MIS 324 - Business Communication - Spring 1999

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MIS 324 - Business Communication - Spring 2000 Unique Number 03640 MWF 9 – 10 A.M. Classroom GSB 5.176A

Unique Number 03665 MWF 10 – 11 A.M. Classroom GSB 5.176A Unique Number 03705 MWF 1 – 2 P.M. Classroom GSB 5.176A Unique Number 03715 MWF 2 – 3 P.M Classroom GSB 5.176A

Instructor - Erin Porter, Ph.D. Phone Number: 232-1418 E-mail: [email protected] FAX: 471-0587 OFFICE: GSB 4.126B Web site: http://www.coursenotes.com GRADERS: 9:00 - Leena Khimesra <[email protected]> 10:00 Ashley Dredge <[email protected]> 1:00 Abu Aziz <[email protected]> 2:00 Stacy Steinberg <[email protected]> Office Hours: MWF 11-12 noon & MW 3-4 P.M. or by appointment! Additional office hours can be arranged by appointment on TTh when students’ schedules conflict with the MWF hours. Your instructor is available before class and after scheduled office hours. E-mail is a good way to contact your instructor or the graders for quick answers for your questions! Graders’ office hours to be posted later!

SYLLABUS Bring this copy of the syllabus with you to class daily!

Prerequisites: Students are expected to meet course prerequisites. A student who has not met the stated prerequisites will be dropped from the course. All students enrolled in MIS 324 must have completed MIS 310 with a C or be taking that course this semester concurrently with MIS 324. Each student is required to possess their own resume disk from the Career Services Office and must complete a resume workshop with the CSO. If you miss the in class workshop, written proof of a CSO resume workshop completion is required and each student must provide me a hardcopy of their resume and a cover letter addressed to a specific potential employer or internship position by Wednesday, February 23, 2000. You are also expected to know how to use a computer for word-processing and for creating spreadsheets, graphs, charts, tables, and other visual aids. MS Word, PowerPoint, Excel, and access to the Internet are available in the Business School Computer Labs. If you need help with computers, you can take one or more of the short classes offered by the Computation Center or seek assistance in the Business School Computer Labs. You need a personal e-mail account to complete assignments in MIS 324 (preferably a UT e-mail account) to send and receive messages from your team members, graders, and instructor during this semester. If you need help with your basic writing skills, please go to the Undergraduate Writing Center in the Undergraduate Library on the second floor and/or the Learning Skills Center in Jester. The Learning Skills Center can help you with writing, reading, study, and test taking skills. Please ask for their assistance.

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Business Communication: Oral and Written Business professionals spend about seventy percent (70%) of their time communicating. Thus, good communication skills are essential to you in your career, and they are the chief criteria of employers in both hiring and promotion decisions. This course was designed in response to industry feedback about the communication skills needed for business graduates to enter successfully into today's competitive marketplace. This course is very practical. It will, however, require effort on your part. It will also require regular attendance, because we spend a lot of class time working in groups to apply principles and strategies discussed in your books and in class. You improve your communication skills by working together and giving and getting constructive criticism. READINGS: The major required text for this course is Mary Ellen Guffey's textbook, Business Communication: Process & Product, third edition. The content of this text is thorough and easily understood. Staying up with your reading makes your class participation much more effective and the text also serves as a helpful guide as you prepare materials for your assignments. In-class graded exercises are based on reading assignments from this text and other materials.

Guffey Text Web site: http://www.westwords.com/guffey/students.html

The second required text is by Cheryl Hamilton with Cordell Parker, Communicating for Results, Fifth Edition. Readings are assigned regularly from this text and questions for in-class graded exercises come from this text also. *All students purchase a 60 minute, VHS videotape for use during this semester. *Purchase one disk for MIS 324 work; keep disk copies of all assignments for this semester *All students purchase a small stapler to carry with you for MIS 324. Articles may be assigned in professional publications or business periodicals during the semester. These materials, lecture content, and class discussion information are sources for quizzes. Course Materials Materials for this class are available at CourseNotes.com (http://www.coursenotes.com). From this site, you will be able to obtain the class syllabus, class handouts, online grades, bulletin board, a single calendar of events for any course registered with the site, and other classroom resources. COURSE GOALS: This course is designed to help you : ♦ = Develop basic reading, writing, listening, and speaking skills in addition to the ability to follow

complete, complex written and oral instructions ♦ = Develop basic communication skills you need to write, make oral presentations, communicate

interpersonally, and work effectively in teams ♦ = Think creatively about communication in professional organizations ♦ = Value the differences between yourself and others and to employ that understanding to improve the

quality of your communication ♦ = Recognize and value the diverse contributions of all members of an organization ♦ = Improve your communication in future courses and in your career ♦ = Refine the process of written and oral communication in business ♦ = Use methods of problem solving in business communication that can be used as an individual or in a

team

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COURSE OBJECTIVES: At the conclusion of this course, you should be able to: �Analyze a communication situation and the audience based on communication research, make choices

about the most effective and efficient way to communicate, and deliver that communication in a highly skilled manner

�Conduct research on a topic in a library, through interviews, or via the Internet; record research material pertinent to the topic; plan, organize, and complete a written assignment or oral presentation.

�Demonstrate the ability to adjust communication style and content based upon the goals of the communication and the characteristics of the person(s) with whom you communicate

�Use a variety of media for communication, including new technologies as well as writing, speaking, and team activities

�Listen to and analyze an oral presentation. Recognize the speaker's main ideas; listen with an open mind; determine the difference between fact or inference as well as emotional and logical appeals; employ active listening techniques such as paraphrase, questions, and nonverbal feedback; and draw logical conclusions and inferences based on the content of the communication

�Write business documents that are grammatically correct, use appropriate business style, and accomplish your objectives as a business communicator

�Edit written works of others, provide feedback, accept feedback, and use the feedback to improve your own communication

�Actively participate as a member or facilitator of teams; provide feedback in teams, resolve conflict in teams, etc.

