Organizational Communication Syllabus

Transcription

1 Mr. Freeburg Room N x.3251 Organizational Communication Syllabus Course Description Organizational communication is a writing- group- and presentation-driven course where students learn to analyze audience, genre, and visual design of message. As such, students can expect to deliver a variety of polished, professional presentations to strategically-chosen audiences. Organizational Communication is also an examination and analysis of communication theories within the framework of an organization. Students will learn to diagnose communication problems and effect change in communication behaviors. Students will also learn the major theories of organizational communication, identifying and defining primary concepts. The roles of leaders, followers, and teams and their influence on the culture and performance of an organization are addressed through the analysis of key organizational behavior concepts and related cases. Course Goals 1. Students will create a variety of presentations for specific clients and situations, analyzing each for audience, purpose, and context. 2. Students will work effectively with others in a variety of organizational communication contexts. 3. Students will develop analytical skills that allow them to observe and gather data about organizational communication and develop presentation/writing skills to effectively communicate this knowledge. 4. Students will deliver effective audience-centered presentations, using a variety of platforms and technologies. 5. Students will be able to analyze interpersonal and organizational communication contexts and evaluate the success of the communication. 6. Students will apply knowledge of verbal and nonverbal communication to common school and business contexts. Primary Texts Alder, Elmhorst, and Lucas, Communicating at Work: Principles and Practices for Business and the Professions. McGraw-Hill Humanities/Social Sciences/Languages; 11 edition (September 26, 2012) Pease, Allan and Barbara, Body Language: The Definitive Book of Body Language. Bantam; 1 edition (July 25, 2006) Course Assessments Introduction Deconstruction The classic first-day-of-class introduction speech is an excellent first look at rhetorical context analysis. Students will be introduced to rhetorical context (audience, purpose, context), will analyze the rhetorical context of a first-day-of-class introduction speech, finally will prepare and deliver a first-day-of-class introduction speech based on their analysis. Communication Model Analysis

2 Students will begin by critiquing the Shannon and Weaver model and then research other models, selecting one to overlay an typical event of high school communication. Students will present the information to the class. Key site: Communication Networks Analysis This assignment challenges you to track your communication over the course of three days, analyze it, and then represent it in triptych style (like the ancient masters). You will include analysis of your informal network, formal network, and a model of a communication process failure. Body Language Presentations Deliver (using a chapter in the Pease text as your content) a focused lesson in nonverbal communication. The time limit is 20 minutes. Examples, visuals, and role playing are encouraged. Theory Construction Develop your own theory about a particular aspect of organizational communication. Output format should be tailored to a stakeholder within the organization you analyze. Case Study Analyze specific organizational communication situations. The situation can be something local, national, or international. The situation should have broad appeal the lessons learned are important for many people. Tour/Interpretation Guide Students will identify an area, item, or concept at Arrowhead High School and prepare an interpretive guide script. For example, a student could select the rifle range under the swimming pool, research an aspect, then prepare and deliver an interpretive presentation. Grading 20% Communication Including memos, proposals, documents, reports, case studies, analyses. 20% Presentations Speeches, Powerpoint, debate, panel discussions, etc. 20% Group Work Work completed by a pre-selected team. 20% Primary/Secondary Reading Quizzes, tests, annotated bibliographies, responses, etc. 20% Final Project/Examination 100% Course Outline Weeks 1 & 2: Communicating in an Organization Describe various communication models and analyze strengths and weaknesses of each. Apply concepts of a chosen communication model to student s life. Identify and apply rhetorical context (audience, purpose, context) in various communication situations. Adler, Chapter 1: pp Pease, Intro & Chapters 1 & 2: pp Pre-test

3 Group set-up Introduction deconstruction Communication model analysis/example Org chart (formal and informal) Google case study First Friday: Pease Chapters 1 & 2 ( Understanding the Basics and The Power is in Your Hands ) Second Friday: Chapter 1 Test Weeks 3 & 4: Communication and Culture Apply basic elements, process, and key principles of communication to a specific situation, showing how each one affects the outcome of the situation. Apply concepts of ethical communication to an ethically challenging situation. Describe how formal and informal communication networks operate. Analyze advantages and disadvantages of various face-to-face and electronic communication channels. Adler, Chapter 2: pp Pease, Chapters 3 & 4: pp School Culture Lip Dub Analysis and presentations First Friday: Pease Chapters 3 & 4 ( The Magic of Smiles and Laughter and Arm Signals ) Second Friday: Chapter 2 Test Weeks 5 & 6: Listening Describe how effective listening can contribute to success, and how false assumptions about listening could impede your success. Identify three major barriers to listening effectively, and outline strategies for overcoming each barrier. Analyze your listening style(s), and explain how you might use this knowledge to understand others better. Apply the six guidelines for listening to understand and be able to create appropriate paraphrasing responses in given situations; apply guidelines with regard to evidence and appeals when listening to evaluate. Evaluate various listening approaches you could use in a specific situation and describe the best approach to accomplish your goals and enhance your relationships with others. Adler, Chapter 3: pp Pease, Chapters 5 & 6: pp ??? First Friday: Pease Chapters 5 & 6 ( Cultural Differences and Hand and Thumb Gestures ) Second Friday: Chapter 3 Test Weeks 7 & 8: Verbal and Nonverbal Messages Describe situations in which ambiguous or specific language is preferable and create those statements. Define, identify, and remedy examples of inflammatory language. Define and give examples of eight types of nonverbal behavior. Predict the outcomes of various verbal and nonverbal behavior. Adler, Chapter 4: pp Pease, Chapters 7 & 8: pp

