Unit 9 2010 - Unit 9 Persuasive Messages Unit 9 of Contents...

Info icon This preview shows pages 1–5. Sign up to view the full content.

View Full Document Right Arrow Icon
Unit 9: Persuasive Messages
Image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Copyright, Carolyn E. Kerr, 2009 9-2 Unit Table of Contents Unit 9: Persuasive Messages .................................................................................................................... 9-1 Unit Objectives ....................................................................................................................................... 9-3 Simplifying the Complex ........................................................................................................................ 9-3 The Indirect Organizational Plan for Persuasive Messages ................................................................... 9-4 Common Types of Persuasive Messages ............................................................................................... 9-6 Persuasive Message Checklist ............................................................................................................. 9-12 It’s Your Turn Practice Activities ....................................................................................................... 9-13 Learning Check Assignment Description ........................................................................................... 9-14 Endnotes .............................................................................................................................................. 9-15 Unit 9: Persuasive Messages
Image of page 2
Copyright, Carolyn E. Kerr, 2009 9-3 Unit Objectives To understand the indirect organizational plan for persuasive messages To understand the elements of a persuasive message To understand justifying a request (making the case) To understand the call to action Simplifying the Complex Over the years, several different textbooks have been used for the Fundamentals of Business Communication course. In reviewing some of those textbooks, it was surprising just how much repetition there is. To be fair, in instructional design, repetition is usually a good thing. Hearing things multiple times helps people to remember it. Many textbooks seem to think that each chapter has to be equally weighty in order to sufficiently reinforce the material. (Okay, let’s be honest, it also helps them try to justify their textbook prices.) By the time those other textbooks reach the subject of Persuasive Messages, they have covered pretty much the same topics that are in this guide. It seems silly, then, to have another lengthy discussion on making your case and overcoming objections. You learned about audience analysis and being persuasive back in unit two. And you read about persuasion in presentations in unit seven. This unit, then, will focus on things you haven’t heard about and refer you back to the general business communication guidelines you have been mastering this term. Unit 9: Persuasive Messages
Image of page 3

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Copyright, Carolyn E. Kerr, 2009 9-4 The Indirect Organizational Plan for Persuasive Messages In the last unit, you learned that you can be direct in your message when it is routine or good news. That should have helped you assume that you will not typically use the direct plan when you are asking for something bigger or trying to persuade someone to act or think as you want. Interestingly, many business communications textbooks will tell you that it’s acceptable – even preferable to continue to use the direct organizational plan when you are communicating with a superior. That seems overly simplistic. If other texts truly believed in the audience analysis they promote, they would say that the answer is: it depends. Keep that in mind as you decide whether you can be that direct with your superiors. Virtually everyone agrees, however, that when you are communicating with peers, subordinates or outside of your organization, you need to use the indirect organizational plan. The elements in that plan are given an acronym for easy recall by John V. Thill and Courtland L. Bovée 34 . They call this approach the “AIDA” model, which stands for Attention, Interest, Desire, Action.
Image of page 4
Image of page 5
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern