Most people’s goal for a college degree is to work in a desired career field. Many of you are probably working while taking this graduate certificate and already have experience with speaking in business settings. As you advance in your career and (perhaps) change career paths, the nature of your communication and the contexts in which you speak will change. Today’s workers must be able to adapt content, level of formality, and format to various audiences including the public, clients, and colleagues (Dannels, 2001, p. 144). What counts as a good communicator for one audience and in one field may not in another. This chapter briefly addresses some major aspects of public communication. The International Association of Business Communicators is a good resource for people interested in a career in this area: http://www.iabc.com.
Adapt to Your Audience
Speaking in business settings requires adaptability as a communicator. The following suggestions for adapting to your audience are based on general characteristics, so you should expect to see variations and exceptions in your everyday professional experiences. A competent communicator can use categories and strategies like these as a starting point but must always monitor the communication taking place and adapt as needed. In many cases, you may have a diverse audience that includes supervisors, colleagues, and employees, in which case you would need to employ multiple strategies for effective business communication.
Even though much of the day-to-day communication within organizations is written in the form of e-mails and various types of formal and informal reports, oral communication has an important place. The increase in documentation is related to an epidemic of poor listening. Many people can’t or don’t try to retain information they receive aurally, while written communication provides a record and proof that all the required and detailed information was conveyed. An increase in written communication adds time and costs that oral communication doesn’t require. Writing and reading are slower forms of communication than speaking, and face-to-face speaking uses more human senses, allows for feedback and clarification, and supports relationships (Nichols & Stevens, 1999).
It’s important to remember that many people do not practice good listening skills and that being understood contributes to effectiveness and success. You obviously can’t make someone listen better or require him or her to listen actively, but you can strive to make your communication more listenable and digestible for various audiences.
Speaking to Executives/Supervisors
Upward communication includes speeches, proposals, or briefings that are directed at audience members who hold higher positions in the organizational hierarchy than the sender. Upward communication is usually the most lacking within an organization, so it is important to take advantage of any opportunity and use it to your advantage (Nichols & Stevens, 1999). These messages usually function to inform supervisors about the status or results of projects and provide suggestions for improvement, which can help people feel included in the organizational process and lead to an increased understanding and acceptance of management decisions (Adler & Elmhorst, 2005). So how do we adapt messages for upward communication?
The “executive summary” emerged from the fact that executives have tightly scheduled days and prefer concise, directly relevant information. Executive summaries are usually produced in written form but must also be conveyed orally. You should build some repetition and redundancy into an oral presentation of an executive summary, but you do not need such repetition in the written version. This allows you to emphasize a main idea while leaving some of the supporting facts out of an oral presentation. If an executive or supervisor leaves a presentation with a clear understanding of the main idea, the supporting material and facts will be meaningful when they are reviewed later. However, leaving a presentation with facts but not the main idea may result in the need for another presentation or briefing, which costs an organization time and money. Even when such a misunderstanding is due to the executives’ poor listening skills, it will likely be the presenter who is blamed.
Employees want to be seen as competent, and demonstrating oral communication skills is a good way to draw attention to your technical and professional abilities (Bartolome, 1999). Presentations are “high-visibility tasks” that establish a person’s credibility when performed well (Weinholdt, 2006, p. 62). Don’t take advantage of this visibility to the point that you perform only for the boss at the expense of other people in the audience. Do, however, tailor your message to the “language of executives.” Executives and supervisors often have a more macro perspective of an organization and may be concerned with how day-to-day tasks match with the mission and vision of the organization. Making this connection explicit in your presentation can help make your presentation stand out.
Be aware of the organizational hierarchy and territory when speaking to executives and supervisors. Steering into terrain that is under someone else’s purview can get you in trouble if that person guards his/her territory (McCaskey, 1999, p. 128). For example, making a random suggestion about marketing during a presentation about human resources can upset the marketing manager and lead to negative consequences for you. (Conversely, suggesting that something you are doing in HR might benefit from input from the Marketing Manager would probably help you be perceived as open-minded and team-oriented.) Also be aware that it can be challenging to deliver bad news to a boss. When delivering bad news, frame it in a way that highlights your concern for the health of the organization. Employees’ reluctance to discuss problems with a boss leads to more risk for an organization (Bartolome, 1999). The sooner a problem is known, the better for the organization.
