Location: HGH 225

Date and Time: Section 1, MW: 3:00 - 4:15 pm

Syllabus

Course Information

COMM 144F - 03: ORGANIZATIONAL COMMUNICATION

with Service-Learning (SL) Component (Engagement Unit). Area: Foundations; 4 Units

Spring 2017

Section 03: MW 3:00-4:15 PM; HGH 223; Class #: 27943 Lecture

 Professor: Federico Varona
Office Location: Hugh Gillis Hall 203

Telephone: (408) 924-5392

Email: federico.varona@sjsu.edu
Office Hours: Mondays & Wednesdays: 1:15 -2:00 pm. & by appointment

Class Days/Times: MW 10:30 - 11:45 pm

Classroom: Hugh Gillis Hall 225

 

Faculty Web Page and MYSJSU Messaging

Copies of the course materials such as the syllabus, major assignment handouts, etc. may be found on my faculty web page accessible through: www.sjsu.edu/faculty/fvarona. You are responsible for regularly checking with the messaging system through MySJSU (or other communication system as indicated by the instructor).

Course Description

Application of organizational communication theories and concepts to communication processes and functions in organizational life. Examines topics such as ethics, leadership, teams, culture, networks, power, diversity, identity, and assessment of communication practices.

Succeeding in a Four-Unit Course

At SJSU, students are expected to spend two hours outside of class for every one hour of class time. Because this is a four unit class, you can expect to spend a minimum of eight hours per week in addition to time spent in class and on scheduled tutorials or activities. Special projects or assignments may require additional work for the course. Careful time management will help you keep up with readings and assignments and enable you to be successful in all of your courses.

You should strive for five qualities in your writing:  (1) your writing should be COMPELLING (i.e., it should articulate a claim, make a point, be purposeful), (2) your writing should be COMPLETE (i.e., it should address all aspects of the assignment, it should be sufficiently developed), (3) your writing should be COHERENT (i.e., your argument should logically progress from one paragraph to the next), (4) your writing should be CONCISE (i.e., it should be richly developed, but not meandering or repetitive), and (5) your writing should be CORRECT (i.e., it should be free of grammatical, typographical and source citation errors, as well as fallacious reasoning).  I will look to these five criteria as I read and respond to your written work in this course.

Engagement Unit

All 4-unit courses in Communication Studies include a unit of engagement. This unit of engagement is designed to enrich students’ learning experiences and to facilitate student achievement of course learning objectives. Students enrolled in 4-unit courses are expected to spend 45 hours (average of 3 hours/week in a regular semester) outside of the classroom to complete engagement activities.   This unit is worth 25% of the overall grade. In this class, the engagement unit is the Service-Learning Team Research Project: Org. Comm. Intervention (Engagement Unit) (25 points). The purpose of this assignment is to provide you with the opportunity of integrating service and learning through reflection and action. Therefore, you goal as a team is first to offer a meaningful service to a community organization; and second, to learn how to conduct organizational communication interventions. The process entails the following tasks: gathering, analyzing, interpreting data, and developing an action plan to improve organizational communication. (LO1, LO2, LO3, LO5). (Specific instructions for this assignment are available on this link: Service-Learning Team Research Project: Org. Comm. Intervention.

FOUNDATIONS, Inquiry, Practice

Each course in the Department of Communication Studies primarily focuses on one of three areas: Foundations (theoretical underpinnings of the discipline), Inquiry (research in the discipline), or Practice (application of communication theories and concepts to real world contexts). COMM 144F is a Foundations course. Although the course addresses research (inquiry), and practice (application), the primary purpose of COMM 144F is to study theories and concepts associated with communication and organizations.

Foundations Area Objectives

This course satisfies the FOUNDATIONS area of Communication Studies learning objectives. All FOUNDATIONS courses, including COMM 144F, share these learning objectives:

Theories of Communication: Demonstrate understanding of the major theories that have shaped the communication field.
Ethics: Demonstrate understanding of ethical responsibilities in communicating with others in interpersonal, organizational, small group, intercultural, mediated, and public settings.
Course Goals

Within the FOUNDATIONS area, COMM 144F is unique in that it introduces you to organizational communication theories and concepts associated with the communication discipline. Organizational communication refers to the communication processes and functions in organizational life. The ability to effectively communication in organizations is important and necessary to the success of organizations. In this course you’ll explore a wide variety of organizational communication theories and concepts, evaluating their utility and effectiveness in examining the communication behaviors employees and superiors regularly encounter. Class discussions, readings, activities, and assignments are designed to facilitate application of theories to communication situations.

