DOCSLIB.ORG

Media Effects on Employee Engagement with Change Communication: Can They Be

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Media Effects on Employee Engagement with Change Communication: Can They Be Page 1 of 20 ANZAM 2010 Media effects on employee engagement with change communication: Can they be predicted Media Richness Theory? Janika Lawrence Department of Management, University of Canterbury, Christchurch, New Zealand Email: [email protected] Dr Colleen Mills Email: [email protected] Department of Management, University of Canterbury, Christchurch, New Zealand ANZAM 2010 Page 2 of 20 Media Effects on Employee Engagement with Change Communication: Can they be Predicted Using Media Richness Theory? ABSTRACT: Change managers are confronted with a wide range of media choices for communicating with employees during periods of organisational change. However, while there is an extensive literature to inform their media decisions, this literature pays scant attention to employees’ experience of and response to different media. This paper addresses this gap in the literature by presenting findings from a qualitative study of frontline healthcare workers’ perceptions of and responses to the change communication surrounding two change initiatives at a major healthcare provider. It shows how frontline employees’ responses to the media used directly impacted on their engagement with the changes in ways not always consistent with Media Richness Theory (Daft & Trevino, 1987; Russ, Daft and Lengel, 1990). Their engagement with the change communication was found to be a consequence of the interactional dynamics and communication environment in their workplace and not, in the first instance, the equivocality and complexity of the change message. Such a finding has significant implications for change agents seeking to optimise frontline staff’s engagement with change initiatives. Key words: Media Richness Theory, media choice, engagement, change communication, sensemaking ‘Organisations are built, maintained, and activated through the medium of communication. If that communication is misunderstood, the existence of the organisation itself becomes more tenuous’ (Weick, 2001, p. 136). The risks to stakeholders of ineffectual communication are particularly significant in high reliability organisations like hospitals, especially during periods of change. Effective change communication is vital to ensure the organisation continues to operate safely and efficiently. Typically in large, modern organisations a change manager is confronted with a wide range of media choices for communicating with internal stakeholders during periods of organisational change. The challenge is to make media choices that maximize the likelihood that communication is effective. However, while there is an extensive literature to inform change agents’ media decisions, this literature pays scant attention to employees’ experience of and response to the media used during organisational change. This paper addresses this gap in the literature by presenting findings from a qualitative study of frontline workers’ perceptions of and responses to the internal communication that was related to two change initiatives at a major healthcare provider. Page 1 of 19 ANZAM 2010 Page 3 of 20 ANZAM 2010 Following a brief review of relevant change management and communication media choice literatures it describes the change initiatives and the organisation in which they were occurring. It then briefly describes the research approach. The findings from an analysis of employees’ responses to the media used to communicate with them about two organisational change initiatives are then presented. The paper concludes with a short discussion of how well Media Richness Theory (Daft et al, 1987; Russ, Daft and Lengel, 1990) predicted the empirical findings. The paper’s contribution lies in the useful insights it provides for guiding media selection during change. INSIGHTS FROM THE LITERATURE Managing Change: The Importance of Engaging Communication In order to remain competitive and effectively achieve corporate goals organisations must continually embrace change (Kotter &Cohen, 2002), yet organisational change continues to be poorly managed, leading to up to two-thirds of change initiatives not achieving their expected goals (Beer & Nohria, 2000). Research suggests that this is due to inadequate understanding of change implementation techniques (Gilley, Gilley and McMillan, 2009, p. 75), which inevitably involve internal communication. High performing companies don’t leave communication to chance, particularly during times of change and uncertainty. Trahant (2008) found a strong correlation between high performing organisations and effective employee communication. Those organisations gaining high scores in effective employee communication were operationally different from organisations achieving lower scores. Among their distinguishing characteristics these high performing companies had communication programmes that effectively engaged employees by involving them and levering upon their strengths during change implementation. Employee engagement during change does not simply refer to informing employees about change. While a well designed informational strategy within a change management process will ensure employees understand the need for change (Fiol et al 1999; Kotter, 1995) and help to address resistance to change stemming from confusion and anxiety (Kanter, 1983), uncertainty (Olson & Tetrick, 1988) and emotional reactions (Nadler, 1982), change agents need to achieve a high level of employee engagement (Crozier & Kass, 2010). This is because it is Page 2 of 19 ANZAM 2010 ANZAM 2010 Page 4 of 20 engagement that drives acceptance of change (Bordia et al, 2004), empoyee