BUAD 302 - Communication Strategy in Business Syllabus v.1 – Spring 2018 - Sections 14689 (4:00 p.m.); 14693 (6:00 p.m.)

Professor: Sabrina K. Pasztor, Ph.D., MILR Office: ACC 400B Office Phone: 213-821-4701 Mailbox: ACC 400E-mail: spasztor@marshall.usc.edu

Lecture ClassTuesdays/Thursdays Section 14689 4:00 p.m. – 5:50 p.m. PT in Fertitta Hall (JFF) 331

Section 14693 6:00 p.m. – 7:50 p.m. PT in JFF 331

Office HoursTuesdays/Thursdays 12 noon – 3:00 p.m. and by appointment

COURSE DESCRIPTIONYou are working in an increasingly complex world characterized by explosive growth in access to and quantity of information—and your professional life will likely revolve around how you generate, organize, evaluate, and manage the communication of this information. Almost without exception, today’s business professionals attribute their success largely to their ability to write well, to speak dynamically, and to cultivate business relationships through strong interpersonal communication skills.

Armed with astute communication strategies, business professionals can effectively exercise influence—an essential management skill—and produce desired results.

Whether making a presentation, creating and executing an integrated persuasive appeal, or engaging in group problem solving—you should be able to convey ideas and feelings to your audience clearly, accurately, and persuasively. This course is designed to sharpen your existing skills as a strategic thinker, writer, and speaker and to employ those skills to realize an actionable understanding of strategic communication.

The class is structured to emphasize experiential (hands-on/practical) learning so that our study of managerial communication theory can be applied to exercises and activities mirroring real-world challenges you will face in your professional lives.

At the end of this course, you will be a more articulate and influential business communicator. You will understand the rhetorical reasoning that supports the strategies you learn such that you can successfully meet all types of new communication challenges.

A special note: BUAD 302 is more than “just” a public speaking class. We want you to practice and hone your strategic communication skills. This includes not only completing all the assignments to the best of your ability, but really applying the concepts, models and frameworks you read about and we discuss, using the terminology and tools to maximize your presentation, practicing your presentation skills (verbal and non-verbal), engaging in teamwork and making a contribution as a leader/team member, and reflecting your command of practical strategy (i.e. “I can craft a strong resume and cover letter”) and theory (“I can apply what I did/learned in this assignment to subsequent challenges, because I understand the ideas/concepts and strategies involved”).

LEARNING OBJECTIVESOur objective with BUAD 302 is to ensure you can demonstrate understanding of the elements of business communication theory and apply this understanding to communications in a wide range of business contexts.

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DETAILED LEARNING OBJECTIVESThis course is designed for you to acquire knowledge and skills in business communication. The BUAD 302 experience will enable you to:

1. Identify and discuss communication theories, models, and principles that impact business communication across diverse industries and fields in a global landscape by analyzing specific communication behaviors, strategies, and goals through case studies and group discussions.

2. Apply communication theories and principles to achieve communication goals by evaluating the purpose of your message, conducting audience analysis, and selecting the appropriate communication channel to successfully construct and deliver presentations individually and as part of a team in various business contexts.

3. Utilize critical thinking skills to develop and implement communication strategies across diverse business environments by analyzing, comparing, and evaluating the effectiveness of these strategies via scenario-based simulations and exercises.

4. Develop an understanding and awareness of ethical principles and intercultural and diversity factors that impact the communication process as business leaders, managers, colleagues and employees by analyzing and explaining ethical challenges and incidents in their cultural and organizational contexts.

5. Acquire and apply an understanding of small group communication dynamics, including learning to evaluate and articulate obstacles that impact effective team communication and developing collaborative deliverables.

After only 16 weeks, you probably will not reach a level of professional excellence in all business communication areas; mastery sometimes takes years and always takes dedication. You will, however, clearly understand the strategic objectives toward which you are working, understand the necessary processes involved in meeting those objectives (and helping others meet them), appreciate your strengths and challenges, and feel increased confidence in your communication decisions and in the execution of those decisions.

REQUIRED MATERIALS Textbook: Cardon, Peter W. Business Communication: Developing Leaders for a Networked World (Mc

Graw-Hill, 2018) – dark gray cover. o Available in the USC Bookstore or purchase online. o Note: you may also use the online version of the text, available with CONNECT PLUS, the

publisher’s (McGraw-Hill’s) website. Whether you purchase the text/print copy of the book or opt for the online version, you receive a CONNECT PLUS login code to use. See powerpoint on Blackboard for more information.

o WE WILL NOT BE USING THE CONNECT PLUS CODE, SO THE FORMAT OF THE TEXT – PRINTED OR ONLINE – DOES NOT MATTER.

***You are required to have the printed textbook or access via online/CONNECT PLUS.*** Previous versions (pre-2018) are not acceptable.

