Northeastern University Online College of Professional Studies Course Syllabus

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1 Northeastern University Online College of Professional Studies Course Syllabus Course Number & Title: CMN Organizational Communication Term and Year: Fall 2015 CPS Quarter Undergraduate meets on campus Mondays, 5-8 PM 7 weeks 11/2/ /14/2015 Instructor Name: Dr. Janice Barrett j.barrett@neu.edu; jbarrett96@hotmail.com Phone Number: Required Text(s)/Software/Tools: Eisenberg, Eric and Goodall, H.L. (2010) Organizational Communication: Balancing Creativity and Constraint (sixth edition). Bedford/ St. Martin s. Boston, MA. ISBN # Required Harvard Business School case studies: HBS # (A) & # (B), Suzanne de Passe at Motown Productions HBS # , Margaret Thatcher HBS # , Rudi Gassner and the Executive Team of BMG International HBS # (A) & (B), YIa Eason HBS # , Cambridge Technology Partners HBS # , Charlotte Beers at Ogilvy & Mather Required Harvard Business Review - reprints of articles: HBR article # 97106, "The Work of Leadership" by Heifetz HBR article, # 97208, "Will She Fit In?" by Magretta Course Description CMN 1010 Organizational Communication Introduces the theories and subtopics that are examined within the field of organizational communication. Analyzes why communication is important for organizations and how individuals within organizations can become effective communicators. 1

2 Course Outcomes At the end of this course students should be able to: 1. Describe the foundations of organizational communication. 2. Identify the communications competencies necessary for leaders in today s organizations. 3. Address organizational communication barriers and challenges and have the skills to resolve them. 4. Apply organizational communication concepts in the varying contexts in which they work. 5. Describe the key communication components of leadership, teams, decision making, power, politics, ethics, intercultural communication and technology in organizations. 6. Apply communication principles, theories methods and practices to organizations through the use of Harvard Business School case studies and Harvard Business Review articles. The HBS cases will be used in two ways -- as a stimulus for class discussion on BB and as the basis for analysis in two written assignments. Course Methodology Each week, you will be expected to: 1. Review the week's learning objectives. 2. Complete all assigned readings. 3. Complete all lecture materials for the week. 4. Participate in the Discussion Board. 5. Complete and submit all assignments and tests by the due dates. Participation/Discussion Board The Discussion Board is where some of your work will be graded. Each week the instructor will have thought provoking questions that you will reply to and also have the ability to respond to other students for constructive debate. With each discussion board question, you must answer at least one question and respond to one or more fellow students for each question. Students will be expected to post each week on the BB discussion board: 1. At least one response to a question posted by the professor by Wednesday at midnight. 2. At least one response to a classmate s post by Saturday at midnight. 3. All postings are expected to be professional in tone, clear, comprehensible, competently produced and delivered and the content should reflect an understanding of the lectures and assigned readings. Students must acknowledge a classmate s comments on their posts. 4. Students written work needs to be clear, comprehensible, and competently produced. The participation grade is based on your attention to course readings and content, exemplified by consistent and productive contributions to online class discussions, active participation in online exercises, and completion of homework, reading and written assignments. Participation is worth 20% of the total course grade. Quality of contributions, not quantity or length, will determine your participation grade. All responses to discussion questions are due no later than midnight of 2

3 the Saturday on the week they are posted. Students must post at least one primary response to a discussion question and at least one responses to other students posts. Communication/Submission of Work In the Assignments folder, click on the View/Complete Assignment link to view and each assignment. Attach your completed assignments here and click Submit to turn them in to me. Once your assignment has been graded, you will be able to view the grade and feedback I have provided by clicking on My Grades in the Tools module from the Northeastern University Online Campus tab. Grading/Evaluation Standards: 1. *Mid-term exam (in week 3) 30% 2. *HBS Case or HBR article analysis (due in weeks 2 and 5; choose two cases to analyze in 1 to 2 pp. essays, 10 pts. ea.) 20% 3. Final Paper (due in week 7) 30% 4. Class participation (on the DB in BB) 20% Class Schedule / Topical Outline *Due on SATURDAY at midnite of that week There is no final examination in this course. Week Dates Topic Assignments Introduction and overview of organizational communication Read chapters 1 & /2 Organizational Theories: Classical & Scientific Management Read chapter 3, pp /9 Human relations & human resource theories of organizational communication System and contingency theories of organizational communication 1.Read chapter 3, pp Read HBS case, parts (A) & (B) # , & # Suzanne de Passe at Motown Productions 3.Read chapter 3 pp Read HBS case, Rudi Gassner and the Executive Team of BMG International Paper #1 due - analysis of HBS case or HBR article 3

