Instructor's Manual

to accompany

Communicating
at Work
Principles and Practices for
Business and the Professions
Ninth Edition

Ronald B. Adler
Santa Barbara City College

Jeanne Marquardt Elmhorst

Central New Mexico Community College

Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020.
Copyright 2008, 2005, 2002, 1999, 1996, 1992, 1989, 1986, 1983 by The McGraw-Hill Companies, Inc. All rights reserved. The contents, or parts
thereof, may be reproduced in print form solely for classroom use with
COMMUNICATING AT WORK
provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written
consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for
distance learning.
 CONTENTS

Preface
Introduction: Getting Started

Chapter 1: Communicating at Work

Chapter 2: Communication, Culture and Work
Chapter 3: Listening
Chapter 4: Verbal and Nonverbal Messages
Chapter 5: Interpersonal Skills
Chapter 6: Principles of Interviewing
Chapter 7: Types of Interviews
Chapter 8: Communicating in Teams
Chapter 9: Effective Meetings
Chapter 10: Developing and Organizing the Presentation
Chapter 11: Verbal & Visual Support in Presentations
Chapter 12: Delivering the Presentation
Chapter 13: Informative, Group, and Special Occasion Presentations
Chapter 14: Persuasive Presentations

Appendix 1: Assignments
Appendix 2: Critique Forms
 PREFACE
The 9th edition of Communicating at Work continues to bring us a practical, readable survey of
communication with a dual focus on understanding underlying concepts and developing applied
workplace skills.

The 9th edition of the Instructors Manual includes an updated Integrator Guide, located in
Section 3. Activities for each chapter are preceded by a table that matches learning objectives
with relevant learning resources. The following resources are included in the table. These
resources are described in depth in the Preface to the text.
The text, Communicating at Work 9th edition
The Instructor's Manual, the Online Learning Center (LOC), located at
http://www.mhhe.com/adler9

An example of the Integrator Guide follows:

Integrated Objectives Resources

Understand the frequency and importance of In the text:
communication for success in the work world. Page references: 5-7
On the Web: Business Sources Online

Instructors Manual online:

Discussion Launchers: 1
Classroom Activities: 1, 2

Student Online Learning Center:

Internet Exercise 2
List and define the elements, processes, and In the text:
principles of communication. Page references: 7-14
Activities: 1
Key terms: channel, chronological context, content
message, context, cultural context, decoding, Instructors Manual online:
encoding, external noise, feedback, medium, Discussion Launchers: 2,3
message, noise, physical context, physical noise, Classroom Activities: 3, 4
physiological noise, psychological noise, receiver, Video Activities: 1-3
relational message, sender, social context

The Integrator Guide is a useful time saver for instructors who are teaching from this text for the
first time. In addition, it helps long-time users integrate new learning resources developed by
your authors and the McGraw-Hill team. As you decide how you will present each concept, you
can see at a glance a variety of exercises, tools, and resources you can use. You will find similar
tables in Section 4 (Chapter Test Items), where each test item is matched to a relevant learning
objective.

When used in conjunction with the text, the activities included in this manual will help students
build essential life skills. Of course, we can't learn to communication just by reading about

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communication; mastery of communication concepts requires much hands-on practice. The
exercises in this manual provide opportunities for such practice.

Carolyn Clark
Salt Lake Community College

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 INTRODUCTION

As communication instructors, we are well aware of the power of first impressions. It's worth
pondering what impression our students are forming of our class during our first class meeting.
If communication is a required course in your college, students may enter your class expecting to
be bored. Too often, we hear students walk out of the first meeting of a basic communication
class muttering comments such as "I already know all this," "This is going to be a fluff class," or
"Why do I have to take a class in communication? It's all just common sense." Our challenge as
instructors is to find ways to engage our students' interest and motivation from the first moment
they enter the classroom.

What, then, can we use as a catalyst to spark students' interest so they look forward to attending
our second class? A study by Confederation College suggests that key interest factors include
the following four elements: (4) bonding with classmates, (2) establishing a faculty/student
relationship, (3) recognizing a clear link between classroom learning and lived experience, and
(4) developing skills and strategies that will help students connect with a good job. To set the
stage for motivating our students, this section of the Instructors Manual includes sample
activities for the first day, based on the premise that the communication class provides
opportunities for bonding with other students, for building helpful relationships with faculty, and
for developing skills that relate directly to career success.

Because there is no single right way to begin a course, this section offers a variety of activities
and strategies for you to select from.

Lesson Plans
The First Day of Class
Sample Activities for the First Day
Conducting Informal Evaluations
Sample Syllabi
Additional Resources

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 Lesson Plans
Students are paying a lot of money for each hour they spend in class. Help them make the most
of each moment by planning ahead. Dont try to "wing it" in class. Before each class, write out
a fairly detailed lesson plan. Lesson plans should include lecture notes, examples, specific
discussion questions, and activities.

There are many reasons for developing solid plans. To begin with, effective examples don't
come to mind on the spot. Therefore, you should give forethought to your examples and
analogies to be sure they are typical, accurate, timely, concise, and easy to understand. You can
enhance your ability to capitalize on teachable moments by anticipating potential unexpected
comments. For example, a student may laugh at the pronunciation of a foreign student's name
when you read the roll. If you've thought ahead, you may be prepared with a productive
response. Perhaps you could use this opportunity to discuss with the class the impact of
unintended messages (see "Communication is Unavoidable" in Chapter 1).