Speaking to Colleagues
Much of our day-to-day communication in business settings is horizontal communication with colleagues or people who are on the same approximate level in the organizational hierarchy. This communication may occur between colleagues working in the same area or between colleagues with different areas of expertise. Such horizontal communication usually functions to help people coordinate tasks, solve problems, and share information. When effective, this can lead to more cooperation among employees and a greater understanding of the “big picture” or larger function of an organization. When it is not effective, this can lead to territoriality, rivalry, and miscommunication when speaking across knowledge and task areas that require specialization (Adler & Elmhorst, 2005).
Many colleagues work collaboratively to share ideas and accomplish tasks together. In a sharing environment, it can be easy to forget where an idea started. This becomes an issue when it comes time for credit or recognition to be given. Make sure to give credit to people who worked with you on a project or an idea. If you can’t remember where an idea came from, it may be better to note that it was a “group effort” than to claim it was yours and risk alienating a colleague.
Speaking to Supervisees/Employees
Downward communication includes messages directed at audience members who hold a lower place on the organizational hierarchy than the sender. As a supervisor, you will also have to speak to people whom you manage or employ. Downward communication usually involves job instructions, explanations of organizational policies, providing feedback, and welcoming newcomers to an organization.
This type of communication can have positive results in terms of preventing or correcting employee errors and increasing job satisfaction and morale. If the communication is not effective, it can lead to unclear messages that lead to misunderstandings and mistakes (Adler & Elmhorst, 2005).
During this type of “top-down” communication, employees may not ask valuable questions. So it is important to create an open atmosphere that encourages questions. Even though including an open discussion after a presentation takes more time, it helps prevent avoidable mistakes and wasted time and money. Let your audience know before a presentation that you will take questions, and then officially open the floor to questions when you are ready. Question-and-answer sessions are a good way to keep information flowing in an organization, and there is more information about handling these sessions in the “Getting Competent” box in this chapter.
Good supervisors should keep their employees informed, provide constructive feedback, explain the decisions and policies of the organization, be honest about challenges and problems, and facilitate the flow of information (Bartolome, 1999). Information should flow to and away from supervisors. Supervisors help set the tone for the communication climate of an organization and can serve as models of expectations of oral communication. Being prepared, consistent, open, and engaging helps sustain communication, which helps sustain morale. Supervisors also send messages, intentional or unintentional, based on where they deliver their presentations. For example, making people come to the executive conference room may be convenient for the boss but intimidating for other workers (Larkin & Larkin, 1999, p. 152).
Speaking to Clients / Customers / Funding Sources
Communication to outside stakeholders includes messages sent from service providers to people who are not employed by the organization but conduct business with or support it. These stakeholders include clients, customers, and funding sources. Communication to stakeholders may be informative or persuasive. When first starting a relationship with one of these stakeholders, the communication is likely to be persuasive in nature, trying to convince either a client to take services, a customer to buy a product, or a funding source to provide financing. Once a relationship is established, communication may take the form of more informative progress reports and again turn persuasive when it comes time to renegotiate or renew a contract or agreement.
As with other types of workplace communication, information flow is important. Many people see a lack of information flow as a sign of trouble, so make sure to be consistent in your level of communication through progress reports or status briefings even if there isn’t a major development to report. Strategic ambiguity may be useful in some situations, but too much ambiguity also leads to suspicions that can damage a provider-client relationship. Make sure your nonverbal communication doesn’t contradict your verbal communication.
When preparing for a presentation to clients, customers, or funding sources, start to establish a relationship before actually presenting. This will help you understand what they want and need and will allow you to tailor your presentation to their needs. These interactions also help establish rapport, which can increase your credibility. Many people making a proposal mistakenly focus on themselves or their product or service. Focus instead on the needs of the client. Listen closely to what they say and then explain their needs as you see them, and be clear on how your product or service will satisfy those needs (Adler & Elmhorst, 2005). Focus on the positive consequences or benefits that will result from initiating a business relationship with you. This is similar to the concept of Monroe’s Motivated Sequence organization pattern (see link for additional information about this pattern), which gets the audience’s attention, establishes the existence of a need or problem, presents a solution to fill the need, asks the audience to visualize positive results of adopting the solution, and then calls the audience to action.
Use sophisticated and professional visual aids to help sell your idea, service, or product. You can use strategies from our earlier discussion of visual aids, but add a sales twist. Develop a “money slide” that gets the audience’s attention with compelling and hopefully selling content that makes audience members want to reach for their pen to sign a check or a contract (Morgan & Whitener, 2006, p. 18).
