Business Communication - Johns Hopkins University



Business Communication2 credits 120.601.XX[Day & Time][Start & End Dates][Semester / ex: Fall 2019][Location / ex: Harbor East]Instructor[Full Name]Contact Information[Email Address][Phone Number, ###- ###-#### (Optional)]Office Hours[Specify the day and time of the 2 hours that will be dedicated to office hours each week. For evening classes, faculty may wish to hold their office hours by phone or email. While faculty are permitted to state “and by appointment,” office hours should not be held exclusively by appointment.]Required MaterialsCialdini, R. (2016). Pre-Suasion: A revolutionary way to influence and persuade. New York, NY: Simon & Schuster.Heinrichs, J. (2017). Thank you for arguing: What Aristotle, Lincoln, and Homer Simpson can teach us about the art of persuasion (3rd ed.). New York, NY: Three Rivers Press.Munter, M., & Hamilton, L. (2013). Guide to managerial communication (10th ed.). Upper Saddle River, NJ: Pearson.Articles and Chapters Available Through BlackboardBariso, J. (2018, April 30). Jeff Bezos knows how to run a meeting. Here’s how he does it.?Inc.?Retrieved from?, S. A., & Beebe, S. J. (2018).?A concise public speaking handbook (5th ed.). Hoboken, NJ: Pearson. (chs. 2, 23, 34)Carton, A. M., & Tewfik, B. A. (2016). A new look at conflict management in work groups. Organization Science, 27(5), 1125-1141.Cohen, S. D. (2011). Public speaking: The path to success. San Diego, CA: Cognella. (chs. 1-2)Dale Carnegie & Associates. (2012). How to win friends & influence people in the digital age. New York, NY: Simon & Schuster. (pp. xi-xxii, parts 1 & 2)Ferrari, B. T. (2012). Power listening: Mastering the most critical business skill of all. New York, NY: Portfolio/Penguin. (ch. 1)Influence at Work. (2012, November 26). Science of persuasion [Video file]. Retrieved from , M. A. (2018). The effectiveness of person-centered coaching intervention in raising emotional and social intelligence competencies in the workplace. International Coaching Psychology Review, 13(2), 6-26. Maude, B. (2016). Managing cross-cultural communication: Principles and practice (2nd ed.). London, England: Palgrave. (ch. 1)MindTools. (n.d.). Monroe’s motivated sequence: Perfecting the call to act. Retrieved from’Rourke, J. (2012). Management communication: A case-analysis approach (5th ed.). Upper Saddle River, NJ: Prentice Hall.Reynolds, G. (2012). Presentation Zen: Simple ideas on presentation design and delivery (2nd ed.). Berkeley, CA: New Riders Press. (pp. 5-45; 77-131; 215-253)Tillson, L. D. (2018). Facing your fears: A practical guidebook for your journey to more confident public speaking. Dubuque, IA: Kendall Hunt. (chs. 5-6)Venngage Inc. (2017). Infographics for beginners: The ultimate guide. Retrieved from DescriptionThis course refines students’ skills in business writing, public speaking, and interpersonal communication. Through analyses and practice of communication strategies adopted by successful business professionals, students learn to write clearly and concisely, deliver compelling presentations, and construct effective arguments.Prerequisite(s)NoneLearning ObjectivesBy the end of this course, students will be able to: Apply the principles of effective writing (clarity, brevity, variety, unity, coherence, development). Apply the principles of effective speaking in formal and interpersonal situations. Use logical, emotional, and credible appeals to craft persuasive arguments.Use appropriate mediums and messaging to communicate their ideas. Develop group norms and processes for collaborating effectively.Employ communication and leadership theory in solving organizational problems.To view the complete list of the Carey Business School’s general learning goals and objectives, visit the Carey website.Attendance PolicyStudents are expected to attend all class sessions. If you miss a class, you still are responsible for all information covered. Failure to attend two or more class sessions will impact your final grade. If you miss class for any reason, ask a classmate to e-mail you his/her class notes. Please do not e-mail me to ask what you missed.Out of respect to your classmates and instructor, you should plan to arrive on time in this course, and be courteous and respectful in all class interactions. You should turn off cell phones and laptops unless they are needed for classroom activities. AssignmentsStudents should use APA style, 12-point font, and one-inch margins for all written assignments. The following percentages apply to the assignments. For specifics on how the assignments will be assessed, please refer to the rubrics on pages 7–12.AssignmentLearning ObjectivesWeightAttendance and Participation2–615%Memo 1, 3, 4, 610%Group Presentation2–615%Infographic3–510%Executive