Date
Credits
3
Course Title
Effective
Communications
Management
Course Number
MA 50300
Pre-requisite (s)
None
Co-requisite (s)
None
Hours
45 Hours
Out of Class
Hours
90
Place and Time of Class Meeting
San Ignacio University
3905 NW 107 Avenue, Suite 301
Miami, FL 33178
Name and Contact Information of Instructor
Book required
(San Ignacio University, recognizes the use of the textbook in the classroom as part of the educational
methodology and strategy applied in diverse materials. The textbook is part of the curriculum and is used
to reach the student in an effective manner in the classroom. Every student is expected to acquire and use
the textbook.)
Communicating Effectively 10th Edition
Saundra Hybels & Richard Weaver II
©2012 | McGraw Hill | Published: March 18, 2011
ISBN-10:0-07-353433-1| ISBN-13: 978-0-07-353433-6
Classroom expectations for students
Attendance Policy
Students are expected to attend all scheduled University classes for the courses that they are
registered for and to achieve the goals set forth by each class instructor. Attendance is taken
daily. Enrolled students are permitted no more than 2 “free” absences in one semester. Students
missing 3-5 classes over the course of the semester will receive a one-letter grade deduction from
their final course grade; missing more than 6 classes will result in failure of the course regardless
of grade average. It is the student's responsibility to arrange to make up work missed because of
an absence.
1|Page
Student Tardiness Policy
A student is considered tardy/late if he/she comes to class 15 minutes late. With three tardies the
student accumulates one full absence. If the student misses half of the class period, it is a full
absence. When a student has more than 6 tardies, the instructor will contact the San Ignacio
University Coordinator of Student Affairs and Academic Department and request an intervention
session with the student. The goal of the intervention session is to develop and implement an
intervention program to help students learn new ways to save and manage time.
NOTE: Plagiarism is defined as the use, without proper acknowledgment, of the ideas, phrases,
sentences, or larger units of discourse from another writer or speaker. Plagiarism includes the
unauthorized copying of software and the violation of copyright laws. Students who commit
plagiarism will obtain a grade of “Failure” on their exam or assignment.
Course Description (must correspond exactly to Catalog description)
This course is design to prepare students to be effective communicators in the work place.
Among the topics studied we have: basic principles of communication, evaluating and improving
relationships in the workplace, conflict management, other forms of communication,
communicating in public, employment interviews, communicating professionally, and
intercultural communication.
Learning Objectives
At the end of this course student will be able to:
•
•
•
•
•
•
•
•
Describe the types of communication.
Discuss why communication is called a process.
Explain the differences between symbols that make up communication messages.
Discuss the perceptual steps of selecting, organizing, and interpreting and how each step
differs from the others.
Explain how language contributes to the development of credibility and what guidelines
can be followed to improve credibility through language.
Explain emotional intelligence and its contribution to communication effectiveness, and
clarify the interpersonal needs you are trying to meet when you seek out others.
Explain the red flags to look for when evaluating online relationships and the suggestions
for making the transition from virtual to real world.
Clarify the different negative influences likely to come your way in an interpersonal
relationship and how you might approach them.
2|Page
•
•
•
•
•
•
•
•
•
Explain the three ways members of a non- dominant group work to get what they want
from dominant group members.
Identify methods to reveal sensitivity to cultural differences in the workplace.
Compare and contrast the differences among employment information, appraisal,
disciplinary, exit, and stress interviews.
Define small group, describe the characteristics of small groups, characterize the different
types of groups, and describe the factors that determine group effectiveness.
Describe the process of researching a topic in preparation for giving a speech.
Distinguish among the four types of delivery and explain the type considered most
effective and why.
Identify the elements that affect how you look and how you sound, and explain how you
adjust to them to improve your delivery.
Distinguish among values, beliefs, and attitudes; explain the purpose of each and how
each contributes to effective persuasion.
Explain what makes persuasion challenging.
Topical Outline and Schedule
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
WEEK 1
• Describe the course.
•
Define communication and explain it as a process.
•
Explain communication as a transaction and how the three principles
relate to effective communication.
•
Describe the types of communication.
•
Discuss why communication is called a process.
•
Explain the differences between symbols that make up communication
messages.
•
Discuss the risks involved in Internet communication.
•
Syllabus
•
Discuss Library Orientation Course, Instructor to verify completion
•
Explain the elements of communication competence.
