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Chapter 7 LECTURE NOTES

Short Workplace Messages and Digital Media

CHAPTER SYNOPSIS

Today’s workplace is changing as new technologies transform the way we exchange information
and conduct business. Although your students may already be connected digitally with friends
and family, they will need to understand how to use communication technologies professionally
in the workplace.

This chapter explores short forms of workplace communication, beginning with e-mail. E-mail
continues to be the lifeblood of businesses today, and this chapter teaches students how to use e-
mail efficiently and expertly. Because instant messaging and texting are gaining popularity, this
chapter also explores their best practices and liabilities. .

In addition, this chapter introduces podcasts, wikis, and blogs. Any applications that do not
require a human presence (e.g., certain training videos) lend themselves to podcast recordings
that users can stream or download on demand. Wikis enable far-flung team members to share
information and build a knowledge base and can be used to replace meetings, manage projects,
and document tasks large and small. Blogs help businesses keep customers, employees, and
suppliers informed and receive feedback.

Social networking sites, including Facebook and Twitter, allow firms to share company news;
exchange ideas; and connect with customers, employees, other stakeholders, and the public at
large. Companies may boost their brand recognition and provide a forum for collaboration by
participating in established social networks or by creating their own in-house communities. The
downsides of social media participation are productivity losses, fallout from inappropriate
employee posts, security breaches, and leaking of trade secrets.

Really simple syndication allows users to navigate the huge resources on the Internet. RSS feeds
are time-savers because they allow businesspeople to monitor many news sources in one
convenient online location.

LEARNING OBJECTIVES

1. Understand e-mail and the professional standards for its usage, structure, and format in the
digital-era workplace.
2. Explain workplace instant messaging and texting as well as their liabilities and best practices.
3. Identify professional applications of podcasts and wikis, and describe guidelines for their use.
82
© 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management
system for classroom use.
 Chapter 7 Lecture Notes 83

4. Describe how businesses use blogs to connect with internal and external audiences, and list
best practices for professional blogging.
5. Address business uses of social networking and the benefits of RSS feeds.

WHAT’S NEW IN THIS CHAPTER

• Reorganized the e-mail discussion to streamline coverage but also to reflect current
workplace use with updated techniques and advice.
• Acknowledged complaints about e-mail but emphasized that it occupies nearly a third of
workers' time; provided ample contemporary advice for using e-mail strategically and
professionally.
• Encouraged students to recognize the difference between writing e-mails to friends and using
the professional standards and procedures required in the workplace.
• Strengthened e-mail coverage by organizing best practices into chunks with topic headings to
improve readability, comprehension, and retention.
• Provided sufficient coverage of memos to remind students that memos are still important for
internal messages that are long, complex, or formal.
• Focused even more emphatically on current policies and best practices in the workplace for
texting, instant messaging, blogging, wikis, and social media to convey the need for solid
writing skills and help students negotiate potential minefields.
• Explained the risks and benefits of communication technology on the job with many up-to-
date examples to make students aware of professional social media applications.
• Introduced more than 90 percent new end-of-chapter activities to provide opportunities for
students to engage with contemporary workplace communication technology.

LECTURE OUTLINE
I. Preparing Digital-Age E-Mail Messages and Memos (p. 205)

• New technologies are transforming the way we exchange information and conduct
business. Businesspeople are increasingly connected 24/7.
• Communicators are increasingly switching to mobile devices.
• Cloud computing involves storing and accessing data along with software applications in
remote networks.

PowerPoint slides 1-3

A. E-Mail: Love It or Hate It – But It’s Not Going Away

• Most business messages are sent by e-mail.
• Businesspeople spend at least two hours a day writing and replying to e-mail.

PowerPoint slide 4

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license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management
system for classroom use.
84 Chapter 7 Lecture Notes

B. Why People Complain About E-Mail

• Messages are frequently poorly written.
• People are overwhelmed by too many unnecessary messages.
• Because e-mail can be accessed 24/7, the line between work life and home life is
blurred.
• E-mail messages can be the source of damaging evidence.

