SYLLABUS
Organizational Communication CMUN 224
Meeting Times 1-2:15pm MW (Spring 2002)
Associate Professor
Jim L. Query, Jr., Ph.D. Phone: Office (773) 508-2981; Fax (773) 508-8492; email= jquery@.luc.edu; alternative email (in case of server difficulties) = profjim90@hotmail.com.
Office Location: (LSC) Sullivan Center 038. Hours: W 3:30-5:30pm (virtual and prearranged password required; or real-time if needed). Other virtual and real-time slots by appointment. WTC office = LT 901, Hours, M, 4:45-5:45pm.
Home Page:
http://www.homestead.com/profjims/directory.html
This directory lists all current links at my website. I believe you will find my site has lots of useful info, a bulletin board, and links to several key sites. Be sure to visit it.
Email Requirement and Response Policy Easing Your Access:
You will be receiving a variety of class-related materials---such as sample quiz/exam questions, Self-Review Questions (SRQs), and notices of class content changes and grades---in an electronic format (using rich text file [rtf], word [doc], and/or inside the box approaches); hence, it is REQUIRED that you have and regularly peruse an active email account.
Notwithstanding my office hours above, it is not always possible to have a face-face meeting with me (due to my circumstances or yours). In case a face-face meeting is not possible, I thus encourage you to email me about any concerns or questions you may have as the semester unfolds. Barring some difficulty, I generally respond to all emails within 48 hrs beginning Sunday evenings at 6pm until Friday evenings at 3pm. As my bulletin board indicates [go to http://www.homestead.com/profjims/jimsclasses.html], NO class-wide emails are sent out after 3pm on Fridays, except in the cases of technological difficulties or emergencies.
Course Overview:
Since pre-historic times, individuals have joined together to form working groups. Each of these collectives could be characterized in terms of their mission(s), structure, culture, norms, outcomes, and leadership style(s). While each of the preceding areas is worthy of explanation and investigation, the central process which ties these and other organizational features together is human communication.A prominent organizational theorist, Weick, goes so far to argue that organizing is communicating. This course thus seeks to demonstrate the ways in which "organizational reality" or experience (i.e., mission, structure, culture, norms, outcomes, and leadership style) is enacted through communication. A key premise of this course, then, is that the essence of organizations is directly tied to the interaction patterns, meanings, logics, and stories of their members. Without their human factor, organizations would cease to exist. Additionally, organizations undergo a series of "life events," such as hostile takeovers, lay-offs, mergers, innovation periods, and health promotion campaigns. It becomes paramount, then, to examine the inextricable link between communication and organizing processes. As these messages are analyzed across contexts and through quantitative and/or qualitative means, some trends concerning the role of inter- action and organizing may emerge. Resulting knowledge gains can then facilitate one's transition into organizational life.Understanding and awareness are desirable goals; yet alone, they fall short of empowering individuals to negotiate the many challenges and pitfalls of modern organizational life. It is thus imperative to couple the preceding goals with interpersonal sensitivity, communication competencies, and ethical responsibilities. Such a four-dimensional strategy should be associated with positive individual and collective objectives. Unfortunately, however, there is also a "dark side" to communication in and across organizational contexts. Some examples include expressions of sexual harassment, discrimination based on gender, disability, religious beliefs, and/or sexual orientation, as well as unethical behavior. Subsequently, throughout the course, we will examine some of these dehumanizing forces.Course Objectives:
Upon completion of the course, you should be able to: (1) understand and explain how selected communication variables and processes influence organizing behaviors across a variety of contexts; (2) explain and critique select theories of organizational communication; (3) apply key communication principles to realistic situations; and (4) use the scientific method to test theories across a variety of contexts. It is reasonable to conclude, then, that this course blends theory, with application.To help you realize the preceding goals, the course will attempt to address the following topic areas: a synthesis of the communication field and organizational communication inquiry; traditional and contemporary theories of organizing; Weick's model of organizing; organizational culture; internal and external communication systems; the role of social support in organizations; ethical constraints in organizational communication; and sexual harassment. Throughout the course, current research investigations, current events, and selected case studies will be examined and discussed.Required Texts:
Shockley-Zalabak, P. (2002). Fundamentals of organizational communication, 5th ed. New York: Longman. Suggested Documentation Reference:
American Psychological Association (2001). Publication manual of the APA, (5th ed.). Washington, DC: APA. You need not purchase the APA manual. All written work, however, will follow its standards. Visit the classes' page to consult the APA Guide within papers and to use the FREE and FAST APA StyleWizard. This wonderful program was developed by Dr. Lyle J. Flint and it will help you build your bibliography (bib).