In this course students will develop a basic understanding of the nature and the importance of communication in organizational contexts. They will be introduced to the field of organizational communication and help them apply theoretical concepts to the analysis of organizational communication situations in the community. Students will become aware of their communication strengths and weaknesses when functioning in organizational contexts. Finally, they will develop increased skill and confidence for more effective communication in organizational interactions.

Service-learning component

The general goal of the SERVICE-LEARNING component of this course is to integrate theory and practice through application and reflection. The specific goals are first, provide community service; and second, learn critical thinking, problem solving, and perspective transformation on the topics discussed in the course. All the assignments of this course are intended to serve these goals.

Students should complete at least 15 hours of Service-Learning in nonprofit organizations in the community.

Course Learning Objectives

After successfully completing this course, you will:

Discuss and critique fundamental theories and concepts related to organizational communication. (Theories of Communication)
Delineate the essential assumptions underlying organizational communication  theories relevant to the communication discipline. (Theories of Communication)
Integrate theory and practice through application (action) and reflection by doing Service Learning in nonprofit organizations in the community. (Social Responsibility)
Identify, locate and apply resources for addressing organizational communication issues. (Communication Competence)
Appreciate the diversity of perspectives communicators bring to organizational communication contexts. (Ethics)
Course Learning Outcomes (LO)

After successfully completing this course, you will:

 

LO1. Demonstrate an understanding of the unique characteristics, constraints, and possibilities of organizational communication.

LO2. Recognize recent challenges to business and professional communication found in new communication technologies, the

global/local organization, and increasing workplace diversity.

LO3. Identify cultural issues relevant to organizational communication.

LO4. Identify, define, and apply concepts and theories associated with organizational communication.

LO5. Demonstrate communication competency in organizational contexts: interpersonal, small group, and public settings.

 

Required Texts/Readings

Textbooks:

(1) Zaremba, Alan J. (2010). Organizational Communication. New York: Oxford University Press  | ISBN: 9780195379044  | 316 Pages.

Classroom Protocol

 

Regular attendance is important because: a) students participation in the discussion of the issues provides the multicultural perspective that is expected from a course of this nature; b) participation in-class exercises helps students to develop the necessary skills for more effective communication in small Teams and teamwork projects in the organizational context; and c) some information is provided in class which is not in the text.

NO ABSENCES WILL BE EXCUSED ON TEST DAYS. Absences on these days will be examined on a case-by-case basis.

To help foster a productive learning environment, let's all work to do the following: a) Interact respectfully with others; b) Embrace diverse perspectives and viewpoints; c) Arrive to class on time; d) Use laptop only to take notes; e) Set mobile phones to vibrate or silent; f)and wait until class has ended to get ready to leave.

Please feel free to come into my office to discuss assignments and other class related issues. If my office hours are not convenient, we can arrange another time to meet. So many problems can be solved or avoided entirely by a little communication! Please email me at: federico.varona@sjsu.edu if you need to contact me during the day or at night.

Assignments and Grading Policy

Assignments:

1. Sharing your Org. Comm. Experience (10 points)

The purpose of this oral presentation is first, to share with your classmates one of the most meaningful (life-giving) communication experience (at work or in any other context). You can use also your community service-learning experience (if you are doing it or have already done it). Second, to enhance your presentational communication skills, that are critical to succeed in the work place. On the other hand, this assignment is designed to emphasize that our different and distinctive organizational communication experiences do account as legitimate and valued sources of knowledge, and that we can learn from each other. (LO1, LO2, LO3, LO5)

(Specific instructions for this assignment are available on this link:  Sharing your Org. Comm. Experience)

2. Organizational Communication Diagnosis Research Paper (15 points)

The purpose of this assignment is to develop awareness of successful communication practices, communication weaknesses, and needs that organizations are facing here and now. This assignment is part of the service-learning component of this class. Service-Learning is a form of experiential education that believes that learning occurs through a cycle of action and reflection. In so doing you will have the opportunity of learning from the community while providing a service to it. If you have not started your Service-Learning experience, you can select for the purpose of this paper any present or past organization. (LO1, LO2, LO3, LO5)

(Specific instructions for this assignment are available on this link: Organizational Communication Diagnosis Research Paper ).