performance and ultimately successful implementation. Strategy is not sufficient on its own. Change agents and those who directly communicate with staff during times of change need to be skilled and actively promoting engagement (Jones et al., 2008, p. 295). Poor line managers can negatively affect the achievement of affective communication engagement if they are unskilled in communicating or act as gatekeepers of information and choose not to communicate with staff (Boardman, 2009). Thus, it can be seen that communication that engages internal stakeholders is an important objective if organisational change is to be successful. It is surprising, then, that there is a scant literature on employees’ experience of change communication and the factors that ensure their engagement with this communication. Communication Media Choice Media Richness Theory (MRT) (Daft & Trevino, 1987; Russ, Daft and Lengel, 1990) or Information Richness Theory as it was originally proposed (Daft and Lengel, 1984, 1986) suggests that rich media communication (for example, face-to-face communication and teleconferencing), which provide instant feedback, the use of multiple cues and natural language and a personal focus, are best suited to situations where the information being communicated is complex or where equivocality exists (Carlson & George, 2004, p. 193). In contrast, lean media (for example, email and letters) are more suited to simple messages where equivocality is low. MRT proposes that effective media choices involve matching the characteristics of the media to the informational needs of the task (Daft et al. 1987). Shao-Kang and Ting (2008) suggest that trust as well as information richness is also a factor in media choice. Their experimental results suggest communicators, when communicating over long distances, will choose a communication medium that allows high information richness if the communication is characterised as highly equivocal and a low degree of trust for the other party. In contrast, if communicating over short distances their media choice is neither affected by task equivocality nor trust. A study on knowledge transfer within a hospital by Murray & Peyrefitte (2007) found that rich media were often used to communicate ‘know-how’ or tacit knowledge whereas lean media were Page 3 of 19 ANZAM 2010 Page 5 of 20 ANZAM 2010 frequently used to communicate information or explicit knowledge. In contrast, some media have been found to be used regardless of the type of knowledge being transferred because they were the favoured media choice of the communicator (Rice & Case, 1983; Murray & Peyrefitte, 2007). For example, upper management have been found to have preference for rich media such as face-to-face communication (Rice & Shook, 1990; El-Shinnawy & Markus, 1998; Carlson & Davis, 1998; Murray & Peyrefitte, 2007). Research has also suggested that employees encounter strong social and organisational encouragement to use particular media (for example, e-mail) and that this influences their decision to use this medium (Markus 1994). Rich media communication situations offer the opportunity for immediate feedback, which has many positive organizational effects. For instance, Kassing (2000) found that in workplaces where feedback was encouraged employees exhibited high organisational identification and openly articulated dissenting views, knowing that these would be welcome. In contrast, where feedback was not encouraged and dissent suppressed then employees exhibited less identification and more resentment and desire for revenge. Media choice has major implications for change management. This is because change inevitably is accompanied by some level of disruption, which has the potential to create equivocality and uncertainty (Mills, 2010) as well as a need to effectively share change-related information. Media choice becomes an important consideration, particularly in large technologically sophisticated
Load more

Recommended publications
  • Speechreading for Information Gathering
    Speechreading for information gathering: A survey of scientific sources1 Ruth Campbell Ph.D, with Tara-Jane Ellis Mohammed, Ph.D Division of Psychology and Language Sciences University College London Spring 2010 1 Contents 1 Introduction 2 Questions (and answers) 3 Chronologically organised survey of tests of Speechreading (Tara Mohammed) 4 Further Sources 5 Biographical notes 6 References 2 1 Introduction 1.1 This report aims to clarify what is and is not possible in relation to speechreading, and to the development of speechreading skills. It has been designed to be used by agencies which may wish to make use of speechreading for a variety of reasons, but it focuses on requirements in relation to understanding silent speech for information gathering purposes. It provides the main evidence base for the report : Guidance for organizations planning to use lipreading for information gathering (Ruth Campbell) - a further outcome of this project. 1.2 The report is based on published, peer-reviewed findings wherever possible. There are many gaps in the evidence base. Research to date has focussed on watching a single talker’s speech actions. The skills of lipreaders have been scrutinised primarily to help improve communication between the lipreader (typically a deaf or deafened person) and the speaking hearing population. Tests have been developed to assess individual differences in speechreading skill. Many of these are tabulated below (section 3). It should be noted however that: There is no reliable scientific research data related to lipreading conversations between different talkers. There are no published studies of expert forensic lipreaders’ skills in relation to information gathering requirements (transcript preparation, accuracy and confidence).