PowerPoint slides 5, 6

C. Knowing When E-Mail Is Appropriate

• E-mail is appropriate for short, informal messages that request information and
respond to inquiries.
• E-mail is effective for messages to multiple receivers and messages that must be
archived.
• E-mail is not appropriate for critical work situations, such as human resource annual
reviews, discipline, and promotions.

PowerPoint slide 7

D. Drafting Professional E-Mails

• Draft a compelling subject line.
• Include a greeting.
• Organize the body for readability and tone.
• Close effectively.

Figure 7.1 Formatting an E-Mail Message That Makes a Request

E. Controlling Your Inbox

• Check your e-mail at set times.
• Avoid being distracted by e-mail messages.
• Follow the two-minute rule and respond immediately to messages that require less
than two minutes of your time.

PowerPoint slide 8

F. Replying Efficiently With Down-Editing

• An efficient trick to managing e-mail is down-editing, which involves inserting your
responses to parts of the incoming message in a different color or preceded by your
initials.

Figure 7.2 Best Practices for Better E-Mail

PowerPoint slides 9-16

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license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management
system for classroom use.
 Chapter 7 Lecture Notes 85

G. Writing Interoffice Memos

• Memos are necessary for important internal messages that (a) are too long for e-
mail, (b) require a permanent record, (c) demand formality, or (d) inform employees
who may not have access to e-mail.

Figure 7.3 Formatting a Memo That Responds to a Request

PowerPoint slides 17, 18

H. Checklist for Professional E-Mail and Memos

Subject Line
• Summarize the central idea.
• Include labels if appropriate.
• Avoid empty or dangerous words.

Opening
• State the purpose for writing.
• Highlight questions.
• Supply information directly.

Body
• Explain details.
• Enhance readability.
• Apply document design.
• Be cautious.

Closing
• Request action.
• Provide a goodwill statement or a closing thought.
• Avoid cliché endings.

II. Workplace Messaging and Texting (p. 213)

• IM enables two or more individuals to use the Internet or an intranet (an internal
corporate communication platform) to “chat” in real time by exchanging brief text-based
messages.
• Text messaging, or texting, is another popular means for exchanging brief messages in
real time. Usually delivered by or to a smartphone, texting requires a short message
service (SMS) supplied by a cell phone service provider or a voice over Internet protocol
(VoIP) service.

PowerPoint slide 19

A. Technology Behind Instant Messaging and Texting

• Use a public IM service, such as AOL’s Instant Messenger.

© 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management
system for classroom use.
86 Chapter 7 Lecture Notes

• IM communication is exchanged between two computers that are linked by

servers or handheld devices such as the iPhone.
• Texting requires a smartphone or PDA, and users are charged for the service.

Figure 7.4 Instant Message for Brief, Fast Communication

B. Impact of Instant Messaging and Texting

Benefits:
• Enables real-time communication with colleagues anywhere in the world
• Allows people to share information immediately and make decisions quickly
• Includes group online chat capabilities
• Offers a low-cost substitute for voice calls
• Avoids phone tag and eliminates downtime associated with telephone
conversations
• Provides presence functionality – coworkers can locate each other online

PowerPoint slides 20, 21

Risks:
• Reduces worker productivity
• Creates risk that private company records will be accessed by hackers
• May be the source of evidence in lawsuits
• Creates driving hazards when users text while driving

PowerPoint slides 22, 23

Figure 7.5 Centers for Disease Control Text Alerts

C. Best Practices for Instant Messaging and Texting

• Adhere to company policies at all times.

• Don't use IM or text messages to disclose sensitive information.
• Steer clear of harassment and discriminatory content against classes protected by
law.
• Be vigilant about the appropriateness of photos, videos, and art that you link to or
forward.
• Don't say anything that would damage your reputation or that of your
organization.
• Don’t text or IM while driving a car.
• Separate business contacts from family and friends.
• Avoid unnecessary chitchat, and know when to say goodbye.
• Keep your presence status up-to-date.
• Beware of jargon, slang, and abbreviations.
• Use good grammar and proper spelling.
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license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management
system for classroom use.
 Chapter 7 Lecture Notes 87

Figure 7.6 Texting Etiquette

PowerPoint slides 24-27

III. Making Podcasts and Wikis Work for Business (p. 218)

A. Business Podcasts or Webcasts

• The words broadcasting and iPod combined to create the word podcast.
• Podcasts can extend from short clips of a few minutes to 30-minutes or longer
digital files.
• News organizations and media outlets podcast radio and TV shows.
• Podcasts encoded as MP3 files can be downloaded to a computer, smartphone, or
an MP3 player.