3. Interpretive and Action Paper (10 points)

The purpose of this assignment is to provide you with the opportunity to link practice and theory. To do so, you have to research how theory can help you first, to have a better understanding (perspective) of one of the issues (communication strength, communication problem, or communication need) discussed in your Diagnosis Paper; and second, design an action plan to promote institutional change. Moreover, this assignment will help you become familiar with the professional journals in the field of Organizational Communication and with the current research purposes, methods, and findings. (LO1, LO2, LO3, LO5).

(Specific instructions for this assignment are available on this link: Interpretive and Action Paper)

4. Service-Learning Team Project: Org. Comm. Intervention (Engagement Unit) (25 points)

The purpose of this assignment is to provide you with the opportunity of integrating service and learning through reflection and action. Therefore, you goal as a team is first to offer a meaningful service to a community organization; and second, to learn how to conduct organizational communication interventions. The process entails the following tasks: gathering, analyzing, interpreting data, and developing an action plan to improve organizational communication. (LO1, LO2, LO3, LO5)

(Specific instructions for this assignment are available on this link: Service-Learning Team Research Project: Org. Comm. Intervention)

5. Mid-Term Exam (20 points)

Format for the test will be presented in class; it will include true/false, multiple choice, and short answer questions. Tests will assess not only your basic understanding of communication concepts and theories, but also your ability to integrate and apply those concepts and theories. (LO1, LO2, LO3, LO5).

(STUDY GUIDE is available on this link: Mid-Term Exam (Download STUDY GUIDE)

6. Final Exam (20 points)

Format for the test will be presented in class; it will include true/false,  multiple choice, and short answer questions. Tests will assess not only your basic understanding of communication concepts and theories, but also your ability to integrate and apply those concepts and theories. (LO1, LO2, LO3, LO5).

(STUDY GUIDE is available on this link: Final Exam STUDY GUIDE [doc]

Assignments	Points
Sharing your Org. Comm. Experience	10
Organizational Communication Diagnosis Research Paper	15

2. 2. 
   15 points
   3. Interpretive and Action Paper
   10 points
   4. Service-Learning Team Research Project: (Engagement Unit)

(Download Content Analysis Instructions)
(Download Instructions for Table of Content of the Written Report)
25 points
5. Mid-Term Exam (Download STUDY GUIDE)
20 points
6. Final Exam (Download STUDY GUIDE)
20 points
The assignments in this class are designed to achieve course goals. Textbook readings, class lectures, case study analyses, in-class activities, research papers, and oral presentations will not only provide you with information about major concepts but will also allow you the opportunity to experience the concepts. Therefore, your attendance and participation in class are of utmost importance. You are supposed to read in advance the Textbook Chapter that is indicated for the given dates. The reading of these assignments is very important to participate in class discussion. Be prepared to answer any question about them.

All assignments and exams must be completed on the date assigned. If you turn in a paper late you will penalized for that assignment, unless an alternate due date has PREVIOUSLY been approved.

Grading Scale

 

A= 90-100
A+=97-100
A=94-96
A-=90-93
B= 80- 89
B+=87-89
B=84-86
B-=80-83
C= 70- 79
C+=77-79
C=74-76
C-=70-73
D= 60- 69
D+=67-69
D=64-66
D-=60-63
F= 00- 59
 
 
 
Attendance per se shall not be used as a criterion for grading according to Academic Policy F-69-24. )

Student Resources

Academic Counseling Center for Excellence in the Social Sciences (ACCESS)

Clark Hall 240, Tel. 924-5363, socsci-access@sjsu.edu

All College of Social Sciences students and interested students from other colleges are invited to stop by for general education advising, help with changing majors, academic policy related questions, meeting with peer advisors, and/or attending various regularly scheduled presentations and workshops. Call or email for an appointment, or just stop by.

Communication Center

The Communication Center is located in Hugh Gillis Hall 229 and is open Monday - Thursday 10:30AM - 4:30PM February 6-May11. The Center provides support for all students interested in developing their personal and professional communication skills, and offers specialized support for those enrolled in Communication Studies courses.  Services include in-person workshops, public speaking, and writing tutoring.  Upper-division Communication Studies students staff the Center and are trained in coaching students on a variety of topics related to our department courses.  Need a quiet place in HGH to study, meet, or practice a speech?  We have several rooms available! To make an appointment with one of our tutors or to reserve a breakout room go to http://mywco.com/sjsucommcenter.  More information can be found through our websitehttp://commcenter.sjsu.edu/

Optional addition:

You are strongly encouraged to use the Center and enroll in COMM 80; several class assignments require the use of the Center and there will be opportunities to earn extra credit through various Center activities.  To add 1 unit of COMM 80, the section numbers are 01 – 06 and the course numbers 20179, 20180, 20181, 21146, 27753, and 27754 are respectively; no add code necessary. 