Include alternative activities on your agenda if there's a chance that one of the activities might
flop. Think through, before you assign any activity, whether its impact will correspond to your
intended teaching point. One beginning instructor reported assigning a group project in which
she instructed groups of students to guess the components of a weird-smelling liquid in a vial.
After ten minutes of chaos, she interrupted the activity and asked them to assess the group
process. Students later reported that they forgot what the lesson about groups was, but they still
remembered the vile liquid. This instructor learned a valuable lesson: Structure your activities
so the main point is clear. As one professor commented, "The main thing [to remember in
effective teaching] is to keep the main thing the main thing."

Next to each item on your agenda, estimate the amount of time you would like to spend on it.
When in doubt, include more-than-enough activities to fill your time. It would be unprofessional
to dismiss class early with an explanation such as "Well, that's all I had planned today."

Begin your class on time, even if students do not arrive on time. This approach sets an effective
precedent and rewards those students who do arrive promptly. Write a synopsis of your agenda
items on the board (without time estimates). This will help you keep on track and will help
students mentally organize your teaching points. Before you address the first item on the
agenda, review key teaching points from the previous class, and clarify how they relate to today's
topic and to the overall course material. Orchestrate the flow of your class assertively. You may
have to cut short a productive activity now and then. It's better to stop while student interest is
high than to drag on until it is lost. If its a group activity, stop when the first groupnot the last
grouphas completed the task.

At the end of class, review the day's key points. Elicit an oral list of "payoffs" from students;
that is, ask them to identify how they can apply this information to improve their own daily
communication. To maintain credibility, insist that suggestions must be specific, frank, and not
exaggerated. When skeptical students hear classmates sincerely reinforce the utility of the day's
topics, they will be less inclined to mentally label their communication class and assignments as
"busywork."

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 The First Day of Class
The first day of the semester will have a significant impact on all the days that follow. Students
expect to receive a syllabus, to find out about the course and what you expect of them, and to be
introduced to the text and to you, the instructor. However, you have time to accomplish more
than this on the first day.

Just as the introduction to a speech influences whether, or how well, an audience pays attention
to the words that follow, the first day of a course influences the kind of attention students will
subsequently pay to the course. The first day also plays a great part in determining the kind of
classroom culture that develops. The first face-to-face encounter with a new class begins to
establish the tone for the term. The apprehension both new and seasoned instructors may feel
when meeting a class for the first time can be transformed with creative energy into a positive
classroom climate.

Whether one is an old hand at teaching or is new to the task, an excellent starting point is to
renew your awareness of the role of nonverbal behavior. During the first class hour, students
form first and sometimes lasting impressions. Do you look at students, greet them, and act
genuinely approachable? Or do you stand aloof, detached, and indifferent, avoiding eye contact?
To create a culture of immediacy, you might greet students personally as they enter the room.

Of course, you must also attend to official procedures on the first day. These responsibilities
include introducing yourself, calling roll, clarifying course expectations and objectives, allowing
students to meet classmates, and perhaps presenting some introductory course material. You will
need to distribute a syllabus that meets your department's requirements and orients students
clearly to the objectives of the course. Several sample syllabi are included in this section.

Introduce yourself. When you introduce yourself, include some brief personal information such
as the universities you attended or your academic and other professional interests. Students are
usually interested in knowing the jobs you've held or the hobbies you enjoy. In your
introduction, you may wish to mention the role your communication studies have played in
helping you succeed. Your introduction should be humbly brief, just enough to show your human
side and to assure students that you are a credible instructor for this class.

Discuss the syllabus. Students deserve to know from the first day what will be expected of
them. Distribute a syllabus that details class policies, teaching style, readings, assignments, and
due dates. Some instructors prefer to hand out the syllabus at the end of the first class, ask
students to read it, and then discuss it during the second class period. This is a good strategy if it
is likely that new students will join the second class. Explain or respond to questions about your
course objectives, requirements, assignments, grading procedures, and schedule. It is also a good
idea to post your syllabus and assignment descriptions online so students can access them at any
time.

If you are a part-time instructor who didnt receive your teaching assignment until the evening
before the first class, you might not have the syllabus ready. If this is the case, don't make

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excuses or blame the system. That will only lower your credibility. Explain that you will
distribute the syllabus during the next class and follow through on that promise. You can still
explain learning expectations in broad terms on the first day.

Introduce the text and related resources. Display the text and discuss its organization and
contents. Show the sequence of material in the text, and point out any variations for your class.
Point out the related resources that students can use, including the Online Learning Center
(OLC). If you have access to an LCD projector in the classroom, you may want to demonstrate
elements of the OLC in class.

Gather pertinent information about students.

You may wish to use one or more of the following methods for getting acquainted with your
students.

Check the attendance roster. As you call names from the roster, you may wish to ask
students to comment on their majors, their reasons for taking the course, or their goals for
the semester.

Information forms. As students enter your class on the first day, you might greet them
and hand out a 'Getting to Know You' form, like the one in this section. Students could
complete the form right away, fill it out partially at the beginning of class and finish it at
the end of class, or fill the rest (or all) out at home. You can then collect the completed
forms at the beginning of the second class.

