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Bad news first: How optimal directness depends on what is negated
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... 343). Recent research on negative news and how to deliver it suggests that authors can feel befuddled by the best way to deliver it given the emotional responses to having to deliver the information and the various social situations in which such news must be delivered (Manning & Amare, 2017). As Creelman (2012) described it, we need more definitive research that communicates "a process that helps students see the variety of options available to them in responding to what can be an emotionally charged rhetorical situation" (p. ...
This study describes how reflections allowed students to express their audience awareness as they wrote a multiaudience messages packet. We present an analysis of 27 reflections in which students described their experience when responding to the various audiences. Students’ reflective depth varied, though deeper reflections demonstrate sophistication in considering audience constraints and values. Students reported difficulty with negative and persuasive messages and indicated concern about their credibility. Reflections can help instructors understand how students are considering audiences for business documents, which instructors can use to improve their instruction and assess how well students consider business audiences.
How one communicates concerns about another person’s actions or performance can significantly affect both the extent to which the feedback improves behavior as well as the quality of the ongoing relationship with the feedback recipient. This article reviews evidence-based principles for delivering corrective feedback and describes an engaging classroom exercise designed to help Organizational Behavior students learn about and apply these principles. Students are presented with a set of dilemmas written as letters to a fictitious advice columnist, “Dear Obby” (pronounced “OB”). The letters, describing situations that call for corrective feedback, can be student-generated or provided by the instructor. Teaching tips are included to help instructors use the scenarios to generate discussion about the goals and principles of effective feedback and to give students opportunities to practice feedback skills in role-plays.
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