Library Liaison

Martin Luther King, Jr. Library, Reference Desk, 2nd Floor, Tel. 808-2100, libguides.sjsu.edu/communication

The Communication Studies Department encourages vigorous and ethical research as part of information literacy for all of its students. For major research consultations contact Geetali Basu geetali.basu@sjsu.edu

Peer Connections

Clark Hall, 1st floor, Mon–thu 10:00 am–8:00 pm

Living Learning Center, Campus Village B, 1st floor, Mon-Wed 5:00 pm–8:00 pm

Martin Luther King, Jr. Library, Room ll67 (by the elevators on the Lower Level)

Student Services Center 600, Mon–Thu 10:00 am–5:00 pm, Fri10:00 am–4:00 pm

Tel. 924-2587, http://peerconnections.sjsu.edu/

The Peer Mentor Program is part of SJSU’s newly formed Peer Connections department, which provides campus-wide mentoring and tutoring services. The purpose of Peer Connections is to inspire students to develop their potential as independent learners while they learn to successfully navigate through their university experience. You are encouraged to take advantage of the Peer Connections’ services, which include enhanced study and time management skills, more effective critical thinking strategies, decision making and problem-solving abilities, and campus resource referrals. More information on services and the workshop calendar can be found online at http://peerconnections.sjsu.edu/

SJSU Writing Center

Clark Hall 126, Mon-Thu 9.30 am–5:30 pm, Fri 9:30 am–2:30 pm, tel. 924-2308, sjsu.edu/writingcenter

The SJSU Writing Center is staffed by professional instructors and upper-division or graduate-level writing specialists from each of the seven SJSU colleges. The writing specialists have met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers.

Student Technology Resources

Computer Labs: Academic Success Center, Clark Hall, 1st floor; Student Union, 2nd floor; MLK Library

Media Services: Instructional resource center 112, mon–thu 7:00 am–9:45 pm, Fri 7:00 am–4:45 pm,

tel. 924-2888, http://www.sjsu.edu/at/ms/

Media Services provides a wide variety of audio-visual equipment for student checkout, including digital camcorders, video and audiotape players, sound systems, wireless microphones, screens and monitors.

University Policies:

Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information on add/drops are available at http://info.sjsu.edu/web-dbgen/narr/soc-fall/rec-298.html. Information about late drop is available at http://www.sjsu.edu/sac/advising/latedrops/policy/ . Students should be aware of the current deadlines and penalties for adding and dropping classes.

Academic integrity

Students should know that the University’s Academic Integrity Policy is availabe at http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf. Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University’s integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The website for Student Conduct and Ethical Development is available at http://www.sa.sjsu.edu/judicial_affairs/index.html.

Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person’s ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include in your assignment any material you have submitted, or plan to submit for another class, please note that SJSU’s Academic Policy F06-1 requires approval of instructors.

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with the DRC (Disability Resource Center) to establish a record of their disability.

Accommodation to Students’ Religious Holidays

San José State University shall provide accommodation on any graded class work or activities for students wishing to observe religious holidays when such observances require students to be absent from class. It is the responsibility of the student to inform the

instructor, in writing, about such holidays before the add deadline at the start of each semester. If such holidays occur before the add

deadline, the student must notify the instructor, in writing, at least three days before the date that he/she will be absent. It is the

responsibility of the instructor to make every reasonable effort to honor the student request without penalty, and of the student to

make up the work missed.