Fill out index cards. Many instructors find index cards a convenient way to gather
pertinent information about students and roll call. On the board, list the information you
want students to provide so they have a form to follow: name, address, phone number,
major, and anything else they want to share with you.

Student introductions. Some instructors find it advantageous to have students introduce

themselves on the first or second day. Several methods are listed below. Whichever method you
choose, allow students to spend enough time with one another to take a few notes. That way
they can exchange email addresses so they will have a "buddy" to contact if they should miss a
class in the future.

After completing any of these introductions, conduct a debriefing session, asking for feedback
about the exercise. Possible questions include: "What did you learn from this exercise?" "How
does this exercise relate to communication class?" "What trends do you notice among the
classmates you talked to?" "What did you find that you didn't expect?" This debriefing is
important. It would not be good for students to walk away from the first day of class with the
impression that they wasted their time playing meaningless games.

1. Mini-interviews. Ask each student to interview five other students. They should
inquire about one another's career and hobby interests and what communication
skills they will need to be successful in that career or hobby. Have students take

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 brief notes about each student.

2. Career bingo. Distribute a "career bingo" card to each student (see the sample
form located at the end of this section). Allow students to circulate around the
classroom, introducing themselves to their classmates. They should conduct a one-
to two-minute conversation with each person they meet, even if the person's
interests don't fit into any of the boxes. Instruct students to ask follow-up questions
about one another's career, educational, and avocational interests. They should also
inquire how the students became interested in that field and how they are
developing their skills in that area.

When a student locates someone interested in one of the careers on the bingo form,
he or she will write the classmate's name in the appropriate box along with a brief
note about why the student is interested in that career. Students may use the blank
boxes to fill in any career that is not already listed on the form.

3. Cultural pursuits. If you have a classroom with students of mixed ethnicities,

"Cultural Pursuits" provides a similar activity. See the sample form at the end of
this section.

4. A random walk through the text. Assign students to groups of about five
students. Ask each group to read through the Table of Contents and then browse the
entire text. Each group member will explain to the others which topic they expect
to find most interesting and why. Ask them to identify any topics they think they
don't need to know. When you discuss this question with the entire class, at least
one student will usually suggest a reason why even those topics that some students
perceive as useless, can indeed be useful.

5. Communication terminology. Distribute to each student a 3"x5" card with a

vocabulary item from the text on it. As students introduce themselves to the class
one by one, have them add a comment about what the term brings to mind. To
avoid putting anyone on the spot on the first day, choose terms that students are
likely to have some familiarity with. If a student associates the term with a
meaning that is incorrect, gently explain that we will learn an additional meaning of
the term in this class.

6. Self-introductions. Students introduce themselves to the entire class by giving a

one-minute statement about any of the following: academic, ethnic, family, or work
background; hometowns; high school; jobs, hobbies; interests; and hopes. These
introductory messages go a long way toward reducing anxiety and helping students
feel comfortable in the class, especially if they are delivered while students are
seated in a circle.

7. "I am (a) and (a) ." Give each student a 3"x5" card, and ask
them to put that statement at the top and then to choose two nouns or adjectives to
fill in the blanks. [Examples: I am athletic and studious; I am a cyclist and a reader;

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 I am adventuresome and a good cook.] Give students a few minutes to organize
their thoughts, think of examples and support for each statement, and then deliver
their short talks. This is an opportunity to introduce the three parts of a presentation.
The "I am" statements can serve as both an introduction and a conclusion. They
simply say "I am ____ and ____" as an introduction and as a conclusion. In
between, they supply details, examples, and explanations.

8. Interview partners. In another method, students pair up and interview each other.
During the actual introductions, each student introduces the person whom he or she
interviewed, and vice versa. This activity helps students become familiar with at
least one other student right away.

9. Who am I? Ask students to take out a sheet of paper and a pen. Give them about
a minute to write down as many one-word adjectives about themselves as they are
willing to share with the class. When the time has expired, have students read all the
adjectives they used to describe themselves. Have class members ask them at least
one question about the meaning of any of their adjectives.

10. Getting acquainted in triads. Divide the class into groups of three. Assign the
students in each triad the numbers 1, 2, or 3. Before beginning, tell students 2 and 3
that they will have to talk to the class about student 1 for one minute. After
conducting three get-acquainted sessions of three minutes each in triads, allow
every two members of each triad the opportunity to introduce the third member to
the class.

11. Role-play introductions. In pairs, instruct students to choose a situation in

which they might actually meet outside of class. Give them time to get acquainted
and practice; then ask them to role-play the situation to the class so that the class
also "meets" each of them. Students might choose to meet at a sports event, on a
plane, at a job interview, in line to register, at a restaurant, and so forth. This
exercise usually provides many lighthearted moments as well as information about
students.

12. Use an icebreaker. Use the form titled "Find a Classmate Who . . . ." (located
at the end of this section). You can find more icebreakers in Games Trainers Play
by J. Newstrom and E. Scannell.