Register and complete the SDI assessment (See Blackboard for instructions) Adobe Reader (http://get.adobe.com/reader/) – for PDF’s Access to a computer and course files (which are in Microsoft Word, Excel and Powerpoint) Access to YouTube, TED (talks), and other internet sites/links relevant to class Regular access to Blackboard for assigned readings, web links, and your university e-mail account (you

are required to check one routinely, which means at least 2-3 times per week for the semester).

COURSE PREREQUISITES AND/OR RECOMMENDED PREPARATIONIn addition to computer and language skills, I assume an ability to perform basic research as part of this course and others. I expect you will be as enthusiastic about this course as you would be in any course important to your future, and that you will actively participate and take responsibility for your own learning.

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You should consider the classroom a professional environment, in which you are expected to arrive on time, be prepared for whatever activities are scheduled that day, focus on the work at hand, and demonstrate respect for your supervisor and colleagues. Whether writing or speaking, you should be able to connect with your audience, conveying ideas and message points in an accurate, complete, and convincing way. Communication skills are developed by practice, so class time will often be devoted to exercises that are applicable to the real-world challenges you will face in your professional lives.

We also exercise professional etiquette skills in class. Food, gum, smoking, and vaping are not allowed in the classroom at any time. Vulgarity, swearing, and harassment of any kind will not be tolerated.

Professional conduct also includes being focused exclusively on BUAD 302, not on extraneous matters. It also includes treating everyone else in the room with the same respect and consideration you want to receive.

Participation and Classroom DemeanorI consider this Syllabus to be my ‘contract’ with you. I am confident that both of us will conduct ourselves professionally in our classroom and office hour interactions. In that vein, we both have certain expectations of each other. Below you will find mine:

I anticipate you will attend every class, and be ready to begin work at start of class. I anticipate you will attend and fully participate (lead, comment, contribute to) in every activity in the

Experiential Learning Center (ELC). A course roster (sign-in sheet) will be passed around at the beginning of every class, and students must

sign the roster for their attendance to be accurate. The roster is the final arbitrator of your attendance: if you do not sign, you will not receive credit for attendance on that date. Therefore, if you arrive late to class, you should still sign in at the end of class.

Should you need to be absent – for any reason – I will expect to receive an email message from you (spasztor@marshall.usc.edu) before the start of class. You do not need to tell me why you will be absent. Keep in mind this email does not “excuse” your absence. It does, however, show me that you are taking responsibility for your actions and decisions. See section below on “Absences” and “Missing Class on a Day an Assignment is due” for more specifics.

I am confident that all of us will conduct ourselves professionally in our classroom and office hour interactions. The following activities are not appropriate in class: 1) reading materials during lecture, discussion or class activities that are not related to BUAD 302; 2) disturbing others in class (with loud comments, conversations, or interruptions); 3) using technology unless instructed to do so (all mobile devices – see section below on “Technology Use in Class”).

Technology Use in ClassCommunication devices, such as cell phones and Blackberries which are capable of sending and/or receiving electronic communication, and all entertainment devices, such as iPods or other MP3 players, are to be turned off and kept off throughout the class session. Receiving or sending communication during class disrupts the learning environment. Use of laptops and iPads is not allowed in this class without the instructor’s permission.

ABSENCESIf you miss a class, it is your responsibility to stay current with the content, class notes, due dates, and changes to class information via Blackboard. Reach out to your class “buddies” for class notes (i.e. the email to your instructor that reads, “I missed class – did I miss anything? Can you tell me what I missed?” is not appropriate). You can always schedule office hours with me as well for help with understanding or interpreting class materials, but the onus is on you to ‘catch up’.

Multiple absences, even when accompanied by conscientious notification, may be viewed as unprofessional behavior and negatively impact your engagement/participation grade.

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Approved absences include officially-documented medical/health and some personal/family emergencies (traffic, technology, vehicular, public transportation issues are not considered approved absences; this list is not exhaustive and is up to the discretion of your Faculty).

Further, if you are absent four or more times by Week 3, Thursday, January 25, 2018, I will ask you to withdraw by that date. These policies maintain professionalism and ensure a system that is fair to all students.

Missing Class on an Experiential Learning Center (ELC) Day Due to Marshall Experiential Learning Center (ELC) scheduling constraints, making up ELC presentations or activities is not possible. If it is absolutely necessary for you to miss an ELC presentation or activity, and a make-up opportunity is granted after a discussion during office hours with the instructor, you will need to deliver your presentation to the class at the beginning of the subsequent class session. You will also forfeit 25 points automatically for missing the original presentation. If you need to make up an ELC activity, it is your responsibility to contact another BUAD 302 instructor and ask if they will accommodate you in their session. This is not guaranteed, as each instructor conducts different ELC activities.

Missing Class on a Quiz DateIf you miss class or the beginning of class on a quiz date (without explicit instructor approval for an approved reason), you will forfeit the points for that quiz. You should ask your instructor for a copy of the quiz so that you are aware of the questions that were asked (since they may also be on your final exam).

Missing Class on an Assignment Due DateIf you are unable to attend class on the day a written assignment is due, I expect it to be in my email box by the start of the class period it is due. There is an automatic deduction of 25 points for any late assignments, for each day it is late. This is applied regardless of the reason for late submission (i.e. technology/printer not working, car broke down, dog ate my paper, etc.)

