Syllabus Entrance
Printer Friendly
Email Syllabus

CA 402 Organizational Communication
Ventresca, Thomas J.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

CA 402 Organizational Communication

Semester

F2J 2012 PV

Faculty

Ventresca, Thomas J.

Title

Senior Instructor

Degrees/Certificates

M.A. Counseling, University of Missouri-Kansas City
M.A. English, Pittsburg State University
B.A. English, Rockhurst University

Daytime Phone

816-931-3428

E-Mail

thomas.ventresca02@park.edu

tventresca@kc.rr.com

Semester Dates

October 22 - December 16, 2012

Class Days

-Tuesdays

Class Time

5:30 - 10:00 PM

Prerequisites

CA104

Credit Hours

3


Textbook:

Modaff, D.P., DeWine, S., Bulter, J., Organizational Communciation: Foundations, Challenges, and Misunderstandings, Third Edition, Publisher:Allyn and Bacon, 2011 ISBN: 020579825X.
Keyton, J., Shockley-Zalabak, P., Case Studies for Organziational Communication: Understanding Communication Processes, Third Edition, Publisher: New York: Oxford,
ISBN: 0195386728. 

 

Textbooks can be purchased through the MBS bookstore

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:
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 organization's formal structure and its informal social groups. PREREQUISITE: CA 104. 3:0:3

Educational Philosophy:
The facilitator's educational style is one of critical thinking and exploration based on readings, lectures, dialogues, writings, presentations, and students' insights.  The facilitator will engage each learner in a lively discussion of issues and challenges, and how these ideas and insights can improve professional careers and personal lives.

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:

Students will be evaluated by a research based paper, the five core assessment writing assignments, two short reflection papers on the readings, chapter presentations, and attendance.

All papers should be typewritten, double-spaced.  Name, title of the asssignment, number of assignment, and date in the upper right hand corner.  Students may rewrite their graded papers.  Hand in rewritten papers by the next class (including the original graded paper stapled underneath the rewrite).  The scores of the two papers (the original and the rewrite) will be averaged to get a new score.  The content, organization (opening, body, close), and mechanics (grammar, punctuation, spelling) of the papers are very important.

Grading:

Five core assessment papers (80 points each = 400 points)

Two reflection papers (80 points each = 160 points)
Research paper (150 points)

Chapter presentations (200 points)

Mid-term  Exam (100 points)

Perfect attendance (40 points)

One class missed (0 points)

Two classes missed (-40 points and may be dropped from class)

Three classes missed (failing grade for class plus -120 points)

 

A = 901-1000

B = 801-900

C = 701-800

D = 601-700

F = 0-600

 

Late Submission of Course Materials:
Late papers may not be accepted; if accepted they may be subject to a reduced grade.

Classroom Rules of Conduct:
Students are expected to honor the basic rules of classroom behavior: (1) one person speaks at a time, (2)  no side conversations while someone else is talking, (3) full attention given to person speaking, (4) treat others as you would like to be treated (respect shown to everyone in the class), (5) no use of electronic devices other than taking notes for class. 

Course Topic/Dates/Assignments:

Class #1 (October 23)
 
Introductions. Overview of course.  Syllabus.  Read Chapters 1, Modaff Textbook,  Paper #1 due.
 
Paper #1 (Guidelines)
 
This reflection paper should be one to two pages in length and focus on 1-3 concepts, ideas, or information from the assigned chapter of the textbook (Chapters 1). 
 
Students should focus on ideas and information they found interesting in this chapter, and explain these ideas and information using examples from their professional and personal lives, if applicable.  Students should also give some consideration to how these ideas and information can help them in their professional and/or personal lives.
 
Class #2 (October 30)
 
Classic Management Theory and Humanistic Theories of Organizations. Presentations and discussions on Chapters 1,2,3.  Read Chapters 2,3. Paper #2 due. 
 
Paper #2 (Guidelines)
 
Use same guidelines for Paper #2 as those for Paper #1.
 
Class #3 (November 6)
 
Systems, Organizational Culture, and Critical Theory. Presentations and discussions on Chapters 4,5.  Read Chapters 4,5.  Paper #3 due.
 
Paper #3 (Guidelines)
 
This core assessment portfolio paper should be one to two pages in length and should focus on the understanding of intercultural differences in values and communication and how this affects organizations.  Students should give some consideration to how this understanding of intercultural differences can help them in their professional and/or personal lives.
 
Class #4 (November 13)
 
Networks, Superior-Subordinate and Horizontal Communication. Discussions and presentations on Chapters 10,11.  Read Chapter 10,11.  Paper #4 due.
 
Paper #4 (Guidelines)
 
This core assessment portfolio paper should be one to two pages in length and should focus on the students' assessments of their own communication strengths and weaknesses and the development of action plans to improve weak areas.
 
Class #5 (November 20)
 
Organizations in Crisis, Organizational Change Efforts, Teams and Leadership. Discussions and presentations of Chapters 12.13.  Read Chapters 12.13.  Paper #5 due. Mid-term Exam due.
 
Paper #5 (Guidelines)
 
This core assessment portfolio paper should be one to two pages in length and should focus on ethical issues in organizational communication.  Students should focus on issues and ideas of particular interest to them and also consider how these ideas can help improve their professional and/or personal lives.
 
Mid-term Exam (Guidelines)
 
This exam/paper will be a lead up to the final research paper.  It should be one to three pages in length and should begin to explore the student's ideas and theories of individual behavior, motivation, workplace stress, group/team behavior, conflict resoluation, and leadership. This information and research can be used in the final research paper.  Students should focus on ideas and information of interest to them and should give some consideration to how this information can help improve their professional and/or personal lives.
 
Class #6 (November 27)
 
Recruitment and Socialization, Conflict, Sexual Harassment, and Bullying. Discussion and presentations of Chapters 7,8.  Read Chapters 7,8.  Paper #6 due.  Outline of research paper due.
 
Paper #6 (Guidelines)
 
This core assessment portfolio paper should be one to two pages and should focus on analyzing the communication in an organization (a case study of real or simulated organizational communication).  Students should focus on ideas and information of particular interest to them.  Students should also give some consideration to how these ideas and information can help them improve their professional and/or personal lives.
 
 
Class #7 (December 4)
 
Technology, Diversity, and Globalization. Discussion and presentation of Chapters 14.  Read Chapter 14.  Paper #7.   Draft of research paper.
 
Paper #7 (Guidelines) 
 
This core assessment portfolio should be one to two pages in length and should focus on students' knowledge of the philosophical roots of communication and the history of the field.  Key historical leaders and theories of the communication field should be explored, especially those of interest to the student.  Students should give some consideration to how these theories and ideas can help improve their professional and/or personal lives.
 
Research Paper (Guidelines)
 
This core assessment research paper should be eight to ten pages in length and should utilize a minimum of eight sources.  This paper should include the students' ideas and theories of individual behavior within organizations, motivation/goal setting, workplace stress, group/team behavior, conflict resolution, the fundamental of leadership, decision making, managing organizational change and learning.
 
Students may use relevant information and ideas used in other portfolio papers, especially the mid-term exam/paper.  Students should focus on information and ideas that are of particular relevance and meaning to them.  Students should give some consideration to how this information can help improve their professional and/or personal lives.
 
Class #8 (December 11)
 
Final research papers and presentations.   Final research paper 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 2011-2012 Undergraduate Catalog Page 95-96

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 2011-2012 Undergraduate Catalog Page 95

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 2011-2012 Undergraduate Catalog Page 98

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. 

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:9/27/2012 10:30:21 PM