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    • MGT2003/7203 Advanced Business Communication School of Management 190/01/MGT Semester 1, 2003 FACULTY OF COMMERCE AND MANAGEMENT SCHOOL OF MANAGEMENT COURSE OUTLINE - SEMESTER 1, 2003 MGT2003/MGT7203 Advanced Business Communication COURSE CODE: MGT2003/MGT7203 COURSE TITLE: Advanced Business Communication PROGRAMS: Bachelor of Commerce Graduate Certificate in Human Resource Management Graduate Diploma in Human Resource Management and Industrial Relations STATUS OF COURSE: Supporting course CREDIT POINT VALUE: 10 CP SEMESTER(S) OFFERED: Semesters 1 and 3 RELATED COURSES Prerequisites: Nil Co-Requisites: Nil Prior Assumed: Assumed to have completed the first year of the B Bus or B Com degree Incompatibles: Interpersonal Skills MGT2003/MGT7203 CROSS REGISTRATION STATUS: Unrestricted INSTRUCTION MODE: Web Dependent: This course requires attendance on campus. The use of the web to access instructional material is mandatory in this course. TIMETABLING INFORMATION: Offered Semester 1, 2003 - Day STAFFING Course Convenor: Ms Kathy Lyons Course Co-Facilitator: Ms Mary Dalmau Course Design Team: Dr Sheryl Ramsay, Dr Ashlea Troth, Mr Paul McCarthy and Tracey Keegan ACKNOWLEDGEMENTS: The design of this course is based on Interpersonal Skills (MGT2003/7203) as designed by Dr Sheryl Ramsay and Dr Ashlea Troth, and Business Communication (MGT1016) as designed by Dr Ashlea Troth and Mr Paul McCarthy.
    • MGT2003/7203 Advanced Business Communication School of Management 190/01/MGT Semester 1, 2003 BRIEF DESCRIPTION OF COURSE The Advanced Business Communication course extends communication skills and understanding beyond those developed in the first year degree program towards a skill level required for competent performance in the work environment. In extending these skills, the course treats current research and practice in the disciplines of communication and social and organisational psychology and their applications in corporate communication in greater depth than is possible in the first year course. The course provides the opportunity for students to develop communication skills and competencies rated highly by employers. AIMS AND OBJECTIVES This course aims to develop and refine students’ interpersonal, intercultural, speaking and writing skills to levels commensurate with indicators of effective communication practice in contemporary workplaces. The objectives of the course are to develop students’ abilities to apply current theory and practice in communication in managing interactions, making business presentations and proposals, leading meetings, conducting interviews and appraisals, and in personal development planning. CONTENT The content is organised around three modules, including thirteen topics with integrated workshops, which address the issues listed below. Content modules and topics/weeks Experiential workshops/self directed learning Module A: Managing interactions Topic 1 Introduction: Understanding business Workshops 1 – 3 Face to face communication at communication today work, including nonverbal communication, Topic 2 What is communication: listening and assertion communication process models Topic 3 Non verbals, listening and assertion Topic 4 Interaction management Workshops 4 – 5 Managing interactions in the Topic 5 Communicating with difficult people –workplace, including conflict mediation, difficult mediation and negotiation people and negotiation 1st Assessment item due Tue 15 April – Wk 7 Module B: Diversity, leadership and persuasiveness Topic 6 Understanding your international Workshops 6 – 7 Diversity in the workplace, business partner including culture, identity and leadership Topic 7 Smart business proposals Topic 8 Advanced business pitch techniques Workshops 8 – 9 Persuading others, business Topic 9 Leading effective meetings presentations and proposals 2nd Assessment item due Tue 20 May – Wk 11 Module C: Interviewing, appraising, and personal development planning Topic 10 Conducting interviews Workshops 10 – 11 Effective interviewing – Topic 11 Performance management employment interview and performance management interview Topic 12 Managers as leaders Workshops 12 – 13 Effective meetings & your Topic 13 Communication skills audit and career – communication skills, self-evaluation and personal development planning management for a successful future 3rd Assessment item: Exam in exam period