BLACKBOARDThis class uses Blackboard extensively. The most updated version of the Syllabus, class announcements, assignments, links to videos/websites, copies of Powerpoint lectures, additional assigned readings, and your grades for each assignment are posted on BBD. You are 100% responsible for keeping up-to-date with the posted course materials.

WRITTEN WORKYou should use the spell-checking and grammar-checking features built into Microsoft Office for any written deliverables including your own PowerPoints. I will ask that you challenge yourself to include charts, video, sound, and external links into your PowerPoints. For PowerPoints, these types of “good to great” elements can make a positive impact on this component of your presentation grade.

Each written assignment is designed to develop a different professional-caliber writing skill. You will find the specific font, format, margin, typeface, and other requirements included in the instructions for each assignment (posted to BBD).

If you are having difficulties with the mechanics of writing, seek out assistance. The USC Writing Center located on the third floor of Taper Hall is an excellent resource. You may schedule 30-minute appointments with writing consultants trained to assist you in planning, organizing, and revising your assignments. Some consultants are graduate business students in the Marshall School of Business. Others have special skills in working with students for whom English is a second language. The Writing Center also offers free daily workshops on troublesome language and grammar issues, and makes available a number of handouts on an array of grammar and usage points. http://dornsife.usc.edu/writingcenter/

International students and non-native writers and speakers of English will also want to investigate the help available to them through USC’s American Language Institute: http://dornsife.usc.edu/ali.

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GRADING Because of the Marshall School targeted mean (3.0 GPA for undergraduate business classes), your ultimate grade in the course is determined a variety of factors. Historically, the average grade for this class is in the “B” range. Three items are considered when assigning final grades:

1. Your average weighted score as a percentage of the available points for all assignments (the points you receive divided by the number of points possible).

2. The overall average percentage score within the class. 3. Your ranking among all students in the class.

Also, please note that while your three major presentations will be graded on a point basis, for example, 100/125 points, other assignments will be letter-graded due to the context of the assignment per the professor’s discretion and therefore translate differently into points.

There are a total of 1,200 points available in this course. Final grades in the course will depend on your performance in the following types of assignments. participation and engagement:

Oral Presentations – Individual (3 – one using YouSeeYou) and Team (1) Written Communication (resumes, cover letters, Critical Thinking Report, Networking Report, evals) Classroom assignments/exercises & ELC exercises (Leadership, effective emails, teamwork) 5 Quizzes and Final Exam

GUIDELINES: No extra credit is given in BUAD 302. Grades correspond to points; I will not give a few extra points if you are not within a specific point

range to bump you up to the next highest grade. Grades are not inflated or ‘curved’. Point deductions in effect for missing ELC activities and submitting assignments late.

GRADING SUMMARYAssignment Points % of GradeOral Presentations – 650 points Presentation “I am” – introductions (25-point deduction if not prepared) N/A 0.0Critical Thinking presentation to Client (consulting assignment) - IndividualPresentation 1 – Individual; Informative (my career goals/path)

100 100

0.08 0.08

Presentation 2 – Individual; Persuasive 200 0.18Presentation 3 – Team; Persuasive 250 0.22

Written Communication – 300 points Resume 50 0.04Cover Letter 50 0.04Networking Report 100 0.08Critical Thinking Report (consulting assignment) 100 0.08

Participation/Engagement – 100 pointsIncludes Mock Interview, ELC Simulation Activities, Career Center Session, Leadership Activity, Individual contributionsin class (participating in discussions, activities), Attendance

100 0.08

Quizzes/Exams – 150 pointsQuizzes (5 total; 10 points each) 50 0.04Final Exam 100 0.08

TOTAL 1,200 100.0%

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GRADING DETAILSThis is the course grading rubric:

Grade GPA Points (out of 1200) Range/PercentageA 3.72 - 4.00 1140 - 1200 95.00 – 100.00%A- 3.44 – 3.71 1092 - 1139 91.00 – 94.99%B+ 3.16 - 3.44 1044 - 1091 87.00 – 90.99%B 2.88 – 3.15 1008 - 1043 84.00 – 86.99%B- 2.60 – 2.87 960 - 1007 80.00 – 83.99%C+ 2.32 – 2.60 924 - 959 77.00 – 79.99%C 2.04 – 2.31 888 - 923 74.00 – 76.99%C- 1.76 – 2.03 840 - 887 70.00 – 73.99%D+ 1.48 – 1.75 804 - 839 67.00 – 69.99%D 1.20 – 1.47 768 - 803 64.00 – 66.99%D- 0.92 – 1.19 720 - 767 60.00 – 63.99%F 0.00 – 0.91 719 or below 0.00 – 59.99%

Review of GradesIf an assignment is returned to you and you believe that some error has occurred in the grading, you can, within one week of the date the assignment is returned, request—using a memo—that I re-evaluate the assignment. If necessary, I am glad to clarify my commentary on returned assignments (after you have had time to digest the commentary), but if you wish to discuss your grade, you must initiate the discussion with a memo. Any refer-ence and discussion of grades (written or otherwise) must be initiated and conducted with diplomacy and thoughtfulness.