Figure 7.7 GreenTalk Radio Podcasts

PowerPoint slides 28-30

B. Collaborating With Wikis

A wiki is a Web-based tool that employs easy-to-use collaborative software to allow

multiple users collectively to create, access, and modify documents.

Businesses use wikis for the following purposes:

• Share information between headquarters and satellite offices
• Collect and disseminate information to large audiences
• Facilitate feedback before and after meetings
• Sharing information among team members
• Document large and small projects
• Provide templates for reports

Figure 7.8 Four Main Uses for Business Wikis

Figure 7.9 Creating a Wiki With Google Sites and Google Docs
PowerPoint slides 31-33

IV. Blogging for Business (p. 221)

A. How Companies Blog

• To provide up-to-date company information to the press and the public
• For crowdsourcing promotions to connect with customers and generate buzz
• To deliver late-breaking news, address rumors, and combat misinformation
• To attract a devoted community of customers who connect, contribute new ideas,
and offer valuable opinions

Figure 7.10 Starbucks Blog Specializes in Crowdsourcing

Figure 7.11 Creating a Professional Blog
© 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management
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88 Chapter 7 Lecture Notes

PowerPoint slides 34-37

B. Blog Best Practices

• Craft a catchy but concise title.
• Ace the opening paragraph.
• Provide details in the body.
• Consider visuals.
• Include calls to action.
• Edit and proofread.
• Respond to posts respectfully.
• Learn from the best.

Figure 7.12 Writing a Captivating Blog

Figure 7.13 Student Blog Article Illustrates Best Practices
PowerPoint slides 38-41

V. Web 2.0: Social Networking Sites (p. 206)

• Social networking sites enable businesses to connect with customers and employees,
share company news, and exchange ideas.
• Social online communities for professional audiences (e.g., LinkedIn), discussed in
Chapter 15, help recruiters find talent and encounter potential employees before hiring
them.
• Social networks and blogs are the top destinations and dominate Americans’ time spent
online (23 percent), twice as much as online games (10 percent), the No. 2 category.

A. How Businesses Use Social Networks

• To improve internal communication
• To invite customer input at the product-design stage (crowdsourcing)
• To connect geographically dispersed employees
• To provide a forum for collaboration

Figure 7.14 Big Companies Rule on Facebook: Coca-Cola is Number One

PowerPoint slides 42-48

B. Potential Risks of Social Networks for Businesses

• Productivity losses
• Loss of trade secrets
• Risk of attracting the wrath of huge Internet audiences
• Embarrassment over inappropriate and damaging employee posts

PowerPoint slide 49

C. Using Social Networking Sites and Keeping Your Job

• Use caution in sharing sensitive information, especially risqué photographs.
• Don’t share information online that you would not discuss openly in the office.
© 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management
system for classroom use.
 Chapter 7 Lecture Notes 89

• Avoid snubbing coworkers by not accepting friend requests or blocking users for
no apparent reason.

Figure 7.15 Guidelines for Safe Social Networking

PowerPoint slides 50, 52- 56

D. Navigating the Information Glut With RSS Feeds

• RSS (really simple syndication) allows users to monitor many news sources from
one convenient location.
• RSS is a data file format and the documents are called feeds or channels.
• Feeds increase traffic to syndicated Websites because they can be indexed in
search engines.
• The most popular news aggregator today is Google Reader.

PowerPoint slide 51

VI. Checklist: Using Electronic Media Professionally: Dos and Don’ts (p. 211)

Dos
• Learn your company’s rules.
• Avoid sending personal e-mails, IM messages, or texts from work.
• Separate work and personal data.
• Be careful when blogging, tweeting, or posting on social network sites.
• Keep sensitive information private.
• Stay away from pornography, sexually explicit jokes, or inappropriate screen
savers.