    • MGT2003/7203 Advanced Business Communication School of Management 190/01/MGT Semester 1, 2003 ORGANISATION AND TEACHING METHODS The central question addressed in the course is: “How do I understand and apply communication skills in interacting, writing and speaking in the business environment at levels commensurate with indicators of good practice?” Students will have web and hard copy access to a Student Guide that includes a detailed description of the learning process. The learning is organised around thirteen content sessions with integrated workshops. Students have the choice of face-to-face learning in facilitated content sessions or accessing materials via the web and working through readings and learning activities at their own time. Activities in the workshops and other self-directed learning provide an essential basis for completion of assessment items. The content sessions and readings provide an introduction to the theory and practice that enables students’ learning to proceed through interpreting and analysing experiences in the integrated workshops. Thus, the learning process is organised so that the content sessions and the integrated workshops provide the conceptual and experiential basis for the reflective, analytical, and planning skills required to complete the assessment items. In this manner, the assessment requirements drive the learning process in content sessions, workshops and in related self-directed learning activities. ASSESSMENT Assessment Format Marks Length Due item 1st Assignment Structured essay 40% 2,000 words Wk 7 15.04.03 2nd Assignment Business proposal 30% 1,500 words Wk 11 20.05.03 Examination Short and medium-length 30% 2 hours Exam period responses to questions and case analysis The first assessment is an essay based on the content of Module A, “Managing Interactions”, and its application in activities and self-directed learning related to Workshops 1-5. It requires interpretation and analysis of workshop experiences as well as analysing and reflecting on the application of communication theory and practice in a real-life experience, using concepts drawn from topics 1-5. The second assessment item is a report-style structured business proposal based on the content of Module B “Diversity, leadership and persuasiveness”, and its application in activities and self-directed learning related to Workshops 6-9. It requires the application of communication theory and practice introduced in content sessions 6-9, as rehearsed in Workshops 6-9, in developing a business proposal and a business pitch. The third assessment item is an exam in exam period. It will require guided preparation for short and medium length responses to questions involving analysis and planning about theory and practice introduced in Module C, "Interviewing, Appraising, and Personal Development Planning", and Workshops 10–13. A further element of the exam will allow students to culminate and integrate their learning throughout the course in guided preparation for the critical analysis and planning concerning business communication case material. ASSESSMENT RATIONALE/CRITERIA The assessment process has been designed to drive the course learning process, and blends formative and summative assessment. In completing the three assessment items, students will learn by reflection, interpretation, critical analysis and planning in respect of outcomes of activities in the Workshops and related real-life experiences. The application of concepts and skills drawn from course content will be a key requirement of this assignment. Students will not be judged on qualities of their various workshop learning and related real-life experiences, but rather on qualities of analytical thought, analysis, and planning in respect of those experiences. They will be asked to think critically about their own communication skills, and how concepts and skills learned in the course may be