If you are requesting a grade review, the original assignment or presentation evaluation form should be attached to your memo. The memo should fully and carefully explain why you think the assignment should be re-evalu-ated. Arguing that “I worked hard and put in a lot of time” or simply saying “I don’t understand why I received this grade” are neither full nor careful explanations. Remember that the re-evaluation process can result in three types of grade adjustments: positive, none, and negative.

ASSIGNMENTSOral Presentations 650 pts.Each of you will complete five presentations, four of which are graded. The first one (the “introductory” presentation) is ungraded but required as part of the course. The remaining four are significant graded presentations—three individual and one as part of a team. Team presentations will consist of both an individual grade and a team grade/rating and will include a self and peer evaluation. There is a point-value increase with each subsequent presentation, as it is assumed you are reading my feedback/comments from each subsequent presentation, and using these as opportunities for additional practice and improvement. The second and third individual presentation and team presentation will need to incorporate elements of academic (industry, business, scholarly) research. Details are included in the assignments for each (posted on Blackboard).

Regarding peer evaluations, you will complete peer evaluations for three presentations (in the ELC, when actively listening to your fellow peers), as well as provide peer and self-evaluations for your team presentations.

Each presentation except the Critical Thinking Consulting assignment will be in the Fertitta Hall (JFF) Electronic Learning Center (JFF-LL ELC).You will be randomly assigned to rooms and present to your classmates (4-5 individuals per room; team presentation in front of everyone). All presentations will be recorded and made available to you to view after the presentations.

Scores for individual student contributions to team projects are assigned by me, based on my observations of the team’s working dynamics, my assessment of the team’s project quality, and thoughtful consideration of the information provided through your peer evaluations, based on the respective assignment instructions.

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IndividualPRESENTATION: “I am” Introductions Not graded (required)CRITICAL THINKING/CONSULTING PRESENTATION (YouSeeU) 100 pts.PRESENTATION 1: Informative (Professional Path/Interests) 100 pts.PRESENTATION 2: Persuasive (Sales/Product/Idea Pitch) 200 pts.

TeamPRESENTATION 3: Persuasive (Shark Tank) - Team 250 pts.

Written Communication 300 pts.There are four significant written assignments: 1) a resume; 2) a cover letter; 3) a networking briefing; and 4) a critical thinking report (problem-solving for clients). Each of you will create a new or revised resume, cover letter to a future/prospective employer, and a networking report as part of a “career portfolio”. We will discuss various resume formats and appropriate content for both the resume and cover letter. You will also have the opportunity to hear from USC Career Services regarding resources available to you to optimize your portfolio. The networking report involves seeking out an external contact (an individual of influence/import who can provide you information about your career), interviewing that person, writing a memo about your interview learnings, and creating a thank you letter. You will also conduct a critical thinking exercise for a potential client, in the role of a consultant, and deliver a presentation to that client with your recommendations (recorded on YouSeeU). Details will be discussed further in class and posted on Blackboard.

Resume 50 pts.Cover Letter 50 pts.Networking Report 100 pts.Critical Thinking Report/Consulting 100 pts.

Engagement/Participation 100 pts.I assume that you will be present and on time for every class and ready to begin work at the time class is scheduled to start. Should you need to be absent I expect to receive an e-mail from you PRIOR to the start of class. Keep in mind that a message in advance of class does not “excuse” your absence – it simply shows me that you are taking responsibility for choosing to do something else during class time. Multiple absences, even when accompanied by conscientious notification, may be viewed as unprofessional behavior and negatively impact your engagement/participation grade.

Attendance and full participation are baseline expectations. You do not receive credit for simply attending all classes. If you simply attend, you will be eligible for a “C” grade for this component, as you have satisfied the attendance requirement (you are attending class). To receive top points for engagement/participation you will need to take an active role in class discussions, volunteer for leading ELC and in-class exercises, ask questions, and apply concepts from readings and discussions. Although you may respond to questions asked by me in class, this again would equate to a “B” grade for this component. A true “A” grade is given sparingly, and only when you fully engage by asking questions (vs. simply answering them when asked), showing leadership and engagement during ELC activities, fully participating in in-class activities with comments and contribution to the discussion, demonstrating you have read the assigned materials by referring to concepts we have discussed or you have read, and showing up for class on time, every time, ready to work. Challenge yourself to think of at least one relevant question from the readings and class discussions, and ask it (no question is “too dumb”). We are here to learn from each other through discussion.

