Leadership Assignment
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720_leader_comm_sylla_ap2_sp2017.docx
SCHOOL OF BUSINESS COURSE SYLLABUS
MADM 720: Leadership Communication
AP2 SPRING 2017
Instructor
Virtual Office Hours
Mon – Fri: 1:30 – 3:30pm
During virtual office hours, you can communicate with me via email or Skype.
Skype to Skype is free!
Dr. Sibylle Mabry
· Office Phone (Germany): 01149-831-61055134
· Email: [email protected]
I. COURSE INFORMATION AND CATALOG DESCRIPTION
This course is delivered as a 100% online course, with Moodle being our course management system. Each week, for seven weeks, one course module will be covered. The modules will focus on real-world applications of the theories and communication strategies we will learn. Using theory as a tool to explain and predict real-world phenomena is a way to intensify learning.
Module assignments will be uploaded weekly on the dates noted and implicate the completion of both independent activities (e.g., reading chapters, taking quizzes, viewing online content, reflecting on information) and skill builders (e.g., interactive decision making, creating oral and written communication, collaborating with peers, etc.) on designated due dates. Lectures will be provided in the form of PowerPoint slides and weekly collective feedback.
Online interactions will not be in real-time (except for the Student Lounge). But we will make extensive use of asynchronous communication via forums and other devices. Please get in the habit of checking Moodle (and your LSUS email) daily for news, updates, and to get your assignments for the week.
MADM 720: Leadership Communication
Application and analysis of key communication theories and strategies. Journal articles and visual media are used to assess how communication strategies influence organizational goals and decision making. Effective responses to organizational challenges and dilemmas are evaluated through case studies on crisis management, conflict management, social and news media, as well as interpersonal communication.
II. COMMUNICATION CHANNELS & TECHNOLOGY REQUIREMENTS
Email and the Moodle forums are the primary and preferred communication channels in this class. When you want to communicate directly with the instructor, use email, applying professional email protocol. You must use your LSUS student email. If you want to speak with me, use Skype.
Email and Virtual Office Etiquette
You may contact me by e-mail with questions and concerns. However, if you think that the answers to your questions may be useful to your classmates too, you should post your questions to my Virtual Office (under Getting Started).
Clarifications on assignments or concepts covered in class, concerns with group work or teammates, requests for appointments, and other relatively brief questions and requests are all appropriate for email correspondence. But please do not ask for information that is laid out in detail in this course syllabus or in the assignment instructions. Messages that are demanding, rude, or otherwise inappropriate will not receive a response. Proofread your messages to avoid incorrect grammar and spelling; it reflects on you and your professionalism.
Begin each of your messages with a salutation and sign it with your first and last name! Also, make sure you use a purposeful subject line in your email. Emails without an informative subject get the least attention. Your emails are typically answered within 24 hours. For email (and Moodle) attachments, you must use MS Office and have the sender’s last name as the first characters of the file name. The file name should also include the number 720 and a key word of the message you are sending (e.g., Kennedy720CrisisCommunication).
Technology Requirements
This course will be delivered via the Moodle learning platform. If you have never used this platform, practice and you will find it reasonably intuitive and enjoyable to use. Should you encounter issues that require tech support, contact Information Technology Services (ITS), which can be reached at 318-797-5221 or by email at [email protected] . Please familiarize yourself with the services provided by ITS.
As this is an online course, it is in your best interest to own properly functioning computer equipment. To be able to participate fully in assignments and exams, you must have reliable and speedy internet access. You must also be very comfortable using discussion forums, uploading and downloading documents, and accessing resources in the library and on the internet.
Computer power, ISP, or related failures not directly caused by Moodle will not be accepted as excuses for missed quizzes, late assignments, or other neglected activities. Because technology failures are not uncommon, it is strongly recommended and expected that you submit assignments well in advance of the deadline, allowing yourself time to correct technology and other failures without missing a deadline.
III. TEXTBOOKS AND JOURNAL ARTICLES
Required Textbooks:
Northouse, P.G. (2016). Leadership: Theory and Practice, 7th ed, Sage, Los Angeles. ISBN: 9781483317533.
O’Rourke, J. S. (2013). Management Communication: A Case-Analysis Approach, 5th ed. Pearson
Prentice Hall. ISBN-13: 9780132671408.
Required Readings:
Biehl-Missal, B. (2011). Business is show business: Management presentations as performance.
Journal of Management Studies 48, (3), 619-645.
De Gregorio, F., Cheong, Y. & Kim, K. (2012). Intraorganizational conflict within advertising
agencies: Antecedents and outcomes. Journal of Advertising, vol. 41, (3), 19–34.
