FACTOR V: ORGANIZATIONALPOSITIONING SKILLS
CLUSTER L: COMMUNICATING EFFECTIVELY
67 Written Communications
Writing is a lot easier if you have something to say. Sholem Asch – Polish-born American Jewish novelist
Section 1: Your Development Need(s)
Unskilled
 Not a clear communicator in writing
 May be hard to tell what the point is
 May be too wordy or too terse or have grammar/usage problems
 May not construct a logical argument well
 May not adjust to different audiences; may have a single style of writing
Select one to three of the competencies listed below to use as a substitute for this competency if you decide not to
work on it directly.
Substitutes: 5,15,27,37,47,49,51,65
Skilled
 Is able to write clearly and succinctly in a variety of communication settings and styles
 Can get messages across that have the desired effect
Overused Skill
 May invest too much time crafting communications
 May too often try for perfection when something less would do the job
 May be overly critical of the written work of others
Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.
Compensators: 1,2,3,12,15,17,27,32,38,44,46,48,50,51,53,57,62
Some Causes
 Dull writing
 Too busy
 Too wordy; too long
 Hard to tell what your point is
 Disorganized
 Grammar/usage problems
 Don’t write for the audience
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Leadership Architect® Factors and Clusters
This competency is in the Organizational Positioning Skills Factor (V). This competency is in the
Communicating Effectively Cluster (L) with: 49. You may want to check other competencies in the same
Factor/Cluster for related tips.
The Map
You are what you write. Good writing is that which efficiently and effectively communicates to readers the
points and messages you want them to know. No more. No less. It respects the time and the intelligence of the
reader. Learn to write as if you had three minutes to present an argument to a group whose opinion is
important to you. The border patrol stops you and asks you the purpose of your visit. What would you do? You
would probably speak their language, make it clear what you want, use as few words as you could, sound
plaintive, and reinforce key points that argue in your favor. Think of what you wouldn’t do. You wouldn’t ramble,
expect them to guess your point or use vague words or jargon that would baffle them. Good writing is the
same. Use the least amount of print possible to communicate your message.
Section 2: Learning on Your Own
These self-development remedies will help you build your skill(s).
Some Remedies
 1. Lacking focus or clarity? Prepare an outline before you write. Too many people write without a plan.
Go through a checklist. What’s your objective? What are your main points? Outline your main points in
logical support of the objective. What are five things you want them to know and remember about each
point? When you write, any sentence that does not relate to the objective and the points shouldn’t be there.
What would the ideal reader say if interviewed 15 minutes after he/she finishes reading your piece? Who’s
your audience? How much do they know that you don’t have to repeat? How much background should you
include? What questions will the audience have when they read your piece? Are they covered? What’s the
setting for readers? How much time will they spend? How long can it be? Pick up something you’ve written
lately and take a test. Does it have a thesis? Does each paragraph have a topic sentence—a subject? If
you state one sentence per paragraph, do the statements follow logically? More help? – See #47 Planning.
 2. Losing the reader’s attention? Keep to the plan. Follow your outline. State your message or purpose
in a lead single sentence or two early in the document. Any reader should immediately know why he/she is
reading the piece. Then outline the three to five chunks of your argument to support your thesis. Any more
and the readers won’t follow it. What in the introduction will grab the reader and rivet him/her on your
message? A story, a fact, a comparison, a quote, a photo, a cartoon? What are five techniques you will use
to get and hold his/her attention? What style would work best? What are your priority points, and how will
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you explain them? Some points are made better by example, some by the logic of the argument, some by
facts or stories. You should vary how you drive home your point because you will reach more people.
