Even with the sender and audience (receiver) clearly identified, the flow of communication is rarely neat. The audience filters the communication and reacts. Thus, if your message does not factor in the audience’s perspective—including knowledge, interests, needs, and expectations—you are less likely to achieve the intended purpose of your communication. When the purpose is to persuade or influence, you will undoubtedly have to overcome objections.
Review this week’s Learning Resources, especially:
• Quintanilla, K. M., & Wahl, S. T. (2017). Business and professional communication: KEYS for workplace excellence. Thousand Oaks, CA: SAGE Publications.
o Chapter 11, “Informing and Persuading”
o Chapter 12, “Speech Design”
Post a cohesive response based on your analysis of the Learning Resources and your professional experience. Be sure to discuss the following:
• Using a past or current employer, identify the various audiences with whom the organization must communicate. Be sure to include both internal and external stakeholder groups and summarize their basic communication needs (types of information they need, how frequently they need communication, what formats they would likely need it, etc.).
- If you do not have employment experience, please use volunteer or civic experience. You may use Walden University or an organization in which you can readily identify the various audiences.
• Based on your analysis, explain how each specific group’s communication needs differ.
• Provide an example of an external communication from an organization that you found in the news media.
o Summarize the communication, including the intended audience, the purpose and a summary of the communication.
o What questions or concerns do you have after reading the communication?
o What recommendations do you have that would improve the communication (i.e., make it more effective for its intended audience)?
• Evaluate at least two specific best practices for mass communication for external stakeholder groups. To what extent do you think they apply to internal communications?
Ethnography is a study of culture which uses multiple research methods to observe and reflect upon the everyday lives of participants over a period of time. This is used to make sense of their ‘social worlds’ (p. 394). Green was on site five days a week for the whole school day and attended after school events and meetings during evenings and weekends. As an ethnographer, Green aimed to collect data with as little structure as possible and in order to do so, Green wished to be subjective in a natural context to gain knowledge. To engage in an ethnographic study, Green adopted research methods such as observation of formal and informal settings and in-depth interviews with students and staff. Milligan (2014) highlights the situational complexity of gender and the rural-urban divide. Milligan analyses dominant discourses of rurality and identifies that rurality is associated with isolation, and communities are viewed as backwards and traditional. Milligan states that western society views rurality as idyllic and community-focused which are predominantly inhabited by the white middle-class. Milligan considers that it is rurality which presents unique challenges to individuals in those communities yet due to globalisation, the focus has shifted to analysing urban environments. This has resulted in little policy or research being conducted in rural environments. Milligan views rurality as an active agent which is central to the lived experiences of individuals. Milligan states that previous research into gender inequality typically focuses on using quantified data such as statistic whereas Milligan has chosen to use a variety of qualitative research methods as she suggests that girls face multiple challenges which are not necessarily considered by statistics. Milligan used many research methods which would produce qualitative data. Staff were used in semi-structured interviews, cameras and diaries were given to older students and younger students participated in essay-writing and producing posters. Milligan’s research highlighted that rural contexts in Kenya presented many challenges for girls and that education is often too isolated from the wider social context that students come from. Challenges included the need for girls to fulfil gender stereotypes such as having to do chores after school and also the issues of ‘patronage sexuality’ (p. 470). This refers to girls participating in sexual activity for money or essential items alongside typically rural issues such as teenage pregnancy and early marriage. Further challenges for girls were the gendered attitudes of their teachers. The challenges that these girls face were seen as problems by the teachers in which girls were tended to be blamed for such problems. Teachers also viewed girls as not being serious about their education and are far more interested in sexual relationships compared to their education. These views by the teachers not only influenced other students’ views of girls but the girls themselves had a negative influence on their self-worth and well-being as a result of these gendered vie>GET ANSWER