Absence Policy:
Learning is a reciprocal process. Barring illness, emergency, work crisis, or relational termination (only 1 per term), I expect you to regularly attend and participate in class and your working groups. Any work missed during an UNEXCUSED absence is not allowed to be made up. You are responsible for all materials covered, all handouts distributed, and all announcements made in class. Two unexcused absences will trigger a failing participation grade for the semester. Please do not place me in this unenviable position.
Make-Ups:
Make-ups for missed hour examinations, quizzes, and in-class assignments will be considered ONLY IF: you call the professor at (773) 508-2981, BEFORE the time of the exam/quiz/assignment; AND your excuse is valid, legitimate and documented. Be advised also that I reserve the right to alter the format of any make-up hour exam or quiz. Hence, if the regular exam or quiz was primarily objective, the make-up could become comprehensive essay and/or problem applications. Failure to take an exam or quiz will result in a grade of "F" and that score will be used in final grade calculations. The final exam can only be made up with the written approval of the Dean, College of Arts & Sciences.
Prospectus and Paper Due Dates: optional risk-free prospecti are due March 11, 2002. Final prospecti are due March 25, 2002. One completed copy of the paper is due May 6, 2002. PLAN YOUR PREPARATION TIME NOW.
Late Assignments:
Late work may be turned in with the following penalties: (l) If the work is not handed at the beginning of the regularly scheduled class time, a 30 percent penalty will be incurred. (2) For each consecutive day that the work is late, a 10 percent penalty will also be incurred. Hence, if a paper is due during the Monday class period, and it is received the next day, Tuesday, the penalty would be minus 40 percent.
Plagiarism/Quiz-Exam Cheating:
Plagiarism has many forms. At one level, it is defined as using the ideas, organization, supporting sources, and/or words of another, without giving credit to the original author(s). "Giving credit" has two dimensions: (1) for material which is in the exact wording of the source's author(s), quote marks should be used to enclose the verbatim pull, accompanied by author(s)' names, year of piece, and exact page number(s); and (2) for material which is paraphrased, the author(s)' names, year of piece, and exact page number(s) are expected. The APA manual details the appropriate format.
Plagiarism also includes: using another student's paper, using another person's unpublished work, submitting a rewritten or revised version of another person's work, allowing another or paying another to write a paper for one's own benefit, purchasing and using for course credit a pre-written paper, as well as using another's paper available on the Internet.
WARNING: I am aware of at least 100 web sites where students can down-load pre-written research papers. As a matter of policy, I regularly browse these sites comparing available papers to my students' papers. SUBMISSION OF A PRE-WRITTEN PAPER, EVEN IN MODIFIED FORM, WILL TRIGGER AN "F" FOR THE ASSIGNMENT, AN "F" FOR THE COURSE, AND REFERRAL TO STUDENT JUDICIARIES.
The grade for any assignment containing plagiarized material will be an "F." The course grade will also be an "F." Group members should ensure that all of the group project material is original or that it has been ACCURATELY DOCUMENTED through appropriate citations. THESE PENALTIES WILL BE APPLIED AT THE TIME OF DISCOVERY AND ALL PREVIOUS GRADES WILL BE VOIDED.
Academic misconduct on a quiz or examination will also result in course failure. Misconduct includes any unauthorized removal of an exam or quiz from the classroom at all times. Such behavior will trigger an "F" for that exam or quiz, and a course grade of "F." See the current Undergraduate Catalog for an explanation of these policies.
Required Assignments:
* One midterm exam will be administered covering the text readings, guest lectures, and other assigned readings. The exam will employ multiple choice, short answer, definition (SADEF) and/or essay type items. The class votes on the SADEF and essay items.