Quizzes/Final Exam 150 pts.A total of five quizzes (10 points each; 10 questions each) will be given over the course of the semester, approximately every two to three weeks. They will be administered hardcopy, at the beginning of class. If you arrive late to class on quiz dates, you will not be given additional time to complete it (hint: show up on time!). If you miss the quiz entirely, you forfeit those points. These quizzes will be based on the textbook chapters and

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on our discussions in class (i.e. new concepts that may not be in the textbook). Therefore, if you do the reading and know the concepts/ideas covered in each chapter, you will have a much better chance of doing well on the quizzes. The quiz questions also relate directly to questions that will be asked in the final exam, so use them as “study guides”. Each quiz will cover more than one chapter. A final exam is a required component of this required business course and will be based on the entire semester’s content. I will provide a thorough and detailed comprehensive review prior to the exam. Please see the course schedule for quiz and final exam dates.

ELC ExercisesAs Marshall students, you have the benefit of having trainer-led activities in the Marshall Experiential Learning Center (ELC), located in Fertitta Hall (JFF – lower level). Your presentations will be held in Fertitta in addition to five mandatory activities (Mock interviews, SDI, Share the Load, Hi-Fli, Q&A). Each activity allows you to practice the skill sets and concepts we discuss in class, so your preparation and participation is key.

Please note: ELC exercises are non-negotiable. Missing an ELC exercise will result in a deduction of 25 participation/engagement points (per missed session) unless excused by me in advance of the class (and documentation associated with a legitimate excuse). Further, if you miss the mock interview ELC session, you will lose 50 points unless excused by me in advance. There will be no make-ups for the ELC Exercises or for the mock interviews. This is a professional commitment, and you will be expected to treat it as you would any real-world internship or job interview.

ELC activity 1: Mock Interviews (Tuesday, February 13th)Mock interviews will take place as an ELC exercise in JFF ELC (on the lower level). You must complete all components of this exercise or you will lose 50 points from your final total course points. On the day of the interview you must be dressed in professional interview attire and have a resume and cover letter for a specific job for your interview partner or you will be turned away. Students who do not meet these standards will not be allowed to interview. We will discuss the Mock Interview assignment in detail and you will prepare in class (mandatory) on Thursday, February 8th.

ELC activity 2: SDI (Tuesday, February 27th)The Strength Deployment Inventory is a robust assessment tool about maximizing teamwork and relationships. Each of you will be required to complete well in advance of this ELC session. You will register for the assessment via this link: https://training.secure.force.com/totalsdi/evt__QuickEvent?id=a0a0P00000GjXty. The total cost for the assessment is $35 per student. More instructions will be posted on Blackboard and discussed in class. You will then participate in a detailed debrief of your SDI “type(s)” in the ELC.

ELC activity 3: Hi-Fli (Tuesday, April 10th) Working in teams in a facilitated session, you will have an opportunity to develop a business product using planning, development, production, and strategic communication.

ELC activity 4: Handling Q&A effectively (Tuesday, April 17th)How do you handle questions from your audience when trying to pitch a new idea, product, or service? This activity gives you a chance to practice effective responses via several role-play situations, in preparation for your Q&A for presentation three.

MARSHALL & USC GUIDELINES

University / Marshall Class Add/Drop ProcessMarshall undergraduate courses are open enrollment through the first week of the semester open enrollment; R-clearance), and many are open through the first three weeks. Students can add these courses using Web Registration so long as there is a seat available. All classes are closed (switched to D-clearance) at the end of the first week. This policy minimizes the complexity of the registration process for students by standardizing across classes.

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Please note: If you decide to drop, or if you choose not to attend the first two sessions and are dropped, you risk being not being able to add to another section this semester, since they might reach capacity. You can only add a class after the first week of classes if you receive approval from the instructor.

Faculty cannot add to students to a course that is full, and there are no wait lists for Marshall undergraduate courses. Contact the Office of Undergraduate Advising if you would like to add your name to an interest list for classes that are currently full (undergrad.advising@marshall.usc.edu). Marshall instructors may drop any student who, without prior consent, does not attend the first two class sessions (week 1). Instructors are not required to notify the student s/he is being dropped. Marshall Grading GuidelinesCourse Grading Policy: Marshall’s target mean GPA is 3.0 for required classes and 3.3 for electives. The mean target for graduate classes is 3.3. Assignment/Exam Grading Policy: the instructor determines what qualifies as an accurate grade on an assignment, exam, or other deliverable, and the instructor’s evaluation of the performance of each individual student is the final basis for assigning grades for the course.

Final exams and all other graded work which affected the course grade will be retained for one year after the end of the course if the graded work has not been returned to you, i.e., if I returned a graded paper to you, it is your responsibility to file it, not mine.

Student Support Systems: Counseling ServicesThis support network is here for all students to help them meet academic and personal goals. They offer individual counseling sessions, skill building, a Stress Relief Clinic, mindfulness training, crisis support, and connections to other USC resources and community providers. Do not hesitate to avail yourself of their services if needed. https://engemannshc.usc.edu/counseling/

Statement for Students with DisabilitiesAny student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. The Office of Disability Services and Programs (www.usc.edu/disability) provides certification for students with disabilities and helps arrange the relevant accommodations. Please be sure the letter is delivered to me as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m.–5:00 p.m., Wednesday through Friday. The phone number for DSP is (213) 740-0776. Their address is 3601 Watt Way, Grace Ford Salvatori Hall, 120.