3|Page
•
Discuss the principles of ethical communication and the foundation out
of which ethical conduct is most likely to grow.
•
Describe how intrapersonal and interpersonal communication differs
from each other.
•
Discuss the four characteristics that distinguish Internet
communication from face to face communication.
•
List and define the six steps of strategic flexibility and the key to each
step.
•
Explain the role of creativity in communication.
LEARNING
ACTIVITIES
Discussion of Syllabus
Participate in a forum.
HOMEWORK
& ASSIGNED
READINGS
Review the Syllabus
Complete the Library Orientation Course. Instructor to verify completion.
Homework: Read Chapter 1 and 2
Answer questions to review on page 28
Answer questions to review on page 57
WEEK 2
• Explain the role of self and perception in communication.
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
•
Describe self-concept and how to improve a weak or poor self-concept.
•
Discuss the perceptual steps of selecting, organizing, and interpreting
and how each step differs from the others.
•
List and describe steps to make your self-perception more positive.
•
Explain the three steps of the perceptual process.
•
Discuss the role of deletions, distortions, and generalizations play in
perception.
•
Discuss Final Class Project & Presentation,
•
List of Topics
4|Page
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
•
Explain perceptual filters and how they influence perceptions.
•
Describe the different ways of adjusting to perceptual influences.
•
Discuss the two perceptual theories related to and dependent on
generalizations.
•
Explain the difference between objective reality and a subjective view.
•
Describe the fundamental components of being accepted.
•
Discuss the influences of the Internet on self and communication.
Participate in a forum.
Class discussion of assignments.
Homework: Read chapter 3 and 4
Answer questions to review on page 88
Answer questions to review on page 118
WEEK 3
• Describe how words work, Hayakawa’s “ladders of abstraction,” and
how this knowledge contributes to effective communication.
•
Explain how language contributes to the development of credibility
and what guidelines can be followed to improve credibility through
language.
•
Clarify the distinctions among racist, sexist, and ableist language and
the concerns raised regarding their use/
•
Frame a clear definition of nonverbal communication and explain the
role it plays in communicating effectively.
•
Differentiate between verbal and nonverbal communication and
explain how the brain processes information from each.
•
Discuss the Sapir-Whorf hypothesis and how it influences strategic
flexibility.
•
Describe verbal style, explain its importance, and offer specific steps
for developing verbal style.
•
Explain the specific stages where communication can be ineffective
and how communicators can take steps to prevent this from happening
5|Page
while working their language skills.
•
Clarify each of the characteristics of nonverbal communication.
•
Describe each type of nonverbal communication and provide an
example of each one.
•
Explain the functions of nonverbal communication.
•
Discuss the difference between denotative meaning and connotative
meaning.
LEARNING
ACTIVITIES
Participate in a forum.
Class discussion of assignments.
HOMEWORK
& ASSIGNED
READINGS
Library Research. Develop Tentative Bibliography
Due: Project Topic
Due: Tentative Bibliography
Homework: Read chapter 5
Answer questions to review on page 144
WEEK 4
• Distinguish among the elements of the Integrative Listening Model.
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
•
Differentiate and give an example of each of the four listening styles.
•
Discuss ways that nonverbal communications contribute to our ability
to be strategically flexible.
•
Explain how a person’s culture influences his or hers nonverbal
communications.
•
Discuss in what ways doe nonverbal communications vary by gender.
•
Explain paralanguage and what the vocal qualities that contribute to it
are.
•
Due: Project Topic
•
Due: Tentative Bibliography
•
Clarify the elements most likely to have a negative effect on effective
listening.
•
Distinguish among the six different types of listening and why active
6|Page
listening is a constant characteristic of each.
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
•
Explain how you can talk so others will listen.
•
List and explain examples of nonverbal communication.
•
Explain what clothing communicates about a person.
•
Illustrate the five different categories of touch.
Group discussions.
Participate in a forum.
Class discussion of assignments.
Continue research and work on final project
Homework: Read chapter 6
Answer questions to review on page 178
WEEK 5
• Explain emotional intelligence and its contribution to communication
effectiveness, and clarify the interpersonal needs you are trying to meet
when you seek out others.
•
Explain how bids and responses to bids contribute to relationships
development and your role in both bidding and responding to the bids
of others.
•
Define self disclosure, why it is important and how the Johari Window
helps you understand how self disclosure process takes place.
•
Describe each of the essential elements that draw people together.
•
Distinguish among relational dialectics, social exchange theory, and
social penetration theory.
