Bloomsburg University College of Professional Studies Early Childhood and Adolescent Education Department

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1 Bloomsburg University College of Professional Studies Early Childhood and Adolescent Education Department Honors: Effective Communication for the Workplace Course # - Honors 104 Sections 01 M/W/F 11:00 a.m. to 11:50 a.m. Spring Credit Hours Frank D Angelo, Ed.D. Office: McCormick 2219 Phone: fdangelo@bloomu.edu Office Hours: Monday/Wednesday: 7:00 a.m. 9:00 a.m. Friday: 8:00 a.m. 9:00 a.m. Course Description: outlines methods, strategies, understandings, and attitudes essential in dealing with all constituent groups found in a work environment. Course Goals I. Recognizing and Understanding Communication Styles II. 1. What is Communication? 2. Passive Communication 3. Aggressive Communication 4. Passive-Aggressive Communication 5. Assertive Communication Verbal Communication 1. What Makes Up Verbal Communication? 2. How to Use Verbal Communication Effectively 3. Verbal Communication: Case Study III. Nonverbal Communication 1. Defining Nonverbal Communication 2. Why is Nonverbal Communication Effective? 3. Reading Nonverbal Cues 4. Nonverbal Communication: Case Study IV. Communicating in Writing 1. Using Written Communication 2. Pros and Cons of Written Communication 3. Tips for Avoiding Misunderstandings in Written Communication

2 V. Cultivating Conversational Skills 1. The Importance of Good Conversational Skills 2. Active Listening 3. Be an Engaging Speaker VI. Group Communication 1. The Basics of Group Dynamics 2. Group Interaction and Communication 3. How to Be Effective in Groups 4. Miscommunication VII. Communications Technology 1. Modern Technologies 2. Benefits of Communications Technology 3. Drawbacks of Communications Technology VIII. Barriers to Communication 1. Physical Impairments to Communication 2. Outside Impediments Affecting Communication 3. Personality Conflicts and Communication 4. The Downside of Technology 5. Putting It into Action IX. Cultural Aspects of Communication 1. What is Culture? 2. Working in a Global Community X. Disagreements and Conflicts 1. Is Conflict Always Bad? 2. Avoiding Conflict 3. Fostering Healthy Conflict 4. Conflict Resolution XI. Negotiation 1. What is Negotiation? 2. Compromise 3. Considering Everyone's Needs 4. When Negotiation Fails XII. Constructive Criticism 1. The Critic-Recipient Relationship 2. Personal Criticism 3. Offering Criticism 4. Receiving Criticism

3 Course Objectives: By successfully completing this course, students will: 1. Recognize and describe various communication styles. 2. Define verbal communication. 3. Define nonverbal communication. 4. Demonstrate proper techniques when communicating in writing. 5. Demonstrate techniques for improving conversational skills. 6. Demonstrate techniques for improving group communication. 7. Describe techniques for improving communications with technology. 8. Define barriers to communication. 9. Compare and contrast cultural aspects of communication. 10. Describe communication strategies to resolve disagreements and conflicts. 11. Describe negotiation strategies. 12. Describe how to receive and deliver constructive criticism Required Materials: 1. Perkins, P.S. (2008). The art and science of communication. Hoboken, NJ: John Wiley & Sons, Inc. ISBN-13: McKay, M., Davis, M., & Fanning, P. (2009). Messages: The communication skills book. Oakland, CA: New Harbinger Publications, Inc. ISBN: General Course Outline: Week 1, January 21 January 24, 2014 Topics: Intrapersonal Communication Discipline of the Mind Dive into Your Life! Creating Our Self-Image at Work Taking Ownership Week 2, January 27 January 31, 2014 Topics: Waking Up to YOUR Day! Nonverbal Communication Your Professional Appearance and Voice Actions Do Speak Louder than Words! Week 3, February 3 February 7, 2014 Topics: It s about Time! Interpersonal Communication Five Keys to Positive, Healthy Work Relationships Interpersonal Conflict Supportive versus Defensive Communication

4 Week 4, February 10 February 14, 2014 Topics: Small Group/Organizational Communication To Group or Not to Group That Is the Question Co-Opetition Model of Advancement Leadership Communication Week 5, February 17 February 21, 2014 Topics: Constructive Conflict The Communication Climate Small-Group Membership and Facilitation Public Communication Week 6, February 24 February 28, 2014 Topics: Communication Apprehension Confidence and Composure Your Language Don t Make Excuses Your Public Presentation Style Week 7, March 3 March 7, 2014 Topics: You and Your Audience The Art of Impromptu/Conversational Speaking Mass Communication Persuasion is about Perspective Persuasion and the World of Work Persuasive Messages and You Week 8, March 10 March 14, 2014 Topics: Intercultural Communication What Makes Us Unique Understanding Perception Culture and Values that Impact the Workplace Global Community Diversity and the Workplace Inclusion in the Workplace Spring Break: Week 9, March 17 March 23, 2014 Week 10, March 24 March 28, 2014 Basic Skills Topics: Listening, Self-Disclosure, and Expressing Week 11, March 31 April 4, 2014 Advanced Skills Topics: Body Language, Paralanguage and Metamessages, Hidden Agendas, Transactional Analysis, and Clarifying Language