Whet students' appetite for learning by linking learning objectives to life success.
The opening chapter of Communicating at Work elucidates the relationship between effective
communication and effective careers. This linkage is a crucial motivator for students. Select one
of the Discussion Launchers or Classroom Activities (found in Chapter 1, Section 3: Aids to
Learning) that prompts students to think seriously about the direct connection between
communication competence and life success. This discussion can whet students' appetites for
learning the content of this course.

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Engage students in a meaningful learning activity.
If you and your students have a higher task orientation than social orientation, you will feel more
comfortable if you move right into the course material. Some students perceive icebreakers as a
waste of time and appreciate having a straightforward learning experience on the first day.

There are many ways of engaging students in course concepts at the same time they are meeting
one another. For example, you may wish to introduce the communication model on the first day.
After you explain the concepts, divide students into groups, and instruct members of each group
to introduce themselves to one another. Assign each group one element of the communication
model to explain in depth to the class. As an alternative, you can show a short video clip and
instruct groups to find examples of their assigned element as they watch. Groups then take turns
introducing themselves and presenting a summary and examples of their communication
element.

Administer an online self-assessment: You may wish to assign one of the following self-
assessments available on the Internet. These tools are most helpful if you follow up the
assessment with a class discussion. Expand on the implications of the various categories, and
reinforce the fact that students should try not to get stuck in any one style. These tools are
designed to point out areas that need improvement; they should also serve as springboards to
help students apply what they will learn in this class. Students should strive to develop some
facility with each learning and communication style and to recognize when each is most
appropriate.

Conflict-style assessments:
http://cotton.uamont.edu/~roiger/write/conflict.html
http://www.lets-talk.org/survey.htm
Emotional intelligence assessments:
http://ei.haygroup.com/default.asp
http://www.utne.com/interact/test_iq.html
Interpersonal competency assessment
http://cotton.uamont.edu/~roiger/write/competen.html
Learning-style assessments:
http://www2.ncsu.edu/ltc/guides/learning_styles/quiz.html
http://ldrc.ca/projects/miinventory.php?eightstyles=1
Listening-style assessments:
http://www.listencoach.com
http://www.onlinewbc.org/docs/manage/listen.html

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 Getting to Know You: Communication Studies
Official name:

Name you wish to be called in class:

Hometown or place you spent formative years:

Telephone number:

Do you have a job now? If so, what kind? Where? What hours do you work?

Other jobs you've had:

Major/degree goal:

What is your ultimate career goal?

Why are you taking this course?

This specific course is required for my degree.
I chose this course from a list of communication/speech courses required for my degree.
I chose this course, even though it is not required.
______ Other:

1. What are your hopes and expectations for this course?

2. What are your concerns or fears about this course?

3. Is there anything I should know that might hinder your progress in this course or that I could
do to help you succeed?

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4. How are you like everyone else in here? How are you unique?

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 Career Bingo
Instructions: Circulate around the classroom, introducing yourself to your
classmates. Conduct a one- to two-minute conversation with each person you meet.
Ask questions about one another's career, educational, and avocational interests.
Inquire how they become interested and how they are developing their skills in that
area.

When you locate someone interested in one of the careers on the bingo card below,
write that person's name in the appropriate box. Add a brief note about why he or
she is avoiding eye contact, interested in that career. You may use the blank boxes
for any career that is not already listed on the card.

entertainment advertising; small business sales

graphic arts

computer science; multinational technical writing media; legal professions

information corporation broadcasting;
technology journalism

clergy homemaking civil service transportation

receptionist; architecture; accounting construction

administrative interior design trades
assistant (electrician;
plumber;
carpenter)

human resources health professions education social work agriculture

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Find A Classmate Who . . .
Find someone who fits the following categories, and then write the person's name in the
appropriate blank. Do not use one persons name for more than one item. If you complete all
items before the instructor says "Stop," shout "Stop," and you are the winner. Share only
information that you are willing to have the whole class know.

Works for a large corporation

Owns a business

Has given a speech in the past year

Has lived in this city all of her or his life

Has lived overseas

Has a family member who owns a business

Understands or speaks more than one language

Works/worked for a political campaign

Works/worked as a supervisor

Works/volunteers in radio or on TV

Uses the Internet competently

Works in a family business

Is or hopes to be an engineer

Works/volunteers (or did) for a nonprofit

Would like to work overseas

Worked/works in fast food

Has been in the military

Has a fantastic job

(Adapted from an exercise by Janet Yerby)

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 CULTURAL PURSUIT
CULTURAL PURSUITCULTURA
Directions: Read your Pursuit grid, and put your initials in those boxes that describe you. Next,
find other students who fit the descriptions in the boxes that remain. Each person can sign only
three times for any particular item.

Find Someone Who

Has had their Knows what Is from a mixed- Is bilingual Has been
name "Nisei" means heritage misunderstood
mispronounced background by a person from
a different
culture
____________ ____________ ____________ _____________

Can explain the Can tell you Has experienced Knows what Has an abuela
significance of where a person being Rosa Parks did
Row v. Wade who is a Kiwi is stereotyped
from
______________ ____________ ____________ _____________

Knows the Knows what an Knows what the Has traced their Knows what
symbol that upside-down Family and family lineage or "ageism" is
signifies a pink triangle Medical Leave heritage
Christian symbolizes Act of 1993 is

____________ ____________ _____________

Listens to ethnic Knows what Knows the Knows why the Knows what
music Juneteenth significance of Irish immigrated color a disabled
means eagle feathers to the U.S. in the parking zone is
1800s

____________

Knows what Knows the Knows what Knows what Knows what a
"cognitive meaning of comparable "ethnocentrism" Lumpia is
categorization" is Goy worth means is
______________ ___________ ____________

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 ____________

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 Key to Cultural Pursuit

Nisei means a Japanese person who was born in the United States but whose parents were born
in Japan.