•
Discuss what role emotional intelligence plays in strategic flexibility.
•
Explain how people are attracted to each other.
•
Discuss ways do roles and relationships influence communication.
•
Explain specific health benefits are likely to occur because of
interpersonal relationships.
•
Discuss ways to establish credibility online.
7|Page
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVE
TOPIC (S)
•
Describe the essential elements of good relationships that tend to draw
people together.
•
Define social penetration theory and what relation does it have to an
onion metaphor.
Group discussions.
Participate in a forum.
Class discussion of assignments.
Continue research and work on final project
Homework: Read chapter 7
Answer questions to review on page 203
WEEK 6
• EXAM I
•
Describe the stages of relationships coming together and coming apart.
•
Explain the essential, broad questions that need to be resolved before
embarking on a serious relationship.
•
Clarify the different negative influences likely to come your way in an
interpersonal relationship and how you might approach them.
•
Distinguish among extrinsic, intrinsic, and instrumental rewards and
costs.
•
Explain the red flags to look for when evaluating online relationships
and the suggestions for making the transition from virtual to real
world.
•
Discuss the characteristics of aggressive talk and what the steps in
dealing with it are.
•
Describe regrettable talk, and what effect is it likely to have in a
relationship.
•
Identify the guidelines for delivering criticism.
•
Compare and contrast the difference between complaints and criticism.
•
Illustrate the bet responses to use for complaints.
•
Discuss the best communication strategy for dealing with complaints
8|Page
and criticism.
•
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
LEARNING
ACTIVITIES
Explain the best communication strategy for dealing with avoidance.
Group discussions.
Participate in a forum.
Class discussion of assignments.
Homework: read chapter 8
Answer questions to review on page 222
WEEK 7
• Define conflict and conflict resolution, and offer a useful model for
resolving conflict.
•
Define defensive communication, explain how to avoid it, and
distinguish between good and bad criticism.
•
Explain what can be done to handle conflict online.
•
Explain the key to dealing with conflict at work and the steps for
productive problem solving.
•
Describe Blake and Mouton’s conflict management approaches,
objectives, rationales, and outcomes.
•
Discuss some of the gender differences that have an effect on conflict.
•
Illustrate the techniques that relate directly to improving relationships.
•
Discuss specific methods that can be used to resolve conflicts online.
•
Explain how defensive communication relates to conflict and conflict
management.
•
Define how intrapersonal evaluation assists in resolving conflict.
•
Explain the key to dealing with conflict at work.
•
Describe and discuss procedure, power, and work distribution as
potential forces likely to create conflict in groups.
Group discussions
Participate in a forum.
Class discussion of assignments.
9|Page
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
Continue research and work on final project
Homework: read chapter 9
Answer questions to review on page 249
WEEK 8
• Define and explain the importance of intercultural communication.
•
Describe the role intercultural communication plays in communication
effectively.
•
Define culture and co-culture and what it means to possess a cultural
identity.
•
Explain the six dimensions or frameworks for studying cultural
differences.
•
Distinguish among assimilation, accommodation, and separation
strategies and their purposes.
•
Explain what the influence of the Internet on intercultural
communication is.
•
Explain the three ways members of a non- dominant group work to get
what they want from dominant group members.
•
Discuss methods to improve intercultural communication.
•
Define the process of transpection and why it is important.
•
Explain how the Internet offers a vehicle for searching common values.
•
Describe power distance and how it relates to social inequality.
•
Explain the multicultural self.
Group discussions
Participate in a forum.
Class discussion of assignments.
Continue research and work on final project
Homework: read chapter 10
Answer questions to review on page 264
WEEK 9
• Define professional communication and explain the principles of
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professional conduct.
TOPIC (S)
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
•
Explain cultural and gender differences in the workplace.
•
Explain what it means to communicate within a professional
atmosphere.
•
Define the employment interview and compare it with other types of
interviews.
•
Explain the employment interview, typical employment interview
questions, and the proper behavior for face to face interviews.
•
Explain gender differences that will likely show up in the workplace.
•
Identify methods to reveal sensitivity to cultural differences in the
workplace.
•
Compare and contrast the differences among employment information,
appraisal, disciplinary, exit, and stress interviews.
•
Illustrate steps to reduce fear or anxiety when going to a job interview.
•
Demonstrate some typical questions asked in job interviews.
•
Discuss proper and improper behavior when being interviewed.
•
List questions to ask in a job interview.
