COURSE OUTLINE. New York City College of Technology City University of New York Humanities Department

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1 COURSE CODE: COM 3401 TITLE: Business and Professional Communication 3 credit hours; core comm COURSE OUTLINE New York City College of Technology City University of New York Humanities Department COURSE DESCRIPTION: Principles of communication within organizations. Topics and activities include organizational communication and communication theory, group problem solving, case studies, interviewing, and formal presentations. COURSE CO/PREREQUISITE (S): ENG1121, or COM 1330 or higher, or department approval) RECOMMENDED/TYPICAL/REQUIRED TEXTBOOK (S) and/or MATERIALS* Title: Business Communication: Process & Product Edition: 5 th Author: Mary Ellen Guffey Publisher: South-Western College Additional Electronic Resources OpenLab City Tech Library - New York Times Wall Street Journal Daily articles on communication and leadership are available through the RSS feed on our OpenLab site. SAMPLE SEQUENCE OF TOPICS AND TIME ALLOCATIONS* Week 1 Week 1 will provide students general overview of the course as well as a discussion of course assignments. The first day will start out with a discussion of the importance of communication in business and professional contexts. Aside from job specific skills, excellent communication skills are the number one skill employers look for in potential employees. The second day will involve a discussion about the field of communication studies, the over viewing the theories grounding communication research, as well as the various areas of research within communication studies. This discussion will pay special attention to pragmatic communication studies research that informs communication within business and professional environments. 1

2 Readings: Communication, Theory, and Research, Chapter 1 Week 2 Week 2 will begin discussing what theories are as well as how they apply to communication behaviors. Class activities will encourage students to consider how they communicate in specific situations and attempt to build a theory about how they communicate in particular contexts. The discussion will migrate toward a specific focus on business and professional communication contexts. We ll consider how certain behaviors are more global, in the sense that those behaviors would be applicable in various communication contexts, while other communication behaviors are more nuanced and situation specific. Students will be encouraged to give examples from their own experience in business and professional settings. We will also review case studies to explore how to make communication within professional settings most effective. Readings: Understanding Theories of Communication, Chapter 2 Developing Communication Theory, Chapter 3 Week 3 Week 3 will cover two theories of communication: General Semantics and Symbolic Interactionism. This covers Chapters 2 and 3 of the textbook. During class we will explore the two theories through professional communication cases available in the textbook. We will discuss the criteria for the report proposals that will be due on 2/28. Examples will be provided to the students, as well as class time for answering student questions. Readings: General Semantics, Chapter 4 Symbolic Activity, Chapter 5 Week 4 Week 4 is a short week based on the college calendar. We will use this opportunity to focus on communication theories grounded in performance. We will use the performance concept to take think critically about communication and professional settings. Not only are employees consistently evaluated based on their performance, they also use performative elements when the delivering effective business presentations. Readings: Performance, Chapter 6 Week 5 Week 5 uses class time for students to demonstrate both their coursework as well as their understanding of the course concepts. The first class meeting of the week students will use class time to discuss their status reports on their project proposals. Because each student will spend approximately 2 to 3 minutes describing their project, this will require use of the entire class period in order to give each student the opportunity to receive feedback from both the instructor and other students. The second class of the week students will take the midterm exam. The exam will be 50 questions, 38 multiplechoice and 12 true and false questions will come both from the textbook as well as classroom discussions. Because each 2

3 question represents two points, the midterm examination will represent 100 total possible points towards the students final grade. Week 6 Week 6 will involve the return of students midterm examinations. The exam will be discussed in questions from students will be answered by the instructor. The remainder of the first class of the week will be devoted to impromptu speeches, where students will have the ability to prepare for seven minutes for a 1 to 2 minute impromptu speech. This will give students an additional ability to work on their verbal delivery in a business/professional setting. Also due on the first day of class will be the students draft outline of their group project. The second day of class focuses on the construction of meaning. We will discuss how contexts differ both between and across business and professional settings. What is appropriate in certain professional settings is not appropriate and other professional settings. Understanding the context and how members of that particular speaking situation constructing meaning is essential for shared understanding within business and professional settings. Readings Construction of Meaning, Chapter 7 Week 7 Week 7 is a short week. We will spend the second-class day of the week focusing on theories about persuasion. Persuasion happens to be one of the most misunderstood concepts of communication. In fact, laypersons oftentimes conflate persuasion with manipulation. During this class we will emphasize the differences between persuasion and manipulation. We will also discuss the speaker factors, message factors, and audience factors that contribute within particular persuasive speaking situations. Readings Theories on Persuasion, Handout Week 8 Week 8 begins students individual or reports. Because each student's oral report is required before to six minutes in length, and incorporate at least five current incredible pieces of supporting material, this assignment will require three separate class periods in order to complete. Students will spend the entirety of week eight delivering individual or reports. When not delivering there or reports, students will be providing peer evaluations of the presentation of their classmates. Evaluation forms will be provided to the students for completing peer reviews. Students will receive instructor feedback on the flop the day following there or report as well as all peer evaluations that were completed for that particular student. Week 9 Week 9 will spend the first class session completing the third day of individual oral reports. The second class session will focus on Chapter 8, which involves interpersonal dynamics. Students will apply the concepts of interpersonal dynamics to specific case studies on business and professional communication available in the textbook. We will spend the remainder of the second session reviewing examples of Draft Cover Letters and Resumes. Students will be completing a draft cover letter and a draft resume over the weekend to bring into the next class for peer editing. 3

