The University of North Carolina at Charlotte
The Belk College of Business Administration
MBAD 6164-090
Executive Communication
Spring 2005 (M 06:30 PM - 09:20 PM)
Instructor: Dr. Gary F. Kohut Office: Friday 304A
Telephone: 704.687.4420 (office) FAX: 704.687.3123
E-mail: Office hours: MW 2-2:50 p.m.
Website: www.uncc.edu/gfkohut M 5-6:15 p.m.
Others by appointment
COURSE DESCRIPTION
MBAD 6164 Executive Communication (3G) Intensive study of communication in organizations from middle- and upper-management perspectives with special attention to corporate communication, media relations, technologically-mediated communication, crisis communication and public affairs. Case studies, readings and project assignments will be used in a variety of business situations.
Course Overview
This course is designed to enable you to clearly view your communication abilities, dilemmas, and challenges. Since our knowledge of the communication process is still unfolding, you may be able to see communication in a light never before possible. Executive communication has emerged as a new discipline for two reasons. First, we have become an information society and that is altering the traditional approaches to management. Second, tremendous technological advances demand new skills for successful communication with others. Because of these changes, many organizations are realigning their communication priorities.
Understanding which communication skills are needed by managers requires an understanding of how communication occurs in an organization and which key theories of management have made those skills necessary. The purpose of this course is to sharpen the communication knowledge, skills and abilities you use as a manager. Emphasis will be placed on written and oral communication, employee communications, organizational image and identity, business and the media, crisis communication, and the role of ethics, technology, and globalization on communication effectiveness.
Textbooks
Argenti, P.A. (2003). Corporate communication (3rd ed.). Burr Ridge, IL: Irwin.
Barton, L. (2001). Crisis in organizations II. Cincinnati, OH: South-Western Publishing.
Clampitt, P.G. (2005). Communicating for managerial effectiveness (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Munter, M. (2003). Guide to managerial communication: Effective business writing and speaking. (6th ed.). Upper Saddle River, NJ: Prentice Hall.
CLASS OBJECTIVES
1. To recognize the growing importance of effective communication as a tool for managers.
2. To improve your understanding of the communication process through the exploration of executive communication theory and practice.
3. To develop techniques for managing and communicating organizational image and culture.
4. To improve your media and crisis management skills.
5. To sharpen your written, oral, and interpersonal communication skills.
6. To provide you with knowledge, skills, and abilities that can improve your decision-making skills.
7. To learn how to better adapt messages to diverse audiences while recognizing the important role of ethics, technology, and globalization.
CLASS FORMAT
You will achieve the objectives of the course through a combination of lectures, class discussions, case analysis, and experiential exercises. Since this is an interactive, discussion-driven course, your attendance and participation are expected. Evaluation of class participation will be based on your ability to raise and answer questions, to bring up ideas or insights, and to build upon the ideas of others.
Do you have any questions about the course? If so, feel free to get in touch with me and share your thoughts and expectations on the course.
CLASS POLICIES
- Written/Oral Assignments
· Each assignment must follow the guidelines for preparation mentioned in class. Written assignments will be graded on content, format, organization, and grammar. Some important criteria to consider in writing various business documents include: Content (missing important information/details), Format (spacing, alignment, neatness), Organization (direct/indirect organizational styles, logic), and Grammar (writing style, misspelled words, subject/verb agreement, awkward phrases, tone, punctuation, sentence/paragraph length, coherence, word choice, active/passive voice, parallelism, and transitions).
· When appropriate, you are expected to use citations and references in your assignments. Please employ the Publication Manual of the American Psychological Association for your references.
- Attendance Policy
· As noted on page 23 of the 2002-2004 UNC Charlotte Graduate Catalog, “Each instructor determines the regulations for class attendance. Students are expected to attend punctually all scheduled sessions in the courses for which they are registered and are responsible for completing the work from all class sessions.
Absences from class may be excused by the instructor for such reasons as personal illness, religious holidays, or participating as an authorized University representative in an out-of-town event. Whenever possible, students are expected to seek the permission of the instructor prior to absences.”
- Late Work
· Your work will be collected at the beginning of class on the day it is due. Since your work will be discussed in class, you should make a copy of it to join in class discussion. One aspect of success in organizations is learning to meet deadlines. For that reason, penalties for late work will be assessed in the manner listed below, except for extraordinary circumstances. You may submit your work early if you must miss class.
