CA402 Organizational Communication

for FA 2008


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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


Course

CA 402 Organizational Communication

Semester

FA 2008 HO

Faculty

Cohn, Lora

Title

Assistant Professor of Communication Arts

Degrees/Certificates

B.S. Ed. (Mass Communication) Truman State
M.A. (Communication Studies) University of Kansas
Ph.D. (Communication Studies) University of Kansas

Office Location

9N Copley Hall

Office Hours

M/W 2-3pm; Tu 2-5pm; W/Th 10-11am; and by appointment

Daytime Phone

816-584-6311 (fax 816-741-4371)

Other Phone

816-741-8443 (calls between 9am and 9pm welcome)

E-Mail

lora.cohn@park.edu

Semester Dates

August 18 through December 5, 2008

Class Days

--T-R--

Class Time

11:35 - 12:50 PM

Credit Hours

3


Textbook:

Required: Conrad, C. & Poole, M.S.  (2005).  Strategic Organizational Communication in a Global Economy (6th Ed.).  Belmont, CA: Thomson-Wadsworth.
 
Recommended: American Psychological Association (2005). Publication manual of the American Psychological Association. Washington, D.C.: American Psychological Association. (ISBN 1557987912)

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
CA402 Organizational Communication: Examines the role of communication in organizations and the people and patterns making up the many sides of complicated issues which arise in organizational life. The course also examines the communication messages sent and received within an organization including the organizations formal structure and its informal social groups. Prerequisite: CA104. 3:0:3

Educational Philosophy:
When I went to college, we read books and articles, discussed them in class, and wrote papers. Through my teaching I have discovered that not everyone learns all they can in that type of system. I believe education must address different learning styles and intelligences. To that end, my class features activities, presentations, discussion, reflection, reading, and writing—I will try to balance activities meeting the needs of different learners with old standbys like reading and writing. Writing is the most visible product of education and the ability to clearly communicate via writing is a key skill for graduates. This course, therefore, will focus on writing skill. Discussion and debate helps refine and justify ideas as well as enhancing critical thinking and communication skills which are also key outcomes of education. In this class, expect to defend your ideas and interpretations to develop these skills. I will grade based on a balance of participation, writing, and testing so that all students have a chance to succeed. 

I am guided by this quote from Ayn Rand: The only purpose of education is to teach a student how to live his life - by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i.e., conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past and he has to be equipped to acquire further knowledge by his own effort-- Ayn Rand, "The Anti-Industrial Revolution"

Learning Outcomes:
  Core Learning Outcomes

  1. Upon successful completion of this course the student should be able to:
  2. Assess your organizational communication and develop a plan for improvement.
  3. Explain how communication creates and structures an organization and its environment.
  4. Compare and contrast human relations approaches, classical approaches, and human resources approaches to organizational communication.
  5. Explain the systems perspective and how it influences communication research.
  6. Create your own model of organizational culture.
  7. Illustrate how organizational socialization occurs.
  8. Assess the role of leadership in organizational change.
  9. Explain the influence of technology on organizational communication.
  10. Evaluate strategies used to manage organizational conflict.
  11. Evaluate the effects of globalization and diversity on organizations.
  12. Identify ethical issues in organizational communication.
  13. Identify the philosophical roots of the field and summarize its history.


Core Assessment:

Core Assessment Portfolio:


Minimum Requirements:  The core assessment for CA402 Organizational Communication will be a portfolio which


ü      Includes a variety of student assignments designed to show student mastery of at least eight (75 percent) of the core learning objectives for the course. 


ü      Includes an eight to ten-page research based paper that utilizes a minimum of eight sources. 


ü      Includes at least one assignment that requires students to analyze the communication in an organization (a case study of real or simulated organizational communication).


ü      Includes at least one assignment that illustrates student understanding of intercultural differences in values and communication and how that affects organizations.


ü      Includes at least one assignment assessing their own communication strengths and weaknesses and develop action plans to improve weak areas.


ü      Includes tests to illustrate knowledge of the philosophical roots of communication and the history of the field.


ü      Includes at least one assignment that addresses ethical issues in organizational communication.


ü      Must not be assembled before the last quarter of the course although it may contain work done as the semester progress, such as journals.


ü      Emphasizes activities associated with the ability to think critically and communicate effectively. 


ü      Must be transmitted to the instructor in electronic form.


The rubric and core assessment portfolio must be included in all syllabi.  Please note that one assignment may include many of these elements.  For example, a paper may analyze personal communication as well as communication within the organization or ethical communication.

Link to Class Rubric

Class Assessment:

Article Critique: Write a short 2-4 page critique of an article from the reading list provided by the instructor. Individual articles must be approved in advance by the instructor. Through this assignment, you need to engage in a dialogue about how the author’s work contributes to our understanding of organizational communication.