4 1.Read chapter /16 Organizational culture, communication 2.Read HBS case, Cambridge and globalization Technology Partners Midterm Exam online 4 11/23 Thanksgiving Break no class 1.Read chapter /30 Decision - making in teams and groups Communication, gender, race and ethnicity: managing diversity in contemporary organizations 2.Read HBS case Charlotte Beers at Ogilvy & Mather 3.Read HBS case, Yla Eason 4. Read HBR article, "Will She Fit In?" 5. Read chapter /7 Communication and leadership in organizations Communication, power and politics in organizations 1. Read chapter 8 2. Read HBR article # 97106, "The Work of Leadership" by Heifetz 3. Read HBS case, Margaret Thatcher 4. Read chapter 5 Paper #2 due - analysis of HBS case 7 12/14 Ethics and organizational communication Student final paper presentations in class Read cases about ethics posted on BB Final Paper due this week on Monday 12/14 Grading/Evaluation Standards of your work in this course: A = EXCELLENT 4

5 This work demonstrates comprehensive and solid understanding of course material, and presents thoughtful interpretations, well-focused and original insights, and well-reasoned commentary and analysis. Includes skillful use of source materials, illuminating examples and illustrations, and fluent verbal/written expression. A work is coherent, thorough, and shows some creative flair. There are no grammatical or mechanical errors - no misspellings, no usage errors, no awkward wording, and no problems with punctuation or any other mechanical issues that would otherwise distract the reader. B = GOOD This work demonstrates a complete and accurate understanding of course material, presenting a reasonable degree of insight and broad level of analysis. Work reflects competence, but stays at a general or predictable level of understanding. Source material, along with examples and illustrations, are used appropriately and articulation/writing is clear. B work is reasonable, clear, appropriate and complete. There are enough minor grammar issues in the paper to distract the reader, but the errors do not make the writing incomprehensible. For example, there may be misspellings (fewer than five in a three to five page paper, although even that is too many!) or one or two minor syntactical issues. Usually, a B means you did not proofread carefully enough. C = Adequate/Fair This work demonstrates understanding that covers most of the basics, but remains incomplete, superficial or expresses some important errors or weaknesses. Source material may be used inadequately or somewhat inappropriately. The work may lack concrete, specific examples and illustrations, articulation/writing may be hard to follow or vague. There are enough grammar, usage, spelling, and/or other mechanical problems not only to be distracting, but to detract from clarity; so the reader begins to focus more on your grammatical abilities than the content of what you are writing. A C means average. D = Unsatisfactory This work demonstrates a serious lack of understanding, and fails to demonstrate the most rudimentary elements of the course assignment. Sources may be used inappropriately or not at all. The work may be inarticulate or extremely difficult to read. The reader never fully engages with the ideas in the piece; the development of ideas is hard to follow. Reading the paper takes too much time and effort. There are enough grammatical, usage, spelling, and/or mechanical problems to cause serious difficulty for the reader. As a result of these errors, the reader either cannot understand most of the discussion or is so distracted by those errors that she has lost sight of the paper s ideas -- or both. Either you have put very little effort into the paper, or your writing skills are not sufficient for college level work. For whatever reason your grade is D you need to make improving your writing a top priority. F = FAILURE An F means the paper lacks focus. Reading it is a chore; the reader senses that no thought went into the writing. You seem to have entirely missed the point of the assignment. The paper is dominated by grammatical, usage, spelling, and/or mechanical errors that render the writing incomprehensible. The other reason for an F is that you did not turn in the assignment or take the exam. Unexcused late papers will be penalized by one minus grade (A- becomes B+, B+ becomes B, B becomes B-, etc.) for each weekday beyond the assigned due date until it is submitted or the grade automatically becomes an F after one week. Plus (+) or minus (-) grades indicate your range with the aforementioned grades. 5

6 Cumulative Numerical Percentage Letter Grade A A B B B C C C D 0-59 F 6

7 FINAL PAPER - Papers are due in week 6. Each student is required to submit a final paper (5 page minimum to 8 page maximum) on a significant issue concerning organizational communication. The topic, selected by the student and approved by the professor, can focus on any of the subjects listed on the syllabus. Your final paper must include the following: Do NOT use Wikipedia Rubric Research Paper Assignment Dr. Janice Barrett Title page with your name, course, date etc. Executive summary (not more than one paragraph) Outline of paper Analytical essay with an introduction, a body of supporting evidence and a conclusion Internal citations of sources OR footnotes to identify your sources in the text of the paper Bibliography page (at least 5 credible sources) 1. Executive summary in one or two brief paragraphs, identifies, organizes and summarizes the major points in the research assignment. 1. Abstract present, focused, and informative. It summarizes all major points of the paper. 2. Abstract present, focused, and informative, but it is missing one or two major points of the paper. 3. Abstract present, but rambling, disorganized, or gives no information about what was done and/or what was found 4. No abstract present 2. Outline of research paper s content uses correct outline format to identify main ideas and supporting evidence (introduction, body and conclusion). Synthesizes the material in an outline. 1. Outline is in correct format, identifies all main points and supporting evidence including the introduction, body, and conclusion. 2. Outline presented, but it is not in the correct format or is missing main points and/or supporting evidence. 7