�Observe, record data, evaluate and report on team development and behavior �Evaluate your own preparation, performance, and effectiveness as a writer or speaker in the business

environment SUBSTANTIAL WRITING COMPONENT INFORMATION: According to the Substantial Writing Component Policy at UT Austin: Each course certified as having a substantial writing component must include at least three writing activities per semester, exclusive of in-class quizzes and examinations. These three or more writing activities must total approximately 16 typewritten, double-spaced pages (about 4,000 words). A major rewriting of a paper (requiring additional original writing, not merely editing) can be considered a separate writing activity. The quality of the student's written expression must be an important component in determining the student's course grade. Written assignments that fit the substantial writing component criteria comprise 40% of the grade for this course. Of that 40%, half of the grade is based on the quality of your writing, and the other half is based on evidence of your understanding of the material and fulfillment of other criteria. Business Writing Criteria Clarity, Concreteness, and Conciseness:

• Clarity - write so that your concepts, organization, paragraphs, and sentences are clearly understandable to your audience

• Concreteness - write specifically for your audience in a way that includes examples to support your ideas

• Conciseness - write simply and directly, unless you have a specific purpose for doing otherwise Organization • Organize letters, memos, and reports around the main ideas as detailed in the assignment objectives • Lay out main ideas clearly and support them with specific examples • Connect all parts of your writing with logical, smooth, and understandable transitions Style • Use a business style that is related to the level of formality of the communication • Base your style on the audience to whom you are writing • Choose a format that is appropriate to your audience, the purposes of your communication, and your

organizational context

Your writing is courteous, grammatically correct, error-free, positive (unless you make a conscious choice to use negative language for a specific purpose), interesting, readable, attractively presented, and free from

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stereotypical or prejudicial language. You may bring your rough draft documents to a grader or me if you want more detailed feedback on a specific assignment. Neither graders nor I will, however, edit your paper line by line. We will point out the type of errors found in your written assignments, but it is up to you to improve your writing based upon this feedback. Remember that you can receive excellent assistance at the Learning Skills Center in Jester and the Undergraduate Writing Center. Your written assignments are detailed on an assignment sheet made available with this syllabus and also available on our Web site (http://www.bus.utexas.edu/~portere). Specific topics for assignments are made as each assignment is discussed in class.

GRADING POLICY:

General Assignments and Percent of Course Grade

Written assignments 40% Oral & interpersonal communication assignments 40% Quizzes, class participation, professional conduct, etc. 20% Final grades are based on an accumulation system of 1000 points. Overall integration of concepts in an experiential learning environment is evaluated through a combination of short answer questions, short essays, writing revisions, article summaries, memo revisions, etc. or a combination of these in the form of in-class written and oral communication exercises. There are restricted opportunities to make up a missed in-class graded assignment. All major assignments must be completed to pass this course! The approximate value placed on each activity is as follows:

Point Value for Work Two Letters (50 pts. each) = 100 points

Two Memos (50 pts. each) = 100 points Dyad Oral Presentation = 100 points

Dyad Written Reports (2@ 50 pts. each) = 100 points Group Oral Report = 100 points Group Written Report = 100 points

Persuasive individual oral presentation & outline = 100 points In-class graded exercises & professional conduct 150 points

Major quizzes = 150 points TOTAL 1000 possible points The following example helps you determine how you are doing on an assignment to assignment basis. Your grade on Memo #1 is a 35 out of possible 50 points; on this assignment 35 would be the equivalent of a C. 90% of 50 points = 45 or an A 80% of 50 points = 40 or a B 70% of 50 points = 35 or a C At any point in the semester you can take the total number of points completed at that time of the semester, multiply by 90%, 80%, and 70%, etc. to determine what your grade is on that date in the semester. See the grade record sheet included with your syllabus. There has not been an occasion in the past when a grading curve was necessary because most students perform well in this class. This is a skills course and very different from content courses in your areas of concentration. You will be given the “opportunity to rewrite” some of your assignments and you are strongly encouraged to take this chance to improve your writing skills. "Rewriting" is always optional for the student, but the student must inform the instructor if they decide not to rewrite. The option to rewrite requires the student to make substantial improvements to an assignment to increase the overall grade.

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Due to the amount of work to be completed in this one course, it is critical that you take responsibility for your own work, cooperate fully with your peers, graders and the instructor. If you need additional information that is not found in your syllabus, textbook, or on your assignment sheets; ASK QUESTIONS! This course is not difficult, but it is demanding just like the office/work environment you will enter in a few months or years! RECORD ALL YOUR GRADES ON THE GRADESHEET INCLUDED IN THIS PACKET!

OTHER GENERAL POLICIES: Attendance: This is your workplace for the next 15 weeks. Reliable and punctual attendance is critical in the workplace. Attendance in this class is important for you to learn through experiential development of written and oral communication skills. Although attendance is not taken on a day-to-day basis, assignments and class exercises indicate your presence in class. Each student is allowed three absences (MWF classes) without grade consequences, but you are responsible for emailing the instructor concerning all absences. After three absences, 5 points per absence are deducted from your overall grade average. It is your responsibility to keep up with assignments for missed classes and to notify the instructor by email of expected and unexpected absences. Regardless of the reason for your absence(s), you must notify all members of your team if you are going to be absent before your absence if possible. It is your responsibility to provide your contributions to team efforts in advance of any absence. Late or Missed Assignments: Due to the number of students in each class, late or missed assignments are not accepted. No extensions for written assignments are made unless you have a verifiable medical emergency. There are no opportunities to make up oral presentations or group work for this class, so be prepared on the day assigned. Students with a medical emergency can appeal in writing within 24 hours for reconsideration for a missed individual written or oral presentation. This policy is enforced during the Spring semester. All major assignments must be completed to pass this course! In-Class Graded Exercises:

Three (3) in-class graded exercises are assigned during the fifteen-week semester. Each exercise will be worth 25 points for a total of 75 points for your final grade. Exercises A, B, & C are scheduled in your syllabus. Students are asked to evaluate the progress of the teamwork completed during the class session and to suggest areas where your team can improve communication. These exercises are used to help you achieve conceptual integration through application versus rote memorization. Guffey and Hamilton texts have been chosen to provide extensive information that directly applies to your assignments. General Grading Criteria for Written Assignments: Specific criteria for each assignment describing the nature of the assignment and the purpose of the assignment are included in this syllabus. Aside from assignment-specific criteria, the graders and I evaluate your letters, memos, and reports on your ability to: • write with appropriate formats • write without errors in spelling, mechanics, grammar, and punctuation • write clearly, cohesively, emphatically, and concisely • write effectively in different situations • write tactfully, positively, credibly, interestingly, and without bias • write accurately and include all and only relevant content material. Aside from grading on assignment-specific criteria, your oral presentations and team communications are evaluated on your ability to: • analyze the needs of your audience • plan, organize, and deliver a presentation in a conversational manner • speak comfortably before a group in formal, informal, and impromptu situations

• maintain an audience's attention and interest

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MIS 324/Porter PROFESSIONAL CONDUCT GRADE The following behaviors are considered evidence of your professional conduct: • = Attendance for class and team meetings • = Attention to instructor, class members, and guest lecturers • = Participation in class discussion and exercises to learn and to contribute to the learning of

others • = Completion of assignments and preparation for class • = Courteous and respectful communication to faculty, staff, guest speakers, and peers Use of

supportive feedback • = Respecting diversity of others • = Encouragement of others by asking questions, by allowing others to complete their ideas,

and by responding to what others have said • = Honest responses ( i.e. if you do not know something or have not yet completed an

assignment, say so!) • = Contributions of information and ideas that add to the value of the class • = Behavior consistent with that expected in any business meeting or business

environment(i.e. on time, stay until end, no reading newspapers or working on homework for other classes, prepared to accept and give constructive feedback)

• = Constant attention to peers' presentations and use of constructive feedback daily

One essential activity is to provide accurate, fair feedback for peers. Feedback includes what each peer has done well, what behaviors have been helpful to the group but also what behaviors and skills need improvement. No person is perfect or even close to perfect with all team skills; realistically, everyone on a team does not produce at a 90 to 100 % in every facet of teamwork. Part of your professional conduct grade is based on providing insightful, substantiated, constructive feedback to your team peers and also for in-class activities. Peer feedback packets are to include extensive constructive, but honest, comments. The use of checkmarks only is not acceptable. Assigning all 100s or 95s to team members is not professional, constructive feedback; be prepared to buffer and provide truthful comments to peers. Your professional conduct grade is determined by peer evaluations, self-evaluation, and the instructor's observation throughout the semester.

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Guidelines for MIS 324: Option to Rewrite Specific Assignments Save all your documents on your MIS 324 disk and all graded hardcopies!! Due to the number of assignments, you need to keep your own grade records up-to-date and file your completed assignments! See the grade record sheet at the end of your syllabus. If you decide to take the grade on the first version of any written assignment and it is not recorded on your paper, see the instructor within a week of receiving your returned document for a numerical grade record. Special Conditions for Rewritten Assignments: A. The rewriting option is not a substitute for good faith effort on the first draft of each assignment. After

the first rewritten document, you can rewrite to raise your grade by one letter grade only if the first draft demonstrates your honest effort.

B. No late papers! Strictly enforced Spring Semester 2000. C. The original graded report and comment sheet is stapled to the back of the rewritten document on the

date due. D. Reports with major content or writing problems are not accepted with only spelling, grammar, and

punctuation errors corrected. Major work is required before the rewritten documents are accepted for re-grading.

E. Please see the instructor during office hours for feedback if it is indicated on your document. F. All written documents must contain the criteria stated in your assignment sheets or the document is not

accepted for re-grading. G. All written assignments (including outlines, rough drafts, etc.) are word processed and contain your

name and class time in the right upper corner, or the assignment just remains in an unclaimed assignment box at my office.

H. The rewriting option is given by the instructor assignment by assignment, do not assume you

have that option automatically! Do not rely on "rumors from former students." I. Rewriting is a privilege given to you to learn the methods more thoroughly; it does carry

responsibility for students, instructor and graders! Rewriting is never mandatory but highly recommended.

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MIS 324 -Business Communication - Spring 2000 Courses Schedule

Instructor - Erin Porter, Ph.D. Phone Number: 232-1418 E-mail: [email protected] Office: GSB 4.126B

Website: http://www.coursenotes.com

Office Hours: GSB 4.126B M & W; 11:00-12:00 noon and 3:00-3:45 p.m. Friday; 11:00 - 12:00 noon. Additional office hours can be arranged by appointment Monday –Thursday. Your instructor is available before class and after scheduled office hours. E-mail is a good way to contact your instructor or the graders for quick answers for your questions! Grader’s office hours to be posted later!

Class Schedule

Remember to bring your Guffey text to class everyday to work with on in-class assignments!!! Be sure to read the chapters thoroughly and review the Application Exercises, Cases, and Readings at the end of each chapter. Remember, all assignments and/or rough drafts of assignments are word processed unless the work is done during classtime.

Date Assignments Due Class Activities Weds. 1/19 = January

Introduction to Course Review Syllabus Meet classmates

Fri. 21 Guffey 1, 3, & 4

Self Introductions Email sign up list Discussion: Basic concepts of Communication; Communication Models

Friday, January 21, Last Day for Official add/drop of courses.

Mon. 24 Biography Sheet

Resume/Coverletter Workshop with Ford Career Center Representative

Wed. 26 Guffey 5, 6, 7 & 8

Review Memo #1 Listening, Non-verbal and Team Exercises Discussion: Effective Listening in Business

Fri. 28 Roughdraft Memo #1 / Word processed

Memo Exercise in class Peer Review of Memo #1 Dyad Designations

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Date Assignments Due Class Activities Mon, 31 Guffey 2 & Hamilton 9, 10 & 11

Discussion: Writing Process and Peer Feedback Process for this Course Questions about Memo #1 Roughdraft

Wednesday, February 2 = 12th Class Day.