    • MGT2003/7203 Advanced Business Communication School of Management 190/01/MGT Semester 1, 2003 applied in the business context. Detailed marking guides outlining the basis of marking of assessment items will be available in advance of the each assessment item. In completing the 1st assessment item, students will learn to manage interactions in the work environment through reflection, interpretation, critical analysis and planning in respect of experiences in Workshops 1-5, and related real-life experiences. They will be assessed on qualities of their analyses and the extent they demonstrate understanding and application of concepts and skills from the content of Module A. Students will learn to produce a structured business proposal in completing the 2nd assignment. They will be asked to further develop and refine outcomes of Workshops 6-9 into a proposal that meets specified learning objectives. Students will be assessed on the quality of their presentation and the analytical thought it expresses, as well as the extent to which they demonstrate the application of concepts and practices from the content of Module B in completing prescribed elements of the proposal. The final assignment, the exam, will require students to complete structured interpretations, critical analyses, and planning in respect of outcomes of Workshops 10-13 in respect of interviewing, appraising and personal developmental planning. They will be assessed on qualities of their analyses and planning, and the extent to which they demonstrate the application of concepts and practices from Module C content in responding to exam requirements. The exam will also offer students the opportunity to demonstrate the extent of their development of an integrated, critical understanding of the course content through its application in critical analysis and planning in respect of business communication case material. Provision will be made for guided preparation for exam responses in a manner that encourages deeper learning. GRADING CRITERIA High Distinction (HD) Excellent performance indicating complete and comprehensive understanding of the subject matter; extremely high abilities to reflect on, critically analyse, manage and plan interpersonal, oral and written communication; exceptional demonstration of abilities to interact and write in a business context; exceptional achievement of all major and minor objectives of the course. Distinction (D) Very good level of understanding of the subject matter; demonstrates excellent abilities to reflect on, critically analyse, manage, and plan interpersonal, oral and written communication; excellent demonstration of abilities to interact and write in a business context; excellent achievement of all major objectives and minor objectives of the course. Credit (C) Good level of understanding of subject matter; demonstrates above average abilities to reflect on, critically analyse, manage and plan interpersonal, oral and written communication; high level demonstration of abilities to interact and write in a business context; above average achievement of all major objectives of the course; some minor objectives not fully achieved. Pass (P) Satisfactory performance indicating an adequate understanding of most of the basic subject matter; satisfactory demonstration of abilities to reflect on, critically analyse, manage and plan interpersonal, oral and written communication; satisfactory demonstration of abilities to interact and write in a business context; basic achievement of all major objectives of the course; failure to achieve some minor objectives. Pass Conceded (PC) Awarded at the discretion of the Assessment Board Limited performance indicating partial understanding of basic subject matter; some evidence of abilities to reflect on, critically analyse, manage and plan interpersonal, oral and written
    • MGT2003/7203 Advanced Business Communication School of Management 190/01/MGT Semester 1, 2003 communication; partial demonstration of abilities to interact and write in a business context; achievement of most major objectives of the course; failure to achieve some minor objectives. Fail (F) Unsatisfactory performance indicating an inadequate understanding of the basic subject matter; failure to reflect on, critically analyse, manage and plan interpersonal, oral and written communication; unsatisfactory demonstration of abilities to interact and write in a business context; and failure to achieve major and minor objectives of the course. Other grades which may be awarded Fail, No Submission (FNS) Did not present any work for assessment, to be counted as failure. Withdrawal with failure (WF) Cancelled enrolment in the course after the final date for withdrawal without failure.