Time Late Penalty
Same day but after class -20% of grade
One day late -30% of grade
Two days late -50% of grade
Two days late Grade of 0
- Participation
· You are encouraged to develop your communication skills by practicing them in class with insightful and relevant comments. Thus, you are expected to come to class fully prepared to offer your insights and to ask and answer questions.
ACADEMIC INTEGRITY
You have the responsibility to know and observe the requirements of The UNC Charlotte Code of Student Academic Integrity. This code forbids cheating, fabrication or falsification of information, multiple submission of academic work, plagiarism, abuse of academic materials, and complicity in academic dishonesty. If necessary, I will state any special requirements or permission regarding academic integrity in this course and they are binding.
Academic evaluations in this course include a judgment that your work is free from academic dishonesty of any type; and grades in this course therefore should be and will be adversely affected by academic dishonesty. If you violate the code, you can be expelled from UNC Charlotte. The normal penalty for a first offense is zero credit on the work involving dishonesty and further reduction of the course grade. In almost all cases the course grade is reduced to F. Copies of the code can be obtained from the Dean of Students Office. Standards of academic integrity will be enforced in this course. You are expected to report cases of academic dishonesty to me.
CLASS ASSIGNMENTS
During the semester, you will complete one case, a research paper, and an oral presentation. Detailed instructions will be given for each assignment. While the content of your papers is very important, the format is also important. Below are several guidelines to assist you when preparing your written work:
1. Type your work using a 12-point font.
2. Organize your work by using section headings, if necessary, to break up large quantities of text.
3. Use standard grammar, appropriate vocabulary, and correct spelling and punctuation.
4. Document your sources using the Publication Manual of the American Psychological Association.
5. Staple your papers in the top left corner. Please do not use plastic covers.
EXAMINATIONS
You will take two examinations during the semester, each comprised of essay questions. These examinations will cover all readings, assignments, and class discussions. Make-up examinations will be given only when prior arrangements have been made or under extraordinary circumstances.
GRADING
Possible Points
1. Midterm Exam 150
2. Final Exam 150
3. Case 100
4. Research Paper 200
5. Participation 50
6. Oral Presentation 100
Total 750 pts.
GRADING SCALE
A= 675-750 points
B= 600-674 points
C= 525-599 points
U= Below 525 points
COURSE AGENDA
Date Topic Assignment
M 1/10 Introduction to Course
Overview of Executive Communication
______
M 1/17 HOLIDAY- NO CLASS
______
M 1/24 Communication Strategy Munter, Chapters I-III
Writing: Composing Efficiently; Macro Issues
______
M 1/31 Writing: Micro Issues Munter, Chapter IV and
Appendices A-D
______
M 2/7 Speaking: Verbal Structure; Visual Aids, Munter, Chapters V-VII
Nonverbal Skills
______
M 2/14 Communication as a Management Tool Clampitt, Chapters 1, 2, 5, 6
______
M 2/21 Communicating Strategically Argenti, Chapters 1, 2
Communicating Corporate Culture Clampitt, Chapter 3
Argenti, Chapter 3
______
M 2/28 MIDTERM EXAM (150 points)
______
M 3/7 SPRING BREAK-NO CLASS
______
M 3/14 Crisis Communication Barton, Chapters 1-6
______
M 3/21 Crisis Communication Barton, Chapters 7-12
Argenti, Chapter 10
Case Due (100 points)
______
M 3/28 Communication and Ethics Clampitt, Chapter 4
______
M 4/4 Managing Media Relations Argenti, Chapters 4, 6, 7
______
M 4/11 Employee Communications Clampitt, Chapters 7, 8, 11
______
M 4/18 Communicating Change and Innovation Clampitt, Chapters 9, 10
Research Papers Due
(200 points)
______
M 4/25 Oral Presentation Review and Rehearsal
______
M 5/2 Oral Presentations (100 points)
m 5/9 FINAL Exam (150 points) (Scheduled Time: 7:00 pm.-10:00 p.m.)
______
GUIDELINES FOR AVOIDING PROBLEMS WITH PLAGIARISM
Plagiarism is the use of another’s words or ideas as your own. While plagiarism is never acceptable, flagrant plagiarism occurs when a person, through panic or unpreparedness, uses all or part of another person’s paper or some published work and turns it in as his/her own. Plagiarism also occurs quite unintentionally, through a person’s misconception of how source material should be used. There is no justification for this kind of theft, for that is what the use of another’s work is.