    [Show full text]
  • An Empirical Test of Media Richness and Electronic Propinquity THESIS
    An Inefficient Choice: An Empirical Test of Media Richness and Electronic Propinquity THESIS Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Ted Michael Dickinson Graduate Program in Communication The Ohio State University 2012 Master's Examination Committee: Dr. Jesse Fox, Advisor Dr. Brandon van der Heide Copyrighted by Ted Michael Dickinson 2012 Abstract Media richness theory is frequently cited when discussing the strengths of various media in allowing for immediate feedback, personalization of messages, the ability to use natural language, and transmission of nonverbal cues. Most studies do not, however, address the theory’s main argument that people faced with equivocal message tasks will complete those tasks faster by choosing interpersonal communication media with these features. Participants in the present study either chose or were assigned to a medium and then timed on their completion of an equivocal message task. Findings support media richness theory’s prediction; those using videoconferencing to complete the task did so in less time than those using the leaner medium of text chat. Measures of electronic propinquity, a theory proposing a sense of psychological nearness to others in a mediated communication, were also tested as a potential adjunct to media richness theory’s predictions of medium selection, with mixed results. Keywords: media richness, electronic propinquity, media selection, computer-mediated communication, nonverbal
    [Show full text]
  • The Basic Course in Speech Communication: Past, Present and Future
    DOCUMENT RESUME ED 259 414 CS 504 984 AUTHOR McQuillen, Jeffrey S.;Ivy, Diana K. TITLE The Basic Course in Speech Communication: Past, Present and Future. PUB DATE [82] NOTE 19p. PUB TYPE Viewpoints (120) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Basic Skills; Course Content; Course Organization; Educational Assessment; *Educational History; Educational Trends; Higher Education; *Speech Communication; *Speech Curriculum; Speech Instruction ABSTRACT Acknowledging the need for objective evaluation of. the focus and organization of the basic speechcommunication course, this paper reviews the progress of the basic course bytracing its changes and development. The first portion of the paperdiscusses the evolution of the basic course from the 1950s to the present,giving specific attention to historical modifications in thebasic course's orientation and focus. The second, portion of the paperaddresses questions concerning the current orientation,responsiveness, and appropriateness of the basic course, and reviewspromising answers to these questions. (HTH) ********************************************************************** * * Reproductions supplied by EDRS are the best that canbe made * * from the original document. *********************************************************************** BEST COPY AVAILABLE THE BASIC COURSE IN SPEECH COMMUNICATION: Past, present and r--1 future CT r\J LtJ Jeffrey S. McQuillen Assistant Professor Speech Communication Program Texas ALCM University College Station, TX 77843 (409) 845-8328 Diana K. Ivy Doctoral Candidate Communication Department University of Oklahoma Norman, Ok 73019 U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL. RESOURCES INFORMATION CENTER (ERICI .>\Thisdocument has been reproduced as eceived from the person or organization originating it Minor changes have been made to improve reproduction quality Points of view or opinions :riled in this dorm merit do not necessarily represent official NIE position or petit.