5 Week 12, April 7 April 11, 2014 Conflict Skills Topics: Assertiveness Training, Fair Fighting, Validation Strategies, and Negotiation Week 13, April 14 April 18, 2014 Social Skills Topics: Prejudgment and Making Contact Week 14, April 21 April 25, 2014 Family Skills Topics: Couples Skills, Communicating with Children, and Family Communications Week 15, April 28 May 2, 2014 Public Skills Topics: Influencing Others, Public Speaking, and Interviewing [Spring Classes End Monday, May 5, 2014] [Finals Week May 5 May 9, 2014] Note: This schedule is subject to change upon the discretion of the instructor. THE INSTRUCTOR RESERVES THE RIGHT TO ALTER THE SYLLABUS BASED ON HIS DISCRETION.

6 Course Assessments: Assessment Due Date Points Class Participation Ongoing 100 Small Group Skit Public Speaking Cultural Paper Work Environment Immersion Total Points Small Group Skit s will work in groups of 3-4 to create and present an original skit of interpersonal communication in the workplace. Groups may choose one of two approaches: accurately portray proper professional communication or role-play inappropriate communication and make correctional remarks throughout. Public Speaking s will individually present on any topic covered in class. Topics cannot be repeated by students. s should employ the communication skills studies throughout their presentation. Cultural Paper s will individually write a 3-5 page reflective paper discussing the role of culture in the workplace. Refer to chapter 7 in The Art and Science of Communication textbook. Work Environment Immersion secure a role in a work /school environment during which, document the interaction of all levels of individuals. Create a flow chart of the interaction types among all constituents. A minimum of 25 hours needs to be spent in this environment. Final Grade Distribution: A = points A- = points B+ = points B = points B- = points C+ = points C = points D = points E = points

7 Class Participation Scoring Rubric: *Class Attendance Punctuality Preparedness Participation & Interest 25 points 20 points 10 points 5 points has has has has near perfect no more than three absences missed more attendance; no two absences. during the than four unexcused semester. classes. absences and no more than one excused absence. is never late to class. always has materials and assignments required for class. always makes comments and answers questions in class. is late no more than twice a semester. usually has required materials and assignments. usually volunteers in class. is frequently late (at least once a week). rarely brings required course materials. Assignments are sometimes late. sometimes makes comments and answers questions in class. is at times offtask. is almost always late to class. does not have required course materials. Assignments are poorly done or late. shows little interest in class topic and/or rarely has anything to contribute to class discussions. is frequently off task. *Anyone who is caught using a cell phone in class (texting, checking , playing games, reviewing personal planner, etc.) will be immediately asked to leave the class. A 30-point reduction from their participation grade per instance will result. Documentation of presence at the Health Center is not deemed a Doctor s Excuse. Remember This is a grade for attendance and PARTICIPATION. Merely being at class is insufficient as it applies to participation. Late Assignment Component: Late assignments will result in a reduction of 1 letter grade per calendar day. This includes weekends.

8 Bloomsburg University College of Education Conceptual Framework and Professional Dispositions The mission of Bloomsburg University s College of Education is to prepare ethical educational professionals who are empowered to assess the development and facilitate the growth of all learners to succeed and lead in our diverse and technologically complex world; and to serve as a resource to the region. The College of Education believes that effective educational professionals apply their knowledge, skills and dispositions to: 1) plan coherent practice and pedagogy, 2) create inclusive environments conducive to optimal learning, 3) ensure effective instruction and assessment and 4) exhibit professionalism. A key component of the College of Education s Conceptual Framework is that of Professional Dispositions. Professional Dispositions are comprised of professional attitudes, values and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues and communities. These positive behaviors support student learning and development. Candidates within the College of Education will develop and demonstrate the following professional dispositions on a consistent basis: 1) uphold professional and ethical standards, 2) embrace diversity, 3) engage in collaborative endeavors, 4) reflect and problem-solve and 5) value life-long learning. Additional information may be obtained regarding the College of Education s Conceptual Framework through faculty and/or the Dean s office within the College of Education.