CSO Open House Today for BBAs; 11 a.m. - 2 p.m.; 4th Floor Ford Interview Center Wed. 2/2 February & Fri. 4

Direct Memo #1`- Hardcopy handed in during class Questions about Quiz Job/Internship Position Advertisement

Sign Up for Dyad Presentations Discussion: MIS 311f consultant assignment & details for dyad work! Workday for Dyads Short Quiz Review Memo #2 Review GUEST SPEAKER(PM classes on 2/2; AM classes on 2/4) Switch work on these 2 days!

Mon. 7 Quiz over Guffey 1, 2, 3, 4, 5, 6, 7 & 8

Professional Development Opportunities INTERNSHIP FAIR; Tuesday, February 8; 12 noon 5 p.m.; Texas Union Ballroom

ON CAMPUS INTERVIEWS for Internships & Jobs, start Wednesday, February 9; Ford Interview Center

Wed. 9 Guffey 15

Direct Memo #2 Roughdraft Discussion: Effective Speaking & Audience Analysis Peer Review of Memo #2 Dyad Workday

Fri. 11 Short dyad workplan

Review presentations with instructor Dyad Workday

Mon. 14 Direct Memo #2 Due via Email

Dyad Presentations, Outline, Bibliography Videotaped and timed

Peer Evaluation and Feedback to Presenters

Wed. 16 Dyad Presentations, Outline,

Bibliography Peer Evaluation and Feedback to Presenters

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Videotaped and timed

Date Assignments Due Class Activities Fri. 18 February

Dyad Presentations, Outline, Bibliography Videotaped and timed Guffey 9 & 10 Hamilton 9 & 10

Peer Evaluation and Feedback to Presenters

Mon. 21

30 minute quiz

Quiz over Dyad Report Information & Hamilton 9 & 10 Discussion: Negative News Messages Review for Indirect Letter

Wed. 23 CSO Resume & Coverletter/Hardcopy Research Workshop PCL Library Fri. 25 Indirect Letter Roughdraft

Peer Review of Indirect Letter Team Assignments Team workday - meet team members; brainstorm topics and schedules, etc.

Mon. 28 Indirect Letter

Exercise A : Team Agenda

Discussion: Effective Teamwork & Agendas Review Team Presentation Assignment Sign up for team presentation dates

Wed. 3/1 March

Guffey 11, 12, 13 & 14 & Appendices

Dyad Workday

Fri. 3/3 Dyad Memo Report #1 Team Workday: Prepare Team Workplan Mon. 6 Exercise B:Team Workplan Team Workday Wed. 8 Team Presentations/Team Outlines

Videotaped & Timed Peer Evaluation and Feedback to Presenters

Fri. 10 Team Presentations/Team Outlines

Videotaped & Timed Peer Evaluation and Feedback to Presenters

March 13-18 - Spring Break

Mon. 20 Team Workday Wed. 22 Team Presentations/Team Outlines

Videotaped & Timed

Peer Evaluation and Feedback to Presenters

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Date Assignments Due Class Activities Fri. 24 March

Team Presentations/Team Outlines Videotaped & Timed

Peer Evaluation and Feedback to Presenters

Mon. 27 Team Presentations/Team Outlines

Videotaped & Timed

Peer Evaluation and Feedback to Presenters

Wed. 31 Debriefing about MIS 311f consulting

work Review Persuasive Messages Discuss Persuasive Speech Round Q/A over Dyad Report #2

Mon. 4/3 April

Sign up for persuasive presentations Impromptu Round I

Wed. 5

Review Team Written Reports Impromptu Round I

Fri. 7 Dyad Report #2

Team Work Day

Mon. 10 Team workday on written report Team Work Day

Wed. 12 Team workday on written report Team Work Day

Fri. 14 Roughdraft of Team Written Report

Appointments with Instructor /Team Written Reports Team workday on written report

Mon. 17 Roughdraft of Team Written Report

Appointments with Instructor /Team Written Reports Team workday on oral report

Wed. 19 Persuasive Individual Presentations

Videotaped & Timed Peer Feedback and Evaluation of Presenters

Fri. 21 Persuasive Individual Presentations

Videotaped & Timed Peer Feedback and Evaluation of Presenters

Mon. 24 Persuasive Individual Presentations Peer Feedback and Evaluation of Presenters

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Videotaped & Timed Date Assignments Due Class Activities Wed. 26 April

Persuasive Individual Presentations Videotaped & Timed

Peer Feedback and Evaluation of Presenters

Fri. 28 Team Written Report Mon. 1 May

Business Fair

Wed. 3 Self-evaluation Course Debriefing Fri. 5 Last Day of Class FINAL EXAM SCHEDULE for Spring 2000

MWF 9-10 Wednesday, May 10 2:00 - 5:00 PM MWF 10-11 Friday, May 12 2:00 - 5:00 PM MWF 1–2 Monday, May 15 2:00 - 5:00 PM MWF 2-3 Saturday, May 13 2:00 - 5:00 PM

Changes in this schedule may occur due to guest speakers, visiting VIPs, etc. It is your responsibility to keep up with any changes in the class schedule!

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MIS 324: Business Communication

Assignments for Spring Semester 2000

The assignments included here are to be completed during this course. Slight adjustments may be made at the time the assignment is discussed in class. Topics for these assignments are announced in class and differ from section to section. Always save a disk copy of each written assignment and speech outline because you may be given the opportunity to re-write for improvement.