One midterm exam will be administered covering the text readings, guest lectures, and other assigned readings. The exam will employ multiple choice, short answer, definition (SADEF) and/or essay type items. The class votes on the SADEF and essay items. *Four quizzes, two administrations at twenty items each (thus quiz 1 would equal items 1-10 and quiz 2 would equal items 11-20), and class exercises also will be used. Several class exercises are unannounced. In-class analysis of research investigations and case studies may also be assigned.
Four quizzes, two administrations at twenty items each (thus quiz 1 would equal items 1-10 and quiz 2 would equal items 11-20), and class exercises also will be used. Several class exercises are unannounced. In-class analysis of research investigations and case studies may also be assigned.*Working individually or in small groups, you will complete one prospectus (6-8 pp. per individual author) that then is significantly expanded upon and directly incorporated into the final paper (12-16 pp.per individual author). Failure to successfully complete the prospectus will also trigger the grade of "F" for the final paper. Note that these page lengths are GUIDES.
Working individually or in small groups, you will complete one prospectus (6-8 pp. per individual author) that then is significantly expanded upon and directly incorporated into the final paper (12-16 pp.per individual author). Failure to successfully complete the prospectus will also trigger the grade of "F" for the final paper. Note that these page lengths are GUIDES.*Working as part of a small group, you will individually prepare and conduct an online presentation centering on your paper. Class handouts and current event articles should be prepared and disseminated to the class. I will make all necessary copies as long as ample lead time is provided.
Working as part of a small group, you will individually prepare and conduct an online presentation centering on your paper. Class handouts and current event articles should be prepared and disseminated to the class. I will make all necessary copies as long as ample lead time is provided. Course Method:
This course will use a lecture-discussion format, in-class exercises, and working groups. Although the lectures are drawn from the readings, there will be material additions and deletions. Additional material may be presented by guest lecturers.
To enhance your class performance, it is helpful to first skim the assigned readings, peruse the material at-length, take good lecture notes, and then review the material in conjunction with your notes/ study guides. As the quizzes and exam consist of applied, assoc-iative, and some recall items, extensive "cramming" is usually related to poor performance.
Course Instructional Aids:
My teaching tools include the following:
* extensive web site;* online individual grade status reports; * online office hours by appointment and password needed;
* online study review sessions;
* regular emails and/or faxes if necessary; * lecture handouts and self-review questions;
* sample quiz and exam questions;
* detailed exam study guide;
* individual selection of exam's section weights * mc exam/quiz challenges;
* class exercises;
* risk-free reviews. Other Course Performance Tips:
I am often asked for suggestions on how to do well in my courses.
Although I can make no warranty or guarantee, here are some tips
which have been helpful to others.
*Set short-term goals. Upon attaining these, reward yourself.
Set short-term goals. Upon attaining these, reward yourself.* If a goal is not met, reflect on the experience and seek to refine or identify your preparation strategies. Many times, a brief meeting with me can also be helpful.
If a goal is not met, reflect on the experience and seek to refine or identify your preparation strategies. Many times, a brief meeting with me can also be helpful.* Using the lecture handouts and self-reviews, regularly review the assigned readings closely.
Using the lecture handouts and self-reviews, regularly review the assigned readings closely. * Do not just memorize material; know it well enough that you can recognize the concept(s) or principle(s) in novel examples.
Do not just memorize material; know it well enough that you can recognize the concept(s) or principle(s) in novel examples. * Regularly work through all class handouts. These have pay-offs.
Regularly work through all class handouts. These have pay-offs.* Take good notes; feel free also to record in-class lectures.
Take good notes; feel free also to record in-class lectures.* Do ask questions. I want us to be on the "same page."
Do ask questions. I want us to be on the "same page."* Read carefully during quizzes and exams. Consider one question at a time. Also, look for questions that are related.
Read carefully during quizzes and exams. Consider one question at a time. Also, look for questions that are related.*Visit my website often and touch base with me as needed.
Visit my website often and touch base with me as needed.* Attempt to view me not as "THE EVALUATOR," but as "THE COACH."
Attempt to view me not as "THE EVALUATOR," but as "THE COACH."*Try to identify your MOST demanding judge and competition...Hint---you should already be very familiar with this person *S*
Try to identify your MOST demanding judge and competition...Hint---you should already be very familiar with this person *S* I also have supplied you with advice from previous classes (visit the classes' site of my homepage).