Emergency Preparedness/Course ContinuityIn case of emergency, and travel to campus is difficult, USC executive leadership will announce an electronic way for instructors to teach students in their residence halls or homes using a combination of Blackboard, teleconferencing, and other technologies. Instructors should be prepared to assign students a "Plan B" project that can be completed at a distance. For additional information about maintaining your classes in an emergency please access: http://cst.usc.edu/services/emergencyprep.html

Technology PolicyLaptop and Internet usage is not permitted during academic or professional sessions unless otherwise stated by the respective professor and/or staff. Use of other personal communication devices, such as cell phones, is considered unprofessional and is not permitted during academic or professional sessions. ANY e-devices (cell phones, PDAs, iPhones, Blackberries, other texting devices, laptops, and iPods) must be completely turned off during class time. Upon request, you must comply and put your device on the table in off mode and FACE DOWN. You might also be asked to deposit your devices in a designated area in the classroom. Videotaping faculty lectures is not permitted due to copyright infringement regulations. Audiotaping may be permitted if approved by the professor. Use of any recorded or distributed material is reserved exclusively for the USC students registered in this class.

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Please activate your course in Blackboard with access to the course syllabus. Whether or not you use Blackboard regularly, these preparations will be crucial in an emergency. USC's Blackboard learning management system and support information is available at blackboard.usc.edu.

Evaluation of Your WorkYou may regard each of your assignments as an “exam” in which you apply what you have learned according to the assignment. I will do my best to make my expectations for the various assignments clear and to evaluate them as fairly and objectively as I can. If, however, you feel that an error has occurred in the grading of any assignment, you may, within one week of the date the assignment is returned to you, write me a memo in which you request that I re-evaluate the assignment. For presentations, explain fully and carefully based providing me with examples per the timer countdown of the video why you think the presentation should be re-graded. Be aware that the re-evaluation process can result in three types of grade adjustments: positive, none, or negative.

All grades assigned by faculty members are final. Students have the right to seek explanation, guidance, counsel and reasons for the assignment of a grade. Students may appeal a grade according to university policy as set forth in SCampus. Faculty may initiate a change in grade if there is an error in the calculation of a grade. However, a faculty member may not change a disputed grade outside the formal appeals process. In response to a disputed academic evaluation by an instructor, a student is entitled to two levels of appeal after review by the instructor: first to the chairperson of the department and then to the appropriate dean of the school. The full university policy can be found on page 125 of SCampus and at: http://www.usc.edu/dept/publications/SCAMPUS/gov/disputed_academic_evaluation_procedures.html.

Academic IntegrityPlagiarism – that is, the act of copying another individual’s work and attributing as your own original work – is dishonest and unacceptable in an academic (and business!) setting. Some examples of plagiarism include but are not limited to: Misquoting a source, not quoting or citing a source (meaning not identifying it clearly with the author’s name and date of publication), not preparing a bibliography; writing sentences that are too similar to the original work; buying a paper, presentation, or other document online, eyes wandering to your classmates’ quizzes in class, and copying and pasting an entire resume and/or cover letter from the internet and simply changing it to your name/contact information.

If you need guidance on how to avoid plagiarism, please see: https://sjacs.usc.edu/files/2015/03/tig.pdf. Most importantly, don’t wait until the ‘last minute’ to throw together an assignment: the likelihood you will rely upon other sources too much increases exponentially when you don’t give yourself sufficient time. Finally, come and see me (or email me with specific questions) about your work. If you are not sure if you might be plagiarizing, we can take a quick look at your work and adjust it if needed. When in doubt, check it out!

Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The Review process can be found at: https://sjacs.usc.edu/students/. Failure to adhere to the academic conduct standards set forth by these guidelines and our programs will not be tolerated by the USC Marshall community and can lead to dismissal.

Personal ConductDiscrimination, sexual assault, and harassment are not tolerated by the university.  You are encouraged to report any incidents to the Office of Equity and Diversity http://equity.usc.edu/ or to the Department of Public Safety http://dps.usc.edu/contact/report/.  This is important for the safety of the whole USC community.  Another member of the university community – such as a friend, classmate, advisor, or faculty member – can help initiate the report or can initiate the report on behalf of another person.  Relationship and Sexual Violence Prevention and Services (RSVP) https://engemannshc.usc.edu/rsvp/ provides 24/7 confidential support, and the sexual assault resource center webpage https://sarc.usc.edu/reporting-options/ describes reporting options and other resources.