Written Assignment: Direct Memo #1 Type of written document: Direct Memo Due Date: Check your course schedule. Subject for the memo: Guffey Activity: 8.11 for a.m. classes Guffey Activity: 8.7 for p.m. classes

Details for this assignment • One page direct memo using information in the exercise indicated • Use the full block template for the memo and refer to the Guffey text for assistance and examples • Word processed and printed on a Laser printer (good quality printer) • Good quality paper • Create a letterhead for your company • Submit a hard copy at beginning of class on due date Grading Criteria: a. Organization & design 1. Use of white space 2. Use of headings and subheadings 3. Choice of typography b. Coherence & clarity 1. Openings & closings 2. Transitions throughout the document 3. Clarity of content in message c. Paragraphs & sentences 1. Length 2. Bullet points 3. Topic sentences d. Brevity 1. Avoid wordiness 2. Avoid overlong sentences e. Style of document 1. Conversational or formal 2. Active or passive 3. Jargon or no jargon f. Audience analysis 1. Message adapted to needs of (a) primary audience & (b) secondary audience

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g. Spelling, grammar, & typographical errors h. Calls for necessary action if needed i. Correct template style j. Overall effectiveness of document

Written Assignment: Direct Memo #2 Type of written document: Direct Memo Direct Memo sent by e-mail to the instructor at <[email protected]> Subject Line on E-mail: Memo 2 your name class time Due Date: Check your course schedule Subject for the memo: Choose an actual job/internship advertisement from the newspaper, placement office, career center, etc. that sounds like a position for you. (This advertisement must be dated from November, 1999 forward and the date should appear on the source with the advertisement.) Sophomores and Juniors seek an internship position, Seniors apply for a job. Assume that the desirable job advertisement indicates that you should email them for additional information about the job and the interview process with their company. You are very interested in their job and really hope that you are hired for the advertised position. You only have the information included in the advertisement but want the email to demonstrate your ability to write clearly and ask for important information from your new potential employer. Please send the memo as an attachment to me, but address the actual memo to the name in the advertisement or to John Highsmith, Personnel Manager. Details for this assignment: • One page direct memo using an information request format (See Guffey text) • Include To, From, and RE or Subject • Memo is transmitted to instructor before class time via email as an attachment • Bring a hard copy of the email memo and a copy of the job advertisement (taped or copied onto a

separate piece of 8.5 x 11 letter size paper, stapled to the back of the memo) to class on the due date

Grading Criteria: a. Organization & design 1. Use of white space 2. Use of headings and subheadings 3. Choice of typography b. Coherence & clarity 1. Openings & closings 2. Transitions throughout the document 3. Clarity of content in message c. Paragraphs & sentences 1. Length 2. Bullet points 3. Topic sentences d. Brevity 1. Avoid wordiness 2. Avoid overlong sentences e. Style of memo 1. Conversational or formal 2. Active or passive 3. Jargon or no jargon f. Audience analysis

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1. Message adapted to needs of (a) primary audience & (b) secondary audience k. Spelling, grammar, & typographical errors l. Calls for necessary action if needed m. Correct template style n. Overall effectiveness of document

Oral Assignment: Dyad Informative Presentation

Type of oral presentation: Informative Presentation Time limit: 10 minutes for dyads; 15 minutes for triads Due Date: Check your course schedule Subject for the speech: Select two (2) or more journal articles from business journals or publications or business education journals on a topic concerning teamwork and/or interpersonal communication within teams. Subjects are suggested during the course and selected from a generated list. After the two journal articles, additional Internet information can be included with the research. Present the key ideas from these articles in an informative speech to the class. The purpose of the presentation is to inform this audience about the variables involved in the processes of effective teamwork and communication. Requirements for this assignment: • 2-3 page short phrase outline, including introduction, body, and conclusion (provide 15 copies of the outline on day of presentation) • Correct bibliographic entries for each journal article (APA format); see Guffey Appendices • Copies of the formal outline handed to instructor & peer dyads before presentation • Copy of the key journal or trade publication articles stapled to the instructor's outline • Speakers use 4X6 or 5X8 note cards for the presentation (this is a keyword outline) • Speaker uses visuals for the presentation(not PowerPoint computer & data projector for this assignment) • Speakers discuss their presentation topics with the instructor/graders during office hour • Speakers use an extemporaneous delivery for the presentation (no manuscripts or memorized speeches) Read evaluation criteria for all oral presentations on the following page!

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Criteria for Grading Speeches*and all Oral Presentations: To receive a C on your speeches, you must meet the following standards: 1. The speech must be original. 2. The type of speech presented must be appropriate to the assignment. 3. The topic must be appropriate for the audience and sufficiently focused. 4. The speech must fit the time requirements of the assignment. 5. The speech must be presented on the day assigned. 6. Main ideas must be supported with facts and figures, appropriate testimony, examples, or narratives. 7. The speech must have a clear sense of purpose. 8. The speech must have a clearly identifiable and appropriate design, complete with an introduction and a conclusion. 9. The speech must be presented extemporaneously. 10. The speech must satisfy any specific requirements of the assignment, such as number of references, formal outline, or use of visual aids. 11. The speaker must use language correctly. To receive a B on your speech, you must meet the following standards: 1. Satisfy all requirements for a C speech. 2. Select a challenging topic and adapt it appropriately to your audience. 3. Reflect a greater depth of research 4. Clearly identify sources of information and ideas. 5. Create and sustain attention throughout the speech. 6. Make effective use of transitions, previews, and summaries. 7. Use good oral style. 8. Present the speech with poise. To receive an A on your speech, you must meet the following standards: 1. Satisfy all requirements for a B speech. 2. Demonstrate imagination and creativity in topic selection and development. 3. Develop and sustain strong bonds of identification among the speaker, audience, and topic. 4. Consistently adapt information and supporting material to the experiential world of your audience. 5. Reflect an even greater depth of research (Refer to your assignment sheet for each presentation) 6. Demonstrate artful use of language and stylistic techniques. 7. Make a polished presentation that artfully integrates verbal and nonverbal

communication skills. A D speech does not meet one or more of the standards for a C speech or: 1. Is obviously unrehearsed. 2. Is based entirely on biased information or unsupported opinions. An F speech does not meet three or more of the standards for a C speech, reflects either of the problems associated with a D speech, or: 1. Uses fabricated supporting material. 2. Deliberately distorts evidence. 3. Is plagiarized.