 

COMM 144F - 01: ORGANIZATIONAL COMMUNICATION / Fall 2016

COURSE SCHEDULE

Week
Date
Topics, Readings, Assignments, Deadlines
 

1

 

 Jan. 30 (M):
Introduction to Course: Instructional Policies, Syllabus, and Assignments
Ice Breaker: Getting to Know Each Other
Assignment: Your Goals for the Class
 
Feb. 01 (W):

 
Chapter 1: Organizational Communication: An Introduction
ASSIGN: SHARING YOUR ORG. COMM EXPERIENCES (Oral Presentation)
Teamwork: Form teams for the semester and share your Goals for the Class
 2

 

 

Feb. 06 (M):
ASSIGN: ORGANIZATIONAL COMM. DIAGNOSIS RESEARCH PAPER
Teamwork: Define Team Identity
 
Feb. 08 (W): 
Chapter 2: Management Theory and Organizational Communication
Oral Presentations(1)
Teamwork: Define team identity 
 3
Feb. 13: (M):
Chapter 3: Theoretical Foundations: Systems, Culture, and Power
Teamwork: Define team identity (Finish)
 
Feb. 15 (W):
Oral Presentations(3)
Teamwork: Introduce Team Identity to Class

 

4
Feb. 20 (M):
Chapter 4: Ethics and Organizational Communication
Teamwork: Service Learning Project-Engagement Unit
 
Feb. 22 (W): 
Oral Presentations(3)
Teamwork: Service Learning Project-Engagement Unit
5

 

Feb. 27 (M):
Chapter 5: Managing Information
Oral Presentations(1)
Teamwork: Service Learning Project-Engagement Unit
 
Mar. 01 (W):
Oral Presentations (3)
Teamwork: Service Learning Project-Engagement Unit

 

6
Mar. 06 (M):
Chapter 6: Communication Networks
 Teamwork: Service Learning Project-Engagement Unit
 
Mar. 08 (W):
 Review for Mid-Term Exam (Download STUDY GUIDE)
Oral Presentations(2)
Teamwork: Service Learning Project-Engagement Unit
7

 

Mar. 13 (M):
PAPER DUE: ORGANIZATIONAL COMM. DIAGNOSIS RESEARCH
ASSIGN: INTERPRETIVE AND ACTION PAPER 
 
Mar. 15 (W):
MID-TERM EXAM
 8
Mar. 20 (M):
ASSIGN SERVICE LEARNING TEAM PROJECT: ORG. COMM. INTERVENTION
Teamwork:  Service Learning Team Research Project: Organizational Communication Intervention-Engagement Unit
 
Mar. 22 (W):
Chapter 11: Assessing Organizational Communication Quality
Oral Presentations (2)
Teamwork:  Service Learning Team Research Project: Organizational Communication Intervention-Engagement Unit 
 
 

9
Mar. 27-29 (M-W):
Spring Recess 
10 
Apr.03 (M):
Chapter 7: Culture, Climate, and Organizational Communication
Teamwork: Service Learning Team Research Project: Organizational Communication Intervention-Engagement Unit
 

 

Apr. 05 (W):
Oral Presentations (3)
Teamwork:  Service Learning Team Research Project: Organizational Communication Intervention-Engagement Unit
 11
Apr. 10 (M):
Chapter 8: Meetings and Teams: Conflicts and Interventions
Teamwork: Service Learning Team Research Project: Organizational Communication Intervention-Engagement Unit
 

 

Apr. 12 (W):
Oral Presentations (3)
Teamwork:  Service Learning Team Research Project: Organizational Communication Intervention-Engagement Unit
 12
Apr. 17 (M):
Chapter 9: Intercultural Communication and the Organization
Teamwork: Service Learning Team Research Project: Organizational Communication Intervention-Engagement Unit 
PAPER DUE: INTERPRETIVE AND ACTION PAPER  (Sharing Session)
 

 

Apr. 19 (W):
Oral Presentations (3)
Teamwork:  Service Learning Team Research Project: Organizational Communication Intervention-Engagement Unit
 13
Apr. 24 (M):
Chapter 10: Crisis Communication
Oral Presentations (1)
Teamwork:  Service Learning Team Research Project 
 
Apr. 26 (W):
Chapter 12: Careers in Organizational Communication
Review for  Service Learning Team Research Project. Group Presentations
Review for Final Exam (Download STUDY GUIDE)
 14
May. 01 (M):
Team Research Project Presentation: Organizational Communication Intervention-Engagement Unit
 

 

May. 03 (W):
Team Research Project Presentation: Organizational Communication Intervention-Engagement Unit
 15
May. 08 (M):
Team Research Project Presentation: Organizational Communication Intervention-Engagement Unit

 

 

May. 10 (W):
Team Research Project Presentation: Organizational Communication Intervention-Engagement Unit
 16
May. 15 (M):
Team Research Project Presentation: Organizational Communication Intervention-Engagement Unit

 

FINAL EXAM

 

May 24 (W):
12:15 -2:30 PM: (HGH 223)