Erickson, S. L., Weber, M., & Segovia, J. (2011). Using communication theory to analyze corporate
reporting strategies. Journal of Business Communication, 48, (2), 207-223.
Gainey, B. S. (2010). Crisis leadership for the new reality ahead. Journal of Executive Education, 9
(1), 33–43.
Geerts, A., & Veg-Sala, N. (2011). Evidence on internet communication management strategies for
luxury brands. Global Journal of Business Research 5, (5), 81-94.
Halbe, D. (2012). “Who’s there?” Differences in the features of telephone and face-to-face
conferences. Journal of Business Communication, 49, (1), 48-73.
Lewis, L. K., Laster N., & Kulkarni, V. (2013). Telling ’em how it will be: Previewing pain of risky
change in initial announcements. Journal of Business Communication, 50, 278-308.
Mazzei, A., and Ravazzani, S. (2015). Internal Crisis Communication Strategies to Protect Trust
Relationships: A Study of Italian Companies. International Journal of Business Communication, 52, 319-337.
Norris, E. A. (2009). Leadership: Cultivating people skills. Review of Business Research, 9, (4), 67-
83.
Note: You can rent the Northouse for $15 or buy a used one for $25 at online booksellers.
IV. COURSE PURPOSE, ASSESSMENTS & LEARNING OUTCOMES
Communication is the main tool leaders use to shape the performance of an organization. Effective communication behavior is the product of using communication strategies successfully, thinking critically, and boosting creativity.
In this course you will enhance your communication competences by applying key communication theories and strategies and by focusing on processes concerned with advancing leader/management communication. The course will also illustrate how managers and executives can become knowledgeable and skilled communicators. Case study and journal article analyses will challenge you to discuss and apply the theories and principles addressed in your textbook regarding communication crises, ethics, authentic and transparent messages, interpersonal communication, relationship building, the process of influence, and the management of conflict.
Knowledge and Skills Assessments
In this course, knowledge will be assessed via independent activities (e.g. reading articles and chapters, reviewing course documents, etc.), skill builders (e.g., finding solutions to business challenges, creating oral and written reports), and action assignments (e.g., analyzing case studies, discussing leadership challenges, taking quizzes, etc.). Detailed assignment instructions, the nature of knowledge assessments, and the activities required for completion (including associated timeliness) will be provided weekly. A general rubric about the assessment of discussion posts can be found on Moodle under Getting Started.
Timed Quizzes: On four occasions throughout the term (see Course Schedule), you will take a timed quiz. Timed quizzes must be taken online via Moodle. The quizzes assess your knowledge of the course material and consist of a series of multiple choice questions, which must be addressed within a given time limit. The quizzes are usually available from Friday till Sunday. Outside assistance of any kind is strictly prohibited and will be considered a violation of the LSUS Code of Student Conduct.
Action Assignments and Skill Builders: Every week throughout the course, you must complete assignments that help you acquire specific knowledge and skills. These assignments are generally graded according to task-specific guidelines as well as the rubrics in the Getting Started block on Moodle. These weekly action assignments require you to do something with the information gained through readings and other independent assignments. Assignment instructions and guidelines are typically made available a week before the assignments are due. You will communicate your completed work via Q&A forums.
Recent research has shown that communication and meaningful interaction via discussion forums can help alleviate feelings of isolation and increase student motivation and appreciation of the online learning community. Forums allow you to work on your communication skills, share questions, challenges, and ideas, and to receive feedback from a supportive peer group as well as your instructor.
You will be able to contribute effectively to the forums and write substantive responses to the problems if you do all the readings and refer to the assigned chapters and journal articles in your discussions. Since correct spelling and appropriate grammar reflect on your communication competencies, it is vital that you proofread all your written work before you post it.
You are expected to give substantive feedback to your classmates. Substantive feedback goes beyond the assigned readings and shows that you did your own research to support your comments and suggestions (see rubrics under Getting Started and weekly assignment instructions).
When you post multiple parts of an assignment to a Q&A forum, all parts of the initial post must be entered at the same time. The reason for requiring a single post is obvious. The Q&A forum is created to prevent people from seeing other people’s responses before they post. If a student posts parts of an initial post later, he or she will have an unfair advantage and will forego the necessary learning experience. Those parts of an initial post that are posted separately (later) won't get graded and will receive a zero.
Since you are expected to use external sources, you must cite them properly. In this course, you must use APA style. Here is a good source for the use of APA style: http://owl.english.purdue.edu/owl/resource/560/01/). Call your list of sources References NOT Works Cited! You must also cite the articles and textbook chapters you used to complete the assignments.
