商务与管理沟通（英文 第12版）案例 Locker12e-OnlineSyllabus-8wk-Messages

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ScheduleforOnlineEightWeekCourse

Positive,Informative,Negative,andPersuasiveMessages

TableofContents

Schedule

2

CourseVideos

5

PotentialAssignmentsforSubmission

5

ConnectAssignments

5

PreparatoryAssignmentstoReplaceClassDiscussions

5

PurposeofPreparatoryAssignments

6

ChoosingTopicsofPreparatoryAssignments

7

RecommendedGradingProcedureforthePreparatoryAssignments

7

RememberingandUnderstandingRubric

8

Applying,Analyzing,orEvaluatingRubric

9

ExamplePreparatoryAssignments

10

CoursePolicyAwarenessForm

10

LevelsofAudience

11

CritiquingandRevisinganEmail

11

AnalyzingNegativeMessages

11

StrategiesforPersuadingAudiences

12

RevisingaPersuasiveEmail

12

DocumentDesign

13

Schedule

Week

Topics,Readings,andVideos

DeliverablesDue

1

Reviewthecoursesyllabus(objectives,schedule,andschedule).

Concepts:

Benefitsofgoodcommunicationskills;costsofineffectivecommunication;basiccriteriaforeffectivemessages;roleofconventionsincommunication;ethics;corporateculture;understandingandanalyzingbusinesscommunicationsituations;howtosolvecommunicationproblems

Readandstudythefollowingchapters:

Chapter1:SucceedinginBusinessCommunication

Watchandstudythematerialinthefollowingvideos:

Onlinelearning

Benefitsofcommunicationandcostsofpoorcommunication

Basiccriteriaforeffectivemessages

Ethicsandcorporateculture

Understandingandanalyzingbusinesscommunicationsituationsandhowtosolvebusinessproblems

Plagiarismpolicy

Memooncommunicationinorganizationordisciplineassigned

Connecthomework:

DeterminingCostsofPoorCommunication

StaleCookies

CommunicatingLabResults

PreparatoryAssignment:

CoursePolicyAwarenessForm

2

Concepts:

Identifyingandanalyzinglevelsofaudience;creatingpositiveemphasisandyou-attitude;tone,power,andpoliteness;buildingtrust;reducingbias

Readandstudythefollowingchapters:

Chapter2:AdaptingYourMessagetoYourAudience

Watchandstudythematerialinthefollowingvideos:

Identifyingandanalyzingaudience

Choosingchannels

Usingaudienceanalysistoadaptmessages

Audiencebenefits

Writingorspeakingtomultipleaudienceswithdifferentneeds

Memooncommunicationinorganizationordisciplinedue

Connecthomework:

ChoosingtheCorrectChannel

TargetingaNewAudience

PreparatoryAssignment:

LevelsofAudience

3

Concepts:

Purposeandorganizationofinformativeandpositivemessages;reasonstousetechnology;buildinggoodwillwithtechnology;managinginformationandusingbenefitsininformativeandpositivemessages;usingnarrativeandhumor;choosingmediumformessages

Readandstudythefollowingchapter:

Chapter8:SharingInformativeandPositiveMessageswithAppropriateTechnology

Watchandstudythematerialinthefollowingvideos:

Purposesofinformativeandpositivemessages

Organization,subjectlines,managinginformation,andending

Reasonstousetechnology,commonplatforms,andbestpractices

Buildinggoodwill

PositiveorInformativeMessageassigned

Connecthomework:

WhentoUseBenefitsinInformativeandPositiveMessages

ChoosingtheMostEffectiveTechnologicalPlatform

InformativeMessageonChangingaDeadlineorCommunicatingatDrakeOrthopedic

PreparatoryAssignment:

CritiquingandRevisinganEmail

4

Concepts:

Purposeandorganizationofnegativemessages;partsofanegativemessage;varietiesofnegativemessagesandalternativestrategies;ethicalissues;usingtechnology