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*Reprinted by permission of the Speech Communication Association.

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WRITTEN ASSN.: Dyad Written Reports with Graphics Dates Due: Check your course schedule Written Assignment: Each Dyad/Triad writes two, 1-3 page memo reports for the stated dates related to your observation of teams in MIS 311f. The MIS 324 team of 2-3 peers meet with the assigned MIS 311f team (10+ members) or sub-teams a minimum of 2 times during each observation period (each dyad/triad member responsible for a minimum of (4) four meetings with 311f team). Preferably all but a minimum of one dyad/triad member meets with the entire team from MIS 311f at the MWF 10 or 11 a.m. classtime when it is announced for this semester. Every MIS 324 student is expected to attend as many of these meetings as possible (a minimum of four). Every 324 student attends the Business Fair in May, 2000. As dyads/triads, you attend outside of class meetings scheduled by your MIS 311f Teams. MIS 311f and MIS 324 General Meetings: 324 Dyads are included on the 311f list serves; you are notified of all meetings via email, you attend first or second meeting to have face-to-face communication with 311f students. Last week of classes 10 - 2 Business Fair in the Student Union MIS 324 short reports due dates are indicated in syllabus. Stage 1 Report Value = 50 points • = Informative Periodic Report • = 1 Page Memo (indicates suggested materials to assist 311f with their teamwork) • = 2 or more informative, short documents to assist with 311f team development • = Guffey template for memo • = 2 stapled hardcopies handed in on due date Stage 2 Report Value = 50 points • = Informative Progress and Interim Report • = 2-3 Page Memo • = One graphic about 311f team • = Observations forms and checklists attached • = Guffey template • = 2 hardcopies handed in on due date • = Attach Graded Stage One Report to the back of Stage Two Report General Writing Criteria: Writers/Audience: As a business person, you are faced with providing the very best information to your readers of these reports. This is an important opportunity to impress your peers, your assigned MIS 311f team, instructors, TAs, and graders. View this diverse audience as people who have some say about your potential promotions and raises in your company. The MIS 311f teams provide feedback to Dr. Porter about your behavior, feedback, participation, and advice provided them as consultants during the semester. Explain or delete jargon: It is extremely important that you write for an audience that has no knowledge of the jargon of your profession; phrases like "accounts receivable", "buffer", or "total quality customer service" are meaningless to some of your readers. You need to fully explain the concepts you use in the report so that a "jargon naive" audience can understand what you are saying. Failure to do this will negatively influence the impact of your report.

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Goal: YOUR job is to provide effective feedback about group/team dynamics to MIS 311f teams as well as provide business consultation about their final projects that are presented at the Business Fair.

• = Knowledge about team roles • = Knowledge about leadership roles • = Feedback about observed behaviors that impede group progress • = Feedback about observed behaviors that make the team effective/efficient • = Feedback on time management issues • = Consultation about the particular business project and marketing at the Business Fair

(use your own area of concentration in business to assist the MIS 311F teams with proposals, marketing, financial feasibility, cost analysis, presentational skills, etc.)

• = Knowledge of effective business communication methodology

Grading Criteria for Written Reports: Correct report format (see Guffey, Chaps. 11-14) Headings & subheadings Grammar, spelling, and punctuation (Lack of attention to these details can result in rejection of the report.) Writing style, including: Clarity & conciseness Interpretation of jargon into plain English, Appropriate business style Introduction - must describe purpose of the report Importance of this topic

Body of report Format suggested by Guffey

Graphics: Can be understood from looking at the graphic Can the graphic stand alone without accompanying text Conclusion includes:

Most obvious conclusions Recommendations for action or activities to make improvements

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Written Assignment: Indirect Letter Type of written document: Indirect Letter or Negative News Letter Due Date: Check your course schedule Subject for the letter: To be assigned & instructions given orally during class. Refer to the Guffey text for guidance on this assignment and ask questions in class that occur as you begin this assignment. The letter should (a) set up a buffer, (b) explain the problem, (c) imply or imbed the problem, (d) suggest the necessary action, and (e) end on a positive note. Even though each student submits their own letter, you can seek feedback on a rough draft from class peers, the instructor, or the graders. Details for this assignment: • One page indirect letter • Create some type of personal letterhead and address • Use the modified block format for the letter • Sign the letter Grading Criteria: a. Organization & design 1. Letter format for specified audience 2. Use of white space 3. Use of headings and subheadings b. Coherence & clarity 1. Buffer, explanation, imbed problem, necessary action, positive note 2. Essential information 3. Clarity of content in message c. Paragraphs & sentences 1. Length 2. Bullet points 3. Topic sentences d. Brevity 1. Avoid wordiness 2. Avoid overlong sentences e. Style of letter 1. Conversational or formal (relates to readers for this letter) 2. Active or passive 3. Jargon or no jargon f. Audience analysis 1. Message adapted to needs of (a) primary audience & (b) secondary

audience g. Spelling, grammar, & typographical errors

h. Attachments if necessary

i. Overall effectiveness of document

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TEAM ASSIGNMENT: TEAM ORALPRESENTATIONS Due Date: Check your course schedule

TIME LIMIT: 35 - 40 MINUTES The oral presentation, outline, and paper copy of slides are due on the day of the oral presentation! Topic for the Presentation: Team will choose a problem of interest to the team and audience with reasonable solutions available for discussion. Outline is due the day of presentation. • = OUTLINE INCLUDES NECESSARY BIBLIOGRAPHIC ENTRIES • = PowerPoint PRESENTATION IS REQUIRED FOR THIS ASSIGNMENT; b/w COPY OF SLIDES

ATTACHED TO OUTLINE • = TEAM MUST ARRANGE FOR OWN COMPUTER AND DATA PROJECTOR FOR

PRESENTATION(CBA Media Center, UTC first floor, 471-4095) • = TEAM USES APPROPRIATE GRAPHICS FOR THIS TOPIC • = PROFESSIONAL ATTIRE REQUIRED FOR THIS PRESENTATION

