MAN 390 Managerial Communication

Beebe, Steven A. Mottet, Timothy P., Business & Professional Communication, 3rd Edition published by Pearson 2021
ISBN-10: 020586550X
ISBN-13: 978-0205865505

Students can obtain this text book from the following source:
1) https://www.pearson.com/store/p/business-and-professional-communication/P100003097297/9780137540938

All reading and (optional) homework assignments referenced in this syllabus refer to this text

2) In addition, it is recommended that students have access to Mastering Biology®, by Pearson. This can be accessed here: https://www.pearson.com/store/p/business-and-professional-communication/P100003097297/9780137540938

3) The following study guide will be made available upon enrollment:
PowerPoint Presentation for
Beebe, Steven A. Mottet, Timothy P.

Lesson Overview

Lesson 1: Communicating and Leading at Work
Read Chapter 1

This lesson discusses the process of communication as defined through each of the important elements: encoding, decoding, message, feedback and context. Verbal and nonverbal communication skills are addressed through the importance that these skills hold in the workplace. Communication skills, both written and oral, are examined as well as leadership skills and the ability to collaborate with others. The importance of interpersonal skills is also addressed.

Lesson 2: Being Aware of Self and Others:  Enhancing Communication and Leadership
Read Chapter 2

This lesson stresses the importance of mindfulness with respect to communication with yourself and others. Mindfulness is being aware of one’s thoughts, actions and motivations as it relates to others and our experiences at work. The students look at social style with respect to two primary dimensions – assertiveness and responsiveness. Included in this lesson is a self-report measure to identify one’s social style. The students learn about how ethics affects an organization and is a growing concern in today’s marketplace. The students examine how being aware of ethical issues will help one face the ethical challenges of a leader.

Lesson 3: Using Verbal and Nonverbal Messages
Read Chapter 3

In this lesson the students learn about the transmission of verbal and nonverbal messages. Verbal messages use language which is a system of symbols structured by grammar rules and syntax. Verbal messages are interpreted denotatively which is literally and connotatively which is interpreted though personal experiences. The students learn about how messages should be supportive and should communicate requests, rather than demands. The students examine how nonverbal messages convey feelings and emotions. The students look at how nonverbal messages are necessary to form relationships and are often believed over the verbal messages. Eight sources of nonverbal communication are discussed including: physical appearance, voice, body movement, posture and gestures, facial expressions and eye contact, space, time, touch, and physical environment.

Lesson 4: Listening and Responding
Read Chapter 4

In this lesson the students learn about the importance of listening and responding thoughtfully to others. The difference between hearing and listening is substantiated. The students look at how listening and responding thoughtfully to others is important from a leadership perspective because it occurs at three levels: interpersonally, in small group and in public presentations. The students look at the barriers to effective listening such as a slow processing rate, information overload, receiver apprehension and shifting attention. Suggestions are given to overcome these problems such as summarizing information, identifying listening goals, recording messages in written notes or through an audio recorder. The students learn about the importance of responding effectively to others, verbally, nonverbally, and with empathy, as well as helping others understand your messages. Included in this lesson is a Listening Styles Inventory. Students can determine if they are active, involved, passive, or detached listeners.

Lesson 5: Adapting to Differences
Read Chapter 5

In this lesson the students learn about the importance of adapting messages to others. The students need to recognize what makes people different and suggests specific ways to adapt messages to effectively meet those differences. The students look at how to account for different personality traits when communication. The students also address willingness to communicate, communication apprehension and argumentativeness. The students learn about intercultural communication through understanding the differences between high and low-context cultures and give advice on adapting to the varying contexts and values so as to facilitate cross cultural communication. Gender differences in communication are examined through content dimensions and relational dimensions. In addition, communication among the generations is addressed through strategies for working with Generation Y employees and older employees. Each of these suggestions should prove extremely beneficial in the work place.

Lesson 6: Relating to Others at Work
Read Chapter 6

In this lesson the students learn about techniques that effective leaders use such as balancing both task and person dimensions in workplace relationships. The task dimension gets the job done and the person dimension maintains the relationship. This balance is necessary in workplace communication, conflict management and negotiation. The students look at the importance of comprehending and managing conflict in the workplace. the students examine the art of negotiating which is another important skill for a leader.

Lesson 7: Interviewing Principles and Skills
Read Chapter 7

In this chapter the students learn about how interview skills are important for both the interviewer and the interviewee. The students learn about the structure of an interview with an introduction, body, and conclusion. The students examine how an interview is goal oriented, usually information seeking and role directed. The students look at the various types of interviews such as the information gathering interview, the job interview, the appraisal interview, and the persuasive interview. Each has standard sets of questions in order to meet the goals of the interview. Interviews are usually structured with the introduction establishing rapport and clarifying goals. The body contains questions which can be open-ended giving the interviewee freedom to answer at length or closed where a brief, direct answer is sought. Finally, the closing of the interview is usually relation based with a synopsis of the interview and a cordial exchange of gratitude from both parties. The students look at the responsibilities of both for the interviewer and the interviewee during the interview process. The students learn about the importance of confidentiality for both the interviewer and the interviewee. The students look at the issue of unlawful questions and how they should be avoided.

Lesson 8:   Interviewing Types
Read Chapter 8

In this lesson the students examine more closely the three types of interviews addressed in the previous chapter, information-gathering, employment, and appraisal. The students learn about preparing for a job interview by incorporating the information-gathering interview in the process. The student is encouraged to investigate organizations in which he/she is interested for employment. Sample questions are provided to help the student construct an effective career-search information interview. In addition to the information interview, students are instructed to create a resume and cover letter in preparation for the job interview. Information is provided to help the student write a well-organized description of his/her qualifications in the resume. Once a contact person is identified, a cover letter should be sent, along with the resume. The students learn how to write a cover letter which includes an introduction with information about how one heard about the position and the job title. The cover letter describes the applicant’s qualifications as they pertain to the position and the conclusion expresses appreciation of the reader’s time and interest.