 3. Not connecting? Write for a targeted audience. Unfortunately, one document generally does not play
equally well across differing audiences. Many times you will have to adjust the length, tone, pace, style,
and even the message and how you couch it for different audiences. If you are writing a single message to
multiple audiences, always ask yourself how are they different? Adjust accordingly. Writing for a higher
level manager? Use an executive summary. One page. Just like your outline. At the end, tell the person
what decision you are asking him or her to make. If the executive indicates interest, follow with the longer
document. A support group? What resources will you need to support this activity? They probably need
detail to line up their schedules. Legal? They need why, the history, parallels in the marketplace, legal
potholes. Direct reports? They need implementation detail to understand the goals and outcomes you are
considering. In one sense, you need to write the entire document and then chunk it up for the various
audiences. Don’t try to make one document stretch. More help? – See #15 Customer Focus.
 4. Too much information? Don’t drown the reader in detail he/she doesn’t need or can’t use. Use
detail only when it’s essential to understanding your argument/thesis. What are five facts that show your
point? Even if writing a lengthy report, those five facts should be highlighted in a paragraph or two, not
revealed slowly. Readers will forget why they are reading about each problem since problems usually have
more than one cause, and they will become distracted thinking about other matters. Few people read an
almanac; if your argument is data driven, use the few; put the many in appendices.
 5. Too dense? Provide headlines and checkpoints for the reader, just as a newspaper does. If the
communication is more than two or three pages, break it into headings such as ―The Purchasing Problem,‖
―Why the Purchasing System Is Breaking Down,‖ ―Purchasing Options,‖ ―Questions to Answer,‖ etc.
 6. Difficult to understand? Don’t lose your readers with poor use of words. Eliminate embellishing
words such as very, great, exciting, etc. Most adjectives and adverbs add nothing, cause the reader to
pause, or come across as overstatements. Arguments are carried by logic and facts, not filler. Avoid
stringing abstract words together—usually nouns—such as ―optimal personnel interface.‖ Substitute
common equivalents for these words. The numbing string of nouns above actually means ―the best way for
people to talk to each other.‖ Since all word processing systems have a thesaurus embedded in them, use
this if stumped. Use Spell Check to correct misspellings and to spot commonly misused words such as
irregardless (for regardless), or orientate (for orient). Poor usage is more difficult to spot. Perhaps the
easiest method is to have someone check your grammar. Another more difficult but longer-term strategy is
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to get a copy of The Elements of Style by Strunk and White, a simple guide to the most common problems
in grammar and what to do about them.
 7. Not capturing attention? Use action and visuals. Pep up your writing. Use words that call up pictures
whenever possible. Vivid, visual arguments are best remembered. (Can you make the reader see the
purchasing problem? ―The boxes were stacked to the ceiling, blocking two rows.‖) Vary sentence length
and type. Too many writers fall into the trap of ―The quick brown fox jumped over the lazy dog’s back‖—a
string of simple sentences made long with lots of filler. Turning verbs into nouns makes writing dull—say,
―X organized,‖ not, ―the organization was accomplished by….‖ Use action—or active—words. Avoid ―is‖
and ―are,‖ double negatives like ―not bad‖ or veiled insults like ―not very good.‖ Say what you mean with
active words: If a sentence has multiple commas, or multiple clauses, it may be too long. Say it out loud.
Could you say it in half the words? Long, tortuous sentences usually come from turning the subject into the
object of the sentence. In ―Employees are inspired by X, Y, and Z,‖ the employees are passive recipients of
X, Y, and Z, which comprise the point of the sentence. Decide what inspires employees and put it first. Try
a little drama. In contrast to the above point, if you want to emphasize something, put it last: ―In conclusion,
doing X increased profit 14%‖ is more likely to make the point than ―Profit increased 14% by….‖
 8. Redundant? Reduce repetition. If your writing is repetitious, usually your second or third statement or
qualifier will be the best. Often we write something, decide it needs clarification, and write another sentence
or two to explain the first. In reading it over, we notice this and scratch out the later sentences, making the
problem worse. First, check the later statements to see if they are better statements; if not, combine the
sentences into one.
 9. Difficulty conveying your point in writing? Write like you speak. Most people who don’t write well,
speak better than they write. Use this to your advantage. Talk out your argument with a friend, say it out
loud, use a tape recorder, buy one of the new word recognition software programs. Then reduce your
argument to the logical format required by writing.