Scholars do research into a subject with the expectation that others will use their findings and opinions. All that is necessary is that you carefully follow certain guidelines for using published material.
- Passages, sentences, phrases, or even single words which are taken directly from a source and used in a paper must be suitably introduced. This material must be enclosed in quotation marks, and credit given to the source from which the material was taken. Credit is shown through a footnote or internal documentation to the source and the inclusion of that source in the bibliography or reference section.
- All facts and/or opinions which are taken from a source and restated in your own words and style (paraphrased) should be properly introduced and credited to the source. Again, credit can be given through the use of a footnote or internal documentation and the source should be listed as part of the bibliography or reference section of the paper.
- Careful distinction must be made between direct quotation and paraphrase.
A. Material that is directly quoted must be accurately and carefully reproduced. If you omit a word or words, insert an ellipsis (...). If you add clarification or your own words to the sentence, put the added material within brackets []. With these two exceptions, material that is enclosed in quotation marks should be reproduced exactly as it is in the source.
B. Paraphrased material is in your own style. Do not simply substitute vocabulary, change tenses, or shift the sentence structure slightly. The best way to paraphrase is to read it over until you are familiar with the content and, without referring to the original passage, write in your own words what the fact or the opinion in the original was.
C. Sometimes you may wish to retain distinctive words, phrases, or sections of sentences even though you have paraphrased the passage. Enclose these words or groups of words in quotation marks within the paraphrase.
4. Reserve direct quotations of opinions or facts which, in your best judgment, would
suffer greatly from loss of style or emphasis by paraphrasing. If you directly quote, make your quotation as succinct as possible by trying to fit the quotation into the structure of your sentence.
5. Follow carefully the prescribed patterns for preparation of footnotes, internal
documentation, a bibliography, and references. Indicate a citation in your bibliography or reference section for every source used in your paper. Double check all entries.
Doing research in a particular area and then using the results of your research to strengthen the assertions and opinions of your paper is rewarding and exciting experience. Care and accuracy in preparing the final paper, and the proper regard for these scholarly matters will make your venture into research writing satisfying to you and your instructor(s).
Following are some examples of good and bad quotation and paraphrasing.
ORIGINAL QUOTATION
“Thus, by Shakespeare’s time, the traditions of a vigorous popular drama were firmly established... Before him lay the example of classical experiment, allegorical court drama of Lyly, the realism of Greene, the fire and passion of Marlowe, the chronicle histories, the romantic world of Italian story--in short, an infinite variety of dramatic art that is unparalleled anywhere. He led the way to no new dramatic form that was untried before, and he experimented with no new subject matter. Instead, he perfected what he found, expanded it into a universal picture of human life, and, through his imagination, his poetic gifts, and his road outlook, explored the mobility and the failings of which men and women are capable.”1
1 Source: Karl J. Holzknecht, The Backgrounds of Shakespeare’s Plays (New York: American Book Co., 1950), p.89.
* For internal documentation place (Holzknecht, 1950: 89) at the end of the passage before the last period.
I. Quotation with Introduction
Karl J. Holzknecht estimates Shakespeare’s power as a dramatist not as much on his innovations as on his ability to use with even greater skill the types of plays and literary themes used by past dramatists. He remarks simply, “He led the way to no new dramatic form that was untried before, and he experimented with no new subject matter. Instead, he perfected what he found, expanded it into a universal picture of human life, and, through his imagination, his poetic gifts, and his broad outlook, explored the failings of which men and women are capable.”1
1 Karl J. Holzknecht, The Backgrounds of Shakespeare’s Plays (New York: American Book Co., 1950), p. 89.
* For internal documentation place (Holzknecht, 1950: 89) at the end of the passage before the last period.
II. Quotation Worked Into Sentence
Shakespeare’s genius, says Karl J. Holzknecht, rests in the fact that not only did he make use of the “infinite variety of dramatic art” that had been given to him by his precursors or contemporaries in the theater, but that “he perfected what he found, expanded it into a universal picture of human life, and, through this imagination, his poetic gifts, and his broad outlook, explored the nobility and the failings of which men and women are capable.”1