Lesson 9: Collaborating in Teams
Read Chapter 9

In this lesson the students learn the skills necessary to work in a small group or team which is imperative for today’s market place. The students differentiate between a small group and a team and analyze what makes a team effective. The students examine how teams are essential for the successful functioning of most organizations. The students look at how teams have more information available, are more creative, and are usually more satisfied with the final decision or product. The students look at virtual meetings through channels such as e-mail, telephone conferences, video conferences and electronic meetings. The students learn about the Benne and Sheats’ classification to analyze the roles group members take on. The students learn about Fisher’s descriptive approach for team development and the natural phases a group flows through when making a decision or solving a problem. These include the orientation phase, the conflict phase, the emergence phase, and the reinforcement phase. The students learn about norms, rules, roles and leadership patterns.

Lesson 10: Enhancing Team Meetings
Read Chapter 10

In this lesson the students learn about team meetings in which small groups gather to accomplish a specific task. The students learn about the importance of having the appropriate preparation accomplished before the meeting begins. This includes contacting parties about a meeting time, sending them the agenda before the meeting, keeping the meeting focused on the agenda items, and starting and ending a meeting on time. Decision making and problem solving steps are discussed, as well as using some creative strategies during the meeting including traditional brainstorming, Nominal Group Technique and The Delphi Technique. Each of these strategies allows for input and feedback from the participants so that everyone’s ideas are considered and decisions are more likely to be made through consensus.

Lesson 11: Developing Your Professional Presentations
Read Chapter 11

In this lesson the students learn about preparing and delivering effective presentations. The students learn about the five principles applicable to public speaking. Being aware of one’s self and one’s audience is the first principle. Using effective verbal and nonverbal skills are the second and third principle. Listening, responding and adapting one’s message are the fourth and fifth principle. The students learn about the importance of establishing one’s credibility throughout the speech. The students learn about communication apprehension in public speaking. The students examine the root causes of the nervous feeling can come about when one is told he/ she has to prepare for a public address. The students learn that understanding the body’s physiological response to this fear helps overcome it. The “fight or flight” syndrome is a natural occurrence in the body as adrenaline and blood are pumping and oxygen is rushing to the lungs. The students learn about how by staying for the “fight,” a speaker can tap into this nervous energy and channel it positively to project his/her ideas to the audience. The students learn that the best remedy for this anxiety is to prepare. The students give a few helpful suggestions such as knowing the audience, planning and writing the speech well ahead of time, practicing the speech, and finally, breathing and speaking from the diaphragm while giving the speech. The more presentations one does, increases one’s confidence level. The students look at how visualizations of a positive speech experience also help quell some of these nerves.

Lesson 12: Delivering Professional Presentations
Read Chapter 12

In this lesson the students learn about deciding on one’s method of delivering professional presentations. The students learn that the most effective style of delivery is extemporaneous. The extemporaneous speech is more like a conversation, using language that is comprehensible by the audience. The students learn about how the speech needs to be planned from the clothes one will wear, to the gestures one will use, to the visuals one will design to accompany the presentation. Dressing appropriately for the occasion is essential as clothing is the first step in the communication process before one begins to orate the message. The students look at the importance of other nonverbal behaviors that include direct eye contact, natural gestures, meaningful movement and erect posture. The students learn about vocal delivery which must consider including rate, volume, articulation, pronunciation and variation in pitch. The students learn about the importance of presentation aids that not only help the audience to remember the message, but also assist the speaker. The students examine how displaying the message enhances understanding, memory, organization, attention, and sequencing. The students learn about using power point, and suggest that the speaker give copies of the slides to the audience before or after the presentation. The students emphasize that the slides should be simple, key words, images, graphs or charts. The students learn about how the speaker should practice the presentation using the visual aids, so the delivery flows smoothly. The students again emphasize that communicating the message to the audience is the speaker’s primary goal.

Lesson 13: Achieving Your Presentation Goals:  Informing, Persuading and Relating
Read Chapter 13

In this lesson the students learn about how presentations are extremely important in the business arena whether to inform, persuade or speak on special occasions. The students examine how in informative presentations, information is shared to enhance understanding and knowledge. These may be presented in the form of briefs, reports, public relations presentations, and training sessions. The students learn about persuasive presentations, such as sales talks, in which the speaker attempts to change or reinforce the listeners’ beliefs, attitudes, or values. The students look at the different formats that persuasive presentations can be organized such as problem-solution, cause and effect, refutation, or motivated sequence.

Lesson 14:   Writing for Business
Read Chapter 14

In this lesson the students look at how effective business writing involves clear, concise messages that follow spelling and grammar rules. The students learn about the importance of knowing the appropriate format for the message’s purpose. The students learn how to write a business letter which contains a heading, inside address, salutation, body, and closing. The students learn to write memorandums that are short, informal messages having a heading, body, and conclusion and are usually brief, less than one page in length. The students learn about email writing which should be concise, use proper spelling and grammar, and consider the appropriateness of the content. The students look at other business documents including sales proposals and formal reports. The students again emphasize that no matter which format is chosen, the message must be clear, concise, well-constructed, and supported.

The student’s final grade will be based on a final examination. Examination questions will cover all topics covered in the readings. Students will have two hours to complete the final examination.  Students will be assigned a number grade from 0-100. A letter grade will also be issued in accordance with the following scale:

90-100 – A
80-89 – B
70-79 – C
0-69 – non passing