Writing Considerations:
All written work is to be typed, double-spaced, and documented according to APA. Please refer to the APA Guide Within Papers. HANDWRITTEN, UNDOCUMENTED, AND/OR POORLY DOCUMENTED WORK WILL NOT RECEIVE A PASSING GRADE. The writing style will be in the third person and correspond to university level standards. Specific guidelines are set forth in the writing standard guide, and ALL WRITTEN ASSIGNMENTS SHOULD FOLLOW THESE SPECIFICATIONS (see the classes' site of my homepage).
Course Assignments and Weights:
Midterm Exam30 percent Quizzes* 18 percentProspectus12 percentTerm Paper 24 percent On-line Case, Q & A 8 percent
Participation/IA 8 percent* Pop quizzes are possible. You should expect two announced quizzes, twenty multiple-choice questions, with the lowest score dropping provided all quizzes have been taken.
Pop quizzes are possible. You should expect two announced quizzes, twenty multiple-choice questions, with the lowest score dropping provided all quizzes have been taken.*Participation or Class Interaction is guaged throughout the semester. Mere attendance usually results in a grade of C- or lower. I also consider the QUALITY of your interaction and not merely its frequency.
Participation or Class Interaction is guaged throughout the semester. Mere attendance usually results in a grade of C- or lower. I also consider the QUALITY of your interaction and not merely its frequency.Grading Scale:
A twelve point scale, with 1 representing an "A" and 12 representing an "F," is employed. The cut-offs follow: 1-2.99 = A; 3.0-3.5 = B+; 3.51-5.50 = B; 5.51-6.50 = C+; 6.51-8.50 = C; 8.51-9.50 = D+; 9.51-11.50 = D; 11.51 and above = F. All grades are possible.
The following example illustrates the scale.
AssignmentWeightGradeCalculation
WeightGradeCalculationMidterm Exam 30% D (10) 30 x 10= 300
30% D (10) 30 x 10= 300Quizzes 18% C- (7) 18 x 7= 126
18% C- (7) 18 x 7= 126Prospectus 12% B+ (3) 12 x 3= 36
12% B+ (3) 12 x 3= 36 Term Paper 24% A- (2) 24 x 2= 48
Online Case, Q & A 8% B (4) 8 x 4= 32
8% B (4) 8 x 4= 32Participation/IA 8% A--(2) 8 x 2= 16
8% A--(2) 8 x 2= 16 Totals 100% 558
100% 558Take the total and divide by the total percentage: 558/100%=
5.58 or 5.60 which equals a final grade of "C+."
The following course schedule may be modified to accommodate time constraints or class size. Any changes will be announced in class, via email,and/or posted on the bulletin board at my website.And note that I work with those who work with me.
Course Calendar **
** Quizzes should be announced and occur periodically.
Quizzes should be announced and occur periodically. (SZBAK) = Shockley-Zalabak Text
(KEYT) = State-of-the-art conference paper focusing on sexual harrassment.
Jan 14Course Overview; Read SZBAK CH1.
Course Overview; Read SZBAK CH1. Jan 16Course Overview; SZBAK CH1
Course Overview; SZBAK CH1Jan 21-Feb 11SZBAK CHs 2-5
SZBAK CHs 2-5Feb 18MIDTERM EXAM, PART I
MIDTERM EXAM, PART IFeb 25MIDTERM EXAM, PART II
MIDTERM EXAM, PART IIMarch 4-10 SPRING BREAK.
SPRING BREAK.March 11Risk-free Prospecti Due; SZBAK CH6
Risk-free Prospecti Due; SZBAK CH6March 13-April 25SZBAK CH 7-8, SZBAK CH9, KEYT, SZBAK CH12
SZBAK CH 7-8, SZBAK CH9, KEYT, SZBAK CH12March 25Final Prospecti Due; Last Day to Withdraw by 5:00pm
Final Prospecti Due; Last Day to Withdraw by 5:00pmApril 22 & 25Online Pres and Q & A Due.
Online Pres and Q & A Due.May 6Final Paper due.
Final Paper due. LINKS
