USC Marshall School of Business

Department of Business Communication

SYLLABUSFALL 2016
BUAD 302: Communication Strategy in Business
Section #14656
Class meetings MW, 4:00-5:50 pm (JFF 240) or ELC
Important note: Our first ELC meeting on 9/14 will be on the third floor of JKP; all remaining
ELC meetings will be in the JFF ELC - see p. 4 of the syllabus for details.

Instructor:

Dr. Lucy V. Lee, Professor of Business Communication

Office:
Mailbox:
Office phone:
Email:
Skype:
Office hours:

ACC 400D
ACC 400
(213) 740-6755
lucy.lee@marshall.usc.edu
usclucyvlee
Wednesdays 1:30 pm-3:30 pm AND BY APPOINTMENT

COURSE DESCRIPTION

You are working in an increasingly complex world characterized by explosive growth in access to and
quantity of informationand your professional life will likely revolve around how you generate,
organize, evaluate, and manage the communication of this information. Almost without exception, todays
business professionals attribute their success largely to their ability to write well, to speak dynamically,
and to cultivate business relationships through strong interpersonal communication skills.
Armed with astute communication strategies, business professionals can effectively exercise influence
an essential management skilland produce desired results.
Whether making a presentation, creating and executing an integrated persuasive appeal, or engaging in
group problem solvingyou should be able to convey ideas and feelings to your audience clearly,
accurately, and persuasively. This course is designed to sharpen your existing skills as a strategic thinker,
writer, and speaker and to employ those skills, building on an understanding of the power of strategic
communication.
The class is structured to emphasize experiential learning so that our study of managerial communication
theory can be applied to exercises and activities mirroring real-world challenges you will face in your
professional lives.
At the end of this course, you will be a more articulate and influential business communicator. You will
understand the rhetorical reasoning that supports the strategies you learn such that you can effectively
tackle the many new communication challenges that lie ahead.

Business Communication StrategyTheory

Demonstrate understanding of the elements of business communication theory and apply this
understanding to communication across a wide range of business contexts.
Business Communication StrategyApplication
Apply communication theory to develop business communication strategies, including evaluation of
purpose, audience, context, and channel choice. Demonstrate the ability to analyze, compare and critique
these strategies, and effectively communicate this assessment.
DETAILED LEARNING OBJECTIVES

This course is designed for you to acquire knowledge and skills in business communication. The BUAD
302 experience will enable you to:
1. Identify and discuss communication theories, models, and principles that impact business
communication across diverse industries and fields in a global landscape by analyzing specific
communication behaviors, strategies, and goals through case studies and group discussions.
2. Apply communication theories and principles to achieve communication goals by evaluating the
purpose of your message, conducting audience analysis, and selecting the appropriate
communication channel to successfully construct and deliver presentations individually and as
part of a team in various business contexts.
3. Use critical thinking skills to develop and implement communication strategies across diverse
business environments by analyzing, comparing, and evaluating the effectiveness of these
strategies via scenario-based simulations and exercises.
4. Develop an understanding and awareness of ethical principles and intercultural and diversity
factors that impact the communication process as business leaders, managers, colleagues and
employees by analyzing and explaining ethical challenges in their cultural and organizational
contexts.
5. Acquire and apply an understanding of small group communication dynamics, including learning
to develop deliverables collaboratively and to evaluate and address obstacles that can interfere
with effective team communication.
After only a 15-week term, you probably will not reach a level of professional excellence in all business
communication areas; mastery sometimes takes years, and always takes dedication. You will, however,
clearly understand the strategic objectives toward which you are working, and the necessary processes
involved in meeting those objectives (and helping others meet them). You will also become aware of and
appreciate your strengths and challenges, and feel increased confidence in your ability to make and
execute deft communication decisions.
REQUIRED MATERIALS

Required reading includes the text cited below as well as handouts and other materials distributed in class
or via Blackboard.
Cardon, Peter W. (2015) Business Communication: Developing Leaders for a Networked World
(McGraw-Hill, 2nd edition).