    [Show full text]
  • UN Strategy and Plan of Action on Hate Speech
    UNITED NATIONS STRATEGY AND PLAN OF ACTION ON HATE SPEECH Foreword Around the world, we are seeing a disturbing groundswell of xenophobia, racism and intolerance – including rising anti-Semitism, anti-Muslim hatred and persecution of Christians. Social media and other forms of communication are being exploited as platforms for bigotry. Neo-Nazi and white supremacy movements are on the march. Public discourse is being weaponized for political gain with incendiary rhetoric that stigmatizes and dehumanizes minorities, migrants, refugees, women and any so-called “other”. This is not an isolated phenomenon or the loud voices of a few people on the fringe of society. Hate is moving into the mainstream – in liberal democracies and authoritarian systems alike. And with each broken norm, the pillars of our common humanity are weakened. Hate speech is a menace to democratic values, social stability and peace. As a matter of principle, the United Nations must confront hate speech at every turn. Silence can signal indifference to bigotry and intolerance, even as a situation escalates and the vulnerable become victims. Tackling hate speech is also crucial to deepen progress across the United Nations agenda by helping to prevent armed conflict, atrocity crimes and terrorism, end violence against women and other serious violations of human rights, and promote peaceful, inclusive and just societies. Addressing hate speech does not mean limiting or prohibiting freedom of speech. It means keeping hate speech from escalating into something more dangerous, particularly incitement to discrimination, hostility and violence, which is prohibited under international law. The United Nations has a long history of mobilizing the world against hatred of all kinds through wide-ranging action to defend human rights and advance the rule of law.
    [Show full text]
  • Hierarchy of Social/Pragmatic Skills As Related to the Development of Executive Function Created by Kimberly Peters, Ph.D
    Hierarchy of Social/Pragmatic Skills as Related to the Development of Executive Function created by Kimberly Peters, Ph.D. Age Pragmatic Skills EF Development/Tasks requiring EF Treatment Ideas/Strategies 0-3 Illocutionary—caregiver attributes Development: - face to face interaction months intent to child actions - behavior is designed to meet - vocal-turn-taking with care-providers - smiles/coos in response immediate needs - attends to eyes and mouth - cognitive flexibility not emerged - has preference for faces - exhibits turn-taking 3-6 - laughs while socializing - vocal turn-taking with care-providers months - maintains eye contact appropriately - facial expressions: tongue protrusion, - takes turns by vocalizing “oh”, raspberries. - maintains topic by following gaze - copies facial expressions 6-9 - calls to get attention Development: - peek-a-boo months - demonstrates attachment - Early inhibitory control emerges - place toys slightly out of reach - shows self/acts coy to Peek-a-boo - tolerates longer delays and still - imitative babbling (first true communicative intent) maintains simple, focused attention - imitating actions (waving, covering - reaches/points to request eyes with hands). 9-12 - begins directing others Development: - singing/finger plays/nursery rhymes months - participates in verbal routines - Early inhibitory control emerges - routines (so big! where is baby?), - repeats actions that are laughed at - tolerates longer delays and still peek-a-boo, patta-cake, this little piggy - tries to restart play maintain simple,
    [Show full text]
  • Analyzing the Rhetoric of JFK's Inaugural Address
    Analyzing the Rhetoric of JFK’s Inaugural Address Topic: John F. Kennedy’s Inaugural Address Grade Level: 9-12 Subject Area: English Language Arts Time Required: 1-2 class periods Goals/Rationale An inaugural address is a speech for a very specific event—being sworn into the office of the presidency. The speeches of modern presidents share some commonalities in referencing American history, the importance of the occasion, and hope for the future. Each president, however, has faced the particular challenges of his time and put his own distinctive rhetorical stamp on the address. In the course of writing this address, John F. Kennedy and Theodore Sorensen, his advisor and main speechwriter, asked for and received suggestions from advisors and colleagues. (To see the telegram from Ted Sorensen dated December 23, 1960, visit http://tinyurl.com/6xm5m9w.) In his delivered speech, Kennedy included several sections of text provided by both John Kenneth Galbraith, an economics professor at Harvard University and Adlai Stevenson, former governor of Illinois and Democratic presidential candidate in 1952 and 1956. In this lesson plan, students consider the rhetorical devices in the address JFK delivered on January 20, 1961. They then analyze the suggestions made by Galbraith and Stevenson and compare them to the delivered version of the speech. Students then evaluate the impact of the changes on the resonance of the speech. Essential Question: How can the use of rhetorical devices enhance a speech? Objectives Students will: identify rhetorical terms and methods. examine the rhetorical devices of JFK’s inaugural address. analyze the effects of the rhetorical devices on the delivered speech.