Don’ts
• Don’t spread rumors, gossip, and negative, defamatory comments.
• Don’t download and share cartoons, video clips, photos, and art.
• Don't open attachments sent by e-mail.
• Don’t download free software and utilities to company machines.
• Don’t store your music library and photos on a company machine, and don’t
watch streaming videos.
• Don’t share files and avoid file-sharing services.

Answers to Chapter Review Questions

1. How have social media sites such as Twitter changed communication? (Obj. 5)

Social media sites have transformed communication from one-on-one conversations to one-to-
many transmissions. In the dynamic, interactive, and highly networked environment of Web
2.0, users are empowered, active participants who create content, review products, and edit

© 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management
system for classroom use.
90 Chapter 7 Lecture Notes

and share information.

2. What is cloud computing, and how is it changing business? (Obj. 1)

Cloud computing describes the storing and accessing of data and software applications in
remote network clusters called clouds. Information and software programs are not stored
locally on computer hard drives or other memory devices, but rather, on remote servers
online. In many businesses desktop computers, once the mainstay of the office, are becoming
obsolete. They are being replaced with ever-smaller laptops, smartphones, tablets, and other
amazingly compact and powerful mobile devices. Virtual private networks (VPNs) offer
secure access to an organization’s information from any location in the world that provides an
Internet connection.

3. List and concisely describe at least six electronic communication channels used most
commonly by businesspeople today. (Objs. 1-5)

1. E-mail: The channel of choice in business today, gradually replacing paper memos and
letters in many instances.
2. Instant messaging: More interactive and immediate than e-mail; users chat in real time
by logging on to an IM service.
3. Text messaging: Very brief messages sent from cellular phones using SMS protocol.
4. Podcasts: Digital media files, either audio or video, that can be streamed or downloaded
on demand.
5. Blogs: Websites containing public journal entries, or posts, with feedback added by
readers.
6. Wikis: Public or private websites enabling users to collaboratively create, post, edit, and
access information; helpful for project management.

4. List and briefly describe the four parts of typical e-mails. (Obj. 1)

Typical e-mails have four parts: (a) an informative subject line that summarizes the
message; (b) an opening that reveals the main idea immediately; (c) a body that explains
and justifies the main idea; and (d) a closing that presents action information, summarizes
the message, or offers a closing thought.

5. Suggest at least ten pointers that you could give to a first-time e-mail user. (Obj. 1)

Students should list at least four of the following:

1. Get the address right.

2. Avoid misleading subject lines.
3. Be concise.
4. Don’t send anything you wouldn’t want published.
5. Don’t use e-mail to avoid contact.
6. Never respond when you are angry.
7. Care about correctness.
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license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management
system for classroom use.
 Chapter 7 Lecture Notes 91

8. Resist humor and sarcasm.

9. Limit any tendency to send blanket copies.
10. Use design to improve the readability of longer messages.
11. Consider cultural differences.
12. Double-check before hitting the Send button.

6. How can you use instant messaging and texting safely on the job? (Obj. 2)

Before using instant messaging on the job, check with your supervisor. Follow any
company policy rules regarding its use. Don’t send anything you would not want published.
Use it as a professional business tool, not as a time to chat casually with friends.

7. Name at least five reasons some organizations forbid employees to use instant and text
messaging. (Obj. 2)

1. IM and texting can be distractions in addition to the telephone, e-mail, and Web
browsing.
2. Privileged information and sensitive company records may be revealed through public
IM messaging and intercepted by hackers.
3. Phishing schemes, viruses, malware, and IM or text spam can be introduced.
4. Tracking and record keeping may be necessary to comply with legal requirements.
5. IM and texting have been implicated in traffic accidents.
6. Inappropriate uses of IM and sexting (sending sexually explicit pictures or texts) could
lead to a hostile work environment and lawsuits.
7. Like e-mail, IM and texting are subject to disclosure and can become evidence in
lawsuits.

8. How can you show professionalism and respect for your receivers in writing business IM
messages and texts? (Obj. 2)

Beware of jargon, slang, and abbreviations, which, although they may reduce keystrokes,
may be confusing and appear unprofessional. Respect your receivers by using good grammar
and proper spelling and by proofreading carefully. Keep your presence status up-to-date so
that people trying to reach you don’t waste their time.

