Part 1
TechSolutions, Inc.
Revamped Employee Communication: Empowering Tech Knowledge
TSI Tech Talks: Fostering Growth and Collaboration
Dear TSI Team,
In the last week of January, we had an excellent chance to run our first set of engaging Lunch and Learn sessions taken by the creative staff of our senior engineering. These sessions emphasized and upgraded our team members’ trading expertise about the recent technology and cybersecurity rules. This marked the first step of building our new in-house training program, which we are looking forward to as the year progresses.
Earlier this week, I discussed with Christ Scerbo, one of our senior engineers, and I retrieved his views on these new learning platforms. Chris mentioned, “[Our team is] committed to the professional development of our technicians by offering certification education. It also provides advanced training in the newest industry methods and maintains a culture based on the principles of continuous improvement (Tech, 2024). We aim to provide every team member with the required expertise to eliminate our customers’ problems promptly.”
These meetings mainly focused on networking troubleshooting and networking technologies to boost our internal training programs and help our tech and engineering team grow professionally. The launch of this section marks the setting up of the Training Task Force. The Training Task Force is a team of five staff members, each with expertise in networking, PaaS, automation and scripting, cybersecurity, and system administration. In summary, both act as pillars of knowledge, creating a competent and learned technical force.
Looking back at the Lunch and Learn sessions, Chris said, “The best part was meeting my colleagues in person after such a long time working online. Seeing the team having a good time and engaging with one another was extremely useful.” The fact that everyone on our tech team has given positive feedback shows their interest in personal improvement and professional growth. We are encouraged by the momentum with which their spirit to participate and grow. We are confident that the greater skills they will gain will benefit us in meeting our client’s needs.
We are thrilled with the commitment of our employees to education, development, and skill refinement. We welcome the diverse avenues this training will open for us and our clients.
Warm regards,
[Your Name]
[Your Position]
TechSolutions, Inc.
Part 2
Justification of Rhetorical Changes in Document Revision
Introduction
The goal of improving the original “TSI, EMPLOYEE LUNCH AND LEARNS” document’s persuasiveness motivated its change. This was accomplished through the revision process, which entailed locating and fixing several of the original argument’s flaws. These shortcomings mostly concern how well the text engages the reader and uses language. The goal was to increase the amended version’s effect and resonance with the target audience by aligning it with modern rhetorical ideas. By matching the revised version with contemporary rhetorical concepts, the aim was to ensure its relevance and persuasiveness. This is done by matching the modern circumstances and boosting the updated version’s efficacy and resonance with the intended audience.
Additionally, the revision aimed to close the gap by incorporating knowledge from relevant rhetorical theories, especially those related to Topics 5 through 8. The new version was able to offer practical answers based on rhetorical principles by thoroughly analyzing the original document’s rhetorical flaws. Using these theories, the revision sought to improve the document’s persuasiveness and communication power and address the highlighted deficiencies. This would enable the document to fulfill its intended purpose within TechSolutions, Inc.’s organizational environment.
Identifying Audience and Purpose
The article is mostly meant for the internal audience of TechSolutions, Inc., which are its employees. Its purpose encompasses two key objectives: in the first stage, to create awareness about the Lunch and Learn sessions, and secondly, to evolve positive emotions and prompt attendance in future training sessions. The primary document attempted to perform these two functions. However, it cannot excite the audience and encourage them to take full advantage of the training possibilities. The introduction was poorly structured because it did not have the necessary elements to connect with employees emotionally, thus failing to spike their zeal to be part of the training sessions. This gap between the plan and the audience’s perception resulted in a situation when the content did not fulfill its objective (Tech, 2024). Therefore, it required modification, eliminating these shortcomings and aligning them with the employees’ goals of awareness and motivation.
Rhetorical Problems in the Original Document
Engagement of the audience is absent from the beginning to the end of the original document. It opens up with a rather indifferent account of what happened, without captivating wordplay or emphasis on the sessions’ importance. Without an interesting introduction, readers will rapidly lose their attention and can easily glance through the content. To solve this problem, the edited version uses creative language and stresses the necessity of self-improvement, supporting the idea and making the readers interested.
The paper does not go far enough to use specific instances to describe how the sessions would be conducted. It only refers to network troubleshooting and technology collection but needs sufficient details to engage the reader. It also needs to illustrate the benefits of the endeavor. With clear objectives and complete information, the employees may be aware of the connection to their professional growth. Consequently, the revised version presents the areas discussed in the sessions, highlighting the practical relevance and how they provide room for skill development and career advancement. This strategy is taken to ensure that the readers understand the worth of attending the training sessions and, in the process, are motivated to participate actively in the sessions.
The document’s authenticity diminishes since the text fails to mobilize the advice of a senior engineer who can boost the trust and persuade readers to attend the training. While it briefly alludes to the senior engineer’s experience, it does not use this to good effect to raise trust and convince prospective clients. It needs to convince the clients’ prospects about the positive outcomes of these sessions. As a solution to this shortcoming, the reworked version strategically weaves in direct quotes from the senior engineer in the text. It explains his expertise and the importance of the training programs. The author achieves credibility and persuasiveness by informing the readers of the engineer’s views and aligning these views with the document’s objectives. The readers will, therefore, be encouraged to participate actively in the training programs.
The original document comes up short in persuasion because it needs more inspirational language to drive employee involvement in the training initiatives. The organization does not go in-depth on motives why employees are “happy and excitedly on board to join the group.” With clear objectives and outcomes stated in training sessions, employees may be sufficiently prompted by their incentives to engage in the training sessions actively. Therefore, the revised version uses simple yet persuasive language to emphasize the various advantages like skill enhancement, promotion opportunities, and the prospect of self-growth to the learner. The document successfully stimulates employees’ desire to take advantage of the learning opportunities and devote themselves to their professional growth. This is shown by creating a clear frame of the personal values of the training initiatives.