Proposals and pitches may be cut short, so imagine what you would do if you arrived to present and were told that you had to cut it down to one minute. If you were prepared, you could pull out your money slide. The money slide could be the most important finding, a startling or compelling statistic, an instructive figure or chart, or some other combination of text and graphic that connects to the listener. Avoid the temptation to make a complicated money slide. The point isn’t to fit as much as you can onto one slide but to best communicate the most important idea or piece of information you have. A verbal version of the money slide is the “elevator speech.” This is your sales pitch that captures the highlights of what you have to offer that can be delivered in a short time frame. Try to develop a thirty-second, one-minute, and two-minute version of your elevator speech and having it on standby at all times.
Speaking in Intercultural Contexts
Today, business communication is increasingly occurring in intercultural contexts. Many companies and consulting firms offer cross-cultural training for business people, and college programs in cross-cultural training and international business also help prepare professionals to conduct business in intercultural contexts. For specific information about conducting business in more than thirty-two countries, you can visit the following link: http://www.cyborlink.com.
While these trainings and resources are beneficial, many people expect intercultural business communication training to be reduced to a series of checklists or rules for various intercultural interactions that may be conveyed in a two-hour, pre-departure “everything you need to know about Japanese business culture” training. This type of culture-specific approach to cross-cultural training does not really stand up to the complex situations in which international business communicators find themselves (Victor, 1993). Scholars trained more recently in culture and communication prefer a culture-general approach that focuses on “tools” rather than “rules.” Remember that intercultural competence is relative to the native and host cultures of the people involved in an intercultural encounter, and therefore notions of what is interculturally competent change quickly (Ulijn et al., 2000, p. 301). To review some of our earlier discussion, elements of intercultural competence involve the ability to identify potential misunderstandings before they occur, be highly skilled in self-monitoring, and be aware of how you and others make judgments of value (Ulijn et al., 2000, p. 301).
Let us briefly discuss some intercultural business communication tips that are more like rules, but remember there are always exceptions, so other competent communication skills should be on standby to help you adapt when the rules-based approach stops working (Thrush, 1993).
In terms of verbal communication, make sure to use good pronunciation and articulation. Avoid idiomatic expressions and acronyms, since the meanings of those types of verbal communication are usually known only to cultural insiders. Try to use geographically and culturally relevant examples—for instance, referencing the World Cup instead of the World Series. Be aware of differences in communication between high- and low-context cultures. Note that people from low-context cultures may feel frustrated by the ambiguity of speakers from high-context cultures, while speakers from high-context cultures may feel overwhelmed or even insulted by the level of detail used by low-context communicators. The long history of family businesses doing business with family businesses in France means that communication at meetings and in business letters operates at a high context. Dates and prices may not be mentioned at all, which could be very frustrating for an American businessperson used to highly detailed negotiations. The high level of detail used by US Americans may be seen as simplistic or childish to audience members from high-context cultures. Include some materials in the native language or include a glossary of terms if you’re using specific or new vocabulary. Don’t assume that the audience needs it, but have it just in case.
Also be aware that different cultures interpret graphics differently. Two well-known cases of differing interpretations of graphics involve computer icons. First, the “trash” icon first used on Mac desktops doesn’t match what wastebaskets look like in many other countries. Second, the US-style “mailbox” used as an icon for many e-mail programs doesn’t match with the mail experiences of people in most other countries and has since been replaced by the much more universally recognizable envelope icon. Nonelectronic symbols also have different cultural meanings. People in the United States often note that they are pursuing the “blue ribbon” prize or standard in their business, which is the color ribbon used to designate second place in the United Kingdom.
Spotlight: “Getting Competent”
Question-and-answer (Q&A) periods allow for important interaction between speakers and audiences. Speakers should always be accountable for the content of their speech, whether informative or persuasive, and making yourself available for questions is a good way to demonstrate such accountability. Question-and-answer sessions can take many forms in many contexts. You may entertain questions after a classroom or conference presentation. Colleagues often have questions after a briefing or training. Your supervisor or customers may have questions after a demonstration. Some question-and-answer periods, like ones after sales pitches or after presentations to a supervisor, may be evaluative, meaning you are being judged in terms of your content and presentation. Others may be more information based, meaning that people ask follow-up questions or seek clarification or more detail. In any case, there are some guidelines that may help you more effectively handle question-and-answer periods (Toastmasters International, 2012; Morgan & Whitener, 2006, p. 18).