    • MGT2003/7203 Advanced Business Communication School of Management 190/01/MGT Semester 1, 2003 TEXT BOOKS AND SUPPORTING MATERIALS Text DeVito, J. A. (2001). The interpersonal communication book (9th ed.). Sydney: Longman. Recommended Readings The following list contains recommended readings only. While it is not essential to passing this course some reference to this material could enhance the students’ understanding of interpersonal communication. Appropriate reference to relevant readings could also contribute to the students’ performance on assessment items. Adler, R. B., Rosenfeld, L. B., & Towne, N. (1995). Nonverbal communication. In Interplay: The process of interpersonal communication (pp. 185-223). New York: Harcourt Brace. Allen, M. (2001). Planning and creating your reasoning. In Smart thinking: Skills for critical understanding and writing (pp. 111-127). Melbourne: Oxford University Press. Allen, M. W., Gotcher, J. M. & Seibert, J. H. (1993). A decade of organizational communication research: Journal articles 1980-1991. In S. A. Deetz (Ed.), Communication yearbook 16 (pp. 252-330). Newbury Park: Sage. Anderson, P. (1998). Proposals. In Technical writing: A reader-centred approach (4th ed., pp. 509-529). New York: Harcourt Brace Jovanovich. Argyle, M., & Henderson, M. (1985). Social relationships at work. In The anatomy of relationships: And the rules and skills needed to manage them successfully (pp. 238-274). London: Heinemann. Armstrong, F., & Pearson, J. (Eds.). (2000). Well tuned women: Growing strong through voicework. London: The Women's Press. Beck, C. (1999). Communicating forms: The lifeline of a system. In Managerial communication: Bridging theory and practice (pp. 1-17). Upper Saddle Ridge, NJ: Prentice Hall. Bens, I. (2000). Meeting management. In Facilitation at a glance: A pocket guide of tools and techniques for effective meeting facilitation (pp. 102-126). Salem, NH: GOAL/QPC,AQP. Bolton, R. (1986). Listening is more than merely hearing. In People skills: How to assert yourself, listen to others, and resolve conflicts (pp. 29-43). New York: Simon & Schuster. Bolton, R. (1986). Four skills of reflective listening. In People skills: How to assert yourself, listen to others, and resolve conflicts (pp. 49-61). New York: Simon & Schuster. Bovee, C. L., & Thill, J. V. (2000). Communicating interculturally. In Business communication today (6th ed., pp. 60-87). Upper Saddler River, NJ: Prentice Hall. Bramson, R. M. (1992). Coping with difficult bosses (Extracts). Sydney: Allen & Unwin. Brinkman, R., & Kirschner, R. (1994). Dealing with people you can't stand: How to bring out the best in people at their worst. Sydney: McGraw-Hill. Bryan, A. E., & Gallois, C. (1992). Rules about assertion in the workplace: Effects of status and message type. Australian Journal of Psychology, 44, 51-59. Burgoon, J. K., Buller, D. B., & Woodall, W. G. (1996). Defining and managing relationships. In Nonverbal communication: The unspoken dialogue (pp. 297-337). New York: McGraw-Hill. Burnett, R. (2001). Proposals. In Technical Communication (pp. 571-601). Fort Worth: Harcourt College Publishers. Canary, D. J., & Spitzberg, B. H. (1990). Attribution biases and associations between conflict strategies and competence outcomes. Communication Monographs, 57, 139-151. Caputo, J. S., Hazel, H. C., & McMahon, C. (1994). Interpersonal communication: Competency through critical thinking. Needham Heights, MA: Allyn and Bacon. Daniels, T. D., & Spiker, B. K. (1991). Perspectives on organizational communication. Dubuque, IA: Wm.C.Brown. DeVito, J. A. (1990). Building toward interpersonal power. In Messages: Building interpersonal communication (pp. 314-329). New York: Harper Row. Dick, B. (1986). Third person skills: Overview. In Learning to communicate (pp. 171-188). Brisbane: Interchange and University of Queensland. Downing, J. (1995). Finding your voice: Reclaiming personal power through communication. St Leonards: Allen & Unwin Egan, G. (1990). The skilled helper: A systematic approach to effective helping. Pacific Grove, CA: Brooks/Cole.
    • MGT2003/7203 Advanced Business Communication School of Management 190/01/MGT Semester 1, 2003 Eisenberg, E. M., & Goodall Jr., H. L. (1993). Organizational communication: Balancing creativity and constraint. New York: St. Martin’s Press. Fisher, R., Ury, W., & Patton, B. (1991). Getting to yes: Negotiating an agreement without giving in (Extracts). Sydney: Century Business. Flett, N. (1996). Planning to win: Do you really want the business? In Pitch doctor: Presenting to win multi-million dollar accounts (pp. 91-105). Sydney: Prentice Hall. Forsyth, D. R. (1990). Group dynamics (2nd ed.). Pacific Grove, CA: Brooks /Cole. Furnham, A. (1997). The psychology of behaviour at work: The individual in the organization. East Sussex, UK: Psychology Press. Galvin, K. M., & Cooper, P. (2000). Making