School of Business
MBA 8015 Strategic Communication
Fall 2010
Design and deliver a persuasive presentation that convinces the audience of the
topics relevance and overcomes resistance, using appropriate visual support and
adhering to a specified time limit.
Employ principles of effective group communication to cultivate trust and
understanding, increase open participation, and strengthen decision making in
work groups and teams.
Build an understanding of different organizational cultures, business practices,
and social norms to communicate more effectively in domestic and cross-cultural
business contexts.
Analyze a companys communication processes or key messages and recommend
changes that can help advance communication as an integral part of that
organizations management strategy.
As a team, design and deliver a presentation that both informs and persuades, using
an appropriate visual support strategy and adhering to a specified time limit.
Grades are based on a students work in two key content areas. These content areas
reflect the mission of the course, the course objectives, and the core communication skills
that students are expected to learn. Each of these content areas represents a fixed
percentage of the courses content. In two of these areas, there are a minimum number of
specific assignments required for all sections of the course. Students should review the
required assignments.
Two key content areas:
Written Communication
Including a minimum of
Two a 2-page long assignment (e.g., memos, emails, letters, summaries,
email evaluation etc.).
One business research report or proposal
Oral Communication
Including a minimum of
One group or individual presentation
GRADED ASSIGNMENTS
Assignments
Grade Weights
5%
25%
5+5
15
Participation
Written Communication
Two 2-page long assignment
A three page long business research
report or proposal
Oral Communication (plus email
evaluation)
A group/individual presentation
(persuasive)
Mid-term exam
Final exam
Total
20%
20%
30%
100%
The final grading scale will be as follows: A+, A, A-, B+, B, B-, C+, C, C-, D+, D, D-, F.
Scores
AKTS scores
A+ = 97 100
A
= 93 96
A-
A = 90 100
90 92
Assignm
B+
87 89
= 83 86
B-
= 80 82
C+
= 77 79
C-
= 70 72
D+
= 67 69
= 63 66
D-
= 60 62
= 0 59
73 76
B = 80 89
C = 70 79
D = 60 - 69
E = 50 59
Fx = 40 49
F = 0 39
ATTENDANCE POLICY
Since teaches both conceptual knowledge and skills, daily attendance and active
participation in the class are required. Students should view class attendance as they
would work attendance and communicate to their peers and instructor in an appropriate
manner. If your absences exceed three classes, your final grade is impacted by a
minimum of a 1% deduction of your final grade per absence.
BUSINESS COMMUNICATIONS
Writing Instructions for General Business Writing
Format
The image you are presenting through format, spacing, font, layout, and appearance
should be consistent with the message, tone, and relationship you are trying to convey to
the reader.
Business documents should be uncluttered and easy to read. Short paragraphs and
sentences are preferred; paragraphs may have less than three sentences and should
convey a focus on one idea or concept. All paragraphs should begin with a topic
sentence and highlighting (headings, bullet lists, etc.) should be used to make the
document accessible to readers who may only scan the document.
Justify left margins only, include page numbers on all documents greater than one page,
and follow your instructors instructions on specific margins, fonts, and formatting.
Single-spaced assignments: first line of paragraphs should NOT be indented but should
have flush left margins, leaving one blank line between paragraphs.
Double-spaced assignments: first line of paragraphs should be indented to inch
(about 5-7 spaces) with no extra lines between paragraphs.
Organization
Logically organize data and ideas.
Use transitions to add coherence, guide the reader, and make the document easy to scan.
For all direct approach assignments, lead with your recommendation, request,
information, or answer, and then provide supporting details (why are you writing?). All
indirect approach assignments will follow the opposite strategy (facts/reasoning, then
conclusion).
Include only those details absolutely necessary to follow your line of logic, leaving all
other data to an attachment, appendix, or available on request.
Specify in the closing or conclusion what you want the reader to do.
Style
The tone should reflect an understanding of the audiences needs and perspective.