Summary1, 3–610%Revised Memo1, 3, 4, 615%Individual Pitch2–4, 615%Pitch Deck1, 3, 4, 610%Total100%Attendance and Participation (15%):Students are expected to complete all readings and assignments and to participate actively in class discussions and exercises. Attendance is only part of participation. Assessment of participation will include an evaluation of both the quantity and quality of your contributions to class discussions and group projects.Memo (10%):Write a memo in which you request authorization to research a real problem at a company or organization. This might involve adopting a new organizational structure, policy, procedure, product line, or piece of equipment; or pursuing a new mission, market, or line of research. First, demonstrate that there is a problem (i.e., provide evidence of its existence and its impact on the company) and then summarize how you would study—and eventually solve—the problem if authorized to proceed. Provide background and reasons for what you propose; a research plan and timeline, including an indication of how and when you will present your findings and recommendations to management; and some indication of what you will need (e.g., release time; support staff; budget; access to sensitive data). The memo should be addressed to someone in a position to act on it. It should be no more than three pages in length, double-spaced. For the assessment criteria, see page 7.Revised Memo (15%)Use the feedback you receive to revise your memo. First, summarize the problem and its impact on the company. This time, however, conduct additional research and provide suggestions on how the company or organization should solve the problem. The revised memo should be no more than two pages in length, single-spaced. The document should be attractively designed, using Munter’s tips on the use of white space for high skim value. For the assessment criteria, see page 7.Group Presentation (15%):This assignment challenges you to work in groups to explore a common communication and/or workplace problem. You will work with other students to design and deliver a presentation for a specific audience on the (1) causes of the problem, (2) potential solutions to the problem, and (3) actions that will address the problem. You should not simply report your findings. Instead, you should create a dynamic presentation that engages the audience. The group will have 15 minutes to present the case and should be prepared to answer questions and respond to comments for an additional 4–5 minutes. Each group member should speak for roughly the same amount of time. Group members should be prepared to reference course readings and class lectures that pertain to the topic at hand. The presentation must include PowerPoint slides and/or other visual aids. Groups are encouraged to incorporate activities, role-playing, discussion of a brief YouTube video, or other means to engage the audience. For the assessment criteria, see page graphic (10%):You will work together to create an infographic related to your group presentation. The infographic should answer the journalistic questions (who, what, where, when, why, and how) and include at least three sections. It may focus on the presentation as a whole or a specific section (e.g., solution 1, 2 & 3). Consider using Canva, Piktochart, or Venngage to create your visuals. For the assessment criteria, see page 9.Executive Summary (10%)Your group should prepare an executive summary in which you explain the problem and your recommendations. The document should be no more than one page in length (not including the reference list), single-spaced. It should include the following elements:relevant background or introductory information; a clear articulation of the problem (including the people and resources it affects); key drivers of the problem;your recommendations and the reasons for them; qualitative and quantitative evidence supporting your recommendations; a list of referencesFor the assessment criteria, see page 10.Individual Pitch (15%)Develop a six-minute presentation in which you pitch a real product/service/idea to a specific audience (e.g., your CEO, an executive board, a group of employees). Prepare to respond to questions during a two-minute Q&A session following your pitch. For the assessment criteria, see page 11.Pitch Deck (10%):Design a professional pitch deck (using PowerPoint) to accompany your presentation. The deck should include an appendix that will provide further detail on your pitch (e.g., product/service features, financial projections, interview/survey data). For the assessment criteria, see page 12.GradingThe grade of A is reserved for those who demonstrate extraordinarily excellent performance as determined by the instructor. The grade of