Readandstudythefollowingchapter:

Chapter9:DeliveringNegativeMessages

Watchandstudythematerialinthefollowingvideos:

Purposesandorganizingnegativemessages

Partofanegativemessage

Toneandapologies

Varietiesandalternatives

Ethicalissuesandusingtechnology

PositiveorInformativeMessagedue

NegativeMessageassigned

Connecthomework:

ThePartsofaNegativeMessage

NegativeMessageonReducingHealthBenefitsorWritingaNegativeMessage

PreparatoryAssignment:

AnalyzingNegativeMessages

5

Concepts:

Purposeofpersuasivemessages;analyzingpersuasivemessage;choosingstrategiesandtone;varietiesofmessages;effectivenessofpositivestrategiesoverthreatsandpunishment

Readandstudythefollowingchapter:

Chapter10:CraftingPersuasiveMessages

Watchandstudythematerialinthefollowingvideos:

PurposesofpersuasivemessagesandanalyzingPersuasiveSituations

Choosingapersuasivestrategy

Whypersuasionismoreeffectivethanthreatsandpunishment

Writingdirectrequests,problem-solvingmessages,andtone

NegativeMessagedue

PersuasiveMessageassigned

Connecthomework:

ChoosingtheCorrectStrategy

PersuadingEmployeesatProtagoras

PreparatoryAssignment:

StrategiesforPersuadingAudiences

6

Concepts:

Continuedworkonpersuasivemessages

Readandstudythefollowingchapter:

Chapter10:CraftingPersuasiveMessages

Watchandstudythematerialinthefollowingvideos:

Varietiesofpersuasivemessages,salesandfund-raisingmessages

Technologyandpersuasion,face-to-facepersuasion

PersuasiveMessagedue

Connecthomework:

SolvingtheMicrowaveProblem

PreparatoryAssignment:

RevisingaPersuasiveEmail

7

Concepts:

Importanceofdocumentdesign;designconventionsandguidelines;fourlevelsofdesign;designinclusively;testingdocuments;designingbrochures,infographics,andwebsites

Readandstudythefollowingchapter:

Chapter5:DesigningDocuments

Watchandstudythematerialinthefollowingvideos:

Importanceofdocumentdesign,conventions,fourlevelofdesign

Designguidelines

Incorporatingdesignintothewritingprocess

Designinclusively,testingdocuments

Brochures,infographics,andwebsites

MessagesProjectassigned

Connecthomework:

UnderstandingLevelsofDesign

Panum’sQuarterlyNewsletter

WebPageAnalysis

PreparatoryAssignment:

Documentdesign

8

MessageProjectdue

FinalExam

CourseVideos

Keepthevideosshort—aroundfiveminutesbutnomorethaneightminutes.UsetheappropriatePowerPointpresentationslidesfromthetextbookchaptersandaddyourownexamplestoillustratethechapters’points.

Thelistofvideosprovidedeachweekinthetableabovearejustsuggestionsforhowtobreakupeachchapter’scontentsintomanageableunits.

PotentialAssignmentsforSubmission

TheassignmentsintheDeliverablesDuecolumnabovearejustsuggestions.

Memooncommunicationinorganizationordiscipline.Considerstartingthesemesterbyaskingstudentstowriteamemoaboutcommunicationintheirorganizationordiscipline.Considersomethinglikeexercise1.8UnderstandingtheRoleofCommunicationinYourOrganization.Usetheexerciseasisoradapttobetterfityourcourse’sneeds.

Positiveorinformativemessage.Askstudentstowriteapositiveorinformativemessage.Useoneoftheexercisesfromthetextbookorcreateyourown.

Negativemessage.Askstudentstowriteanegativemessage.Useoneoftheexercisesfromthetextbookorcreateyourown.

Persuasivemessage.Askstudentstowriteapersuasivemessage.Useoneoftheexercisesfromthetextbookorcreateyourown.