Check for the 7Cs:
Clear Use precise, vigorous words and active voice
Conversational - Group your ideas, no trite phrases, no jargon, no pompous,
"lawyer" language
Courteous Use straightforward, respectful tone
Coherent Use transitions and order ideas logically
Concise - No redundancies: not wordy, minimal use of perfect tense
Complete - No assumptions: use adequate detail and audience perspective
evident, reflect likely audience questions/concerns
Correct - Accurate information: error free
Use present, past, future tense - avoid perfect tense in direct format business writing
(replace "I have had experience..." with "I worked...").
Use first and second-person (I am; he is) and avoid third-person (one is) in
conversational, direct format assignments. Note professor instructions for more formal
letters and reports where pronouns, first-person, and contractions (e.g. Ill, its, etc.) may
be inappropriate.
Use active voice in direct format business writing ("Captain Handsome saved the
baby" instead of "the baby was saved by Captain Handsome").
Write in the affirmative. Using a positive statement (e.g. Please park on the upper two
floors) maintains a friendlier tone and usually states things more directly than using
negatives (e.g. Please do not park on the first two floors).
Maximize the vigor of your writing
Avoid overuse of noun phrasing (verbs turned into nouns: violation,
consideration, discovery, failure).
Avoid noun stacking (when two or more nouns are used in a row unnecessarily)
e.g. Based on an extensive training needs assessment vs. Based on an extensive
assessment, the team identified the following training needs.
Eliminate redundancies (e.g. basic fundamentals) and compound prepositions
(e.g. at which time vs. when).
Use precise, vigorous verbs (identify or analyze instead of think about, assert
instead of say).
Using "feel" or "love" or other emotional words (replace "feel" with "think" or
"understand").
Using slang, idioms, humor, or overly colorful, flowery language (just the facts).
Using offensive or inappropriate language.
Using overly trite or 'lawyerly' language (in which, in order to, with regards to).
Using multiple prepositional phrases, jargon, or complex words/phrases - keep
sentences short and clear.
Mechanics
Proofread for correct spelling, grammar, punctuation, names and numbers, and parallel
construction (within lists, bullets, etc).
Demonstrate the following proficiencies:
No run-ons (fused sentences or comma splices) or inappropriate fragments
No subject/verb agreement errors
No pronoun agreement errors
No pronoun reference problems
No misused, dangling, or misplaced modifiers
Commas used correctly
No spelling/word choice errors
Review comma and other punctuation rules - note particularly
Use Oxford comma rule - include a comma in the last item in a series: "We
bought milk, eggs, and butter."
Use commas when linking two COMPLETE sentences with a coordinating
conjunction (and, but, for, nor, or, yet, so).
Use a comma after any introductory subordinate clauses (after, since, if, because,
while, unless, as...) or a conjunctive adverb (however, therefore, nevertheless,
consequently). Do not use a comma before a subordinate clause in the middle or
end of a sentence.
Use a comma to separate non-essential modifiers within a sentence (when you
can remove the modifier without affecting the primary meaning of the sentence)
e.g. We bought the car, which was red with tan leather interior, from our
neighbor. Note: That clauses after nouns are always essential and do not require
commas - e.g. The apples that fell out of the basket are bruised.
Use a comma before elements/clauses when additional thought is incidental,
explanatory, or contrasting: "Not only did I get the interview, but also the job."
Use lower case and periods to indicate time (10:00 a.m., 9:30 p.m.).
Use numbers correctly:
Failing to make all sentences and lists grammatically and conceptually parallel.
Failing to capitalize the word The when writing The University of Texas
(capitalize The when referring to UT even if in the middle of a sentence).
capital, capitol
stationary, stationery
its, its
to, too, two
fair, fare
there, their
new, knew
Does this document accomplish its purpose? How will the reader perceive the message
and the writer? Will the reader be likely to do what the writer asks?