 10. Come across better when you say it? Don’t always write like you speak. Watch out for cute and
humorous remarks. What is funny in person often seems cynical on paper. Watch out for strongly worded
statements. While you may get away with them in person because you have a soft voice, they will come
across as hard and uncompromising in writing. Watch out for jargon and other $1,000 words that bore
readers or confuse them. This might be fine in person because you can gauge reactions and clear up any
furrowed-brow responses; in writing, you can’t see your audience. And don’t ever, ever, write when you’re
angry. If you do, put it away overnight. Read it the next day, extract the points, rewrite it, then throw the
original missile away. That’s what Lincoln did and he was pretty successful.
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Section 3: Learning from Feedback
These sources would give you the most accurate and detailed feedback on your skill(s).
 1. Direct Boss
Your direct boss has important information about you, your performance, and your prospects. The
challenge is to get this information. There are formal processes (e.g., performance appraisals). There are
day-to-day opportunities. To help, signal your boss that you want and can handle direct and timely
feedback. Many bosses have trouble giving feedback, so you will have to work at it over a period of time.
 2. Direct Reports
Across a variety of settings, your direct reports probably see you the most. They are the recipients of most
of your managerial behaviors. They know your work. They can compare you with former bosses. Since
they may hesitate to give you negative feedback, you have to set the atmosphere to make it easier for
them. You have to ask.
 3. Internal and External Customers
Customers interact with you as a person and as a supplier or vendor of products and services. You’re
important to them because you can either help address and solve their problems or stand in their way. In
customer service and programs such as TQM, ISO and Six Sigma, clients and customers become a more
prominent source of feedback.
 4. Peers and Colleagues
Peers and colleagues have a special social and working relationship. They attend staff meetings together,
share private views, get feedback from the same boss, travel together, and are knowledgeable about each
other’s work. You perhaps let your guard down more around peers and act more like yourself. They can be
a valuable source of feedback.
Section 4: Learning from Develop-in-Place Assignments
These part-time develop-in-place assignments will help you build your skill(s).
 Plan a new site for a building (plant, field office, headquarters, etc.).
 Manage the purchase of a major product, equipment, materials, program, or system.
 Write public press (PR) releases for the organization.
 Write a proposal for a new policy, process, mission, charter, product, service, or system, and present and
sell it to top management.
 Draft a mission statement, policy proposal, charter, or goal statement and get feedback from others.
 Seek out and use a seed budget to create and pursue a personal idea, product, or service.
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 Work on a team writing a proposal to obtain significant government or foundation grants or funding of an
activity.
 Design a training course in an area you’re not an expert in.
 Design a training course in an area of expertise for you.
 Write a speech for someone higher up in the organization.
Section 5: Learning from Full-Time Jobs
These full-time jobs offer the opportunity to build your skill(s).
1. Heavy Strategic Demands
The core demands necessary to qualify as a Heavy Strategic Demands assignment are: (1) Requires
significant strategic thinking and planning most couldn’t do. (2) Charts new ground strategically. (3) Plan must
be presented, challenged, adopted, and implemented. (4) Exposure to significant decision makers and
executives. Examples of jobs with Heavy Strategic Demands: (1) Strategic planning position. (2) Job involving
repositioning of a product, service, or organization.
Section 6: Learning from Your Plan
These additional remedies will help make this development plan more effective for you.
Learning from Experience, Feedback, and Other People
 1. Using Multiple Models
Who exemplifies how to do whatever your need is? Who, for example, personifies decisiveness or
compassion or strategic agility? Think more broadly than your current job and colleagues. For example,
clergy, friends, spouses, or community leaders are also good sources for potential models. Select your
models not on the basis of overall excellence or likeability, but on the basis of the one towering strength (or
glaring weakness) you are interested in. Even people who are well thought of usually have only one or two
towering strengths (or glaring weak-nesses). Ordinarily, you won’t learn as much from the whole person as
you will from one characteristic.