Messagesproject.Createascenariowheremultiplemessagesareneededsostudentswillneedtowriteaseriesofdifferentmessagesinresponsetothesamesituation.Thisisespeciallyeffectiveifstudentsneedtowriteamessagetoacustomer,colleague,andsuperior.

Finalexam.Createyourownmultiple-choiceexamusingtheoptionalquestionsintheaccompanyingTestBank.

ConnectAssignments

WerecommendthattheConnectassignmentsbeworthnomorethan10%ofthegrade.Ifyourcourse’slearningmanagementsystem(LMS)weightsassignmentgroupings,thenyoucanassignasmanyorasfewConnectassignmentsasyouprefer.Ifyouneedtocarefullycountpoints,thenchoosetheConnectassignmentsstrategically.

PreparatoryAssignmentstoReplaceClassDiscussions

Gaininginsightintostudents’thinkingandcreatingclasscohesion

Whenweteachtraditional,orface-to-face,sectionsofbusinesscommunicationcourses,wetendtoscaffoldourclassactivitiesforoptimumstudentunderstanding.WeguideourstudentsthroughBloom’staxonomyoflearningfromremembering/understandingthroughanalysistocreate.Ourclassactivitiesduringanygivenweekmightlooksomethinglikethis:

Weintroducetheweek’stopic,likethepurposeandelementsofproposals,inashortpresentation.

Wesetstudentstoworkinsmallgroupstopracticeidentifyingthepartsofaproposalinexampletexts.Wewalkaroundlisteningtostudentdiscussions,commentingandcorrectingmisconceptionsastheyoccur.Afterashorttime,we’llgatherstudentstogetherasalargegrouptoshareandsummarize.Thisiswherewecorrectmisunderstandingsandsolidifywhatwewantourstudentstolearn.

Wesetstudentstoworkinsmallgroupstopracticeanalyzingstrengthsandweaknessofexampleproposals.Wewalkaroundlisteningtostudentdiscussions:wecomment,correctmisconception,andpushourstudentstothinkmorecritically.Afterashorttime,wegatherourstudentstogetherasalargegrouptoshareandsummarize.Again,wecorrectmisunderstandingsandencourageourstudentstothinkcritically.

Finally,we’llinstructstudentstocreatetheirownproposals,hopingtoholdatleastonecomputerlabdaywherewecanlookovertheirshouldersandgiveimmediatefeedbackonthedrafts.

Inourface-to-facesections,wecanuseactivitieslikethesetoguideourstudentstobetterunderstandingandcreatecohesion.

Inouronlinesections,however,wedon’thavetheabilitytoreadilydiscussconceptswithstudents,norcanwehearwhatthey’rethinking.Onlinestudentsworkinisolationandoftendon’trealizethattheydon’tunderstandwhatthey’restudyingandpracticing.Withoutsomesortofgive-and-takewithstudents,welikelywon’thaveanyideathattheydon’tunderstandcoursecontentuntilafterthey’vesubmittedtheassignments,whichistoolatetohelpthem.Andstudentswon’thaveagoodideaofwhatyou’llbelookingforintheirassignmentuntilafterthey’vesubmittedtheassignments,whichistoolatetohelpthemanticipateyourreactions.Tothatend,considerusingpreparatoryassignments.

PurposeofPreparatoryAssignments

Thepreparatoryactivitiesservemultiplepurposes:

Gaininsightintostudents’thinking.Studentscompletetheassignmentstoillustratetheirthinking,andweusetheassignmentstogetafeelforhowstudentsunderstandcourseconcepts.

Givestudentsinsightintoyourexpectations.Studentswilllearnaboutyourexpectationsonthespecifictopics/conceptsforfuturemajorassignmentsfromyourresponsestotheirindividualworkandyourannouncementpoststotheentireclass.

