CA 402 Organizational Communication
F2T 2010 DL
Assistant Professor of Communication Arts
Ph.D. (Communication Studies) University of KansasM.A. (Communication Studies) University of KansasB.S. Ed. (Mass Communication) Truman State University
9N Copley Hall
9:30-11:30 am W; 2-5pm T; 1:30-3pm M; 4:15-5pm MW; and by appointment
816-584-6311 (fax 816-505-5454)
816-741-8443 (calls between 9am and 9pm CST welcome)
Monday, Oct. 18- Sunday, Dec. 12
Modaff, D. P., DeWine, S. & Butler, J. (2008). Organizational communication: Foundations, challenges, and misunderstandings (2nd ed.). Boston, MA: Pearson Education.
American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed.). Washington, D.C.: American Psychological Association. (ISBN 978-1-4338-0562-2)
Textbooks can be purchased through the MBS bookstore
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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. 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
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 RubricClass Assessment: You will be graded based on a variety of activities, presentations, papers and examinations.
1000 points possible
Article critique (Week 2)
Drafts of organizational communication paper
Work-place issue presentation (Week 5)
Outline of issue presentation (Week 3)
(Week 1 to 8, 20 points each)
Weekly case study discussion
(Week 1 to 8, 20 points each)
Core assessment portfolio
Late Submission of Course Materials: I expect all course work to be done on time. If you know you will be unable to log in a particular week, email or call me. Illness, sudden or otherwise, is no excuse for missing a due date. You must contact me and make arrangements before the due date. Roommates and spouses can call even if you have a sore throat and are unable to. All late work will be penalized 10%. All late work must be completed within two weeks of the original assignment unless special permission is granted. Work is considered late if it is not in my possession by midnight central time on the date due. Plan ahead and start early. It has been my experience that the night before an assignment is due, all the books in the library on the topic have been checked out and the computer systems will be down.
Classroom Rules of Conduct: 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.
Office Hours: Please feel free to come to my office, email, or call 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.
Writing: All work must be typed or word-processed. Make sure all written work has been proof read and spell checked. Spelling and grammatical errors hurt your credibility and reduce the possibility of effective communication. I believe that writing is a means to learning; that there is a correlation between reading and writing; and that writing helps one discover, clarify, examine, and synthesize information. Writing is, therefore, integral to this course and will be evaluated on its form as well as its content. All papers should be typed, double-spaced, left justified, and use a 10-12 pt font. Margins should be no larger than one inch. NOTE: While computers make writing easier, you must realize that technology can cause problems. Keep hard copies of papers you have submitted and save work in multiple places should we experience computer failure.
Student/Teacher Responsibilities: As a graduate student you must accept responsibility for your own actions. Reading for class, preparing for tests, completing assignments on time, and contributing to class discussions are the major responsibilities I expect from you as your part of the learning process. My responsibility is to give you my best teaching effort, to create a positive learning climate, and to challenge you. It takes work from both of us to make this a worthwhile experience. Additionally, at times we will discuss controversial topics and have people who disagree with each other. You and I both must remember that while each of us has a right to our own opinion, we must respect the right of others to have differing opinions. Calling someone or some idea "stupid" creates a defensive communication climate and hampers the ability of all of us to learn. Think before you criticize. If anyone in class makes a comment you are uncomfortable with, please contact me immediately and first. Apologies and policy changes are best handled in the classroom. Finally, come talk to me when you have questions, concerns, or suggestions about the class. It is less frustrating for both of us if you ask questions before the assignment is due, rather than after it has affected your performance.
Introduction to the course
MDB, chapt. 1
Classic management theory and humanistic theories of organizations
MDB, chapts. 2-3
Systems, organizational culture, and critical theory
MDB, chapts. 4-5
Networks, superior-subordinate and horizontal communication
Org communication background paper
MDB, chapts. 10-11
Organizations in crisis, organizational change efforts
Teams and leadership
Org communication method paper
MDB, chapts. 12-13
Presentations: recruitment and socialization, conflict, sexual harassment and bullying,
Org Communication analysis paper
MDB, chapts. 7-9
Presentations: technology, diversity, globalization,
Org Communication rough draft Intercultural paper
MDB, chapt. 14
Putting it all together—careers in communication, a second look at ethics.
Foundations of the field exam 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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96
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 .
Last Updated:10/16/2010 1:15:04 PM