Action assignments can be individual or team assignments. Most of them require intensive discussions on the readings (textbook, journal articles, and case studies). Make sure you submit your weekly initial responses to assignments by Thursday, 11:55pm CST to the Moodle Q&A forum for peer feedback/evaluation and instructor assessment. Last-minute posts are not appreciated! Post your feedback to classmates by Saturday, 11:55pm CST. Late posts will receive a zero.
Assignments will be graded within approximately 84 hours after the due date for feedback and follow-up responses to classmates – you will receive individual qualitative and quantitative feedback from your coach. For each module, I will review a representative sample of your submissions to give you detailed collective feedback (posted on Moodle) within 36 hours after the due date. Make sure you read my collective feedback carefully so you can self- assess your work (an important leadership skill).
Your grades for the forum assignments are based on the rubrics (see my Moodle posts) and specific guidelines (substance of your contributions is key!). A few assignments and the term project must be submitted via a Moodle drop box. Your grades for these drop box assignments are based on the criteria and guidelines listed in the specific assignment instructions.
Virtual team memo (term paper): As a team, you’ll write a 1 to 2-page strategy memo about a communication dilemma at a company of your choice. The memo must be written from a strategic communication viewpoint and must apply theories and concepts discussed in class.
Everyone on the virtual team must help develop ideas and gather information. You can either appoint a leader or find out during the first few weeks of the term if a leader emerges. You can appoint a task facilitator who makes sure everyone attends virtual meetings and is prepared. You can also appoint a harmonizer who manages conflicts and helps those who are having personal problems.
For the memo, select a for-profit or not-for-profit organization. Contact the organization with the goal of gaining adequate information to discuss your topic. Interview one or multiple managers and conduct additional secondary research on the company. Include important aspects of the interviews in the paper (below the citations).
Use and cite secondary sources (in APA style!).
At any time, you can post your questions regarding assignments on the Virtual Office. I will answer them within a day.
Team member assessment and collaboration: Effective teams can have an extraordinary effect on organizational performance. However, teams are only effective if each individual works toward the common team goal and if members give each other a great deal of feedback regarding their performance. A team that is not functioning can cause unnecessary disruption and strategic failure. The team member assessment (TMA) rubric under Getting Started serves as a guideline to evaluate your own and your team members’ contributions and effectiveness.
Student Contribution
Contribution is a measure of the student’s record of attendance, compliance with instructions (e.g., meeting the avatar requirement, submitting materials in a timely fashion), involvement in discussions, strong commitment to teamwork, and positive influence to the learning environment for the noted period. Waiting until the end of the discussion forum period greatly reduces the impact of any contribution. Patterns of procrastination in posting may affect your grade.
Participation
Especially at the graduate level, the lecture method is often an inefficient method of instruction. Research shows that students acquire more information and use the information more effectively in their personal and professional lives when they are required to actively work with course material. In this course, you can examine and evaluate concepts from readings and media via discussion with class and teammates. You are expected to come to online discussions prepared so you can question, debate, disagree, apply, and integrate. And you are required to communicate your ideas and bring forward research that informs and explores the day’s issues.
Course Attendance
Successful learning online requires you to actively participate and attend the course. Attendance for this online course will be assessed and is defined as signing on to Moodle, making substantive postings, and completing course assignments. You are required to participate substantively a minimum of 3 days per week as this is essential for the best learning outcomes and positively impacts associated participation scores. Your attendance stats are available to your instructors, who can view the complete histories of all student actions in Moodle by date, time, activities, and so on.
If you are unable to participate due to prolonged serious illness or personal emergency, you are expected to email me immediately. If you are unable to participate due to technical problems, you are expected to notify ITS.
Approximate Weight of Assignments
|
Knowledge Assessments |
Approximately |
|
Quizzes (4 – no dropped quizzes) |
20% |
|
Action Assignments & Participation |
65% |
|
· Case analyses, strategy memos, letters, oral presentation, strategic correspondence |
· 35% |
|
· Discussion of journal articles and concepts |
· 30% |
|
|
|
|
Team Project |
15% |
Final Grade
A 90 – 100%
B 80 – 89%
C 70 – 79%
D 60 – 69%
F Below 60%
Learning Outcomes
This course will help you understand the complexity and dimensions of leadership communication. If you successfully complete this course, you should have the ability to
(1) define and evaluate communication strategies for managers and leaders
(2) apply critical aspects of communication theory to managerial communication
(3) assess how communication strategies influence organizational goals and decision making
(4) analyze and respond effectively to organizational dilemmas and challenges
(5) develop and deliver ethical, concise, and cogent business messages
(6) lead and participate in collaborative teams
(7) effectively manage interpersonal communication challenges.
V. MADM 720 Schedule of Activities – SPRING 2017
A=Article; C=Case; D=Discussion Forum; Q=Questionnaire; TB=Textbook
This schedule outlines the weekly topics and articles (one Module per week). Additional readings or media research may be required.