Createcommunity.Whileyoucontrolthecontentoftheannouncement—youidentifythemainideasthatyouwantstudentstogetfromtheassignment—youcanincorporateattributedquotationsandideasfromstudents’work.Seeingtheirnamesandworksregularlythroughoutthesemesterprovidesasensecommunity.

ChoosingTopicsofPreparatoryAssignments

Thetopicsforthepreparatoryassignmentsshouldbethemainpoint—conceptorskill—fromthatweekthatyourstudentswillneedtocompletetheirupcomingwritingassignment.Youcancreateyourownpreparatoryassignmentoruseoneoftheexercisesfromthetextbook.

Potentialpreparatoryassignmentsareinaseparatesectionbelow.

RecommendedGradingProcedureforthePreparatoryAssignments

Readthestudents’submissionsasifyouwerelisteningtothemrespondtoyouinclass.Letthemknowifsomethingtheysaidwasgood,andgentlycorrectthemiftheymadeamistakeorseemtomisunderstandsomething.

Donotrevieworgradefororganization,style,orexpression;thesearenotmajorassignments.Reviewingandpostinganannouncementaboutstudents’submissionsshouldtakelesstimethanyouwouldhavespentteachingface-to-facethatweek.

Approacheachassignmentwithalistofthingsthatyouwantstudentstoknowaboutthetopic(likeyoudoforadiscussionorclassactivity),andhowyouwantthemtoapplyitintheirownwork.Thencommentonstudents’workbasedonthatlistofthings,preferringtocorrectincorrectelementsormisunderstandingsandgivingpraisewhencorrect.Collectexamplestatementsfromstudentsabouttheitemsonyourlistasyougothrough.

Onceyou’vereviewedallofthestudents’work,prepareasummaryofwhatyou’veread,preferablyincludingexamplestatementsfromyourstudents(attributedtothembyname),thatemphasizesthatlistofthingsthatyouwantstudentstoknowaboutthetopic.ThenpostthisannouncementintheLMSsiteforthesection.

Whenwritingyourresponsestothepreparatoryassignments,gowithwhatYOUwanttoseeintheirupcomingmajorassignments.

Thepurposehereistogaininsightintohowstudentsarethinkingaboutthecourseconceptsbeforetheyusetheminanassignmentandtopreventerrorsintheirwork.Focusontheirthinking;notontheirexpression.Onlyevaluatethecontent.Considerusingthefollowingrubricsinthegradingprocess.

RememberingandUnderstandingRubric

Criteria

Formative

Developing

Competent

Mature

Exemplary

LevelofEffort

30%

Putsforthhonestefforttorememberingandunderstandingtherelevantcoursecontent.

Createsthoughtfulresponsestoassignment’sprompts.

Providesfewwordsofresponse;incompletesentences.

Respondsbyquotingfromothersources;doesnotmakeanefforttocreatearesponseinownwords;usescompletesentencesandparagraphing.

Respondstoassignment’spromptsinownwords;makesattempttoconnectcontenttopreviousorcurrentexperiencesorknowledgebutideasneedfurtherdevelopmenttobecompletelyclear;usescompletesentencesandparagraphing.

Respondstoassignment’spromptsinownwords;clearlyconnectscontenttopreviousorcurrentexperiencesorknowledge;usescompletesentencesandparagraphing.

Respondstoassignment’spromptsinownwords;connectscontenttopreviousorcurrentexperiencesorknowledgesothoroughlythatinstructorcouldn’taskforbetter;usescompletesentencesandparagraphing.

AccuracyofContent

70%

Exhibitsunderstandingoflearnedmaterialsbyusingconceptsandterminologyfromthecoursecontent.

Demonstratesunderstandingofrelevantcoursecontentbyorganizing,comparing,translating,interpreting,providingexamples,andstatingmainideas.

Doesnotresponddirectlytotheassignment’sprompts;misrepresentsormisunderstandstherelevantconcepts.