4 Readings: Interpersonal Dynamics, Chapter 8 Week 10 Week 10 involves Peer Editing of Draft Cover Letters / Resumes. The entire first session of the week will be devoted to work shopping students cover letters and resumes. Students will pair with another student, receive feedback for 10 minutes, and then switch partners. This will provide each student with 5-6 sets of peer reviews on their draft cover letter and resume. The second session of class focuses on theories of mass communication, paying attention to the role of new communication technologies within the workplace. The goal of this discussion is for students to identify various communication technologies as tools that can be used for strategic business/professional communication purposes. Readings: Mass Communication, Chapter 11 Week 11 NO CLASS SPRING RECESS Week 12 Week 12 will give the students the ability to pair up with peers in order to complete four separate mock interviews. This in class activity is a build on of the previous session, when the student worked with peers on completing a draft cover letter and draft resume. The cover letter and resume will be provided to peers, who will spend 10 minutes being interviewed by another peer. The students will then switch roles, providing students the ability to serve both as an interviewer as well as an interviewee. Then students will rotate. This process will happen three separate times, allowing each student to serve as an interviewee three times, as well as an interviewer three times. The second class meeting devoted to impromptu speeches, where students will have the ability to prepare for seven minutes for a 1 to 2 minute impromptu speech. This will give students an ability to build on the feedback they received for the first Impromptu speeches. Week 13 Week 13 will allow students to workshop their presentation outline, as well as the delivery of their presentations. The first class session of the week is devoted to students working within their group on their group presentation outline. The group presentation outline will be submitted on the first day of group oral reports. The group presentation outline will cover all information including the sources of the information for the students group oral reports. The second class session of the week will allow students to work with in their groups on their group presentation strategies. Because the next two weeks will be devoted entirely to group oral reports, this workshop will allow students to work within their group on how they plan on delivering their oral report effectively using business and professional communication strategies. 4

5 Week 14 Week 15 begins four separate class sessions of Group Oral Reports. Throughout the semester students will have been working within one of eight separate groups of students. This four separate class session block will be the time when each group delivers the findings of their research to the class. Because each group s presentation should be around 30 minutes long, we can schedule no more than two presentations per single class period. Therefore, the next four separate class sessions will each include two groups presenting their research. During the presentations, the students who are not presenting will be evaluating the effectiveness of their peers. The instructor, using effectiveness in conveying a business/professional content as well as demeanor, will evaluate each of the students presenting. Week 15 Week 15 continues the four class sessions of GROUP ORAL REPORTS. Week 16 Week 16 is a wrap-up week. The first-class session of the week will involve a review for the final exam which covers chapters 7 through 11 from the textbook. We will spend the entire class session discussing the structure and content that will be covered on the final exam. The second class session of the week will be the final class of the course. Students will take the final exam, which is comprised of 50 questions each of which count for two points apiece. This makes the test worth 100 total possible points, or 10% of the final grade. FINAL EXAM (Chapters 7-11) 5