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APPENDIXAlignment of Course Learning Objectives with Marshall’s Six Undergraduate Program Learning Goals

Goal # Marshall Program Learning Goal Description Covered in this Course (Goals 1, 2, 3, and 4 and relevant selected sub-goals) Course

Objectives

Relevant Course Assignments

1 Our graduates will demonstrate critical thinking skills so as to become future-oriented decision makers, problem solvers and innovators.Specifically, students will:1.1 Students will understand the concepts of critical thinking,1.2 Critically analyze concepts, theories and processes by stating them in their own words, understanding key components, identifying assumptions, indicating how they are similar to and different from others and translating them to the real world.1.3 Be effective at gathering, storing, and using qualitative and quantitative data and at using analytical tools and frameworks to understand and solve business problems.1.4 Demonstrate the ability to anticipate, identify and solve business problems. They will be able to identify and assess central problems, identify and evaluate potential solutions, and translate a chosen solution to an implementation plan that considers future contingencies.

Moderate(Course learning

objectives 2, 3, 4)

ELC: Q&A, SDIELC: Hi-Fli ExerciseEmotional Intelligence Assessment Presentation Two: Sales/Product Pitch (audience analysis/emotional triggers/telling the right story)Presentation Three: teamwork and Team PitchQuizzesFinal Written ExamAssigned Readings (text) and DiscussionCritical Thinking Report (Video)Critical Thinking Report (Written)

2 Our graduates will develop people and leadership skills to promote their effectiveness as business managers and leaders. Specifically, students will:2.1 Recognize, understand and analyze the roles, responsibilities and behaviors of effective managers and leaders in diverse business contexts e.g. functionally diverse, culturally diverse, geographically diverse, etc.2.2 Understand factors that contribute to effective teamwork including how to elicit, manage and leverage diverse perspectives and competencies. 2.3 Recognize, understand, and analyze the motivations and behaviors or stakeholders inside and outside organizations (e.g. teams, departments, consumers, investors, auditors).

Moderate (Course learning

objectives 2, 3)

Leadership assessment and discussionPresentation Three: teamwork and Team Pitch

3 Our graduates will be effective communicators to facilitate information flow in organizational, social, and intercultural contexts. Specifically, students will:3.1 Identify and assess diverse personal and organizational communication goals and audience information needs. 3.2 Understand individual and group communications patterns and dynamics in organizations and other professional contexts.3.3 Demonstrate an ability to gather and disseminate information and communicate it clearly, logically, and persuasively in professional contexts.

High(Course learning

objectives 1-5)

Presentation One: Professional AssessmentPresentation Two: Sales/Product PitchImpromptu PresentationsPresentation Three: Team PitchNetworking Report (Written)Resume/Cover Letter (Written)Emotional Intelligence AssessmentELC: Q&AELC: Hi-Fli ExerciseQuizzesFinal Written ExamAssigned Readings (text) and Discussion

4 Our graduates will demonstrate ethical reasoning skills, understand social, civic, and professional responsibilities and aspire to add value to society.Specifically, students will:4.1 Understand professional codes of conduct.4.2 Recognize ethical challenges in business situations and assess appropriate courses of action.

Moderate(Course learning

objectives 2, 3, 4, 5 )

ELC: Q&AAssigned Readings (text) and DiscussionImpromptu Presentations

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COURSE SCHEDULE (Note: Schedule Is Subject To Change)

Date Class Topic/Activities Readings(All readings due prior to class)

Activities / Assignments (listed by Due Date)

Course Learning Objectives

Week 1T, Jan 9 Course Introduction and

Syllabus Review; Individual Introductions; Basics of Communication Strategy: Why It Matters to You!

Presentation “I am” (non-graded)

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TH, Jan 11 Communication Theory/Strategy (cont.) – USCCT/SMART modelCredibility Emotional Intelligence

CH. 1: CredibilityCH. 2: Interpersonal Communication

Handout on BBD: “Do what you are”

Presentation “I am” (non-graded) - continued

1, 2, 4

Week 2T, Jan 16 Career Center Presentation –

Guest Speaker, Denise Johnson, Career Services Manager

TH, Jan 18 Introduction to Presentation One – Informative Speaking

CH 14: Planning Presentations

QUIZ 1 in class (Chapters 1, 2)

1, 2

Week 3T, Jan 23 Effective presentation skills: Verbal &

Non-Verbal communicationCH 15: Delivering Presentations

Posting on BBD: Speech Delivery tips

** START WORKING ON PRESENTATION ONE** Bring Presentation One

ideas to class; will discuss with two others in class (-25 points if not typed/detailed)

1, 2

TH, Jan 25 Effective presentation skills: Verbal & Non-Verbal communication (continued)

QUIZ 2 in class (Chapters 14, 15)

1, 2

Week 4T, Jan 30 PRESENTATION ONE MEET IN JFF ELC

Professional dress code in effect

1, 2

TH, Feb 1 Communication and Career Development: Part 1 – Writing an effective resume and cover letter

CH 16: Employment Communication (pages 497-514 on Resumes and 520-523 on Cover Letters)

Look at Marshall resume posted to BBD

1, 2

Week 5T, Feb 6 Communication and Career

Development: Part 2 – Conducting an effective interview

Thank you cards/emails

CH 16: Employment Communication (pages 524-531 on Interviewing

QUIZ 3 in class (Chapter 16, questions on career presentations)