Group discussions
Participate in a forum.
Class discussion of assignments.
Continue research and work on final project
Homework: read chapter 11
Answer questions to review on page 302
WEEK 10
• Define small group, describe the characteristics of small groups,
characterize the different types of groups, and describe the factors that
determine group effectiveness.
•
Explain how groups become cohesive and the weaknesses that can
occur when they become too cohesive.
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TOPIC (S)
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
•
List and explain the steps in group problem solving.
•
Explain the ways in which leaders can influence followers, the three
elements likely to make people leaders, and the different approaches to
leadership.
•
Clarify the functions effective leaders must perform in leading groups
and the pros and cons of moderating online discussion groups.
•
Define common characteristics that all groups possess.
•
Explain what groupthink is.
•
Discuss the five sources of influences for leaders.
•
Define hoe people become leaders.
•
Describe the contribution strategic flexibility in making people leaders.
•
Explain the main differences between classical or authoritarian
leadership and shared leadership.
•
Define and explain the differences among leadership factors, groups
factors, and situational factors in deciding leadership approach.
Group discussions
Participate in a forum.
Class discussion of assignments.
Continue research and work on final project
Homework: read chapter 12
Answer questions to review on page 329
WEEK 11
• Explain how to develop a procedure for narrowing a topic.
•
Distinguish between an informative and a persuasive speech.
•
Define a specific purpose and a central idea for a speech.
•
Describe the process of researching a topic in preparation for giving a
speech.
•
Distinguish among the various kinds of supporting material and give a
hypothetical example of each one.
12 | P a g e
TOPIC (S)
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
•
Explain the benefits of public speaking.
•
Discuss the importance of having knowledge about public speaking to
grow and develop.
•
Explain the elements that need to be considered in selecting a topic for
a speech.
•
Identify the most effective ways to gain knowledge about the audience.
•
Explain the advantages and cautions of using personal experiences and
observation.
•
Illustrate the differences among comparison, contrast, examples,
statistics, testimony, and polls.
•
Explain the importance of citing the research sources in a speech.
Group discussions
Participate in a forum.
Class discussion of assignments.
Due: First Draft of Final Project
Homework: read chapter 13
Answer questions to review on page 358
WEEK 12
• MIDTERM EXAM II
•
Explain how to organize and outline your speech.
•
Identify the five patterns of organization for a speech, and choose the
best one for your purpose.
•
Demonstrate how to use both full sentences and keyword formats to
outline a speech.
•
Explain the functions of speech introductions and conclusions.
•
Explain the functions of transitions.
•
Discuss the importance of introductions in speeches.
•
Illustrate how to use transitions.
13 | P a g e
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
•
Discuss how to prepare an outline for a speech.
•
Explain specific purpose, central idea, and main ideas.
•
Illustrate standard symbols and indention of an outline.
•
Discuss the importance of being ready to adapt during a speech.
•
Identify barriers and hindrances that restrain people from organizing
speeches properly.
Group discussions
Participate in a forum.
Class discussion of assignments.
Homework: Read chapter 14
Answer questions to review on page 385
WEEK 13
• Explain specific methods for dealing with public speaking anxiety.
•
Distinguish among the four types of delivery and explain the type
considered most effective and why.
•
Identify the elements that affect how you look and how you sound, and
explain how you adjust to them to improve your delivery.
•
Describe various types of visual support and how to use them in your
speech.
•
Clarify the steps to follow in rehearsing your speech.
•
Explain the procedure for preparing Power Point presentations.
•
Outline the rules for using visual support.
•
Explain how to rehearse speeches.
•
Discuss strategies to reduce anxiety.
•
Describe the most important characteristics of an effective delivery
style.
•
Outline different types of delivery such as impromptu, manuscript,
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memory, and extemporaneous.
•
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
LEARNING
ACTIVITIES
HOMEWORK
Discuss time tested strategies ways to reduce nervousness.
Group discussions
Participate in a forum.
Class discussion of assignments.
Editing & Revision of Final Project
Homework: Read chapter 15
WEEK 14
• Distinguish among speeches about objects, speeches about processes,
speeches about events, and speeches about concepts.
•
Demonstrate how to use the strategies for defining ideas, describing
ideas, and explaining ideas.
•
Clarify how to get audience members interested and involved in your
speech.
•
Explain the methods for helping listeners remember your main idea.
•
Describe a specific method for preparing a presentation.