Setting the stage for Q&A. If you know you will have a Q&A period after your presentation, alert your audience ahead of time. This will prompt them to take note of questions as they arise, so they don’t forget them by the end of the talk. Try to anticipate questions that the audience may have and try to proactively answer them in the presentation if possible; otherwise, be prepared to answer them at the end. At the end of your presentation, verbally and nonverbally indicate that the Q&A session is open. You can verbally invite questions and nonverbally shift your posture or position to indicate the change in format.
Reacting to questions. In evaluative or informative Q&A periods, speakers may feel defensive of their idea, position, or presentation style. Don’t let this show to the audience. Remember, accountability is a good thing as a speaker, and audience members usually ask pertinent and valid questions, even if you initially think they are not. Repeating a question after it is asked serves several functions. It ensures that people further away from the person asking the question get to hear it. It allows speakers to start to formulate a response as they repeat the question. It also allows speakers to ensure they understood the question correctly by saying something like, “What I hear you asking is…” Once you’ve repeated the question, respond to the person who posed the question, but also address the whole audience. It is awkward when a speaker just talks to one person. Be cautious not to overuse the statement “That’s a good question.” Saying that more than once or twice lessens its sincerity and effect.
Keeping the Q&A on track. To help keep the Q&A period on track, tie a question to one of the main ideas from your presentation and make that connection explicit in your response. Having a clearly stated and repeated main idea for your presentation will help set useful parameters for which questions fall within the scope of the presentation and which do not. If someone poses a question that is irrelevant or off track, you can politely ask them to relate it to a main idea from the talk. If they can’t, you can offer to talk to them individually about their question after the session. Don’t engage with an irrelevant question, even if you know the answer. Answering one “off-track” question invites more, which veers the Q&A session further from the main idea.
Responding to multipart questions. People often ask more than one question at a time. For speakers, as well as for audience members, this can be frustrating. Some speakers address only the second question and then never get back to the first. By that point, the person who asked the question and the audience have also usually forgotten about the first part of the question. As a speaker, it is perfectly fine to take notes during a Q&A session, just so you can address multipart questions effectively. You can also verbally reiterate the question to make sure you know which parts need to be addressed, and then address the parts in order.
Managing “Uh-oh!” moments. If a person corrects something you said in error during your presentation, thank them for the correction. After the presentation, verify whether or not it was indeed a mistake, and if it was, make sure to correct your information so you don’t repeat the mistake in future talks. Admit when you don’t know the answer to a question. It’s better to admit that you do not know the answer than to try to fake your way through it. An audience member may also “correct” you with what you know is incorrect information. In such cases, do not get into a back-and-forth argument with the person; instead, note that the information you have is different and say you will look into it.
Concluding the Q&A session. Finally, take control of your presentation again toward the end of the Q&A session. Stop taking questions in time to provide a brief wrap-up of the questions, reiterate the main idea, thank the audience for their questions, and conclude the presentation. This helps provide a sense of closure and completeness for the presentation.
- Which of these tips could you have applied to previous question-and-answer sessions that you have participated in to make them more effective?
- Imagine you are giving a presentation on diversity in organizations and someone asks a question about affirmative action, which was not a part of your presentation. What could you say to the person?
- In what situations in academic, professional, or personal contexts of your life might you be engaged in an evaluative Q&A session? An information-based Q&A session?
Common Business Presentations
Now you know how to consider your audience in terms of upward, downward, or horizontal communication. You also know some of the communication preferences of common career fields. Now we will turn our attention to some of the most frequent types of business presentations: briefings, short oral reports, training, and meetings.
Briefings are short presentations that either update listeners about recent events or provide instructions for how to do something job related (Adler & Elmhorst, 2005). Briefings may occur as upward, downward, or horizontal communication. An industrial designer briefing project managers on the preliminary results of testing on a new product design is an example of upward briefing. A nurse who is the shift manager briefing an incoming shift of nurses on the events of the previous shift is an example of downward briefing. A representative from human resources briefing colleagues on how to use the new workplace identification badges is an example of horizontal briefing. Briefings that provide instructions such as how to use a new identification badge are called technical briefings, and they are the most common type of workplace presentation (Toastmasters International, 2012). For technical briefings, consider whether your audience is composed of insiders, outsiders, or a mixture of people with different levels of familiarity with the function, operation, and/or specifications of the focus of the briefing. As we have already discussed, technical speaking requires an ability to translate unfamiliar or complex information into content that is understandable and manageable for others.