9. How do organizations use podcasts, and how are they accessed? (Obj. 3)
Businesses have embraced podcasting for audio and video messages that do not require a live
presence yet offer a friendly human face. A bank may demonstrate transparency by
addressing topics customers care about. A tech firm may train its sales force by employing
podcasting. Real estate properties can often be viewed by podcast. Because they can
broadcast repetitive information that does not require interaction, podcasts can replace
costlier live teleconferences. Podcasts are featured on media websites and company portals or
shared on blogs and social networking sites, often with links to YouTube and Vimeo. They
can usually be streamed or downloaded as media files.

© 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management
system for classroom use.
92 Chapter 7 Lecture Notes

10. What is a wiki, and what are its advantages to businesses? (Obj. 3)
A wiki is a website that employs easy-to-use collaborative software to allow users to create
documents that can be edited by tapping into the same technology that runs the well-known
online encyclopedia Wikipedia. Wikis are a valuable collaboration and project management
tool that can be used across time zones and vast geographic distances.

11. Explain why companies use blogs. (Obj. 4)

Companies use blogs to keep customers, suppliers, and employees informed and to interact
with them. Through blog entries, companies can potentially reach a far-flung, vast audience.
Blogs can also elicit unbiased consumer feedback.

12. List the eight best practices for master bloggers. (Obj. 4)
a. Craft a catchy but concise title.
b. Ace the opening paragraph.
c. Provide details in the body.
d. Consider visuals.
e. Include calls to action.
f. Edit and proofread.
g. Respond to posts respectfully.
h. Learn from the best.

13. How do businesses try to tap the vast potential of social networking? (Obj. 5)
Large businesses are using the social Web as well as internal networks behind corporate
firewalls. About 60 percent of Fortune 500 companies are now on Facebook, and roughly
the same percentage of companies have corporate Twitter accounts. Internally, large firms
are adopting the Facebook model because employees intuitively understand its functions.
Social networks connect dispersed employees and match those with similar skills. Social
media also help companies to invite customer input, called crowdsourcing.

14. Name a few of the potential risks that social networking sites may pose to business.
(Obj. 5)

Managers fear productivity losses, compromised trade secrets, the wrath of large Internet
audiences, and embarrassment over inappropriate and damaging employee posts.

15. What is really simple syndication (RSS), and why is it helpful? (Obj. 5)

Really simple syndication, or RSS, is a fast and easy way to search and manage
information. RSS is a data file format capable of transmitting changing Web content. RSS
documents are called feeds or channels, and they can be read most efficiently with a Web-
based feed reader (aggregator), an easy-to-use software application. Feeds alert subscribers
to up-to-the-minute blog entries, news items, videos, and podcasts.

© 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management
system for classroom use.
 Chapter 7 Lecture Notes 93

Answers to Critical Thinking Questions

1. Journalist Bob Garfield, author of The Chaos Scenario, is concerned that privacy is
increasingly a rare commodity in our hyperconnected world. He argues: “Google
searches, Foursquare check-ins and even basic browsing leave a practically neon trail.
And on Facebook, we trade privacy for a sense of community; we fear Big Brother, but
we tell lots of ‘little brothers’ everything.” Discuss what seem to be contradictory
sentiments. Are you concerned about disclosing personal matters online?

Like many contemporaries, Garfield seems ambivalent about social media and concerned
about waning privacy. He draws an analogy to George Orwell’s famous novel 1984 about
tyranny and totalitarian ideologies. Big Brother is a reference to the revered party leader in
the novel who exercises nearly absolute control of citizens, and has become synonymous
with constant and omnipresent government surveillance, even mind control. The analogy
seems to imply that we fear obvious invasions of privacy that we can see, but we do not seem
to notice how willingly we disclose personal information online, where the danger may be
less evident. Garfield rightly observes that our online presence leaves traces and our
whereabouts can be tracked, not only by the people in our circles. The trade-off, he seems to
be saying, is giving up privacy for a semblance of community online. By saying “a sense of”
community, Garfield seems to suggest that the community may be more imagined than real.
Students will be unlikely to worry in the abstract. However, if they are confronted with the
prospect of snooping recruiters, some of whom have even resorted to demanding login
information to access applicants’ Facebook accounts, they might be disturbed, after all.
Likewise, students will be able to relate to the risk of inappropriate images appearing online
and outside their control.