Case study group project: Students will be divided into small groups to research an organization. Students may chose a popular case or event involving the organization and discuss the organization’s handling of it using some organizational communication concept, theory, or methodology. Each group will keep meeting logs (two meetings outside of class are required for this assignment. You will have some class time for one meeting.) Each group member will be expected to demonstrate his/her contribution to the project. Project due date will vary based on topic but will typically be before fall break.

Work-place issue presentation: Students will be required to research a popular area in the workplace and develop a formal presentation (a Power Point presentation plus discussion) on this issue using literature available in the field of organizational communication. Students are allowed to “team up” for this assignment (no more than two people on a team). Some examples include diversity, conflict, leadership, supervisor/subordinate relationships, romance in the workplace, sexual harassment, burnout, globalization, information technology, etc. Presentations should be 7-10 minutes for an individual or 9-12 minutes for teams. Presentation due date will vary based on topic but will typically be after fall break.

Analysis of top researcher’s work: This assignment is designed to assist you in learning the history of our field by examining the work of significant individuals in organizational communication and related fields. I’d like you to prepare a one page single-spaced synopsis of this person’s work by focusing on the individual’s background, theoretical contribution (summarize main theories, etc. chronologically) and representative publications. Make copies of this one page synopsis for each class member, including your professor. In addition, please hand in your supplementary work to your professor in a file folder (e.g., article copies, copy of your researcher’s vita, notes from phone conversations or e-mails with your researcher) and a list of references you used for this project (in APA style, of course).

Participation: 15 times throughout the semester, you will be given points for participating in discussion, group activities, etc.

Core assessment portfolio: The portfolio includes a number of assignments described below

ü      Group ethics and rhetoric paper : Your collaborative research paper should explore the ethics of an organizational communication in depth. Begin with an organizational crisis such as the Russian/Georgian conflict in Ossetia, school shootings, downsizing at Sprint, food supply/health issues, or a public relations campaign developed for a company. Examine the specific communication offered by the organization, being sure to consider the ethical issues inherent in the message. Use APA style in this 15-page paper. If you do not have the Publication Manual of the American Psychological Association (5th edition), you are welcome to use my office copy in my office.  You will receive points for outlines and drafts.

ü      Intercultural paper: In this 2-3 page paper, you should explore how culture affects organizational communication.

ü      Self-assessment: In this 2-3 page paper, you should evaluate your own communication in an organization you currently are a member and suggest areas for improvement and strategies for improvement.

ü      Case study: Include a 2-3 page case study derived from the group project.

ü      Foundations of the field exam: One exam will be given near the end of the semester that will focus on the foundational research and leaders in the field.

Grading:

1000 points possible
900-1000 A
800-899 B
700-799 C
600-699 D
below 600 F

 
Assignments:

Article Critique

50 points

Case-study group project

200 points

Work-place issue presentation

200 points

Analysis of top researcher’s work

100 points

Participation

150 points

Core assessment portfolio

300 points

ü      Group ethics and rhetoric paper (220 pts.)

ü      Intercultural paper (20 pts.)

ü      Self-assessment   (20 pts.)

ü      Case study (20 pts.)

ü      Foundations of field exam (20 pts.)

Late Submission of Course Materials:

I expect all work to be turned in on time. If you know you will be absent a particular class period, come talk to me and you will be allowed to complete non-discussion classwork prior to that absence. I will consider accepting late work for unexpected absences on a case-by-case basis and most late work will be penalized 10%. Additionally, late presentations will be delivered at my discretion and will be penalized two letter grades. Any presentation not given on the assigned day is considered "late." You may be allowed additional work to compensate for the two-letter grade deduction if you give me a copy of your hospital bill or a copy of the funeral notice of an immediate family member. Sore throats or any illness that does not take you to the doctor is no excuse for not turning in your work. Plan ahead and start early. It's been my experience that the night before an assignment is due, all the books in the library on the topic have been checked out. Finally, all work must be submitted within two weeks of its original due date unless you receive special permission from me.

Classroom Rules of Conduct:

Your instructor's general outlook on college is that college is a career. You have chosen to attend college and you should treat it like a job. You wouldn't skip work without a good excuse and without notifying your boss. You wouldn't leave work early without asking your boss in advance. You wouldn't go on vacation without getting a critical project done. You wouldn't be obnoxious to your boss. You wouldn't call in sick to avoid doing a task at work. You would expect to have to work late sometimes and, if you want to advance, to work hard. Don't expect me, as an instructor, to expect anything less from you. Your grade is your paycheck. Anything that would dock your pay in real life can be expected to dock your grade in this class.