The text is expensive, and you are welcome to explore other options for getting a copy of the 2nd edition
(renting, for example). Also, the publisher has arranged for a special URL that allows you to register to
gain access to an e-version of the text for $90.00:
http://connect.mheducation.com/class/u-communication-library-course
COURSE ASSUMPTIONS

In addition to college-level computer and language skills, I assume you have acquired an ability
undertake fairly sophisticated research, augmenting the typical Google search by using some of the many
resources available to you through the Marshall School Business Library. A research guide is posted to
BB to help you in these efforts.
Also, I expect you will be as enthusiastic about this course as you would be in any course important to
your future, and that you will actively participate and take responsibility for your own learning.
Communication skills are developed by practice, so class time will often be devoted to exercises that are
applicable to the real-world challenges you will face in your professional lives. My goal is to help you
become more professional business communicators. If you prepare for and attend all classes, participate
actively in activities and discussions, and complete all assignments conscientiously, you will improve
your skill level. By the end of our course, you will have increased your ability to organize and present
ideas more clearly, develop stronger and more convincing arguments, thoughtfully apply communication
strategies to a variety of professional situation, engage with confidence in job search and interviewing
strategies, and work more effectively on team-based projects.
MAJOR COURSE REQUIRMENTS AT A GLANCE
Approximately 65% of your course grade is determined by oral communication-driven
assignments and exercises; about 25% is based on your written deliverables; and the final exam
contributes to approximately 10% of your final course grade.
Presentations
Presentation 1: Career Survey = 75 points
Presentation 2: Call to Action = 150 points
Presentation 3: Chapter Presentation (team and individual) = 100 points
Presentation 4: Final Team Presentation (team and individual) = 250 points
Career Package
Resume + CL + job description draft (35 points), revised (65 points) = 100 points
Mock Interview question protocol, preparation (25 points) and activity (50 points) = 75 points
Networking Report (individual memo) = 75 points
ELC Facilitated Exercises (three of our seven ELC meeting dates) = 75 points
Final Exam = 100 points
Additional activities, TBD
Small writing assignments, quizzes, "Question Prep," impromptus, Business News Briefings,
Discussion Board Posts, etc. = approx. 200 points (may vary)
Engagement/Professionalism = 50 points (may vary)

Factors contributing to the professionalism score will include attendance and punctuality; conscientious
peer feedback; documented participation in Writing Center consultation, especially if recommended;
evident preparation for and regular, voluntary, and productive participation in class discussions;

thoughtful contributions to online communications, for example, discussion board posts; timely
communication with me about any relevant matters; and fruitful use of in-class time to work on team
collaboration, dry run practice sessions, or other activities.
I assume that you will be present and on time for every class and ready to begin work at the time class is
scheduled to start. Should you need to be absent I expect to receive an e-mail from you PRIOR to the start
of class. Keep in mind that a message in advance of class does not excuse your absence it simply
shows me that you are taking responsibility for choosing to do something else during class time.
Multiple absences, even when accompanied by conscientious notification, may be viewed as
unprofessional behavior and negatively impact your engagement/participation grade. To receive top
points for engagement/professionalism, you will need to take an active role in class discussions, volunteer
for leading ELC and in-class exercises, etc.
Please note that ELC exercises are non-negotiable. Missing an ELC facilitated exercise will
negatively impact your grade by 25 points at the end of the semester (per missed session). There are
no make-ups for the ELC Exercises or for the mock interviews.
ELC Dates: Popovich Hall on 9/14 ONLY; all other meetings in the Fertitta Hall (JFF) ELC
9/14/2016 Wed

ELC Presentation: Career Survey

9/28/2016 Wed

ELC Presentation: Mock Interviews

10/5/2016 Wed

ELC Facilitated Exercise: TBD

10/12/2016 Wed

ELC Facilitated Exercise: Hi-Fli

10/19/2016 Wed

ELC Presentation: Call to Action

11/16/2016 Wed

ELC Facilitated Exercise: Difficult Questions

11/30/2016 Wed

ELC Presentation: Final Team Presentation

A final exam is a required component of this required business course and will be based on the entire
semesters content. I will provide a thorough and detailed student guide for review prior to the exam. The
final exam time/date will be assigned to us by the University and will fall during the final exam period.
ASSIGNMENT PROTOCOL

In business, youre expected to complete your projects on time. Assignments are due at the
beginning of the class period on the date assigned unless specified otherwise. Any assignment
turned in late will receive half credit as a starting point. Late assignments must be turned in
within one week of the original due date or you will receive an F for that assignment.
If you are unable to attend class on the day a written assignment is due, I expect it to be in my
email in-box by the start of class, as a Word document attached to an email.
Your written assignments should be free of spelling, punctuation, or grammar errors. ANY such
errors erode your credibility as a professional, reduce the effectiveness of written communication,
and dramatically lower your grade.
Where a bibliography, reference notes, or other stylistic requirements are used, the information
must conform to a standard style manual (preferably APA).