Roe v. Wade is the 1973 Supreme Court decision that legalized abortion.

A person who is a Kiwi is from New Zealand.

Rosa Parks would not give up her seat in the bus to a white person; her actions precipitated the
Montgomery Bus Boycott.

Abuela is the Spanish word for grandmother.

The fish is the symbol that signifies a Christian. It comes from a historical era when Christians
were being persecuted. One Christian would draw the first half of the fish in the sand, and
another Christian would draw the second half. They both then knew they could trust each other.

An upside-down pink triangle symbolizes the gay lifestyle. It was also used to show who was or
wasnt in your group. Jews wore a Star of David, and gays wore an upside-down pink triangle.

The Family and Medical Leave Act of 1993 allows a person to take up to 12 weeks offwithout
payfor illness or to take care of a dependent with an illness without losing his/her job. The 12
weeks do not need to be taken consecutivelythey can be broken up.

Ageism is discrimination because of ageyoung or oldon the job.

Juneteenth refers to June 19, the day African Americans were granted freedom from slavery.
Many African Americans celebrate it as their Independence Day rather than the Fourth of July.

Eagle feathers signify that an American Indian has done something to prove his or her bravery
and courage.

The Irish immigrated to the U.S. in the 1800s because of a famine in Ireland brought on by the
failure of the potato crop.

A disabled parking zone is colored blue and white.

Cognitive categorization refers to placing or sorting people into categories in our minds.

The word Goy refers a gentile to the Jewish faith. In other words, if you are not Jewish, you are
goy.

Comparable worth means women should receive the same pay for the same job as men do.

Ethnocentrism means a person believes his/her culture is the norm.

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Lumpia is a Philippine egg roll.

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 Conducting Informal Evaluations
Dedicated instructors are committed to continual self-improvement. Self-evaluation is
invaluable in this process. Especially for beginning instructors, a journal provides an excellent
avenue to self-reflection. For activities that were especially effective, speculate why. For
activities that were marginally effective, suggest ways you might adapt them in the future. If
students asked questions you didn't know the answer to, look up the answers. Write them down,
and share them with students in the next class. Note any behavior or attitude problems among
students, and seek advice from a seasoned instructor.

Our students can offer us priceless insights about the impact of our teaching. Typical formal
evaluations, although helpful, are not handed in until the end of the course. Thus, they may
improve the next section of the course but have no impact on or benefit for the class that
provided them. In addition, they are often worded in general terms and thus may provide you
less-meaningful feedback than open-ended questions or questions you write yourself.

Eliciting informal evaluations from students as the semester progresses is an effective and
relatively painless approach to gathering ongoing feedback about the effectiveness of our
teaching. Gathering feedback early in the course allows you to make changes if necessary.
Few students are suspicious of such evaluations; most are pleased to be asked for their
comments. Thus, conducting these informal evaluations improves our credibility and
accountability in the eyes of students. Use these informal evaluations to discover which
concepts students deem most and least essential and which teaching strategies best facilitate
student learning.

It may be especially helpful to elicit feedback at key junctures: after you administer the first
exam or major assignment, after you return the first graded assignment, at midterm, and near the
close of the semester.

Ask students to describe the following: their greatest challenges in completing an assignment, the
most useful element of the class, something new they learned that surprised them, suggestions
for making a specific assignment more worthwhile, what they would like to see covered in the
course that hasn't been, what they would like to see omitted and why, and similar questions.

One form for eliciting ongoing feedback, the Continuous Feedback Technique, is described
below.

Continuous Feedback Technique

Today's business environment places great emphasis on quality principles in programs such as
Continuous Quality Improvement (CQI) and Total Quality Management (TQM). One quality
principleimproving the process rather than focusing solely on the end resultcan be brought
into the classroom. CFT promotes upward communication, openness toward student ideas, and a
responsive learning environment. The Continuous Feedback Technique (CFT) provides ongoing,
useful, and timely feedback. The following method and form are adapted from a presentation by

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Paul L. Miles at the 1989 Western States Communication Association Convention.* Establishing
this system on one of the first days of class often pays big dividends throughout the term.

Procedure. Prepare two identical folders with the student instructions below, a list of students'
first names, and a stack of forms. Explain that CFT is a systematic way for students to give you
feedback every class period and for you to adapt and respond to this information. Next, hand out
forms to students, and answer any questions. You will find a sample form in Section 5 of this
manual.

Explain the student-volunteer instructions. Ask for two students to volunteer to run this
anonymous daily (each class period) feedback system. It helps to have student volunteers who
can arrive in class a bit early and don't need to rush off as soon as the class ends. If many
students want to volunteer, ask each pair of volunteers to "work" for four or eight weeks. Give
the folder to the volunteers, and explain to them and the class that the volunteers will keep track
of whom they give the forms to (four to seven students per class, depending on the size of your
class), so that in a two-week period each student will have an opportunity to fill out a form.
Students may also ask the volunteers for forms, or they can keep an extra form and turn one in
any day they have something they want the instructor to know about. Students will know that
their comments are welcome anytime.