Oral Report Assignment: Each team presents a professional report, with appropriate graphics, that is a formal assessment of your topic. Each team hands in a formal outline and paper copy of slides for the oral presentation before you begin the actual presentation. The final outline is a phrase type outline with three levels of detail, including an introduction, body, and conclusion. The format will follow the problem-solution process as discussed in class. See the Hamilton book for details on problem solving process. Report Organization and Style: This oral report is more formal than teamwork meetings, but not a series of individual speeches. You DO NEED to include each team member in the actual oral presentation and the presentation should have an introduction, body, and conclusion. Each team member speaks, but the presentation is not a series of 4-6 short speeches. Team members are expected to discuss issues and alternatives at some point in the overall presentation. Avoid scripting the presentation because this only leads to reading a series of manuscripts. Reading or memorized speeches diminish your communication effectiveness, and therefore reduce your grade one letter. Each team member relies on a keyword outline for their personal contributions and a complete keyword outline for the integrated team presentation. Attempt to divide presentation time evenly between team members. (One member should not carry 40% or more of the presentation content or time.) Timing is essential so your team needs to practice the oral presentation until it moves smoothly through the problem-solution process. Preparing and presenting with PowerPoint adds a professional touch to your team effort and is required for this one presentation. Each team will make arrangements for audio/video equipment through the CBA Media Center at 471-4095. Early arrangements for this equipment are important. A practice round with the equipment also provides you with greater confidence. Based on your research, use clear headings and divide your presentation into major issues and supporting information. All team reports follow the Outline for Basic Problem-Solving Procedures; review your chapter in Hamilton. It is important that each team looks for a creative, persuasive approach for the oral team report to create audience interest. Begin by briefly and positively describing the topic and the purpose of this report. This introduction is to capture the interest of the audience and to remind your listeners of the purpose of this oral report. Graphics: From the data assembled by your team, determine what best illustrates your conclusions. How can you graphically represent the changes that need to be made? Audience: Each team determines what the primary audience is for this presentation and peers serve as the secondary audience.

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GRADING: Grading Criteria: This oral team report is a compilation of all the aspects of good business communication. It should be positive, clear, and concise, with excellent delivery, grammar, and form. The quality of the team presentation and the visuals should demonstrate the combined talents and skills of your team. As a team you need to edit, practice, edit, and practice again! Work as a team to make this a powerful and persuasive presentation. Teams as a whole will be evaluated on the following: A. Total group involvement in the final oral presentation B. Thoroughness of the final oral report delivered to the audience C. Coherence and clarity of the oral presentation D. Adaptation of business communication concepts in the oral report E. Creativity of the approach to the report, use of visuals, style of presentation, etc. F. Grades and ratings given on the team peer evaluations and individual team member assessments by

your peers G. Instructor’s grades for the team oral report (individual team members and team as a whole)

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TEAM ASSIGNMENT: TEAM WRITTEN PRESENTATIONS Date Due: Check your course schedule Written Assignment: Each team writes a 12 - 15 page, professional report with at least two graphics (tables or graphs preferred) about your problem-solution topic; the same topic as your oral presentation. In Section One of this report you cover the history of the problem, criteria, possible solutions, application of the criteria, the best/best combination of solutions, and the rationale for choosing this solution(s) in more detail than the oral report. Section Two of the report is the Evaluation of Team Project; Oral Presentation and Written Presentation. Include in the Report: SECTION ONE • = Cover sheet • = Title page and team member signature page • = Letter of Transmittal • = Table of Contents & List of Figures • = Executive Summary • = First page of report and remainder of the body of report (6 - 8 pages, including two graphics of

1/3 page size) • = Bibliography for Section One • = Appendices for Section One (Surveys and/or interviews) • = SECTION TWO • = Divider title page for Section Two • = Final copy of work plan & agendas • = Outline of Oral Presentation • = Hard Copy of PowerPoint slides; 6-9 slides per page • = Team summary of Videotape Review of Oral Presentation (2-3 pages) • = Recommendations for Team Presentation (1 page) • = Summary of Peer Evaluations (1 page) • = Review of Learning Outcomes for Entire Team Project (Oral & Written; 2-3 pages) All pages bound in a professional binder. Present the key ideas from your research and determine how they relate to the problem. The purpose of the paper is to prepare a formal report on the researched topic and to evaluate the overall team process. Begin by briefly (one paragraph) and positively describing the issues to be considered in the report. This introduction is to remind your readers of the importance of the report. Read Guffey chapters 11, 12, 13, & 14 as well as Hamilton chapter 9 for specific help with writing this report. Include a description of each key idea, discuss the research and analysis of each idea in an organized manner, develop your explanation or discussion of each key idea so that your readers become more informed about your particular issue, and draw some conclusions based on your secondary and primary research. Seek feedback from the graders and your instructor on your workdays for the written report. Writer: As business people, you are faced with providing the very best information to the readers of this report. This is an important opportunity to impress your colleagues and superiors. View the instructor and the graders as people who have some say about your potential promotions and raises in your company.

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Audience: You will ultimately have several audiences for this report: • = the person(s) who asked for the report or needed the report • = probably people higher in the organization than the person who requested the report • = peers in this class, instructor, & graders

Writing Hints to Remember: Explain or delete jargon: It is extremely important that you write for an audience that has no knowledge of the jargon of your profession; phrases like "accounts receivable", "buffer", or "total quality customer service" may be meaningless to some of your readers. You need to fully explain the concepts you use in the report so that a "jargon naive" audience can understand what you are saying. Failure to do this negatively influences the impact of your report.