Minimallyaddressestheassignment’sprompts;hassomemisunderstandingofthecoursematerial;doesnotorganize,compare,translate,interpret,provideexamples,orcontextualizethecontent.

Addressestheassignment’sprompts;hasminimalmisunderstandingofthecoursematerial;attemptstoorganize,compare,translate,interpret,provideexamples,orcontextualizethecontentbutideasneedfurtherdevelopmenttobecompletelyclear.

Fullyaddressesthequestions;showsclearunderstandingofthecoursematerial;clearlyorganizes,compares,translates,interprets,providesexamples,orcontextualizesthecontent.

Respondstothepromptssocompletelyandaccuratelythattheinstructorcouldn’taskforbetter.

Applying,Analyzing,orEvaluatingRubric

Criteria

Formative

Developing

Competent

Mature

Exemplary

LevelofEffort

30%

Putsforthhonestefforttorememberingandunderstandingtherelevantcoursecontent.

Createsthoughtfulresponsestoassignmentprompts.

Providesfewwordsofresponse;incompletesentences.

Respondsbyquotingfromothersources;doesnotmakeanefforttoanswerinownwords;usescompletesentencesandparagraphs.

Respondstoassignmentpromptsinownwords;makesattempttoconnectcontenttopreviousorcurrentexperiencesorknowledgebutideasneedfurtherdevelopmenttobecompletelyclear;usescompletesentencesandparagraphs.

Respondstoassignmentpromptsinownwords;clearlyconnectscontenttopreviousorcurrentexperiencesorknowledge;usescompletesentencesandparagraphs.

Respondstoassignmentpromptsinownwords;connectscontenttopreviousorcurrentexperiencesorknowledgesothoroughlythatinstructorcouldn’taskforbetter;usescompletesentencesandparagraphs.

AccuracyofContent

70%

Solvesproblemstonewsituationsbyapplyingacquiredknowledge,facts,concepts,skills,techniques,andrulesinadifferentway.

Examinesandbreaksinformationintopartsbyidentifyingmotives,needs,causes,purposes,orcontexts.

Makesinferencesandfindsevidencetosupportclaims.

Presentsanddefendsopinionsbymakingjudgmentsaboutinformation,relevanceofideas,orqualityofworkbasedonasetofcriteria.

Doesnotresponddirectlytotheassignmentprompts;doesnotuseorrefertotherequiredcoursecontent;misrepresentsormisunderstandstherelevantconcepts.

Misunderstandsthecoursematerial;doesnotsolveaproblem,examineinformation,makeinferences,findsupportingevidence,orusecriteria.

Addressesthequestions;hasminimalmisunderstandingofthecoursematerial;attemptstosolveaproblem,examineinformation,makeinferences,findsupportingevidenceorusecriteriabutideasneedfurtherdevelopmenttobecompletelyclear.

Fullyaddressesthequestions;showsclearunderstandingofthecoursematerial;solvesaproblem,examinesinformation,makesinferences,findssupportingevidenceorusescriteriainmannerthatisclear.

Respondstothepromptssocompletelyandaccuratelythattheinstructorcouldn’taskforanybetter.

ExamplePreparatoryAssignments

CoursePolicyAwarenessForm

Initialeachstatementifyoucanrespond“yes”toit.Pleaseclarifyanyquestionsyouhaveonthesepoliciespriortoreturningthisform.

__________ Ihavereadandunderstandthecourseinformationandpoliciesinthesyllabusprovidedatthebeginningofthesemester.

Specifically,

__________ IunderstandImusttakeresponsibilityformyownlearninginthisonlinecourse.

__________ Iunderstandthatcoursecommunicationtakesplacevia[insertnameofLMSusedatyourinstitution]andemail,andthatImustactivelylookforcommunicationsfrommyinstructor.