4 Distances in the wild Triangle of Meaning Meaning Wreck a Famous Speech (speech power reducers) 2 min? film, speech, soliloquy, etc. First Friday: Pease Chapters 7 & 8 ( Evaluation and Deceit Signals and Eye Signals ) Second Friday: Chapter 4 Test Weeks 9 & 10: Interpersonal Strategies and Skills Describe the communication climate in a particular environment and identify the messages that helped create it. Give effective praise and feedback. Explain communication behaviors that exacerbate and alleviate bullying and incivility. Respond to criticism in a nondefensive manner. Identify various approaches to conflict and steps to conflict management. Demonstrate how to seek a win-win solution in a team negotiation. Identify key issues that underlie organizational conflicts. Identify five approaches to conflicts. Adler, Chapter 5: pp Pease, Chapters 9 & 10: pp Apology letter High-stakes negotiation First Friday: Pease Chapters 9 & 10 ( Space Invaders--Territories and Personal Space and How the Legs Reveal What the Mind Wants to Do ) Second Friday: Chapter 5 Test Weeks 11 & 12: Developing and Organizing the Presentation/Verbal and Visual Support in Presentations [CRUX WEEKS] Develop an effective strategy for a specific presentation, based on a complete analysis of the situation. Identify general and specific goals for a given speaking situation Design a presentation that contains effective transitions between the introduction and body. Choose and develop an organizational plan for the body of a presentation that best suits its goal and the audience. Design a presentation that contains effective transitions between the introduction and body, between points in the body, and between body and conclusion Develop and use each type of visual aid as appropriate to add interest or clarity. Design a visual aid appropriate for a given situation. Choose the most effective medium for presenting visual aids in a specific context. Design and critique a presentation using presentation software. Adler, Chapters 9 & 10: pp Pease, Chapters 11 & 12: pp ??? First Friday: Pease Chapters 11 & 12 ( The Thirteen Most Common Gestures You ll See Daily and Mirroring--How We Build Rapport ) Second Friday: Chapters 9 & 10 Test Weeks 13 & 14: Delivering the Presentation/GO TIME!

5 Choose a delivery type best suited for a given presentation. Create and deliver effective extemporaneous and impromptu presentations. Conduct an effective question-and-answer session following suggested guidelines. Apply knowledge about speaker anxiety to speak effectively with minimal negative effects. Adler, Chapter 11: pp Pease, Chapters 13 & 14: pp ??? First Friday: Pease Chapters 13 & 14 ( The Secret Signals of Cigarettes, Glasses, and Makeup and How the Body Points to Where the Mind Wants to Go ) Second Friday: Chapter 11 Test Weeks 15 & 16: Leading and Working in Teams Diagnose a group and identify the kind of communication that can transform it into a team. Analyze the advantages and drawbacks of face-to-face and virtual teams. Compare various approaches to centralized leadership, self-directed teams, and power distribution. Identify the stages and characteristics of each stage of group problem solving. Apply the guidelines for effective communication in groups and teams to a group to which you belong. Adler, Chapter 7: pp Pease, Chapters 15 & 16: pp ??? First Friday: Pease Chapters 15 & 16 ( Courtship Displays and Attraction Signals and Ownership, Territory, and Height Signals ) Second Friday: Chapter 7 Test Weeks 17 & 18: Effective Meetings & The End Describe the various types and purposes of meetings. Identify reasons to hold a meeting and determine when a meeting is not necessary. Construct a complete agenda. Analyze participant behavior. Effectively close a meeting. Adler, Chapter 8: pp Pease, Chapters 17 & 18: pp Final Meeting Final Presentation Final Exam First Friday: Pease Chapters 17 & 18 ( Where to Sit and Why and Interviews, Power Plays, and Office Politics ) Second Friday: Chapter 8 Test Policies and Procedures Refer to the Student/Parent Information Guide for details about school-wide policies and procedures:

6 Additionally, refer to other documents on my website. Grading Procedures School policy forbids rounding up grades. An will still be an 89 (B+). So, use Parent Connect to keep track of your grade all semester. I do not negotiate with academic extremists. Opportunities for revision exist. I rarely offer extra credit. Rarely means never I m just uncomfortable writing never. AHS Grade Scale A B C D F Hand Held Device Policy Manage your use. If it becomes distracting, I ll politely ask you to put it away once. Your mom can certainly wait 38 minutes to call you. Let her know you expect this. If you use a phone during a test, I assume you re cheating. You get a zero on the test. Using a camera phone to take pictures or videos of class without knowledge/consent is a form of harassment. Absences and Make Up Work Students missing quizzes or tests because of excused absences will be given a day for each day missing to make up the work. Obviously, severe illness, injury, or personal tragedy is an exception. The bottom line is: manage your life, contact me before the due date, or take the pain. Going to see the Mayhem reunion was more important than your essay? I understand. Just be honest and handle it. No assignment will ever be sprung on you without appropriate time to finish it! Mysterious Non-Functioning Technology Plan ahead! If your printer doesn t work, your assignment to me at freeburg@arrowheadschools.org. Another option is to file transfer it to a flash drive. Always have a back-up plan for presentations. Additionally Thank you for not throwing your trash and recyclables across the room. Thank you for not writing on the desks, walls, or art in the room. Thank you for being friendly and excited to learn. Revised 8/14