A- is awarded only for excellent performance. The grades of B+ and B are awarded for good performance. The grades of B-, C+, C, and C- are awarded for adequate but substandard performance.?The grades of D+, D, and D- are not awarded at the graduate level (undergraduate only). The grade of F indicates the student’s failure to satisfactorily complete the course work.Please note that for Core and Foundation courses, a maximum of 25% of students may be awarded an A or A-; the grade point average of the class should not exceed 3.3. For Elective courses, a maximum of 35% of students may be awarded an A or A-; the grade point average of the class should not exceed 3.4. (For classes with 15 students or fewer, the class GPA cap is waived.)Tentative Course CalendarI reserve the right to alter course content and/or adjust the pace of instruction to accommodate class progress.AbbreviationsCialdini: Pre-Suasion: A Revolutionary Way to Influence and PersuadeMunter & Hamilton: Guide to Managerial CommunicationBb: Blackboard E-ReservesWeekContentReadingsAssignments1Introduction to Business Communication (Audience-Centered Approach; Building Confidence; Leadership & Presence; Business Memo)Cialdini, chs. 1–2 (Course Text).Munter & Hamilton, ch. 1–2 (Course Text).Bariso (Bb).Beebe & Beebe, ch. 2 (Bb).Memo: Submit topic on Bb three days after class (by 11:59 PM)2Strategic Communication(Influence; Research & Evidence; Language)Cialdini, chs. 3–4 (Course Text).Munter & Hamilton, chs. 3–4 (Course Text).Influence at Work, YouTube Video (Bb).Maude, ch. 1 (Bb).Memo: Bring a printed copy to class for peer reviewSubmit peer-reviewed memo on Bb three days after class (by 11:59 PM)3Group Communication (Group Dynamics; Relationship-Building; Listening; Conflict Management)Cialdini, chs. 5–6 (Course Text).Ferrari, ch. 1 (Bb).Venngage (Bb).Carton & Tewfik (Bb).4Group PresentationsReynolds, pp. 5-31; 77-131 (Bb).Tillson, chs. 5–6 (Bb).Group Presentation; Infographic; Executive Summary: Due on Bb5Persuasion I – Fundamentals(Theories of Persuasion; Argument Structure; Rhetorical Techniques) Cialdini, chs. 7–8 (Course Text).Beebe & Beebe, chs. 23–24 (Bb).Heinrichs, chs. 2, 4, 6, 8–9, 12 (Course Text).MindTools (Bb).Revised Memo: Due on Bb6Persuasion II – Applied(Pitch Development; Verbal & Nonverbal Delivery; Visual Communication)Munter & Hamilton, chs. 5 & 7 (Course Text).Cohen, chs. 1–2 (Bb).Heinrichs, chs. 14, 18, 21–24 (Course Text).Reynolds, pp. 215-2537Individual Pitches (Group A) & Interpersonal Communication(Feedback; Debriefing; Emotional Intelligence)Dale Carnegie & Associates, pp. xi–xxii, part 1, part 2 (Bb).O’Rourke, ch. 8 (Bb).Lemisiou (Bb).Individual Pitch; Pitch Deck (Group A): Due on Bb8Individual Pitches (Group B)(Debriefing; Special Topics)Instructor’s ChoiceIndividual Pitch; Pitch Deck (Group B): Due on BbCarey Business School Policies and General InformationBlackboard SiteA Blackboard course site is set up for this course. Each student is expected to check the site throughout the semester as Blackboard will be the primary venue for outside classroom communications between the instructors and the students. Students can access the course site at . Support for Blackboard is available at 1-866-669-6138.Disability ServicesStudents with disabilities who require accommodations for this course should be registered with Disability Support Services and provide a copy of their accommodation letter as soon as possible. If you have not yet registered with Disability Support Services, please contact them to discuss your needs and begin the registration process (carey.disability@jhu.edu or 410-234-9243). For more information, please visit the Disability Support Services webpage.Academic Ethics PolicyCarey expects graduates to be innovative business leaders and exemplary global citizens. The Carey community believes that honesty, integrity, and community responsibility are qualities inherent in an exemplary citizen. The objective of the Academic Ethics Policy (AEP) is to create an environment of trust and respect among all members of the Carey academic community and hold Carey students accountable to the highest standards of academic integrity and excellence.It is the responsibility of every Carey student, faculty member, and staff member to familiarize themselves with the AEP and its procedures. Failure to become acquainted with this information will not excuse any student, faculty, or staff from the responsibility to abide by the AEP. Please contact the Student Services office if you have any questions. For the full policy, please visit the Academic Ethics Policy webpage.Student Conduct CodeThe fundamental purpose of the Johns Hopkins University’s regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. Please contact the Student Services