8 3. Outline presented, but it is not in the correct format and is missing main points and/or supporting evidence. 4. Outline is not presented in any format. 3. Clear presentation and research of the thesis statement that identifies the focus of the research assignment. Apply appropriate research methods to study a question. Respond to the research question with the terms that are relevant to the discipline. 1. Thesis statement is clear and focused, and the research methods used to answer the question are appropriate. 2. Thesis statement is slightly unclear and unfocused or the research methods used to answer the question are slightly inappropriate. 3. Thesis statement is slightly unclear and unfocused and the research methods used to answer the question are slightly inappropriate. 4. Thesis statement is completely unclear and unfocused and the research methods used to answer the question are inappropriate. 4. Accuracy of Facts: Evaluate the credibility and reliability of sources 1. All facts presented are accurate, credible, reliable and relate back to the main point. 2. Almost all facts presented are accurate and credible and occasionally relate back to the main point. 3. Most facts presented are accurate (at least 70%), credible and reliable. Evidence is scattered about rather than used to support the main point. 4. There are several factual errors and there is no real effort to make the piece cohesive or determine the credibility and reliability of sources. 5. Internal citations Cite sources correctly in the text. Locate sources, find and collect data which are appropriate to address the research topic. When you use examples, visual materials or quotes to support your points, make sure your internal citations correctly attribute all direct quotes, paraphrases, images and facts etc. to the original source of the information. 1. All material in correctly attributed to the original source in the correct MLA/APA format. 2. Most of the material is correctly attributed in the correct format. There are only a few errors. 3. Many facts, examples, visual materials, etc. are not attributed to the original source. 4. Material is not attributed to the original source. No attempt to put sources in the correct format was made. 6. Bibliography credible and substantive sources that you have integrated into your research assignment; you must list them in correct MLA or APA format, alphabetical order by author. Cite sources correctly in the bibliography 1. All sources are cited correctly in MLA or APA format. 2. Most of the sources are cited in the correct format. There are only a few punctuation or style errors. 8

9 3. Sources are missing from the bibliography, or there are major mistakes in the format. 4. Sources are missing, and those that are there are not in the correct format. Regarding the research you undertake for your assignment: Research is an important aspect of good scholarly writing. When you do research, please do not just go on the Internet and start typing in or copying whatever results you find from a Google search. Grant it there are some worthwhile sites on the Internet that are credible. However, I want you to think a bit beyond what you are reading. Ask yourself these questions: Is it Authoritative? Is the site highly regarded that is references and linked to by others? Is the information well referenced, cited, and written by authors with expertise in the content area? What's the Educational Value? Is the site a leading source of content that exceeds instructional goals? What's the Intent? Is the site a highly regarded source of information whose job is to inform? What is the Originality? Is the site a primary source of original content and viewpoints? What's the Quality? Is the site content a good quality and there is good content area coverage? Do NOT Wikipedia, ask.com, about.com or any other open source that is not scholarly. If in doubt, your best bet is to use the Library at Northeastern. They have the best resources, which are viewed as scholarly, educational, original, authoritative, etc. 9

10 Academic Integrity Policy The University views academic dishonesty as one of the most serious offenses that a student can commit while in college and imposes appropriate punitive sanctions on violators. Here are some examples of academic dishonesty. While this is not an all-inclusive list, we hope this will help you to understand some of the things instructors look for. The following is excerpted from the University s policy on academic integrity; the complete policy is available in the Student Handbook. The Student Handbook is available on the CPS Student Resources page > Policies and Forms. Cheating intentionally using or attempting to use unauthorized materials, information or study aids in an academic exercise Fabrication intentional and unauthorized falsification, misrepresentation, or invention of any data, or citation in an academic exercise Plagiarism intentionally representing the words, ideas, or data of another as one s own in any academic exercise without providing proper citation Unauthorized collaboration instances when students submit individual academic works that are substantially similar to one another; while several students may have the same source material, the analysis, interpretation, and reporting of the data must be each individual s independent work. Participation in academically dishonest activities any action taken by a student with the intent of gaining an unfair advantage Facilitating academic dishonesty intentionally or knowingly helping or attempting to violate any provision of this policy For more information on Academic Integrity, including examples, please refer to the Student Handbook, pages Northeastern University Online Policies and Procedures For comprehensive information please go to Northeastern University Online Copyright Statement Northeastern University Online is a registered trademark of Northeastern University. All other brand and product names are trademarks or registered trademarks of their respective companies. This course material is copyrighted and all rights are reserved by Northeastern University Online. No part of this publication may be reproduced, transmitted, transcribed, stored in a retrieval system, or translated into any language or computer language, in any form or by any means, electronic, mechanical, magnetic, optical, chemical, manual, or otherwise, without the express prior written permission of Northeastern University Online. Copyright 2015 by Northeastern University Online All Rights Reserved 10