GRADING DETAILS

Final grades represent how you perform in the class relative to other students. Your grade will not be
based on a mandated target, but on your performance. Historically, the average grade for this class is

about a (B). The primary consideration guiding the assignment of a final grade is your ranking among all
students in the class.
If an assignment is returned to you and you believe that some error has occurred in the grading, you can,
within one week of the date the assignment is returned, requestusing a memothat I re-evaluate the
assignment. If necessary, I am glad to clarify my commentary on returned assignments (after you have
had time to digest the feedback), but if you wish to discuss your grade, you must initiate the discussion
with a memo. Any reference and discussion of grades (written or otherwise) must be initiated and
conducted with diplomacy and thoughtfulness.
When requesting a grade review, the original assignment or presentation evaluation form should be
attached to your memo. The memo should fully and carefully explain why you think the assignment
should be re-evaluated. Arguing that I worked hard and put in a lot of time or simply saying I dont
understand why I received this grade are neither full nor careful explanations. Remember that the reevaluation process can result in three types of grade adjustments: positive, none, and negative.
IMPORTANT DATES
Monday, Sept. 5: University Holiday
Friday, Nov. 11
Wednesday, Nov. 23 - Sunday, Nov. 27

Labor Day
Last day to drop with a W
Thanksgiving Recess

FINAL REMINDERS
Students with Disabilities Any student requesting academic accommodations based on a disability is
required to register with Disability Services and Programs (DSP) each semester. You can obtain a letter of
verification for approved accommodations from DSP. Please be sure the letter is delivered to me as early
in the semester as possible. DSP is located at 3601 Watt Way, in Grace Ford Salvatori Hall 120, and is
open 8:30 am-5:00 pm, Monday through Friday. The phone number for DSP is 213-740-0776.
Retention of Graded Papers Evaluations or graded assignments, unclaimed by a student, may be
discarded four weeks after grades are posted by the University and so will not be available should a grade
appeal be pursued by a student following receipt of his or her course grade.

Emergency Preparedness/Course Continuity In case of a declared emergency in which travel to campus

is not feasible, USCs executive leadership will announce an electronic way for instructors to teach
students in their residence halls or homes using a combination of Blackboard, teleconferencing, or other
technologies.

They must often change, who would be constant in happiness or wisdom. ~Confucius.

COURSE SCHEDULE (Note: Schedule is subject to change!)

Date
Mon., 8/22

Wed., 8/24

Topic

Readings/Due Dates

Course introduction;
communication cycle; interviewing
and introducing a colleague; basics
of communication strategy
Communication and career
planning/development; intro to
Career Package Assignments and
Career Survey Presentation

Mon., 8/29

Conducting effective research;

preparing a Focus Statement

Wed., 8/31

Overview of business writing

fundamentals

Wed., 9/7

Organizing information for

persuasive impact; intro to team
chapter presentation

Mon., 9/12

Openings/conclusions: tips for best

practices
MEET IN JKP ELC
Business casual attire
Giving effective peer feedback;
preparing for job interviews; intro
to Networking Report

Wed., 9/14
Monday, 9/19

Course Learning
Objectives (per session)
1, 2

Due: Draft resume (hard

copy, some volunteers will
submit electronically) for
class discussion

1, 2

Cardon, Ch. 1 (credibility as

a leader) + Cardon, Ch. 10
(persuasive messages)
Cardon, Ch. 16
(employment
communication)
Due: Draft job posting,
cover letter, resume -- hard
copy, stapled
Due: Draft outline for
Career Survey Presentation,
to be discussed in class +
Cardon, Ch. 14 (preparing
presentations)

1, 2, 3
2, 3

1, 2, 3

2, 3
Due: Career Survey Pres

1, 2, 3

Due: Final version of job

posting/cover letter/resume
(TWO hard copies)

Wed., 9/21

Debrief of Career Survey;

overcoming presentation anxiety

Team Chapter Presentation

#1 - Cardon, Ch. 15
(delivering presentations)

1, 4, 5

Mon., 9/26

Prep for mock interviews

2, 3

Wed., 9/28

MEET IN JFF ELC

Business casual attire

Mon., 10/3

Intro to Call to Action Presentation;

strategies to convince skeptics

Team Chapter Presentation

#2 - Cardon, Ch. 14
revisited
Due: Participation in Mock
Interviews; also due - hard
copy of interview questions
Team Chapter Presentation
#3 - Cardon, Ch. 10

Wed., 10/5

MEET IN JFF ELC

No business casual or formal dress
requirement
Intro to Final Team Presentation:
"Company at a Crossroads"

Facilitated Exercise TBD

1, 2

Team Chapter Presentation

#4 - Cardon, Ch. 2

1-5

Mon.,10/10

1, 2, 3, 5
1, 2, 3

Mon., 10/24 +
Wed., 10/26

Meet in JFF ELC

No business casual or formal dress
requirement
Communication about social
enterprise; harnessing Emotional
Intelligence as a leader
MEET IN JFF ELC
Business casual attire
No class meetings (may change) Dr. Lee at a conference