Grading Criteria for Written Reports: Correct report format (see Guffey, Chaps. 11-14) 10 points Headings & subheadings Follow Guffey Template Grammar, spelling, and punctuation (2 points per error) 10 points (Lack of attention to these details can result in rejection of the report.) Writing style, including: 15 points Clarity & conciseness Interpretation of jargon into plain English, Appropriate business style, and consistently writing in the third person Introduction - must describe purpose of the report 10 points Importance of this topic

Body of report 15 points Problem - solution process - see Hamilton text

Graphics: 10 points Can be understood from looking at the graphic Can the graphic stand alone without accompanying text Conclusion includes: 5 points

Most obvious conclusions Recommendations for action or activities to make improvements Evaluation of Team Project 25 points Professional Binder for Report REQUIRED Transmittal Letter 50 points

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Oral Assignment: Persuasive Speech Type of oral presentation: Persuasive Speech Time limit: 8 minutes Due Date: Check your course schedule Subject for the speech: To be determined Requirements for this assignment: • = 2 - 3 page formal phrase outline, including introduction, body, and conclusion • = Correct bibliographic entries for each research item (APA format) - minimum of five resources • = Copy of the formal outline handed to instructor before presentation • = Speaker uses 4X6 or 5X8 note cards for the keyword outline for presentation • = Speakers use visual aides for the presentation (not computer and data projector) • = Speakers can check their presentation topics with the instructor/graders during office hours • = Speakers use extemporaneous delivery for this presentation (no manuscripts or memorized speeches) Grading criteria is the same as information provided with informative presentation assignment.

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MIS 324 Grade Recording Sheet – Spring 2000 Name: Section of MIS Check it out now! Keep this record sheet and all your assignments in case of questions!

Activitv Possible Points 2 Letters 100 _____ Indirect Letter 50 possible Persuasive/Transmittal 50 possible 2 Memos 100 _____ Memo #1 50 possible _____ Memo #2 50 possible _____ Dyad Informative Oral Presentation 100 _____ Dyad Written Reports (2 @ 50 pts. each) 100 _____ 50 possible _____ 50 possible _____ Persuasive Individual Oral Presentation & Outline 100 _____ Major quizzes( 1= 100 pts, 1= 50 pts) 150 _____ 100 possible for #1 _____ 50 possible for #2 _____

1 Team Written Report 100 _____ 1 Team Oral Report 100 _____ In-class activities & Professional Conduct 150 _____ 3 In-class Graded Exercises (25 points each) 75 possible _____ Exercise A_______ Exercise B_______ Exercise C_______ Sub-Total:____ Resume, Coverletter (25 points) 25 possible _______ Instructor Evaluation (50 points) 50 possible Items considered: Attendance Attitude toward course, peers, instructor Evidence of preparation for assignments Participation in class Small group work during class Professional approach to learning Respecting diversity and everyone’s ideas Behavior consistent with successful business people

TOTAL POSSIBLE POINTS 1000

To Determine Your Grade: Total the maximum points on the completed assignments and then multiple that number by 90%, 80%, 70%, etc., to establish the number needed to determine if your grade is in the A, B, or C range today. A curve is not used in this course. A = 900- 1000 points B = 800 – 899 points C = 700 – 799 points D = 600 – 699 points

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x

Unique Number:__________Semester:_____________Day & Classtime:____________Room:_________

MIS 324: Business Communication Erin Porter, Ph.D.

STUDENT INFORMATION FORM Please note: All information on this form assists me in understanding your special needs in MIS 324 and to be able to contact you if it is ever necessary.

NAME:_________________________________________________

AUSTIN ADDRESS:_________________________________________

AUSTIN PHONE #s:________________________E-MAIL ADDRESS:_________________________

MAJOR:_________________ SEMESTER HOURS COMPLETED______

PLEASE LIST THE JOB YOU WILL MOST LIKELY HOLD WHEN YOU COMPLETE YOUR

EDUCATION:_____________________________________________

YOUR PRESENT JOB:_________________________________ _______

OTHER JOBS HELD:___________________________________________________________________

ORGANIZATION MEMBERSHIPS:_______________________________________________________

OTHER COURSES YOU ARE PRESENTLY TAKING:_________________ _______

______________________________________________________

WRITTEN OR ORAL COMMUNICATION COURSES YOU HAVE COMPLETED:

______________________________________________________________________________

RATE YOUR COMPUTER SKILLS: BELOW AVERAGE_______AVERAGE________GOOD______EXCELLENT________

DO YOU OWN A PERSONAL COMPUTER___________________________________

INTERNET EXPERIENCE: YES______NO______

WHAT DO YOU EXPECT TO LEARN IN THIS COURSE:__________________

______________________________________________________

______________________________________________________

____________________________________________________________________________________

INYOUR OWN WORDS DISCUSS ROLE DOES EFFECTIVE COMMUNICATION PLAY IN

BUSINESS TODAY.________________________________________________________________

_______________________________________________________________________________

______________________________________________________

______________________________________________________

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Please answer the following questions in some detail because single word answers are not helpful. HOW WOULD YOU EVALUATE YOUR WRITTEN COMMUNICATION SKILLS TODAY?:

__________________________________________________

_______________________________________________________

_______________________________________________________ HOW WOULD YOU EVALUATE YOUR ORAL (presentational, interpersonal, & team) COMMUNICATION SKILLS TODAY?

________ ________________________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

WHICH COMMUNICATION SKILLS DO YOU BELIEVE YOU SHOULD CONCENTRATE ON FOR

IMPROVEMENT DURING THIS COURSE?___________________________________________

______________________________________________________

DO YOU HAVE SPECIAL CONCERNS ABOUT SPEECH APPREHENSION (stage fright)?__________

Explain:_______________________________________________________________________________

___________________________________________________________________________________

______________________________________________________________________________________

____________________________________________________________________________________

COMMENTS YOU WOULD LIKE TO SHARE ABOUT YOUR CONCERNS ABOUT THIS COURSE:

WHAT KIND OF ASSIGNMENTS AND IN-CLASS WORK HELP YOU LEARN?

MIS 324 is designed to assist business students build competencies in presentational, interpersonal, team, and written communication. Please list and explain three career related goals that you want to pursue during this course.

1.

2.

SIGNATURE_______________________________________________DATE_____________

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