office if you have any questions. For the full policy, please visit the Student Conduct Code webpage.Student Success CenterThe Student Success Center offers free online and in-person one-on-one and group coaching in writing, presenting, and quantitative courses. For more information on these services and others, or to book an appointment, please visit the Student Success Center website.Other Important Policies and ServicesStudents are encouraged to consult the Student Handbook and Academic Catalog and Student Services and Resources for information regarding other policies and services.Copyright StatementUnless explicitly allowed by the instructor, course materials, class discussions, and examinations are created for and expected to be used by class participants only.?The recording and rebroadcasting of such material, by any means, is forbidden. Violations are subject to sanctions under the Academic Ethics Policy.Memo Assurance of Learning RubricThe Memo …Deficient0≤ score <7Adequate7≤ score <8Good8≤ score <9Excellent9≤ score ≤10Scoremakes the purpose clear at the onset defines a problem and gives evidence of its existence (x2)sets forth a strategy and timeline to research the problem (x2)gives reasons and evidence to support proposed research (x2) (in APA style, if appropriate)uses appropriate scope (not too much or too little information) and provides enough context for those unfamiliar with the topic (x2)identifies a specific audience and uses language and tone specific to that audience (x2)addresses audience concerns persuasively and considers counterarguments and objections identifies resources and budget needed for the projectincludes an effective introduction and conclusionincludes unified, coherent, well-developed paragraphsuses headings and white space for high skim valueuses effective transitions that show logical connections between sectionsuses sophisticated, appropriate language and syntaxis free of grammar and spelling errors includes clear, concise, and varied sentencesTotal Score /200Comments:Group Presentation Assurance of Learning RubricThe Group …Deficient0≤ score <7Adequate7≤ score <8Good8≤ score <9Excellent9≤ score ≤10Scoremakes good use of time, presenting neither too much nor too little informationenvisions a specific audience and uses tone and language specific to that audiencedesigns and uses PowerPoint slides and/or other visual aids effectivelycoordinates well with one another, defining clear roles and distributing time evenlypresents a thorough analysis of the main issues or problemsidentifies key stakeholders and the messages appropriate for each onecites relevant research and information sources leaves time for questions and answers them wellGroup Score /80The Individual …is well prepared and demonstrates thorough knowledge of the topicorganizes the material well (unified, coherent, developed)connects remarks to other speakers’ ideaspronounces words clearly and articulatelyuses effective volume and pacing (neither too loud nor too soft, neither too fast nor too slow)interacts with and effectively engages the audience uses effective body language (eye contact, posture, gestures, facial expressions, dress)shows leadership in coordinating with teammates and answering questionsIndividual Score /80Total Score = (Group Score + Individual Score) / 160 /100Comments:Infographic Assurance of Learning RubricThe Infographic …Deficient0≤ score <7Adequate7≤ score <8Good8≤ score <9Excellent9≤ score ≤10Scoreincludes who, what, when, where, why, and how; next steps; and where to find more information uses appropriate scope (not too much or too little information) and contextuses data and evidence appropriatelyidentifies a specific audience and uses language and tone specific to that audiencehas visual balance (not too many or too few words or images) uses space and design elements effectivelygrabs the attention of the audienceuses sophisticated, appropriate languageis free of grammatical and spelling errorsfollows the prescribed format for infographicsTotal Score /100 Comments:Executive Summary Assurance of Learning RubricThe Executive Summary …Deficient0≤ score <7Adequate7< score <8Good8≤ score <9Excellent9≤ score ≤10Scoreprovides sufficient contextarticulates the problem clearly and provides evidence of its existence analyzes the causes of the problem effectivelygives recommendations to solve the problemprovides sound reasoning and evidence to support the proposed solutionlists credible references, using APA style guidelinesorganizes material well (unified, coherent, developed)uses sophisticated, appropriate language and syntaxuses language and tone appropriate to a specific audienceis free of grammar and spelling errorsTotal Score /100Comments:Individual Pitch Assurance of Learning RubricThe Individual …Deficient0≤ score <7Adequate7≤ score <8Good8≤ score <9Excellent9≤ score ≤10Scoreexplains how the product/service/idea will work and/or solve a problempresents a solid, concrete plan for how the vision will be achieved (including what will occur after development)addresses audience concerns persuasively and considers counterarguments and objectionsuses effective visual aids to support the presentationuses appropriate scope (not too much or too little information) and provides enough context for those unfamiliar with the topic identifies a specific audience and uses language and tone specific to that audience delivers a clear and fully-developed presentationorganizes ideas well (strong introduction, internal previews, transitions, memorable conclusion)employs an extemporaneous speaking style with effective tone, volume, pace, rhythm, and pitchuses effective eye contact, posture, gestures, and facial expressions to engage the audience Total Score /100Comments:Pitch Deck Assurance of Learning RubricThe Pitch Deck …Deficient0≤ score <7Adequate7≤ score <8Good8≤ score <9Excellent9≤ score ≤10Scoreis appropriate for the specific audience and purposeincludes well-developed ideas and arguments uses data and evidence effectively (including citations, where appropriate)provides pertinent information in an appendix (including APA style references)is appropriately designed for a business audienceis well-organized and easy to followuses images, videos, animations, and links effectively uses cohesive themes, fonts, and colorsis free of grammatical and spelling errorsfollows the prescribed formatTotal Score /100Comments:Academic Writing: ChecklistWriting ProcessAre you certain you understand what is expected on the assignment? Have you asked your instructor for clarification on anything you don't understand?Who is your audience? What are the purpose and scope of your essay?Have you scheduled adequate time to plan, research, write, and revise your paper? Did you conduct a preliminary review of what's available on your topic?Have you used an outline to see logical relationships between the parts of your essay?Topic and ThesisIs your topic too narrow or too broad for the scope of the assignment? Have you adequately distinguished between your topic (your general area of interest) and your thesis (your central idea and attitude about that idea)?Have you expressed your thesis clearly in the introduction to your paper? Is your thesis reflected in the title of your paper?OrganizationDoes your introductory paragraph establish the significance of your topic and provide necessary background?Does your introduction articulate the thesis of your paper? Does it suggest subtopics and the order in which they will be developed in the body of your paper? Or is there a research question that suggests the material you will cover and your approach to it? Are the subtopics related logically to the thesis?Are the subtopics different, yet related to each other?Does your conclusion restate your thesis in a fresh way? Answer a question posed in the beginning? Suggest an appropriate action?Paragraph StructureDoes each paragraph have a single central topic, stated or implied?Is each paragraph well developed? (Have you provided enough reasons, examples, facts, definitions, etc., to support the topic sentence?)Is each paragraph unified? (Do all sentences clearly relate to one topic?)Is each paragraph coherent? (Does each sentence relate to the ones before and after it in a logical way? Are there appropriate transitions?)Mechanics (Grammar, Punctuation, etc.)Have you proofread your sentences carefully to detect and correct errors insentence completeness (fragments, run-ons)?subject/verb agreement?pronoun reference (be sure all pronouns have only one antecedent)?modifiers (adjective/adverb form; misplaced and dangling modifiers)?verb tense?punctuation? Where appropriate, have youeliminated unnecessary words?varied your syntax, sentence length, and word choice?put parallel thoughts into parallel form?checked to see that comparisons are worded logically?used more active verb forms?Have you checked your words to be sure they arecorrectly spelled and used? Have you consulted a dictionary? Thesaurus?appropriate? (Avoid inappropriate slang, trite expressions and clichés.) Have you used the proper format? Is your papertyped, double-spaced with one-inch margins, 12-point font, a header, and page numbers on every page? in line with APA style for quotations, in-text citations, references, etc.? Information SourcesHave you properly attributed all quotes and paraphrases of other’s work?Have you checked your sources to see that they are sufficiently numerous, authoritative, various, relevant, and timely? ................
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