__________ Iunderstandthatthereareharddeadlinesforcourseworkthroughoutthesemester.

__________ Iunderstandthelateworkpolicy,underwhichmyworkwillbemarkeddownonelettergradeeachdayitislate,andthatafterfourdays,thelateworkwillnotbeacceptedandanFwillberecordedforit.

__________ Iunderstandthatthemajorassignmentsofthecoursemusteachearncreditinordertomeetthebasicstandardsofthiscourseandmakemeeligibletoearnapassinggradeforthesemester.

__________ Iunderstandmyobligationtoactivelyparticipateingroupwork,thatmyportionofgroupworkcannotbemadeupseparately,andthatIwillnotautomaticallyearnthesamegradeasmygroupmembers(Ihavetoearnmyowngrade).

__________ Iunderstandwhatisexpectedofmeinregardstobehavingprofessionallyintheclassandwhatwillcountasdisruptivebehavior.

__________ Iunderstandthatsuspectedinstancesofplagiarismand/oracademicdishonestywillbereferredto[insertnameofpersonand/oroffice].

__________ IunderstandthatpostingcoursecontenttopublicsitessuchasQuizlet,CourseHero,etc,isanactionthatconstitutesavarietyofStudentConductCodeViolationsandwillbereferredto[insertpersonand/oroffice].

__________ IunderstandthatifIbecomeconcernedaboutmyinstructor’sclassmanagement,Ishouldcommunicatemyconcernstomyinstructor.IfIfeeluncomfortablespeakingtomyinstructor,Ishouldcontact[insertnameandcontactinformation].

Signature:__________________________________________________

Printedname:_______________________________________________

Instructor’sname:____________________________________________

Date:______________________________________________________

LevelsofAudience

(~300words)

[WillbeevaluatedusingRememberingandUnderstandingrubric]

Objective:Aftercompletingthispreparatoryassignment,youwillbeabletoanalyzeaudiencesandexplainwhatneedstobeconsideredtoeffectivelyadaptmessagestoachievetheintendedpurposeofthosemessages.

Rationale:“Knowingwhoyou’retalkingtoisfundamentaltothesuccessofanymessage.Youneedtoidentifyyouraudiences,understandtheirmotivations,andknowhowtoreachthem.”Thisassignmentismeanttohelpyourememberandunderstandthevariouslevelsofaudienceandthethingsyouneedtoconsidertoeffectiveadaptivemessagetoyouraudiences.

Directions:Forthisassignment,youwillneedto:

Identifythelevelsofaudienceyouneedtoconsider.

Explainwhotheselevelsofaudienceareandtheirmotivations.

Explainwhatyouneedtoconsiderwhenadaptingamessagetothoseaudiences.

Notethatalthoughyoucanusethetextbook’sterminology,youshouldnotquotethetextbook’sexplanationsforthoseterms.

CritiquingandRevisinganEmail

(~300words)

[WillbeevaluatedusingApplying,Analyzing,orEvaluatingrubric]

Objective:Aftercompletingthispreparatoryassignment,youwillbeabletocritiqueandreviseanemail.

Rationale:ThisassignmentismeanttohelpyouapplytheconceptsofChapter8tospecifictexts.

Directions:Forthisassignment,youwillneedtocompleteexercise8.9CritiquingandRevisinganEmailfromthetextbook.

AnalyzingNegativeMessages

(~300words)

[WillbeevaluatedusingApplying,Analyzing,orEvaluatingrubric]

Objective:Aftercompletingthispreparatoryassignment,youwillbeabletoanalyzetheeffectivenessofnegativemessagesusingtheconceptsfromthetextbook.

Rationale:Theabilitytodeliveranegativemessagethattheaudienceunderstandsandacceptswhilesimultaneouslyholdingagoodimageofthesenderandreducinganyfutureneedforcommunicationonthetopicisimpressive.Thisassignmentasksthatyouanalyzenegativemessagesagainstthecontentandorganizationofeffectivenegativemessagesasexplainedinthetextbook.

Directions:Forthisassignment,youwil