2. In her book Alone Together, MIT professor Sherry Turkle argues that increasing
dependence on technology leads to a consequent diminution in personal connections.
"Technology is seductive when what it offers meets our human vulnerabilities. And as it
turns out, we are very vulnerable indeed. We are lonely but fearful of intimacy. Digital
connections . . . may offer the illusion of companionship without the demands of
friendship." Do you agree that technology diminishes personal relationships rather than
bringing us closer together? Do social media fool us into thinking that we are connected
when in reality we bear none of the commitments and burdens of true friendship?

Sherry Turkle, professor at the Massachusetts Institute of Technology, seems to argue that
technology estranges us from each other instead of connecting us and bringing us closer
together. In fact, she states, technology may make us FEEL connected with others, but the
companionship is merely illusory or very superficial. It remains to be seen whether students
recognize that social media indeed seem to have reduced face-to-face and even telephone
contact while paradoxically linking us to long-neglected friends, acquaintances, and distant
relatives. Millennials prefer texting and IM to speaking on the telephone and even e-mail.
Discerning students might acknowledge that they are not really “friends” with the hundreds of
contacts on their Facebook pages, and even less able to keep up with what each is doing.
Students could also be prompted to consider the common sight of young people meeting face-
to-face, yet each texting away or chatting with someone who is clearly not present. Some plug
© 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management
system for classroom use.
94 Chapter 7 Lecture Notes

in their earbuds, listening to their music and tuning out the world around them in the presence
of flesh-and-blood peers.

3. How could IM be useful in your career field? Does IM produce a permanent record? Do
you think that common abbreviations such as lol and imho and all-lowercase writing are
acceptable in text messages for business? Will the use of shorthand abbreviations as well
as creative spelling negatively affect writing skills? (Obj. 2)

Students should be able to generate ideas on how instant messaging will be useful in their
career fields. Yes, IM does produce a permanent record. Any IM conversation transmitted
electronically establishes a digital record. Many IM users also regularly save their messages.
In regard to abbreviations, remember that business messages—even instant messages—may
be shared with others. Don't include abbreviations that are unprofessional and confusing. They
do not save time if someone has to stop and think about what they mean. The last question of
whether shorthand abbreviations and creative spelling will affect the writing of workers
should generate interesting student observations.

4. Tweeting, texting, and quickie e-mailing all may foster sloppy messages. Author Mark
Garvey argued, “In business, in education, in the arts, in any writing that takes place
outside the linguistic cul-de-sac of our close friends and relatives, writers are expected to
reach for certain standards of clarity, concision and care.” What did Garvey mean? Do
you agree? (Objs. 1, 2)

Garvey is talking about the difference between messages to friends and serious writing. Do you
agree that there are two kinds of writing? Which kind is appropriate in the workplace? How is it
different from tweets and instant messages? [See Garvey, M. (2009). Stylized: A Slightly
Obsessive History of Strunk & White’s The Elements of Style. New York: Simon & Schuster.]

5. Ethical Issue: Aside from actually paying people to act as fans on social networks and
entice their friends to do so as well, some marketers employ machines to inflate the
number of their fans and followers online. Writing for PC World, Dan Tynan describes
how he discovered the activities of a so-called Facebook bot network that operates a
large number of zombie accounts created in Bangladesh. Tynan had noticed that many
obscure companies were suddenly experiencing wild surges in “likes.” He cites Rent My
Vacation Home, a rental agency based in Washington, DC, that went from two fans to
almost 15,000 within a few days. Tynan counted about 70 other businesses and fan pages
across the globe that were also flooded with suspicious “likes” from the same source.
Tynan himself was able to create such a bot master with fake accounts in 10 minutes
using minimal software and for under $70. Cheap software allows users to use proxies,
trick Captcha programs that normally thwart bots, and add bogus friends and
subscribers, Tynan writes. Why do some businesses resort to such measures? What
might be the consequences of faking fans? How do you feel about companies and their
brands pretending they have actual traffic on their sites?