At the beginning of each class period, comment on the feedback from the last class. This
feedback may vary from a short comment such as "It seems that most of you enjoyed the
exercise on improving your delivery" to performing a requested action: "Several of you thought
it would be helpful to have a copy of the chart I showed you on differences in male and female
nonverbal behavior, so I have one for each of you today." On other occasions, you may spend
some time re-explaining a concept students indicated they didn't understand. Comments help
instructors "read" class reactions to over-talkative students, annoying habits, or the pace of the
class.

The advantages for students are that they have an additional continuous channel to communicate
with the instructor and comment on what is going well and poorly for them. The instructor has an
opportunity to respond to the needs of current students, react effectively to both praise and
criticism, adapt to specific class needs, clarify unclear concepts, and provide a model of open
communication.

"Using the CFT appears to benefit the instructor in several areas: an increase in self-monitoring
and in one's ability to discriminate between effective/ineffective behaviors, a greater sensitivity
and responsiveness to students both in and out of class, a strengthened motivation to teach well,
and an increasing ability to be open to student feedback."*

In this day of increased emphasis on quality in business and professional settings, CFT provides
an opportunity to work toward that end in the business and professional communication
classroom. Even if you don't use this approach continuously, giving out the forms periodically is

* Miles, Paul L. (1989, February) Self Directed Faculty Development; Application of the Continuous Feedback Technique (CFT).
(Paper presented to the Western Speech Communication Association) Spokane, Washington. Additional information in Miles,
Paul L. and Leisz, Thomas J. (1993, Spring) "Continuous Student Feedback Upon Teacher Performance".
Journal of the Northwest Communication Association, Volume 21, Number 1, 4963.

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helpful for receiving feedback.

Instructions: Student Coordinators for Continuous Feedback

The object is to have four to seven students per day anonymously fill out the feedback forms and
return them to the instructor each day.

1. You have been given a folder with a list of students' first names and a stack of forms.

2. Decide how you will select students (alphabetically, every third student, random), and
check off the ones who fill out forms. When every student has done it once (have one
check by their names), then begin rotating the forms again.

3. Be sure all students are contacted within a two-week period (7 a day X 4 class sessions =
28 students; adjust for smaller classes or classes that meet once a week). Each of you
should keep identical records (your system and whose turn it is) so if either of you is
absent the other can carry on.

4. Discreetly give the daily selected students the forms before class, and ask them to return
forms to you at the end of the hour. Give the forms to the instructor before you leave.

5. Let the instructor know when you are running low and need a new stack of forms. Also,
let the instructor know when you are tired of being coordinator, or find a replacement,
give her or him the materials, and let the instructor know.

Thank you for your help. I hope this process results in a positive learning experience for all of us.
I welcome comments from you on how to run this system more effectively.

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 Sample Syllabus A
Business and Professional Communication
Term, Course section, campus Credit hours
Instructor's name Location
Office hours, phone, office number Meeting days and times
E-mail address

CATALOG/COURSE DESCRIPTION

Business and Professional Communication. This class introduces communication skills that
are critical to your success in business and professional contexts. You will develop a working
knowledge of theory and improve your skills in interpersonal communication, teamwork, and
public presentations. Emphasis is on [tailor to your particular emphasis, i.e., working in groups
and teams, and conducting meetings or preparing and presenting various business presentations].
Prerequisites: English 101

TEXTS/MATERIALS

Adler, R. B., & Elmhorst, J. M. Communicating at work: Principles and practices for business
and the professions. 9th edition. (NY: McGraw-Hill, Inc., 2007)

CAW Online Learning Center, available at http://www.mhhe.com/adler9

COURSE OBJECTIVES

Students will be able to:

Define and explain basic communication terms and principles that underlie competent
business and professional communication.

Demonstrate knowledge of theory and competence in dyadic processes, listening, the

roles of interviewer and interviewee, task and social roles in problem-solving groups,
conducting meetings, preparing and presenting informative and persuasive messages for
groups, and conducting question-and-answer sessions.

Analyze various communication contexts with regard to the myriad choices

communicators have in each setting, and demonstrate knowledge of various probable
outcomes and impacts that would result from different communicative choices.

Apply communication principles and theory in diverse circumstances, and demonstrate

effective communication, distinguishing effective from less-effective responses.

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 MAJOR ASSIGNMENTS

The following term projects will give you an opportunity to apply what you have learned. To receive a
grade of C or better in this class, you must complete all the following exams and projects. Even if you
dont think youll do well, at least submit an attempt.
conduct a career research interview, and complete a report on it
prepare a performance appraisal
prepare and deliver two individual presentations and a group presentation
take exams as scheduled

In addition, students may be expected to complete some of the following in and out of class: learning
logs, short assignments, oral reports, library research, quizzes, journals, impromptu panels, role plays,
group projects, analysis of film clips, conducting meetings, and other in-class exercises to practice skills.