 2. Getting Feedback from Bosses and Superiors
Many bosses are reluctant to give negative feedback. They lack the managerial courage to face people
directly with criticism. You can help by soliciting feedback and setting the tone. Show them you can handle
criticism and that you are willing to work on issues they see as important.
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Learning from Courses
 3. Courses with Feedback
Many courses such as negotiating skills and personal influence offer feedback on the subject matter of the
course in addition to the content. They either collect data ahead of time or collect it ―live‖ during the course.
Do but take care to express yourself in a plain, easy manner, in well-chosen, significant and decent
terms, and to give a harmonious and pleasing turn to your periods: study to explain your thoughts,
and set them in the truest light, labouring as much as possible, not to leave them dark nor intricate,
but clear and intelligible. Miguel de Cervantes – Spanish dramatist, poet, and author
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Suggested Readings
Abell, A. (2003). Business grammar, style & usage: The most used desk reference for articulate and polished
business writing and speaking by executives worldwide. Boston, MA: Aspatore, Inc.
Alred, G. J., Brusaw, C. T., & Oliu, W. E. (2006). The business writer‘s handbook (8th ed.). New York: St.
Martin’s Press.
Appleman, J. E. (2008). 10 Steps to successful business writing. Alexandria, VA: ASTD Press.
Bailey, E. P., Jr. (2007). Writing and speaking at work (4th ed.). Upper Saddle River, NJ: Prentice Hall.
Baldoni, J. (2003). Great communication secrets of great leaders. New York: McGraw-Hill.
Bond, A. (2005). 300+ Successful business letters for all occasions (2nd ed.). Hauppauge, NY: Barron’s
Educational Series.
Booher, D. (2001). E writing: 21st Century tools for effective communication. New York: Pocket Books.
Bovée, C. L., & Thill, J. V. (2007). Business communication today (9th ed.). Upper Saddle River, NJ: Prentice
Hall.
Campbell, C. A., & Collins, M. (2010). The one-page project manager for execution: Drive strategy and solve
problems with a single sheet of paper. Hoboken, NJ: John Wiley & Sons.
Cunningham, H., & Greene, B. (2002). The business style handbook: An A-to-Z guide for writing on the job
with tips from communications experts at the Fortune 500. Chicago: McGraw-Hill.
Davis, K. (2005). The McGraw-Hill 36-hour course in business writing and communication. New York:
McGraw-Hill.
Dumaine, D. (2004). Write to the top: Writing for corporate success. New York: Random House Trade
Paperbacks.
Ellison, P. T., & Barry, R. E. (2006). Business English for the 21st century (4th ed.). Upper Saddle River, NJ:
Prentice Hall.
Harvard Business School Press. (2003). Business communication. Boston: Harvard Business School Press.
Iacone, S. J. (2003). Write to the point: How to communicate in business with style and purpose. Franklin
Lakes, NJ: Career Press.
Lindsell-Roberts, S. (2004). Strategic business letters and e-mail. Boston: Houghton Mifflin Company.
Meyer, V., Sebranek, P., & Van Rys, J. (2004). Write for business. Burlington, WI: UpWrite Press.
O’Quinn, K. (2006). Perfect phrases for business letters. New York: McGraw-Hill.
Picardi, R. P. (2001). Skills of workplace communication: A handbook for T & D specialists and their
organizations. Westport, CT: Quorum Books.
Rosenberg, S. (2009). Say everything: How blogging began, what it‘s becoming, and why it matters. New
York: Crown.
Rounds, M. (2009). Executive authorship: Write your way to career advancement. Rancho Palos Verdes, CA:
CPM Systems.
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ROBERT W. EICHINGER
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Ryan, K. (2003). Write up the corporate ladder: Successful writers reveal the techniques that help you write
with ease and get ahead. New York: AMACOM.
Zuk, R. (2009). The right kind of writing: Follow simple writing tenets to increase your likelihood of social media
success. Public Relations Tactics, 16(2), 7.
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