup’sleader.

MyselfandJimmadethepresentation.

JimandImadethepresentation.

Employeeswhichlackexperienceindealingwithpeoplefromotherculturescouldbenefitfromseminarsininternationalbusinesscommunications.

Employeeswholackexperienceindealingwithpeoplefromotherculturescouldbenefitfromseminarsininternationalbusinesscommunications.

ChandradrewthegraphsafterherandIdiscussedtheideasforthem.

ChandradrewthegraphsaftersheandIdiscussedtheideasforthem.

OR

Chandradrewthegraphsafterwediscussedtheideasforthem.

PleasegiveyourrevisionstoCindy,Tyrone,ormyselfbynoonFriday.

PleasegiveyourrevisionstoCindy,Tyrone,ormebynoonFriday.

Let’skeepthisdisagreementbetweenyouandI.

Let’skeepthisdisagreementbetweenyouandme.

2.3IdentifyingAudiences

LO:2-1

DifficultyLevel:Medium

Kent,Carol,andJosé

Primaryaudience:Financialinstitutions

Secondaryaudiences:Employeeswhowillmanagethewebsite;employeesofthefinancialinstitutionswhowillprocessthepaperwork.

Auxiliary:Otherpeopleinterestedinopeningasmallbusinesswebsite

Watchdog:Lawyers;state/cityagencies

Barbara

Gatekeeper:Barbara’sboss

Primaryaudience:Potentialcustomersover65yearsold

Secondaryaudiences:Workersofthetravelagency

Auxiliary:Peopleunder65yearsoldwhomaycomeincontactwiththeletter

Watchdog:Travelreviewwebsites;AARP/Senioradvocategroups

Paul

Gatekeeper:Paul’sboss,themayor

Primaryaudience:Councilmemberswhowillvote

Secondaryaudiences:Citizens,mayor’sofficesinothercities;unionrepresentatives;departmentheads;blue-ribbonpanel;lobbyinggroupswhowillcommentontheproposalCityworkerswhowillbeaffectedifitpasses

Auxiliary:Anyoneelseinthecitywhotakesaninterestintheproposal

Watchdog:Votersoranyothergroupsthathaveeconomic,social,orpoliticalpoweroverthemayorandthecouncil

BigsterCorporation

Primaryaudience:AllemployeesinSharon’sdivision

Gatekeeper:Sharon,Steve’sboss

Secondaryaudiences:Thosewhowillconductthetrainingsession;HRDepartment

Auxiliary:OtherBigsteremployeeswhomaycomeincontactwiththeemailbutarenotrequiredtoattendthetrainingorhavealreadyattendedthetrainingsession

2.4AnalyzingMultipleAudiences

LO:2-2

DifficultyLevel:Medium

Thisexerciseworksbestasanin-classactivitywhereyoucanholdalargeclassdiscussion.Somelearnersarewhonotfamiliarwithgovernmentagencies,inparticulartheU.S.CensusBureau,mayhavemoredifficultyanalyzingthedifferenttypesofaudiencesinvolved.Ataminimum,thisexerciseshouldhelptodemonstratetolearnershowcomplexaudiencescanbeandhowmessagesneedtobetailoredforeach.

2.5ChoosingaChanneltoReachaSpecificAudience

LO:2-3

DifficultyLevel:Medium

Thisexerciseiseffectiveforin-classbrainstorming.Useittomakethesekeypoints:

Nochannelwillreachallthepeopleinthatgroup.

Thebestchanneldependsonbudgetandpurpose.Forexample,listsofpeoplewhotakethePSAT,SAT,andACTwillreachlearnerswhodefinitelyplantogotocollege,butnotthosewhoarestillundecided.

Commercialmailinglistsareavailablefromlistbrokers,butthelistsmaybetooexpensiveforalocalcompany,governmentagency,ornonprofitgrouptouse.

Therearemanypossibleanswers.Belowaresomepossibilities.

1.Parentsofautisticchildren

Putnoticesonwebsitedevotedtoautism

Postannouncementsinnewslettersforparentsofautisticchildren

Advertiseindaycarecentersthatspecializeinautisticcare

2.Ballroomdancers

Createwebbannersforwebsitesdedicatedtoballroomdancing

Makeannouncementsduringballroomdancingcompetitions

Hangfliersindancestudios

3.Nontraditionalcollegelearners

Sendemailnotificationtoalllearners

Postnoticesaroundcampus

Advertiseatschoolsportingevents

Rentadspaceintheuniversity’snewspaper

UseInstagram,Facebook,Twitter,orsimilarsocialnetworkingapplication

4.Parentswhosechildrenplaybasketball

Sendemailnotificationtoallparentswhoenrolltheirchildreninbasketballcamps

Postannouncementatsportscomplex

Makeannouncementsoverloudspeakersatbasketballgames

Sendnoticestoorganizersoflocalbasketballcamps

Postnoticesinsportinggoodsstores

UseInstagram,Facebook,Twitter,orsimilarsocialnetworkingapplication

5.Peoplewhoareblind

Advertiseonstationsthatsupportclosedcaptioning

Contactlocalassistedlivingfacilities

6.Motherswhoarevegan

Postannouncementsatwholefoodandnutritionalstores

Advertiseinnewsletterspecifictothistargetgroup

UseInstagram,Facebook,Twitter,orsimilarsocialnetworkingapplication

7.Peoplewhoareinterestedinimprovisation

Makeannouncementsattheatrevenueswhoshowcaseimprov

Sentflierstocomedyclubs

UseInstagram,Facebook,Twitter,orsimilarsocialnetworkingapplication

8.Dogowners

Distributenoticeatveterinarians’offices

Postnoticesinstoresthatsellpetsupplies

2.6IdentifyingandDevelopingAudienceBenefits

LO:2-5,2-6

DifficultyLevel:Medium

Responsestothesepromptswillvary.Itishelpfultogooveritasagroup.Havetheclassbrainstormthemotivesorneedsthatmightbemetbyoneoftheactivities,andwritetheseontheboard.Chooseoneofthemotivesorneedsandturnitintoanaudiencebenefit,andwritethatbenefitinatopicsentenceontheboard.Asktheclasstohelpturnitintoafullparagraph.Thenassigntheremainingactivitiestogroups(oneactivitypergroup).Sharewithwholeclasswhendone.

2.7IdentifyingObjectionsandAudienceBenefits

LO:2-4,2-5,2-6

DifficultyLevel:Medium

Thinkofanorganizationyouknowsomethingabout,andanswerthefollowingquestionsforit.

1. Yourorganizationisthinkingofcreatingaknowledgemanagementsystemthatrequiresworkerstoinputtheirknowledgeandexperienceintheirjobfunctionsintheorganizationdatabase.Whatbenefitscouldtheknowledgemanagementsystemofferyourorganization?Whatdrawbacksarethere?Whowouldbetheeasiesttoconvince?Whowouldbethehardest?

Drawbacks:Short-termcosts;inconvenienttolearnnewtechnology;timeneededto