1.  Technology:  All cell phones, computers, PDAs or other electronic devices must ge turned off and put away before class begins.  Talk to me if your work or family needs require you to be "on call."

2. Group Work: 
Often during the semester we will be working in groups. Get your group's phone numbers and call them when you are absent to get notes, assignments, etc. When an activity or assignment is designated as a group activity, collaboration is expected. When an activity is not specifically designated as a group activity, you are to be the only individual to work on that assignment. If you collaborate on an activity not designated as a group activity and there is enough evidence of that collaboration to catch my attention you and your collaborators will receive a 0 for that assignment.
 
3.  The 24-hour Rule: Anytime you need to schedule an alternative day to turn in an assignment, you must contact me 24 hours prior to the assignment deadline you are trying to avoid. Additionally, if you are dissatisfied with a grade on an assignment, you must wait 24 hours to talk to me about it. There are no exceptions. In case of sudden illness on a day a major assignment is due, you must contact me, or at least leave a message, BEFORE the class meets-- not the next class period. Be sure to have a doctor's note or receipt to substantiate your illness.
 
4.  Disruptive behavior: Any behavior which disrupts the classroom routine or which interferes with orderly classroom conduct will not be tolerated. The instructor reserves the right to expel the student(s) responsible for the disruption from the class for the rest of the period. If the disruption is repeated, or is, in the opinion of the instructor, excessive and/or violent, then the student may be expelled from the class for the rest of the semester. The student may appeal as indicated in the student handbook. Any graded assignment or test missed due to expulsion from the class will be given a score of zero points.
 
5.   Class Cancellations: If class is canceled for snow or any other reason, the class period following the canceled class day will cover the material that was to have been covered on the canceled day. This means if we do not have class on the Tuesday on which you were supposed to give your presentation, be ready to give it on Thursday! There will be no exceptions.
 
6.  Office hours: Please feel free to come to my office to discuss papers, presentations, and any problems you are having. If my office hours conflict with your schedule, we can arrange another time to meet. 
 
7.  Course grades: Each assignment and test is awarded points, not grades. The total possible points achievable for the semester is 1000. Grades at the end of the semester will depend on the percentage of total possible points available you have earned during the semester.  NOTE: A wise student keeps all their returned work neatly organized in their notebook at home in case of a mathematical error or grading dispute.
 
8.  Extra credit: At times throughout the semester extra credit opportunities will be offered. You must be earning a C in the class to be eligible to complete the extra credit assignments. Also, please note that I will not allow extra credit work during the last two weeks of the semester. Keep track of your points and be sure to do any extra credit before those last two weeks of class.

Course Topic/Dates/Assignments:
 

Date

Topic

Assignment

Aug. 19

What is organizational communication?

Aug. 21

Exploring the basics

C&P, Chapt. 1-2

Aug. 26

Exploring the basics, cont.

Aug. 28

Exploring the basics, cont.

Sept. 2

Traditional organizational theory

ARTICLE CRITIQUE DUE

C&P, Chapt. 3

Sept. 4

Traditional organizational theory, cont.

Sept. 9

Relationships and organizational theory

C&P, Chapt. 4

Sept. 11

Relationships and organizational theory, cont.

ANALYSIS OF TOP RESEARCHER’S WORK DUE

Sept. 16

Organizational culture

C&P, Chapt. 5

Sept. 18

Organizational culture, cont.

Sept. 23

Organizational networks

C&P, Chapt. 6

Sept. 25

Organizational networks, cont.

TOPIC OF ETHICS PAPER DUE

Sept. 30

Alternative organizational theory

C&P, Chapt. 7

Oct. 2

Alternative organizational theory, cont.

Oct. 7

Issues: Diversity

C&P, Chapt. 10

Oct. 9

Issues: Diversity, cont.

INTERCULTURAL PAPER DRAFT DUE

Oct. 14

OFF

Oct. 16

OFF

Oct. 21

Ethics and Rhetoric

C&P, Chapt. 12

Oct. 23

Ethics and Rhetoric, cont.

OUTLINE OF ETHICS PAPER DUE

Oct. 28

Ethics and Rhetoric, cont.

Oct. 30

Issues: Power and Politics

C&P, Chapt. 8

Nov. 4

Issues: Power and Politics, cont.

SOURCES FOR ETHICS PAPER DUE

Nov. 6

Issues: Conflict and Decision-Making

C&P, Chapt. 9

Nov. 11

OFF

Nov. 13

Issues: Conflict and Decision-Making, cont.

Nov. 18

Issues: Globalization

C&P, Chapt. 11

Nov. 20

ETHICS PAPER GROUP WORK

Nov. 25

Issues: Globalization, cont.