6 COURSE INTENDED LEARNING OUTCOMES/ASSESSMENT METHODS LEARNING OUTCOMES 1. Demonstrate professionalism and composure across various communication technologies. ASSESSMENT METHODS 1. Identify and adapt to changes in audience characteristics. 2. Incorporate language that captures and maintains audience interest in message. 3. Identify and manage misunderstandings. 4. Demonstrate situational credibility. 5. Demonstrate competence and comfort with information. 6. Recognize time constraints of a communication situation and know how to operate within them. 7. Manage multiple communication goals effectively. 8. Adapt messages to the demands of the situation/context. 2. Possess an understanding of the how to prepare and deliver professional speeches. 1. Draw relationships between prior knowledge and the information provided by the speaker. 2. Demonstrate an understanding of the nature of inference. 3. Identify the types of verbal and nonverbal information. 4. Draw valid inferences from the information. 5. Identify the information as evidence to support views. 6. Assess the acceptability of evidence. 7. Identify patterns of reasoning and judge the validity of arguments. 3. Demonstrate active listening skills. 1. Listen with an open mind. 8. Analyze the information and inferences in order to draw conclusions. 2. Distinguish facts from opinions. 3. Identify main points from supporting details. 4. Demonstrate awareness that one's knowledge, experience, and emotions affect listening. 5. Use verbal and nonverbal behaviors that demonstrate willingness to listen to messages when variables such as setting, speaker, or topic may not be conducive to listening. 4. Display observational and critical evaluation skills by critiquing speeches in a professionally appropriate fashion 1. Draw relationships between prior knowledge and the information provided by the speaker. 6

7 in oral/written format. 2. Demonstrate an understanding of the nature of inference. 3. Identify the types of verbal and nonverbal information. 4. Draw valid inferences from the information. 5. Identify the information as evidence to support views. 6. Assess the acceptability of evidence. 7. Identify patterns of reasoning and judge the validity of arguments. 8. Analyze the information and inferences in order to draw conclusions. 7

8 GENERAL EDUCATION INTENDED LEARNING OUTCOMES/ASSESSMENT METHODS LEARNING OUTCOMES: INDIVIDUAL AND SOCIETY 1. Gather, interpret, and assess information from a variety of sources and points of view. ASSESSMENT METHODS Students will be assessed on ability to: 1. Recognize and be able to use basic reasoning. 2. Support arguments with relevant and adequate evidence. 3. Identify facts, issues, and problems relevant to the topic. 4. Research effectively information required for message preparation. 5. Demonstrate competence and comfort with information. 6. State intentions and purposes when appropriate. 2. Evaluate evidence and arguments critically or analytically. Students will be assessed on ability to: 1. Draw relationships between prior knowledge and the information provided by the speaker. 2. Demonstrate an understanding of the nature of inference. 3. Identify the types of verbal and nonverbal information. 4. Draw valid inferences from the information. 5. Identify the information as evidence to support views. 6. Assess the acceptability of evidence. 7. Identify patterns of reasoning and judge the validity of arguments. 8. Analyze the information and inferences in order to draw conclusions. 3. Produce well-reasoned written or oral arguments using evidence to support conclusions. 1. Structure a message for effectiveness with an introduction, main points, useful transitions, and a conclusion. 2. Choose appropriate and effective organizing methods for message. 3. Identify their communication goals. 4. Use summary statement(s) in appropriate contexts. 5. Outline the key points and sub-points of their spoken message. 6. Accomplish their communication goals. 7. Select the most appropriate and effective medium for 8

9 communicating. 4. Articulate ethical uses of data and other information resources to respond to problems and questions. 5. Identify and engage wit local, national, or global trends or ideologies, and analyze their impact on individual or collective decision-making Students will be assessed on ability to: 1. Identify and adapt to changes in audience characteristics. 2. Incorporate language that captures and maintains audience interest in message. 3. Identify and manage misunderstandings. 4. Demonstrate situational credibility. 5. Demonstrate competence and comfort with information. 6. Recognize time constraints of a communication situation and know how to operate within them. 7. Manage multiple communication goals effectively. 8. Adapt messages to the demands of the situation/context. 6. Articulate and assess ethical views and their underlying premises. Students will be assessed on ability to: 1. Demonstrate an awareness of personal, ideological, and emotional biases. 2. Demonstrate awareness that each person has a unique perspective. 3. Demonstrate awareness that one's knowledge, experience, and emotions affect listening. 4. Use verbal and nonverbal behaviors that demonstrate willingness to listen to messages when variables such as setting, speaker, or topic may not be conducive to listening. 5. Identify instances of bias and prejudice in a spoken message. 6. Specify how bias and prejudice may affect the impact of a spoken message. 7. Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the relationship between the individual and society, including, but not limited to, anthropology, communications, cultural studies, history, journalism, philosophy, political science, psychology, public affairs, religion, and sociology Students will be able to review a case-study of professional communication and show how communication is used to: 1. Manage and resolve group conflicts effectively. 2. Approach and engage in conversation with new people in new settings with confidence. 3. Negotiate effectively. 4. Allow others to express different views and attempt to understand them. 9