    [Show full text]
  • Penamerica Principles Oncampus Freespeech
    of speech curtailed, there is not, as some accounts have PEN!AMERICA! suggested, a pervasive “crisis” for free speech on campus. Unfortunately, respect for divergent viewpoints has PRINCIPLES! not been a consistent hallmark of recent debates on ma!ers of diversity and inclusion on campus. Though ON!CAMPUS! sometimes overblown or oversimplified, there have been many instances where free speech has been suppressed FREE!SPEECH or chilled, a pa!ern that is at risk of escalating absent concerted action. In some cases, students and univer- sity leaders alike have resorted to contorted and trou- The State of Free Speech on Campus bling formulations in trying to reconcile the principles One of the most talked-about free speech issues in the of free inquiry, inclusivity, and respect for all. There are United States has li"le to do with the First Amendment, also particular areas where legitimate efforts to enable the legislature, or the courts. A set of related controversies full participation on campus have inhibited speech. The and concerns have roiled college and university campuses, discourse also reveals, in certain quarters, a worrisome dis- pi"ing student activists against administrators, faculty, and, missiveness of considerations of free speech as the retort almost as o#en, against other students. The clashes, cen- of the powerful or a diversion from what some consider tering on the use of language, the treatment of minorities to be more pressing issues. Alongside that is evidence and women, and the space for divergent ideas, have shone of a passive, tacit indifference to the risk that increased a spotlight on fundamental questions regarding the role sensitivity to differences and offense—what some call “po- and purpose of the university in American society.
    [Show full text]
  • Speech Communication
    SPEECH COMMUNICATION Associate of Art / Associate of Science degree Program and Career Description: The Speech Communication emphasis is a two-year program for students planning to complete a bachelor’s degree in Communications, Speech, or Public Relations. Students pursuing careers in public relations, advertising, law, speech writing, liaison, customer service, or corporate communications should consider this degree. Below are a few examples of career and salary estimates. Career Entry-Level Education Entry-Level Pay Median Pay Experienced Pay Advertising and Promotions Bachelor’s degree $40,720 $66,400 $102,450 Managers Arbitrators, Mediators, and Bachelor’s degree $35,520 $55,790 $68,340 Conciliators Communications Teachers, Master’s degree or $31,720 $48,700 $62,830 Postsecondary Doctoral degree Career and salary information taken from JOBS4TN.GOV. Check out this website for additional information about job de- scriptions, education requirements and abilities, and supply and demand for these careers. For additional information from a national perspective, go to Bureau of Labor Statistics, U. S. Department of Labor on the internet at www.bls.gov. Visit the Occupational Outlook Handbook on this website. Salaries are not guaranteed. Transfer Options This program is a Tennessee Transfer Pathway (TTP) major. A student who completes the associates degree in this major is guaranteed that all required community college courses will be accepted in this major at the transfer institution. To see which four-year institutions offer this TTP major and guarantees a seamless transfer, visit the Tennessee Transfer Pathway website at www.tntransferpathway.org. Articulation agreements exist between other private and non-TN public institutions.