GRADING PROCEDURES

Grades are based on these approximate percentages:

Two Interview Projects 20%
Exams 25%
Group Project 25%
Oral Presentation 20%
Attendance and Participation 10%

Much work is based on a collaborative learning approach and involves working with others in small
groups or pairs. Some presentations will be partially peer-graded. Your grade may be determined, in part,
by your peers and your skillfulness at evaluating yourself and others based on given criteria .

POLICIES AND PROCEDURES

Student Code of Conduct: As a student at our college, you are expected to read, be familiar with, and
abide by the Student Code of Conduct. Compassion, respect, and tolerance toward other members of the
college community are essential characteristics of an educated person. Plagiarism (claiming someone
else's work or ideas as your own), academic dishonesty, and cheating of any type are not conducive to
learning. This statement applies to helping others cheat as well. Don't take the chance: The penalties are
(1) failure and (2) a guilty conscience.

Classroom etiquette: Please contribute to the supportive climate of this class by observing the following
norms.
If you have a mobile phone, turn off the sound. Please dont carry on a phone conversation, even
a short one, while class is in session.
If you should arrive late to class, please dont enter the classroom while a student is making a
presentation. You could disrupt their train of thought, and you would certainly distract the
audience. Wait outside until that student has finished, and then enter. Better yet, arrive on time!
Respect the opinions, values, and contributions of others.
Your classmates have paid good money to take this class. Please dont detract from their learning
environment by disrupting class with cross-talk or other distracting behaviors.
Refrain from packing up books and papers until class has been formally dismissed.

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Commitment: Be forewarned that this is not a "fluff" course. Plan to invest a significant amount of time
and effort.

Attendance policy:
[Example 1: This is an applied communication class. You need to be present to communicate. The
teacher will take roll call in each class. Ten points per class period are deducted for the first two class
periods, and after that only a pass/no pass grade is received. After four weeks, no credit is received. Due
to scheduling, there is no guarantee that assigned presentations can be made up if they are missed.]

[Example 2: During each class meeting, youll submit a short written assignment, which I will tally as your
attendance /participation grade. You start with 95 points for attendance at the beginning of the semester.
Each student is allowed one absence without penalty. After that, you will lose 5 points for every absence.
If you dont miss any classes, you will earn 5 extra-credit points, raising your attendance score to 100. It is
your responsibility to be sure you have submitted your assignment. For information about weather
cancellations, call xxx-xxxx).]

Assigned readings: Students are expected to study the assigned readings and prepare answers to the
assigned study questions BEFORE class discussions. The more you put into this class, the more you will
gain from it. Youre paying a lot for your education. Make the most of it!

Timeliness of assignments: Written work is due on the date specified in this syllabus. I wont always
announce these dates in class; it is your responsibility to read the syllabus and attend to the posted dates. If
you experience extenuating circumstances, you may submit one assignment or quiz up to two weeks late.
Each student may use this privilege only one time during the semester. The late assignment must be
accompanied by an explanatory statement. Ten per cent will be deducted from the score. I wont accept
assignments more than two weeks late. Please do not abuse this late privilege. Trying to keep track of
late papers creates an unwelcome burden for your professor, and it does not represent professional behavior
on your part.

Specifications for written work: All written assignments must be word-processed and double-spaced.
The pages must be stapled together (no paper clips). On the first page please label your paper by typing
single-spaced on five lines in the upper left-hand corner the following information: your name,
assignment title, instructor's name, class and section number, and date. All pages (except the first) should
be numbered. Please dont place your work in a folder. Papers that do not meet these standards will be
returned without a grade. The appearance of your documents makes a powerful impression, so be sure to
proofread your papers carefully before you submit them. If you have questions about mechanics
(grammar, punctuation, style), I will be happy to help you.

Evaluation of assignments: Assignments will be evaluated by a set of professional standards rather than
against the performance of other students in the class, and grades will be based on achievement, not
effort. Both mechanical and factual correctness are obligatory. I will distribute specific criteria for each
assignment. If you want to earn an A, youll need to follow these criteria carefully.

Accommodations for disabilities: Students with disabilities that require accommodations, please contact
me on the first day of class. Also contact the College Disability Resource Center.

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WEEKLY SCHEDULE
With the exception of the first day, do the readings before coming to class. You are responsible
for changes in dates and assignments announced in class.

Week Course Content Reading & Assignments

Week 1 Introduction to Course, Classmates, & Preface & Chapter 1
Communication Communicating at Work
Week 2 Groups Begin Performance Appraisal Chapter 2
Work Communication, Culture, & Work
Week 3 Presentations: Individual PSA Chapter 3
Listening
Week 4 Exam I: Chapters 14 Chapter 4
Verbal and Nonverbal Messages
Week 5 Climate, Criticism, Conflict, & Chapter 5
Negotiation Interpersonal Skills
Week 6 Interviewing Skills Chapter 6
Principles of Interviewing
Week 7 Interviewing Skills Continued Chapter 7
Types of Interviews
Week 8 Effective Small Group Communication Chapter 8
Working in Teams
Week 9 Exam II Chapter 9
Effective Meetings
Week 10 In-Class Group Meetings Interview Project Due