•
Build your credibility through the qualities of competence, dynamism
character, and caring.
•
Describe guidelines for selecting an informative topic.
•
Explain etymology.
•
Discuss how to arouse interest in a topic.
•
Identify the element of SPARK.
•
Explain how to get listeners involved.
•
Discuss the keys to information management.
Group discussions
Participate in a forum.
Class discussion of assignments.
Editing & Revision of Final Project
15 | P a g e
& ASSIGNED
READINGS
DATE
SPECIFIC
OBJECTIVES
TOPIC (S)
LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
Homework: Read chapter 16
Answer questions to review on page 444
WEEK 15
• Final Project
•
Final Presentation
•
Final Exam
•
Define persuasion and describe its purpose.
•
Clarify the ethical standards persuaders should follow.
•
Distinguish among values, beliefs, and attitudes; explain the purpose of
each and how each contributes to effective persuasion.
•
Explain what makes persuasion challenging.
•
Describe each of the strategies persuaders can use.
•
Discuss which values, beliefs, or attitudes are likely to be stable.
•
Compare logos, pathos, and ethos.
•
Discuss how questions of fact, value, and policy differ.
•
Identify ethical persuasion.
•
Discuss Maslow’s Hierarchy of Needs.
•
Explain different types of deductive reasoning.
•
Describe logical fallacies in argument.
Student presentations
Group discussions
Participate in a forum.
Class discussion of assignments.
Prepare a 500-word analysis of the course. Summarize what you learned
during the class, pick a topic that you feel you can use and describe why you
believe it will be beneficial and how you plan on incorporating it in your
everyday activities.
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Instructional Methods
In developing methodological strategies, it is best to discuss them between teachers and students
in an environment of freedom and mutual agreement in order to ensure that the students make
them their own and take responsibility for their execution and for attaining the goals of this
course.
The following strategies may be used in this class:
1. A review of the questions at the end of each chapter.
2. Check of the reading.
3. Analysis of assigned readings.
4. Group discussions.
5. Individual and group discussions.
6. Preparation of reports.
7. Preparation of a didactic plan.
8. Carrying out a micro-class.
Instructional Materials and References
Harvard Business Review on Communicating Effectively
By: Harvard Business Review
Publisher: Harvard Business Review Press; 2nd Edition (April 12, 2011)
ISBN-10: 1422162516 | ISBN-13: 978-1422162514
Everyone Communicates, Few Connect: What the Most Effective People Do Differently
Author: John C. Maxwell
Publisher: Thomas Nelson; 1st Edition (March 30, 2010)
ISBN-10: 140028080X | ISBN-13: 978-1400280803
Fitly Spoken: Developing Effective Communication and Social Skills
Author: Greg S. Baker
Publisher: Brighton Publishing LLC (November 29, 2011)
ISBN-10: 1936587327 | ISBN-13: 978-1936587322
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Assessment Criteria and Methods of Evaluating Students
96 – 100%
90 – 95%
87 – 89%
83 – 86%
80 – 82%
77 – 79%
73 – 76%
70 – 72%
67 – 69%
63 – 66%
60 – 62 %
< 59%
A
 A B+
B
 B C+
C
 C D+
D
 DF
Do not count on a curve!
Generally, the grades “A” and “B” are considered passing grades. Grades "W" and "I" indicate that no
grades were earned for the course. A "W" grade indicates that the student withdrew from the course. An
"I" grade indicates that the student was passing the course, but failed to complete all the required course
work. The instructor, in his/her discretion may grant an "I" grade instead of an "F", pending completion of
the course work by the student within a specified time arranged by the instructor and told to the student. It
is the student's responsibility to follow-up with the instructor to complete the course work. If the course
work is not completed by the arranged time, the “I” grade becomes an “F".
Distribution of Grade Elements
Homework:
Exams I, II, III:
Final Presentation:
Final Research Project:
Total:
15%
30%
30%
25%
100 %
Date Syllabus Was Last Reviewed: July 2015
18 | P a g e
STUDENT AGREEMENT
Print Student’s Name: _______________________________________
Date: ______________
Course Number and Prefix: _______________
Instructor: _____________________
Semester: _____________________________
Contact Information:
Telephone Number: _______________________________
Cell Number: _____________
Student’s E-mail: __________________________________
I ___________________________ have received a copy of the syllabus
for the above course. I understand and agree to abide by the terms of this
syllabus. I also acknowledge receipt of the syllabus supplementary
information.
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