ROUGH DRAFT OF ETHICS PAPER DUE

Nov. 27

OFF

Dec. 2

Catch-up

SELF-ASSESSMENT PAPER DRAFT DUE

Dec. 4

FOUNDATIONS OF FIELD EXAM

FOUNDATIONS OF FIELD EXAM DUE

Dec. 11

FINAL EXAM 10:15 am-12:15 pm

PORTFOLIO DUE

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2008-2009 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Portfolio assignments synthesize information from the text and more than eight additional sources. Portfolio assignments synthesize information from text and eight additional sources. Portfolio assignments synthesize information from seven or fewer sources and the text. Portfolio assignments show no evidence of additional sources. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Portfolio assignments analyze stages/elements of all communication concepts illustrated in the assignment and identify motives, causes and effect of the communication. Portfolio assignments analyze stages/elements of all communication concepts illustrated in the work. Portfolio assignments fail to analyze stages/elements of all communication concepts illustrated in the work or have more than two factual errors. Portfolio assignments fail to analyze stages/elements of communication concepts. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Portfolio assignments evaluate the communication strategies used in a given situation in terms of successfulness and usefulness and offers suggestions for improvement of strategy selection.


 
Portfolio assignments evaluate the communication strategies used in a given situation in terms of successfulness and usefulness. Portfolio assignments only evaluate the communication strategies used in a given situation  in terms of successfulness OR usefulness OR have more than two factual errors. Portfolio assignments fail to evaluate communication strategies. 
Terminology                                                                                                                                                                                                                                                
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Portfolio demonstrates a consistent use of more than eight concepts/terms associated with organizational communication. Portfolio demonstrates a consistent use of six to eight concepts/terms associated with organizational communication. Portfolio demonstrates a consistent use of fewer than six concepts/terms associated with organizational communication or has more than two factual errors. Portfolio fails to demonstrate the student's ability to use the  terminology of organizational communication. 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Portfolio defines more than eight concepts associated with organizational communication in the student's own words. Portfolio defines eight communication concepts in the student's own words. Portfolio relies on textbook definitions of communication concepts, or defines fewer than eight concepts in the student's own words, or has more than two factual errors. Portfolio fails to define communication concepts. 
Application                                                                                                                                                                                                                                                
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Portfolio applies more than eight learned concepts to a given communication situation and explains the elements that need to be altered for communication to be more effective. Portfolio applies eight learned concepts to a given communication situation. Portfolio applies fewer than eight concepts to a given communication situation, or has more than two factual errors. Portfolio fails to apply learned concepts to a given communication situation. 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The portfolio demonstrates the student's achievement of more than eight of the competencies with no more than one to three errors in writing conventions. The portfolio demonstrates the student's achievement of eight of the competencies with no more than three to six errors in writing conventions. The portfolio demonstrates the student's achievement of seven or fewer competencies with no more than six to eight errors in writing conventions. Portfolio fails to demonstrate the student's achievement of  competencies and/or includes more than eight errors in writing conventions. 
Component                                                                                                                                                                                                                                                  
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Single components/assignments of the portfolio demonstrate the student's integration and mastery of multiple objectives beyond what was necessary for the assignment. Single components/assignments of the portfolio demonstrate the student's mastery of the objective necessary for the assignment. Single components/assignments of the portfolio demonstrate the student's partial mastery of the objective necessary for the assignment. Single components/assignments of the portfolio do not demonstrate the student's mastery of the objective necessary for the assignment. 
Knowledge of roots and history of field-                                                                                                                                                                                                                   
Outcomes
12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
The portfolio demonstrates the student's knowledge of the philisophical roots and history of the communication field by achieving scores of more than 80 percent on all exams. The portfolio demonstrates the student's knowledge of the philisophical roots and history of the communication field by achieving scores of 75-80 percent on all exams. The portfolio demonstrates gaps in the student's knowledge of the philisophical roots and history of the communication field illustrated by scores of  60-75 percent or less on all exams. The portfolio does not demonstrates the student's knowledge of the philisophical roots and history of the communication field because student achieved less than 60 percent on most exams. 
Assessment of personal strengths, weaknesses and plans for improvement-                                                                                                                                                                                    
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The portfolio demonstrates the student's analysis of personal strengths and weaknesses and offers goals that are specific, measurable, attainable, realistic, and tangible. The portfolio demonstrates the student's analysis of personal strengths and weaknesses and offers a plan that identifies several goals and how they will achieve them. Portfolio demonstrates only two of the following: analysis of strengths, weaknesses, plan for improvement. Portfolio demonstrates only one of the following: analysis of strengths, weaknesses, plan for improvement. 

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Last Updated:8/17/2008 4:50:52 PM