10 5. Effectively express ideas while respecting others' rights. 6. Convey empathy. 7. Understand and value differences in communication styles. 8. Exhibit open-mindedness about and receptive of another's point of view. 9. Motivate others to participate and work effectively as a team. 10. Understand and implement different methods of building group consensus. 11. Set and manage realistic agendas. SCOPE OF ASSIGNMENTS and other course requirements* Memos (2) Every member of our class is expected to be an informed participant in our classroom discussions. Being an informed participant entails studying and reflecting on readings, formulating questions and responses to readings, initiating topics, engaging the ideas of other members of our class, and collaborating with colleagues about research projects. The two memos will be a writing component of your grade where you pose heuristic questions for the required readings. You will distribute these memos to your classmates to help them engage the reading material. Persuasive Letter In this assignment you will write a two-page letter to identify a communication-related phenomenon, arguing why it is interesting and relevant to a course in business and professional communication. Group Rough Draft Written Report This draft should be two to three pages describing the topic, purpose, theoretical framework, and the design of the intended study. Sources required. Individual Oral Report Each student will prepare a 6 minute presentation that provides peers with: 1) a brief overview of the paper s content, 2) an identification of the issues and questions, and 3) specific recommendations for improving communication within the specific business/professional context. Group Oral Report Each group will prepare a minute presentation that provides peers with: 1) a brief overview of the paper s content, 2) an identification of the issues and questions, 3) discussion of the strengths and weaknesses of the paper, and 4) identification of future areas for research and theory development. 10

11 Group Presentation Outline & PowerPoint You must turn in a complete preparation outline with a reference page (the sources included in your speech) on the first day of speeches. The outline will be evaluated by your instructor and be part of your speech grade. Your outline must follow the format provided by the instructor. A copy of your complete preparation outline will be due to your instructor on the first day of speeches no matter what day you speak. You will also give your evaluation form to your instructor on the day you speak. Your instructor will offer the option of using a visual aid in your informative speech if its information calls for one. Therefore, if your speech lends itself to the use of a visual aid, you will be penalized if you elect not to use one. When you do use a visual aid you will be graded on how well you choose the correct type of visual aid for the information you have, how well you prepare the visual aid, and how well you present it. If you do not use a visual aid for your persuasive speech you will graded on whether or not your speech information called for one. Impromptu Speeches (2) One of the primary goals of this class is for you to organize your thoughts and present them clearly. The impromptu speeches will give you the best opportunity to think on your feet and recognize the importance of a well organized message. They will also give you the opportunity to become more comfortable speaking in front of your peers, while practicing your skills in adapting to audience feedback. You will be given approximately one minute and seconds to deliver each impromptu speech. Peer Group Evaluation It is our hope that by evaluating others you will become a more active listener, gain a better understanding of the concepts and skills associated with public speaking, and reflect on your own speaking skills. You are in this class to become not only a competent speaker but also an effective evaluator of messages. Midterm Exam All students enrolled in SPE 3401 will be required to take a midterm (100 points). These are departmental examinations and will be comprised of recognition and application questions in multiple choice and true/false format. The midterm exam will cover Chapters 1-6. After the exams are scored, the instructor will provide you with your grade. Final Exam All students enrolled in SPE 3401 will be required to take a final exam (100 points). These are departmental examinations and will be comprised of recognition and application questions in multiple choice and true/false format. The final exam will cover Chapters After the exams are scored, the instructor will provide you with your grade. Cover letter & Resume Each student will develop, revise, and submit both a 2-page cover letter applying for a (real) job posting as well as a personal resume tailored to fit that specific job posting. METHOD OF GRADING elements and weight of factors determining the students grade* Written Communication (30%) Two Memos (50 pts each) = 100 points 11

12 Persuasive Letter = 50 points Group Rough Draft Written Report = 50 points Group Written Report = 100 points Oral Communication (50%) Individual Oral Report = 150 points Group Oral Report = 150 points Group Presentation Outline & PowerPoint = 50 points Impromptu Speeches (2 rounds/50 pts each) = 100 points Peer Group Evaluation = 50 points Professional Development (20%) Two Exams = 100 points Cover letter & Resume = 100 points Total 1000 possible points ACADEMIC INTEGRITY POLICY STATEMENT Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. The complete text of the College policy on Academic Integrity may be found in the catalog. COLLEGE POLICY ON ABSENCE/LATENESS A student may be absent without penalty for 10% of the number of scheduled class meetings during the semester as follows: Class Meets Allowable Absence 1 time/week 2 classes 2 times/week 3 classes 3 times/week 4 classes 12

13 **Each department and program may specify in writing a different attendance policy for courses with laboratory, clinical or fieldwork. If the department does not have a written attendance policy concerning courses with laboratory, clinical or fieldwork, the College policy shall govern. REVISED BY: CHRISTOPHER SWIFT (2013 minor modifications) DATE: October 12,

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