As the name suggests, briefings are brief—usually two or three minutes. Since they are content focused, they do not require formal speech organization, complete with introduction and conclusion. Briefings are often delivered as a series of bullet points, organized topically or chronologically. The content of a briefing is usually a summary of information or a series of distilled facts, so there are rarely elements of persuasion in a briefing or much supporting information. A speaker may use simple visual aids, like an object or even a one-page handout, but more complex visual aids are usually not appropriate. In terms of delivery, briefings should be organized. Since they are usually delivered under time constraints and contain important information, brief notes and extemporaneous delivery are effective (Adler & Elmhorst, 2005).
Short Oral Reports
There are numerous types of oral reports. The line between a briefing and short oral report is fuzzy, but in general a report is a more substantial presentation on the progress or status of a task. Reports can focus on the past, present, or future. Reports on past events may result from some type of investigation. For example, a company may be interested in finding the cause of a 15 percent decline in revenue for a branch office. Investigative reports are also focused on past events and may include a follow-up on a customer or employee complaint.
Reports on the present are often status or progress reports. Various departments or teams that make up an organization, or committees that make up a governing board, are likely to give status reports. Status reports may focus on a specific project or task or simply report on the regular functioning of a group.
Components of a Status Report (Adler & Elmhorst, 2005)
- State the group or committee’s task or purpose.
- Describe the current status, including work done by the group and/or individuals and the methods used.
- Report on obstacles encountered and efforts to overcome them
- Describe the next goal or milestone of the group and offer concrete action steps and a timeline for achieving the goal.
Final oral reports are presented at the conclusion of a task and are similar to a progress report but include a discussion and analysis of the results of an effort. While some progress reports may only be delivered verbally, with no written component, a final report almost always has an associated written document. The written final report usually contains much more detail than is included in the oral final report, and this detail is referenced for audience members to consult if they desire more information (Adler & Elmhorst, 2005).
A common future-focused report is the feasibility report, which explores potential actions or steps and then makes recommendations for future action based on methodical evaluation. The purpose of these reports is basically to determine if an action or step is a good idea for an organization. For instance, Facebook made a much-discussed move to go public in 2012, a decision that was no doubt made after analyzing many feasibility reports. Short oral feasibility reports are typically condensed versions of much longer and more detailed written reports that include large amounts of research data. Your presentation for our class will, in most cases, be a version of this type of oral report.
Components of a Feasibility Report (Adler & Elmhorst, 2005)
- Introduction to a problem or situation and its potential consequences
- Overview of the standards used for evaluating potential courses of action
- Overview of process used to identify and evaluate courses of action
- Details of potential courses of action
- Evaluation of the potential courses of action
- Recommendation of best course of action
People in supervisory or leadership positions often provide training, which includes presentations that prepare new employees for their jobs or provide instruction or development opportunities for existing employees. While some training is conducted by inside and outside consultants, the US Bureau of Labor and Statistics notes that about 75 percent of training is delivered informally while on the job (Adler & Elmhorst, 2005). As the training and development field expands, this informal training is likely to be replaced by more formalized training delivered by training professionals, many of whom will be employees of the company who have been certified to train specific areas. Organizations are investing more time and money in training because they recognize the value in having well-trained employees and then regularly adding to that training with continued development opportunities. Common focuses of training include the following:
- Compliance with company policies. Includes training and orienting new hires and ongoing training for existing employees related to new or changing company policies.
- Changing workplace environments. Diversity training and cross-cultural training for international business.
- Compliance with legal policies. Sexual harassment, equal employment, Americans with Disabilities Act, and ethics training.
- Technical training. Instructions for software, hardware, and machinery.
Companies are also investing money in training for recent college graduates who have degrees but lack the technical training needed to do a specific job. This upfront investment pays off in many situations, as this type of standardized training in field-specific communication skills and technology can lead to increased productivity.
Trainers require specific skills and an ability to adapt to adult learners (Ray, 1993). Important training skills include technical skills specific to a discipline, interpersonal skills, organizational skills, and critical thinking skills. Trainers must also be able to adapt to adult learners, who may have more work experience than the trainer. Training formats usually include a mixture of information presentation formats such as minilecture and discussion, as well as experiential opportunities for trainees to demonstrate competence such as role-play, simulation, and case-study analysis and application. Trainers should remember that adult learners learn best by doing, have previous experience that trainers can and should draw on, have different motivations for learning than typical students, and have more competing thoughts and distractions. Adult learners often want information distilled down to the “bottom line”; demonstrating how content is relevant to a specific part of their work duties or personal success is important.
Steps in Developing a Training Curriculum (Beebe, Mottet, & Roach, 2004)
- Do background research based on literature on and observations of the training context you will be in.