    [Show full text]
  • Speech Communication? the University of Georgia Career Center Clark Howell Hall, 706-542-3375
    What can I do with a major in Speech Communication? The University of Georgia Career Center Clark Howell Hall, 706-542-3375, www.career.uga.edu Speech Communication Department, 706-542-4893, www.uga.edu/~spc/ The information below describes typical occupations and employers associated with this major. Understand that some of the options listed below may require additional training. Moreover, you are not limited to these options alone when choosing a possible career path. Description of Speech Communication Speech Communication is a branch of the liberal arts that seeks to develop skills in individual oral and written expression, critical thinking, group discussion, problem solving, and conceptualizing functions of communication. Speech Communication majors receive instruction in interpersonal and public communication, as well as acquire an understanding of both theory and application. The knowledge of application, theory, and research gained from a major in Speech Communication is a valuable foundation for any career. Graduates in Speech Communication can pursue careers in government agencies, courtrooms, political campaigns, social movements, personnel offices, organizational management, sales, corporate education, training, or public relations. This is also excellent preparation for law school, business school, or other professional and graduate training. Possible Job Titles (*As reported by Career Center post-graduate survey) Account Manager* Editor* Project Manager* Admissions Representative* Event Planner* Purchasing Agent* Alcohol
    [Show full text]
  • Totalitarian (In)Experience in Literary Works and Their Translations
    Totalitarian (In)Experience in Literary Works and Their Translations Totalitarian (In)Experience in Literary Works and Their Translations: Between East and West By Bartłomiej Biegajło Siedlce University, Faculty of Humanities Totalitarian (In)Experience in Literary Works and Their Translations: Between East and West By Bartłomiej Biegajło This book first published 2018 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2018 by Bartłomiej Biegajło All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-1184-7 ISBN (13): 978-1-5275-1184-2 To my wife Joanna for her boundless patience TABLE OF CONTENTS Acknowledgements .................................................................................... ix Preface ......................................................................................................... x Chapter One ................................................................................................. 1 Introductory Preliminaries 1.1 Why ‘attention’ matters? ................................................................. 3 1.2 The importance of linguistic universalism .................................... 10 1.3 NSM explications
    [Show full text]
  • A Critical Discourse Analysis of Barack Obama Speeches Vis-À-Vis
    A CRITICAL DISCOURSE ANALYSIS OF BARACK OBAMA’S SPEECHES VIS-A-VIS MIDDLE EAST AND NORTH AFRICA By Alelign Aschale PhD Candidate in Applied Linguistics and Communication Addis Ababa University June 2013 Addis Ababa ~ ㄱ ~ Table of Contents Contents Pages Abstract ......................................................................................................................................................... ii Key to Acronyms .......................................................................................................................................... ii 1. A Brief Introduction on Critical Discourse Analysis ............................................................................ 1 2. Objectives of the Study ......................................................................................................................... 5 3. Research Questions ............................................................................................................................... 5 4. The Critical Discourse Analysis (CDA) Analytical Framework Employed in the Study ..................... 6 5. Rational of the Speeches Selected for Analysis .................................................................................... 7 6. A Brief Profile of Barack Hussein Obama ............................................................................................ 7 7. The Critical Discourse Analysis of Barack Hussein Obama‘s Selected Speeches ............................... 8 7.1. Narrating Morality and Religion ..................................................................................................
    [Show full text]
  • Training, Warning, and Media Richness Effects on Computer-Mediated Deception and Its Detection Patricia Ann Tilley
    Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2005 Training, Warning, and Media Richness Effects on Computer-Mediated Deception and Its Detection Patricia Ann Tilley Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF BUSINESS TRAINING, WARNING, AND MEDIA RICHNESS EFFECTS ON COMPUTER-MEDIATED DECEPTION AND ITS DETECTION By PATRICIA ANN TILLEY A Dissertation Submitted to the Department of Management Information Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Summer Semester, 2005 The members of the Committee approve the dissertation of Patricia Ann Tilley defended on June 24, 2005. ____________________________________ Joey F. George Professor Directing Dissertation ____________________________________ Gerald R. Ferris Outside Committee Member ____________________________________ David B. Paradice Committee Member ____________________________________ Michael H. Dickey Committee Member ____________________________________ Pamela L. Perrewe Committee Member _________________________________________ E. Joe Nosari, Interim Dean, College of Business The Office of Graduate Studies has verified and approved the above named committee members. Dedicated to Rick for all his loving support. His help and understanding are gratefully appreciated. iii ACKNOWLEDGEMENTS There are several people I would like to thank for their time and assistance. First, I would like to thank all the members of my dissertation committee for their invaluable comments and guidance. I would especially like to thank my dissertation chair, Professor Joey George for his superb guidance and wisdom. I would also like to thank Gabe Giordano for his assistance in collecting data for my dissertation. He unselfishly contributed many hours to help with conducting the experiment at the same time that he was working on his own dissertation and teaching.
    [Show full text]