1, 2

TH, Feb 8 Preparing for Mock Interviews Read Mock Bring your job description to

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Interview role-playingDo not miss class (OR YOU CANNOT PARTICIPATE IN MOCK INTERVIEWS)

Interview assignment posted to BBD

Reread pages 524-531 and other materials posted to BBD on interviewing

class. In class, you will brainstorm questions to ask about interviewing in class with your assigned partner

** DUE: RESUME AND COVER LETTER **

Week 6T, Feb 13 ELC ACTIVITY 1:

MOCK INTERVIEWS

MEET IN JFF ELC

Professional dress code in effect

2, 3, 5

TH, Feb 15 Networking

Introduction to Networking assignment

SDI – relationship-building based on your strengths (returning to the MVS from Chapter 2)

Reread Chapter 2, pages 51 – 61)

CH 3: pages 75-77 (from “In the last chapter” sentence to “Developing Quick Trust” header)

** REGISTER AND COMPLETE SDI ASSESSMENT – SEE LINK AND INSTRUCTIONS POSTED TO BBD ** MUST BE DONE BY FRIDAY, FEBRUARY 23rd, 5 p.m. (or forfeit 25 points)

1, 2, 4, 5

Week 7T, Feb 20 Persuasion

Motivation and Audience Analysis Assigned Articles/TedTalk Videos on BBD

CH 10: Persuasive Messages

1, 2, 4

TH, Feb 22 Persuasion (cont.)Motivation and Audience AnalysisMonroe’s Motivated Sequence

Introduction to Presentation Two

**START WORKING ON PRESENTATION TWO**

1, 2, 3

Week 8T, Feb 27 ELC ACTIVITY 2: SDI MEET IN JFF ELC

Bring your “type”(MVS/color) and your conflict sequence to the activity!

1, 2, 3, 4, 5

TH, Mar 1 Negotiation (salary, compensation, perks, etc.)

Articles posted on BBD

QUIZ 4 in class (Chapter 10, Monroe’s)

1, 2, 4

Week 9T, Mar 6 Effective emails and other business

correspondenceCH 7, 9: Emails Sign up in advance for

optional office hours on Thursday, March 8th

1, 2, 4, 5

TH, Mar 8 NO CLASS – Optional office hours from 12 noon – 6 p.m.

Office hours to discuss Presentation Two

Week 10T, Mar 13 NO CLASS – SPRING BREAKTH, Mar 15 NO CLASS – SPRING BREAKWeek 11

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T, Mar 20 PRESENTATION TWO MEET IN JFF ELC

Dress code in effect (product/service-appropriate)

1, 2

TH, Mar 22 Gender and Culture communication in the workplace

Articles posted on BBD

1, 2, 4

Week 12T, Mar 27 Introduction to effective teamwork

Do not miss class: Team Assignments, First Team meeting

Introduction to Presentation Three

CH 3: Team Communication

Articles posted to BBD on teamwork

QUIZ 5 in class (Chapters, 3, 7, 9)

1, 2, 3, 5

TH, Mar 29 ½ class – critical thinking, problem-solving, recommendation development

Introduction to Critical Thinking Report/Consulting Assignment

½ class – Teamwork in class for presentation three

** DUE BY FRIDAY, MAR 30 (post to your team page on BBD): your Team Name, Mission, Team Contract **

**START WORKING ON PRESENTATION THREE**

1, 2, 3, 5

Week 13T, Apr 3 Leadership

Do not miss classTake leadership assessment (due by class)

1, 2, 3, 5

TH, Apr 5 2/3 class: Watch “Shark Tank” in class and discuss

1/3 class: Teamwork in class for presentation three

**DUE: NETWORKING ASSIGNMENT **

Sign up in advance for mandatory team office hours on Thursday, April 12th

2, 3

Week 14T, Apr 10 ELC ACTIVITY 3: HI-FLI MEET IN JFF ELC 2, 3

TH, Apr 12 NO CLASS – Mandatory office hours by teams – to discuss Presentation Three

**DUE: CRITICAL THINKING REPORT**

Week 15T, Apr 17 ELC ACTIVITY 4: HANDLING

Q&A EFFECTIVELY MEET IN JFF ELC 3, 4, 5

TH, Apr 19 ½ class - Effective Powerpoints

½ class – Teamwork in class for presentation three

Final Exam Prep Guide posted to Blackboard

**BRING LAPTOPS – COURSE EVALUATIONS**

Week 16T, Apr 24 PRESENTATION 3-

Team presentations MEET IN JFF ELC 2, 3, 4, 5

TH, Apr 26 PRESENTATION 3-Team presentations (cont.)

MEET IN JFF ELC

TU, May 1st: Peer/Self evaluations for Presentation Three due by 11:59 p.m.

2, 3, 4, 5

Finals Week (May 2 – 9) FINAL EXAM:

Section 14689 (4:00 p.m.) THURSDAY, MAY 3rd – 4:30 – 6:30 p.m., JFF 331Section 14693 (6:00 p.m.) THURSDAY, MAY 3rd – 7:00 – 9:00 p.m., JFF 331

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