Answers from students indicating their attitudes toward such questionable practices may vary.
However, social networking from a marketing standpoint is about establishing relationships
© 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management
system for classroom use.
 Chapter 7 Lecture Notes 95

between brands and customers. Relationships are based on trust. Fans of a brand want to feel
that they are insiders who know more than those who do not follow the brand or company.
They form communities around brands, provided that those are well managed and honest.
Deceitful practices jeopardize this trust and potentially invite a backlash once the dishonesty
is discovered. As for why some businesses adopt fraudulent schemes, the motivations may
vary, too; however, businesses are trying to “monetize” their social media presence, and they
hope that traffic will create buzz and draw more followers to their sites. Fans, they hope, will
turn into leads and eventually into actual buying customers. If we ask who gets hurt, the
answer is both—the customers who rely on the sites they love and trust that they are real as
well as the businesses that are risking being found out as dishonest and tarnishing their
reputations.

ZOOMING IN Part 1: Twitter: From Fad to New Communication

Channel for Business

• In what ways have social media and “real-time Web” changed how Internet users
communicate? Have services like Twitter improved the way we exchange information?

Social media and “real-time Web” are about immediacy in an always-on, fast, and simple
manner if not strictly in real time. Twitter and related services have drawn lots of “eyeballs”
to their sites and that in itself represents a value to investors and businesses. How exactly the
social media will shape our communication remains to be seen. Nevertheless, it’s already
evident that Twitter has evolved from mundane updates about what users had for lunch to a
much more sophisticated tool. Communicating in 140 characters or less does not allow for
much nuance, but it’s invaluable as a lightning-fast distribution channel of news, hyperlinks,
and other information. Whether Twitter will prove useful to a larger number of mainstream
adopters remains to be seen. Many users and businesses in particular are watching from the
sidelines to see whether some value to their bottom line will emerge from the new media.

• What trends have facilitated the emergence of social media, specifically Twitter?

Increasingly ubiquitous Wi-Fi networks, smartphones, and other hardware along with online
software applications have enabled the explosive growth of social media including Twitter.
Perhaps Twitter is an expression of our ever-faster culture by allowing users instantly to
share information online with family, friends, and even strangers because it’s increasingly
more difficult to find the time to connect face to face.

• What could be advantages and drawbacks of using Twitter for business?

Some of the advantages are low cost; ease of monitoring the image of one’s company;
potentially broad reach of company information; flexibility as well as speed of response to
customers; and a sense of immediacy and connectedness.

The following may be some of the disadvantages: The 140-character limit does not allow for
clarification, nuance, or detail. The new medium is still untried and may not work for certain
© 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management
system for classroom use.
96 Chapter 7 Lecture Notes

industries as well as it does for others. You may want to ask students how communicating
virtually compares to face-to-face interaction, whether they believe that anything is gained or
lost in electronically mediated communication, or what percentage of their interaction with
friends and family is virtual.

ZOOMING IN
Your Turn: Applying Your Skills at Twitter

Ask students to obtain a Twitter account if they don’t already have one. They may not because
the latest user statistics by Business Insider indicate that only one in ten teenagers and young
adults use Twitter daily, presumably because they are not interested in news, a Twitter staple; 72
percent never use Twitter [Carlson, N. (2012, July 13). The secret life of teenagers online.
Businessinsider.com]. Twitter use rises to a third of Internet users ages eighteen to twenty-four,
according to a 2012 Pew study. Students don’t need to register to search for and view tweets in
their Internet browsers, but they should open Twitter accounts to enjoy the full benefits of the
free service and to be able to follow others. Signing up is quick and intuitive. They simply follow
the on-screen directions and watch the brief instructional video clip, if they like. They will be
able to follow not only friends and family, but also news, business updates, film reviews, and
sports, and receive and share other up-to-the-minute messages. Have them type into the search
box any current international or business event to see what twitterers are saying about it—in this
case, news, reviews, or complaints about Dell. Other companies that have successfully created a
devoted fan community on Twitter are Foursquare, Ford, , PepsiCo, Levi Strauss, and Craftsman
tool company. Companies with a particularly loyal following on Facebook are Coca-Cola,
Netflix, Dove, Nutella, Oreo, and GM, to name just a few.