connections: Readings in relational communication. Los Angeles: Roxbury. Goldhaber, G. M. (1990). Organizational communication (5th ed.). Dubuque, IA: Wm. C. Brown. Gudyknust, W. B., & Kim. Y. Y. (1997). Communicating with strangers. An approach to intercultural communication (3rd ed.). Boston: McGraw-Hill. Gudykunst, W. B., Ting-Toomey, S., Sudweeks, S. W., & Stewart, L. P. (1995). The nature of interpersonal communication. In Building bridges. Interpersonal skills for a changing world (pp.3-33). Boston; Houghton Mifflin. Haas, J. W., & Arnold, C. L. (1995). An examination of the role of listening in judgments of communication competence in co-workers. The Journal of Business Communication, 32, 123-139. Hargie, O., Dickson, D., & Tourish, D., (1999). Feedback time: Appraising performance. In Communication in management (pp. 259-279). Aldershot, UK; Brookfield. Hargie, O., Saunders, C., & Dickson, D. (1994). Social skills in interpersonal communication (3rd ed.). London: Routledge. Harris, T. E. (1993). Applied organizational communication: Perspectives, principles and pragmatics. Hillsdale: Lawrence Erlbaum. Johnson, D. W., & Johnson, F. P. (1994). Joining together. Englewood Cliffs, NJ: Prentice-Hall. Karpin, D. (1995). Enterprising nation: Renewing Australia’s managers to meet the challengers of the Asia-Pacific century. Canberra: AGPS. Kaye, M. (1994). Communication management. Sydney: Prentice Hall. Kikoski, J. F. (1999). Effective communication in the performance appraisal interview: Face-to-face communication for public managers in the culturally diverse workplace. Public Personnel Management, 28, 301-322. Knapp, M. L., & Vangelisti, A. L. (1996). Interpersonal communication and human relationships. Boston: Allyn and Bacon. Lesikar, R., Pettit, J., & Flatley, M., (1993). Basic business communication (6th ed.). Boston: Irwin. Lewis, G., & Slade, C. (1994). Interpersonal communication. In Critical communication (pp. 97-119). Sydney: Prentice-Hall. Locker, K. O. (2000). Job interviews, follow-up letters and calls, and job offers. In Business and administrative communication (5th ed., pp. 564-585). Boston, Mass: Irwin/McGraw Hill. Mapstone, E. (1998). The male boss. In War of words: Women and men arguing (pp. 221-230). London: Chatto & Windus. Mapstone, E. (1998). The female boss. In War of words: Women and men arguing (pp. 231-247). London: Chatto & Windus. Mapstone, E. (1998). Arguing with an audience. In War of words: Women and men arguing (pp. 297-310). London: Chatto & Windus. McCarthy, P (2001). The bullying syndrome: Complicity and responsibility. In P. McCarthy, J. Rylance, R. Bennett, & H. Zimmerman (Eds.), Bullying: From backyard to boardroom (2nd ed.) Sydney: Federation Press. McCarthy, P., & Hatcher, C. (1996). Selling your ideas: The proposal. In Speaking persuasively: Making the most of your presentations (pp. 163-173). Sydney: Allen & Unwin. Metcalfe, S. (1994). Speaking to persuade. In Building a speech (2nd ed., pp. 358-382). New York: Harcourt. Moore, D., & McDonald, J. (2000). Transforming conflict: In workplaces and other communities (Extracts). Sydney: Transformative Justice Australia. Morgan, G. (1997). Creating social reality. In Images of organisation (2nd ed.). Thousand Oaks: Sage.
    • MGT2003/7203 Advanced Business Communication School of Management 190/01/MGT Semester 1, 2003 Munter, M. (2000). Guide to managerial communication: Effective business writing and speaking. London: Prentice Hall. Munter, M., & Netzley, M. (2001). Guide to meetings. London: Prentice Hall. Munter, M., & Russell, L. (2001). Guide to presentations. New Jersey: Prentice Hall. Myers, G. E., & Myers, M. T. (1992). Managing interpersonal tensions. In The dynamics of interpersonal communication: A laboratory approach (6th ed., pp. 267-301). New York: McGraw-Hill. Napier, R. & Gershenfeld, M. (1993). The incredible meeting trap. In Groups: Theory and experience (pp. 434-461). Boston: Houghton Mifflin. Newton D. A., & Burgoon, J. K. (1990). The use and consequences of verbal influence strategies during interpersonal disagreements. Human Communication Research, 16, 477-518. Pearson, J. C., & Spitzberg, B. H. (1990). Conversational coordination. In Interpersonal communication: Concepts, components, and contexts (2nd ed., pp. 260-286). Dubuque, IA: W.C.Brown. Penrose, J. M., Rasberry, R. W., & Myers, R. J. (2001). Advanced business communication (4th ed.). Cincinnati, Ohio: South-Western College. Phatak, A. (1997). The international cultural