WRITING RUBRIC
Business Communication: Oral and Written
Criteria
Poor
Satisfactory
Strong
Organization
Introduction and
Conclusion
appropriate
hook;
end date, goodwill, or future
conclusion includes every
relationship
Punctuation and
Spelling
Writing contains numerous Writing contains occasional Writing is nearly error free
and/or significant errors which
errors, which do not distract
with no item that distracts
distract from the message from the message
from the message
10
Professional Format
Document is not professionally
Document follows most
of the
Professional format style is
and Tone
formatted; tone and language
traditional format guidelines
but
obvious; all aspects of the
are inappropriate
has at least one distracting error;
tone and language lend
to
tone and language use are fair
audiences verbal and
nonverbal understanding
Adapted from the Association to Advance Collegiate Schools of Business (AACSB) Assessment Writing
Rubric
11
COURSE OUTLINE
Class
Content
12
Class #1,
Sept. 17
4 hours
Next Class
Courtland L. Bovees
Business
Communication Today,
tenth edition, 2010, p.
35-64.
Class # 2,
Sept. 24
4 hours
Class # 3,
Oct. 1
4 hours
13
Courtland L. Bovees
Business Communication
Today, tenth edition, 2010,
p. 68-92.
Courtland L. Bovees
Business
Communication Today,
tenth edition, 2010, p.
122-145, 150-174, 179202
Class # 4,5
Oct.9,15
8 hours
Class # 6,7
Oct.22, 29
8 hours
Class # 8
Nov.5
4 hours
Class # 9
Nov.12
4 hours
Midterm exam
Class # 10
Nov.19
4 hours
Class # 11
Nov.26
4 hours
Individual/Group
Presentations (1/2 Class)
Class # 12
Dec.3
4 hours
Writing Employment
Messages and Interviewing
for Jobs
Building Careers and
Writing Resumes
Applying and Interviewing
for Employment
Courtland L. Bovees
Business
Communication Today,
tenth edition, 2010, p.
209-345.
Courtland L. Bovees
Business
Communication Today,
tenth edition, 2010, p.
409-505
Turn in a 3-page
business research report
Submit email
evaluation of
presentation by the
next class
Submit email
evaluation of
presentation by the
next class
14
Courtland L. Bovees
Business
Communication Today,
tenth edition, 2010, p.
507-556
Courtland L. Bovees
Business
Communication Today,
tenth edition, 2010, p.
557-617
Class # 13
Dec.10
4 hours
Role Play
Exemplify employeremployee/interviewerinterviewee relationships
Simulation Game-varied
topics
Conflict settlement
Culturally sensitive issues
Class
Content
Class # 14,
Dec.17
4 hours
Revision
Discussion/Questions &
answers session
Class # 15
Dec.24
4 hours
Final exam
15
EVALUATION FORM
Speaker______________________
E
Excellent
Topic________________________________
Introduction
_____Gained attention and interest
_____Introduced topic clearly
_____Established speakers credibility
_____Previewed body of speech
Body
_____Made main points clear
rushing
_____Fully supported main points
_____Organized the material well
_____Used clear language
_____Used appropriate language
_____Used effective connectives
limit
Conclusion:
_____Prepared audience for ending
_____Reinforced central idea of speech
_____Presented vivid ending
Delivery:
____Began speech without rushing
____Maintained strong eye contact
____Avoided distracting mannerisms
____Articulated words clearly
____Used pauses effectively
____Used vocal variety to add impact
____Departed from lectern without
Overall evaluation
____Chose a challenging topic
____Chose the specific purpose well
____Adapted message to audience
____Completed speech within time
____Held interest of audience
16
______________________________________________________________________________
__________________________________________________________________
________________________________________________________________________
General comments:
______________________________________________________________________________
__________________________________________________________________
________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
INDIVIDUAL PERSUASIVE PRESENTATION
Combine the elements of effective persuasion strategy with strong presentation skills to
convince your audience to support your conclusions on a business issue. Choose the
topic for your persuasive presentation from the list below. In the case of a topic that has
two sides to the issue, indicate whether you want the pro or con side so that a classmate
can take the other side. If you don't see a topic that interests you, submit a proposed
topic for my approval.
This presentation should be a combination of your own thoughts on the issue and some
expert opinion, so some research is necessary. You have ten minutes for your
presentation. Unfortunately, due to the class size, we wont have much time for
questions.
Suggested Topics
17
18
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