Week 11 Planning Your Presentation Chapter 10

Developing and Organizing Ideas
Week 12 Delivering Your Presentation Chapter 11 & 12
Group Projects Due Verbal & Visual Support & Delivery
Week 13 Types of Presentations Chapter 13 & 14
Informative and Persuasive Presentations
Week 14 Individual Presentations

Week 15 Individual Presentations

Week 16 Final Exam

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 Sample Syllabus B
Business and Professional Communication
(emphasis on interviewing, group decision making, and business writing)

Course Description
Effective communication is frequently cited as one of the most important elements contributing
to corporate and personal success. This course will:
(1) introduce you to basic theoretical concepts designed to improve your interpersonal
and organizational communication competence and
(2) provide you with an opportunity to apply these concepts and practice these skills.
The communication concepts we will study include listening, superior-subordinate
communication, conflict resolution, oral presentations using PowerPoint, resume writing,
interviewing, and interaction in task groups.

Course Objectives
After successfully completing this class, you will be able to
Describe the transactional nature of communication
Understand culturally diverse approaches to communication
Explain principles and techniques of effective communication in interpersonal, group,
organizational, written, electronic, and public speaking contexts
Successfully apply the above knowledge in actual small-group, organizational, public
speaking, and interpersonal situations
Critically analyze the potential impact of your own communication choices
Write valid and well-supported analyses of communication problems encountered in real-
world situations using the correct business formats in writing memos, letters, reports, and
proposals

Grading
The following grading scale will be used to determine your final grade in this class:

Assignment Points possible

Information-gathering interview including plan, analysis 100
paper, and formal thank-you letter
Formal proposal: an analysis of the communication patterns in 100
an organization, with recommendations for improvement
Informative presentation accompanied by PowerPoint 100
Team decision-making project using the reflective thinking 060
sequence, including a formal report on the group process
Participation in team project 040
Unit exams (five exams @ 20 points each) 100
Final examination 100
Daily class attendance and participation 100
700

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 Sample Syllabus C
Oral Communication for Business and the Professions
(emphasis on public speaking)

Course Description
Business and professional speaking focuses on the processes involved in effective speaking in business
and industry. The primary focus is on developing your skills in preparing and delivering presentations to
organizational audiences. In addition to preparing you for experiences in the workplace, each instructor
will also introduce you to materials related to communication processes in organizations at the
interpersonal level. You will learn how to polish your communication skills in preparation for some of the
unique situations encountered in modern organizations.

Grading

Presentation I 20%
Presentation II 20%
Midterm Examination 20%
Interviewing Assignment 20%
Final Examination 20%
100%

Examinations
There will be two examinations in this course: the midterm and the final. Much of the material to be
tested on the examination is reflected in the following list of general course objectives.

Sample Syllabus D
Communication for Business and the Professions
(emphasis on group communication & presentations)

Course Description
Business and professional speaking focuses on the processes involved in effective communication in
contemporary business and industry. There are two primary emphasis areas in this course: (1) developing
your skills in preparing and delivering materials to an audience, and (2) developing your skills at
participating in and leading groups and at presenting information to groups.

Grading
The following grading scale will be used in determining your final grade:

Informative Presentation 20%

Persuasive Presentation 20%
Group Discussion 20%
Midterm Examination 20%
Final Examination 20%
100%

IM-28
 Additional Resources
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Brooks, D. (1985). The first day of school. Educational Leadership, 78.

Conducting an effective first class meeting. In Lyons, R.E. et al., The adjunct professor's guide
to success: Surviving and thriving in the college classroom (pp. XXX). Boston: Allyn &
Bacon.

Davis, J. (1993). Better teaching, more learning. Phoenix, AZ: The Oryx Press.

Fraser, L. (2003) Making your mark (6th ed.). Buffalo, NY: IDF Publishing.

Friedrich, G., & Cooper, P. (1990). The first day. In Daly, J., Friedrich, G., & Vangelisti, A.
(Eds.), Teaching communication: Theory, research, and methods (pp. 237246).
Hillsdale, NJ:

Jaworsky, M. (1989, September 8). New students, new semester: How to remember names and
faces. Innovation Abstracts, XI(18), XXxx.

Lowther, M.A., et al. (1989). Preparing course syllabi for improved communication.
National Center for Research to Improve Postsecondary Teaching and Learning.
Suite 2400, School of Education Building
The University of Michigan
Ann Arbor, MI 48109-1259

Lyons, R.E., et al. (1999). The adjunct professors guide to success: Surviving and thriving in
the college classroom. Boston: Allyn & Bacon.

Notar, E. (1994). Solving the puzzle: Teaching and learning with adults. NY: Rivercross.

Porter, S.G. (2004 )A guide for new teachers of the basic communication course: Interactive
strategies for teaching communication (2nd ed.). Boston: Pearson Publishing.

Teacher-student relationships. In McCroskey, J.C., and Richmond, V.P., Nonverbal behavior in

interpersonal relationships (3rd ed.).

You may also wish to consult any edition of the Journal on Excellence in College Teaching,
available in many college libraries.

"First Day" is a teaching assistance program that includes a 30-minute videotape and a 34-page
study guide that outlines and explains methods to improve communication and reduce stress on
the first day. Information is available from Graeber/Harris Communications & Productions, Inc.,
P.O. Box 29696, Richmond, VA 23242-0696

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