Mon., 11/7

Tips for presenting as a team

Wed., 10/12
Mon., 10/17
Wed., 10/19

Wed., 11/9
Mon., 11/14
Wed., 11/16
Mon., 11 21
Wed., 11/23
Mon., 11/28
Wed., 11/30

Meet in JFF ELC

No business casual or formal dress
requirement
Fine-tuning content for final
presentation
NO CLASS MEETING - start of
Thanksgiving Recess
Review/prep for final exam; team
meeting
Meet in JFF ELC

Facilitated Exercise: Hi-Fli

Due: Draft outline of Call to
Action Presentation
Team Chapter Presentation
#5 - Cardon, Ch. 3

2, 3, 5

Due: Call to Action Pres

4, 5

Due: on 10/28 via BB:

Final Project Management
Plan
Team Chapter Presentation
#6 - Cardon, Ch. 4
Team Chapter Presentation
#7 - Cardon, Ch. 8
Due: Networking Report

2, 3, 5

Facilitated Exercise:
Difficult Questions

1, 2, 3

Due: Dry Run overview of

Final Pres content, Q and A
w/class

1-5

1-5
1, 2, 3

1-5
Due: Final Team
Presentation

Final exam to be scheduled during finals week, at the discretion of the University.

2, 3, 4, 5

1-5

APPENDIX
Alignment of Course Learning Objectives with Marshalls Six Undergraduate Program Learning Goals

Goal
#
3

Marshall Program Learning Goal Description Covered in this

Course
(Goals 3, 4, 5, 6 and relevant selected sub-goals)

Course
Objectives

Relevant Course Assignments

Our graduates will demonstrate critical thinking skills so as to become

future-oriented decision makers, problem solvers and innovators.
Specifically, students will:
3.1 Understand the concept of critical thinking.
3.2 Critically analyze concepts, theories and processes by stating them
in their own words, understanding key components, identifying
assumptions, indicating how they are similar to and different from
others and translating them to the real world.
3.3 Be effective at gathering, storing, and using qualitative and
quantitative data and at using analytical tools and frameworks to
understand and solve business problems.
3.4 Demonstrate the ability to anticipate, identify and solve business
problems. Students will be able to identify and assess central problems,
identify and evaluate potential solutions, and translate a chosen solution
to an implementation plan that considers future contingencies.
3.5 Demonstrate the ability to be accurate, clear, expansive (thorough,
detailed) and fair-minded in their thinking.
Our graduates will develop people and leadership skills to promote
their effectiveness as business managers and leaders. Student will:
4.1 Recognize, understand, and analyze the motivations
and behaviors of stakeholders inside and outside
organizations (e.g., teams, departments, consumers,
partners, investors, auditors, regulators, media)
4.2 Recognize, understand and analyze the roles,
responsibilities and behaviors of effective managers and
leaders in diverse business contexts e.g., marketing,
finance, accounting.
4.3 Understand factors that contribute to effective
teamwork.

High
(course
learning
objectives
2, 3, 4)

ELC: Hi-Fli Exercise

Presentation: Career Survey
Presentation: Call to Action
Assigned Readings (text), Discussion,
Classroom Exercises

Moderate
(course
learning
objectives
1-5)

ELC: Hi-Fli Exercise

ELC: Difficult Questions Exercise
Team Chapter Presentation
Final Team Presentation
Final Written Exam
Assigned Readings (text), Discussion,
Classroom Exercises

Our graduates will demonstrate ethical reasoning skills, understand

social, civic, and professional responsibilities and aspire to add value
to society.
Specifically, students will:
5.1 Understand professional codes of conduct.
5.2 Recognize ethical challenges in business situations and assess
appropriate courses of action.

Moderate
(course
learning
objectives
2, 3, 4, 5 )

ELC: Difficult Questions Exercise

Presentation: Call to Action
Classroom Presentation: Business News
Briefing

Our graduates will be effective communicators to facilitate information

flow in organizational, social, and intercultural contexts. Specifically,
students will:
6.1 Identify and assess diverse personal and organizational
communication goals and audience information needs.
6.2 Understand individual and group communications patterns and
dynamics in organizations and other professional contexts.
6.3 Demonstrate an ability to gather and disseminate information and
communicate it clearly, logically, and persuasively in professional
contexts.

High
(course
learning
objectives
1-5)

All Career Package Assignments (cover

letter/resume, Career Survey Presentation,
mock interview)
Presentation: Call to Action
Networking Report (written)
ELC: Hi-Fli Exercise
Final Written Exam