The course schedule and the assignments are subject to change! Changes will be announced 48 hours in advance via email and the Moodle News Forum.
VI. POLICY ON LATE ASSIGNMENTS, MAKEUPS, & PHOTO
Not fully enforcing deadlines is unfair to those students who sacrifice to meet deadlines. Because sometimes unexpected personal emergencies arise, technology fails, and other delays occur, students should make every effort to submit their work well in advance of any deadline. Your weekly assignments should be submitted 24 hours before the due date to avoid late assignments. If you submit within the last few hours before the due date, you are tempting fate and must therefore accept full responsibility and respective penalties should you miss the deadline. Any assignment received past the deadline will be discarded and a ZERO score awarded to that assignment. To reiterate, submit your assignments at least 24 hours in advance!
Quizzes are delivered online using Moodle and involve a defined completion/submission window. As such, makeups are not permitted unless the student can document a personal medical emergency incapacitating her or him for the ENTIRE DURATION of the noted completion/submission window. Makeups are not permitted for any other reason.
You are required to post and maintain a recent photo of yourself – namely, a clear and recent head shot – on Moodle throughout the duration of this course. Photos are most helpful in humanizing the online experience both for you and your classmates. Failure to post your photo accordingly will result in a participation penalty.
VII. ADDITIONAL READINGS
Readings not required, but recommended:
DeGroot, T. & Gooty, J. (2009). Can nonverbal cues be used to make meaningful personality
attributions in employment interviews? Journal of Business Psychology, 24, 179–192.
DeRue, D. S., & Wellman, N. (2009). Developing leaders via experience: The role of developmental
challenge, learning orientation, and feedback availability. Journal of Applied Psychology 94, (4), 859–875.
Howard, C. (2013). Enhancing transparency through an integrated performance and change
management process. Transparency in Government, 36, 14-15.
Hooper, T. & Londt, S. (2013). Trusting Your Bank in a Digitally Connected World – a New Zealand
Investigation into Customers’ Perceptions of Ethical Business Practice. Proceedings of the European Conference on Information Management, p.128.
Mayo, M., Kakarika, M, Pastor, J. C., & Brutus, S. (2012). Aligning or inflating your leadership Self-
image? A longitudinal study of responses to peer feedback in MBA teams. Academy of Management Learning & Education, 11 (4), 631-652.
Sadri, G., (2013). Choosing conflict resolution by culture. Industrial Management, p. 10-15.
Scudder, K. (2013). Preparation is key: media training techniques for job interviews. Public Relations
Tactics, p. 16.
Stretcher Sigmar, L., Hynes, G. E., & Hill, K. L. (2012). Strategies for teaching social and emotional
intelligence in business communication. Business Communication Quarterly, 75 (3), 301–317.
Tinker, T. L. (2013). Communicating and managing change during extreme weather events: Promising
practices for responding to urgent and emergent climate threats. Journal of Business Continuity & Emergency Planning 6, (4), 304–313.
Weber, M., Erickson, S. L., & Stone, M. (2011). Corporate reputation management: Citibank’s use of
image restoration strategies during the U.S. banking crisis. Journal of Organizational Culture, Communications and Conflict, 15 (2), 35-55.
Ye, L., & Pang, A. (2011). Examining the Chinese approach to crisis management: Cover-ups, saving
face, and taking the ‘Upper Level Line’. Journal of Marketing Channels, 18, 247–278.
DISABILITY SERVICES
LSUS is committed to making students with disabilities full participants in its programs, services, and activities. University policy calls for reasonable accommodations to be made for students with disabilities on an individual and flexible basis. However, it is the responsibility of the student to make their needs known. If you have a documented disability that impacts your academic work and for which you require accommodations, please contact the Coordinator of Services to Students with Disabilities (ADM 227, Phone 797-5365) so that such accommodations may be arranged.
STUDENT CONDUCT
LSUS has the responsibility to protect its educational purposes and the health and safety of the university community through the setting of standards of scholarship and conduct for its students. Students are responsible for knowing and complying with the provisions of the LSUS Code of Student Conduct, particularly those pertaining to plagiarism and academic dishonesty. All students at LSUS are required to have a copy of Understanding Plagiarism, the university guide to defining, understanding, and avoiding plagiarism.
All instances of academic misconduct (e.g., cheating, plagiarism) must be reported to the Office of Student Affairs. If a student is found guilty of academic misconduct, he or she could face loss of credit for the work and/or the course involved, probation, and/or separation from the university as determined by the Student Conduct Board. See the current Student Handbook for the complete "Student Code of Conduct."
Enjoy!
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