Proposed Solutions Based on Rhetorical Theories
The newly written document employs the idea of pathos Aristotle introduced initially. The introduction is designed to be captivating and stir the audience’s emotions. This revised paragraph accentuates the major role professional development and personal growth play in immediately opening the emotional connection between readers and the message. Such a strong emotional bond causes the audience not only to connect on a deeper level but also helps them to reach their fleeting aspirations and feelings for self-improvement. A restructured document will connect the training initiatives as critical avenues for personal and professional advancement, making readers feel enthused and motivated as they participate actively.
Implementing the rhetorical principle of logos, the corrected document carefully presents details about the Lunch and Learn session content and objectives. This logical reasoning approach is also emphasized by the complete exposition demonstrating the direct connections between the sessions and the employees’ professional development and growth at work. The fact that it illustrates the practical benefits and learning outcomes associated with participation reinforces the rational dimension of why employees should participate in the training initiatives. Providing detail focuses on the message and becomes evidence enough to persuade the readers that sessions would be valuable and they should invest themselves in their growth and development.
By employing rhetoric based on ethos, the revised document effectively appropriates the words of senior engineers to enhance the narrative authority and credibility through the presentation of the area of expertise and the invaluable insights of the company leaders. The rewritten version becomes more persuasive, inviting readers to give credit to the training initiatives. These direct quotations prove not only the knowledge but also the experience of the seniors, thus giving the essay its authority and validity. The revised content becomes more convincing than the views of respected figures within the organization by establishing such a foundation (Tech, 2024). This makes the audience realize the importance and relevance of the training initiatives for their career growth and development.
Differentiating this updated version from the modern persuasive theories of Kenneth Burke and Chaim Perelman, the revised document adopts persuasive language. The language enhances the employee’s participation in the training sessions. For example, the next version deals with the immediate effects contributing to career development and indicates that the readers should make plans for their professional growth. The document informs and motivates employees by explicitly outlining the gains and chances for growth that emerge from full participation in the sessions. It motivates them to take the opportunity to contribute to their success (Mullett, 2023). Therefore, using persuasive language in the article is a call for action. It allows readers to view the provided training initiatives as valuable approaches for personal and professional development in the company.
Evaluation of Effectiveness
The revisions strongly improve the rhetorical effectiveness of the original document through highly precise and comprehensive addressing of its identified shortcomings and corresponding the content with modern rhetoric theories. The revised version highlights a serious correction as it straightens the original and applies contemporary rhetorical frameworks to ensure soundness. The revised document draws the audience in using engaging language, thereby leading to the active cooperation of the audience. Moreover, it is made clear regarding the content and objectives of the training sessions that the revised version is stronger by providing clarity and creating a reason for participation (Herrick, 2020). Incorporating authority through quotes from high-level engineers will add an extra layer of trustworthiness to the readers’ thoughts about the importance of these training programs.
Furthermore, in addition to fixing the errors in the original text, the amended version includes persuasive strategies that aim to appeal to the audience’s emotions, reason, and sense of trust. The updated version increases reader engagement and elicits a favorable response by focusing on these many characteristics. The document explains the importance of the training sessions to the staff and encourages them to participate actively through the deft use of rhetorical devices.
Moreover, the modifications implemented to the initial document enhance its efficacy as a tool for fostering employee engagement and growth. TechSolutions, Inc. becomes a more valuable asset in the amended content, which addresses the inadequacies found in the original edition. It is ensured that the document informs and inspires employees to take advantage of the company’s learning and development chances by utilizing persuasive language and argumentation approaches. Ultimately, the changes help the document better reflect the organization’s objectives of supporting staff members’ professional development and a culture of continual improvement.
Conclusion
The effective speech successfully overcomes these shortcomings by examining the flaws and inadequacies in the original speech’s rhetorical strategies and employing the relevant theories in the modified versions. It attains its aim of informing and convincing the audience. The revised document has highlighted these changes: appropriate language, providing necessary information, and appealing to authority and persuasion. The revised document competently shares the benefits of the training topics and encourages employees to participate enthusiastically in professional development activities.
Furthermore, to increase its persuasiveness and efficacy, the successful speech applies pertinent rhetorical theories and recognizes and addresses the flaws in the original material. The new version makes sure that it successfully informs and persuades the audience of the significance of the training initiatives by closely examining the shortcomings in the original rhetorical methods. The updated document effectively communicates the advantages of the training topics by using suitable language, giving the required information, and making persuasive and authoritative arguments.
Employee excitement and involvement in professional development activities are thus promoted, which aligns with the organization’s goals of supporting staff members’ ongoing development and progress.
References
Herrick, J. A. (2020). The history and theory of rhetoric: An introduction. Routledge. https://www.taylorfrancis.com/books/mono/10.4324/9781003000198/history-theory-rhetoric-james-herrick
Mullett, M. (2023). Rhetoric, theory and the imperative of performance: Byzantium and now. In Letters, Literacy and Literature in Byzantium (pp. X_151-X_170). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003417460-10/rhetoric-theory-imperative-performance-byzantium-margaret-mullett
Tech. (2024, February 15). TSI EMPLOYEE LUNCH AND LEARNS. TechSolutions, Inc. https://www.techsolutionsinc.com/blog/tsi-employee-lunch-and-learns/?utm_medium=email&utm_campaign=2024%20February%20Newsletter&utm_content=2024%20February%20Newsletter+Preview+CID_6404f95efb3bb84e785ebdb3130edffb&utm_source=Pronto%20Email%20Marketing&utm_term=Read%20more
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