- Conduct a needs assessment to see what sort of training is desired/needed.
- Develop training objectives based on research, observations, and needs assessment. Objectives should be observable, measurable, attainable, and specific.
- Develop content that connects to the needs assessment.
- Determine the time frame for training; make the training as efficient as possible.
- Determine methods for delivering content that connect with objectives developed earlier.
- Select and/or create training materials.
- Create a participant’s guide that contains each activity and module of the training.
- Include the following for each training activity: objectives, training content, time frame, method, and materials needed.
- Test the training plan on a focus group or with experts in the field to evaluate and revise if necessary.
The fundamental reason to hold meetings is to get a group of people with different experiences and viewpoints together to share their knowledge and/or solve a problem. Despite their frequency and our familiarity with them, meetings are often criticized for being worthless, a waste of time, and unnecessary. Before you call a meeting, ask yourself if it is necessary, since some issues are better resolved through a phone call, an e-mail, or a series of one-on-one meetings. Ask the following questions to make sure the meeting is necessary: What is the goal of the meeting? What would be the consequences of not having it? How will I judge whether the meeting was successful or not? (Jay, 1999, p. 34)
Meetings are important at the early stages of completing a task, as they help define a work team since the members share a space and interact with each other. Subsequent meetings should be called when people need to pool knowledge, refine ideas, consider new information, or deliberate over a decision. Most meetings are committee size, which ranges from three to ten people. The frequency of the meeting will help determine how the meeting should be run. Groups that meet daily will develop a higher level of cohesion and be able to work through an agenda quickly, with little review. Most groups meet less frequently, so there typically needs to be a structured meeting agenda that includes informational items, old business, and new business.
In determining the meeting agenda, define the objectives for various items. Some items will be informative, meaning they transmit information and don’t require a decision or an action. Other items will be constructive, in that they require something new to be devised or decided, such as determining a new policy or procedure. Once a new policy or procedure has been determined, a group must decide on the executive components of their decision, such as how it will be implemented and who will have responsibilities in the process. As the items progress from informational, to constructive, to executive, the amount of time required for each item increases, which will have an effect on the planning of the agenda (Jay, 1999, p. 34).
After completing the agenda, continue to plan for the meeting by providing attendees with the agenda and any important supporting or supplementary materials such as meeting minutes or reports ahead of time. Consult with people who will attend a meeting beforehand to see if they have any questions about the meeting and to remind them to review the materials. You can also give people a “heads up” about any items for discussion that may be lengthy or controversial. Make sure the meeting room can accommodate the number of attendees and arrange the seating to a suitable structure, typically one where everyone can see each other. A meeting leader may also want to divide items up as “for information,” “for discussion,” or “for decision.” Start the meeting by sharing the objective(s) that you determined in your planning. This will hold you and the other attendees accountable and give you something to assess to determine the value of the meeting.
People’s attention spans wane after the first twenty minutes of a meeting, so it may be useful to put items that warrant the most attention early on the agenda. It is also a good idea to schedule items that the group can agree on and will unify around before more controversial items on which the group may be divided. Anything presented at the meeting that wasn’t circulated ahead of time should be brief, so people aren’t spending the meeting reading through documents. To help expedite the agenda, put the length of time you think will be needed for each item or category of items on the agenda. It is important to know when to move from one item to the next. Sometimes people continue to talk even after agreement has been reached, which is usually a waste of time. You want to manage the communication within the meeting but still encourage people to speak up and share ideas. Plan for an effective and friendly way to get people back on track if discussions related to one agenda item spill into the time that should be dedicated to the next item.
At the end of the meeting, make sure to recap what was accomplished. Return to the objective you shared at the beginning and assess whether or not you accomplished it. If people feel that they accomplished something during a meeting, they will think more positively about the next one. Compile the meeting minutes in a timely fashion, within a few days and no more than a week after the meeting (Jay, 1999, p. 34).
Tips for Running Effective Meetings
- Distribute an agenda to attendees two to three days in advance of the meeting.
- Divide items up on the agenda into “for information,” “for discussion,” and “for decision.”
- Schedule items that warrant close attention early on the agenda.
- Since senior attendees’ comments may influence or limit junior people’s comments, ask for comments from junior attendees first.
- People sometimes continue talking even after agreement has been reached, so it’s important to know when to move on to the next item in the agenda.
- At the end of a meeting, recap what was accomplished and set goals for the next meeting.
- Compile meeting minutes within forty-eight hours and distribute them to the attendees.
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