Ethics Check Solutions

Ethics Check, Page 206

Hiding Blind Copies
Some workers use Bcc (blind carbon copy) to copy their friends and colleagues on e-mail
when they do not want the recipient to know that a third party will also read the message.
Based on the “netiquette” discussed in this chapter, do you believe that hiding copies from
the recipient is harmless and acceptable?

Today’s writers should use Cc to reveal openly all recipients of a message. Violating this
practice can become quite risky in the workplace if, for example, one of the hidden recipients
accidentally shows knowledge of the content transmitted in the e-mail or forwards the e-mail to
another party. Such lapses could lead to embarrassment and worse.

Ethics Check, Page 223

Fired for Blogging
Former flight attendant Ellen Simonetti was fired by Delta Air Lines for posting on her
blog “Queen of Sky” photos showing her in uniform. Simonetti claims that her dismissal
violated her free-speech rights and was an act of sexual discrimination. She has been

© 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management
system for classroom use.
 Chapter 7 Lecture Notes 97

fighting her firing since 2004, parlaying her fame into a book and even a few talk show
appearances. Whose rights take precedence, the employee’s or the employer’s?

In 2003 Simonetti began to document her life and work experiences in her blog without
mentioning her airline by name. Her case was widely publicized as a now-classic example of
employee rights to express their views about their work experience and their employers’ rights to
limit them. In a 2008 article in Mental Floss magazine [Palan, E. (2008, May 29). Seven people
fired for blogging. Mental Floss. Retrieved from
http://www.mentalfloss.com/blogs/archives/15329], Erica Palan writes about Simonetti and six
other bloggers who were fired by their employers for material deemed inappropriate, even
though the content was created on the bloggers’ own time and coworkers or the employers were
not mentioned explicitly by name. Similarly, Virgin Atlantic fired a cabin crew that was joking
about faulty jet engines and maligning passengers on the Internet. Encourage students to consider
how and why workers’ rights to free expression may be curtailed in the workplace.
From the employers’ point of view blogs and social networking sites can turn into a nightmare.
Companies typically discipline and fire workers for online indiscretions, but as happened in the
Simonetti case, the dismissed workers can turn around and sue or, worse yet, turn their cause into
a career.

Ethics Check, Page 229

Pricing Blunder Broadcast Far and Wide via Social Media
Because of a software glitch, Tesco, the world’s third-largest retailer based in the United
Kingdom, offered a new iPad worth £659 ($1,021) for £49.99 ($77) on its website. Within
hours the news exploded on Facebook and Twitter. Some customers ordered as many as 20
iPads and insisted that Tesco honor the advertised price. The company quickly corrected
the online pricing error and would not accept orders at the incorrect price. Was Tesco
obligated to honor the offer?

A company does not have to honor an innocent mistake, such as an obvious typo or misprint
resulting in a glaring error in pricing, for example. Businesses make mistakes and they generally
shouldn’t have to bankrupt themselves to take responsibility for posted errors. Legally,
advertisements and other promotional materials are generally considered invitations to bargain,
and are not contracts. A few consumers take advantage of costly mistakes and hope to extract
some benefit from them. However, using strikingly low prices and declaring them erroneous to
generate publicity and viral buzz are deceptive practices. Internet posts suggest consensus that
repeated incidents represent deceptive intent, whereas an occasional error is most likely innocent.
Companies react in different ways to potentially expensive blunders. The immediacy and speed
of today’s media heighten the problem of erroneous advertising. Someone is going to see the
mistake and can potentially broadcast it within seconds to thousands, even millions, of people.

Photo Essay Solutions

Photo Essay, Page 222

As a blogger for Pei Wei, and more recently as a copywriter for advertising firm SapientNitro,
Alice Shin has learned many secrets of successful blogging. Not only is Shin credited with
helping expand Pei Wei’s menu, but the young writer also executed a Twitter campaign to turn
© 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management
system for classroom use.
98 Chapter 7 Lecture Notes

Kogi Korean BBQ trucks into a hot West Coast commodity. Her advice on successful blogging
boils down to keeping things personal. “Treat Twitter like a person,” says Shin. She also argues
that writers must update their blogs daily and select topics that interest audiences. “You’ve got to
give it a little attention, a little love every day. Why would people want to follow you if you
don’t have anything interesting to say?” Shin asks.

© 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management
system for classroom use.
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