environment. In International management: Concepts and cases (pp. 140-170). Cincinnati, Ohio: South-Western College. Putnis, P., & Petlin, R. (1999). Negotiation. In Professional communication: Principles and applications (pp. 238-280). Sydney: Prentice Hall. Rahim, M. A. (Ed.). (1990). Theory and research in conflict management. New York; Praeger. Rakos, R. F. (1991). Assertive behaviour: Theory, research and training. London: Routledge. Ramsay, S. (1997). Social rules and attributions in the personnel selection interview. Journal of Occupational and Organizational Psychology, 70, 189-203. Reep, D. (1997). Technical writing: Principles, strategies, and readings. Boston: Allyn & Bacon. Rifkin, J. (2001). The age of access: How the shift from ownership to access if transforming modern life (Extracts). London: Penguin. Rodenberg, P. (2000). Powerspeak: Women and their voices in the workplace. In F. Armstrong, & J. Pearson (Eds.), Well tuned women: Growing strong through voicework. London: The Women's Press. Rogers, E. M., & Allbritton, M. M. (1995). Interactive communication technologies in business organisations. The Journal of Business Communication, 32, 177-195. Schein, E. (1993). On dialogue, culture, and organizational learning. Organizational Dynamics, 22, 40-51. Sherwood, P., & Holroyd, C. (2000). Interpersonal communication goals to build a sense of community with an organisation. Social Alternatives, 19, 8. Simmons, A. (1998). Territorial games: Understanding and ending turf wars at work. New York: American Management Association. Sorensen, R., DeBord, G., & Ramirez, I. (2001). Business management and communication: A guide book. New Jersey: Prentice Hall. Spitzberg, B. H. (1993). The dialectics of (in)competence. Journal of Social and Interpersonal Relationships, 10, 137-158. Tannen, D. (1994). Talking from 9 to 5: How women’s and men’s conversational styles affect who gets heard, who gets credit, and what work gets done. New York: William Morrow. Thompson, K. (1998). The past, present and future of emotional capital: A timeline. Emotional capital: Capturing hearts and minds to create lasting business success (Extracts). Oxford, UK: Capstone. Thompson, P. (1998). Persuading Aristotle: The timeless art of persuasion in business, negotiation and the media. Sydney: Allen & Unwin. Van der Molen, H., & Kluytmans, F. (1997). The appraisal interview and the performance evaluation interview. In O. Hargie (Ed.), The handbook of communication skills (pp.430-450). London: Routledge. Wertheim, E., Love A., Peck, C., & Littlefield, L. (1998). Skills for resolving conflict: Creating effective solutions through co-operative problem solving. Emerald, Vic: Eruditions. Whitaker, L., & Austin, E. (2001). The good girl's guide to negotiating: How to negotiate effectively without being a bitch. Sydney: Random House. Windschuttle, K., & Elliott, E. (1999). Interviews. In Writing, researching, communicating: Communication skills for the information age (3rd ed., pp. 143-149). Sydney: McGraw- Hill.
    • MGT2003/7203 Advanced Business Communication School of Management 190/01/MGT Semester 1, 2003 Wood, J., Wallace, J., & Zeffane, R. (2000). Teamwork and team building. In Organizational behavior: A global perspective (pp. 287-322). New York: Wiley. Other suitable references are found in the BF637, HD58, HF5548, HM131/2, HM251 sections of the university library. The following journals may also be of use: Human Communication Research; Human Relations; Journal of International and Intercultural Relations; Journal of Language and Social Psychology; Journal of Occupational and Organizational Psychology; Journal of Personality and Social Relationships; Management Communication Quarterly; The Australian Journal of Communication; and The International Journal of Conflict Management. ADMINISTRATION Course Evaluation This course will be evaluated through surveys run by the School of Management in accordance with Griffith University and Faculty policy. Submission of Assignments Assignments should be submitted to the Griffith Flexible Learning Services (GFLS) office (level 0, Willett Centre) by the due date. All students should keep a copy of their assignment until it is marked and returned to them. Assignments should be kept until a final grade is awarded. Extensions Extensions may be obtained by consulting the course Convenor. Requests for extensions are to be made in writing, and accompanied by appropriate documentation to support the case for the extension. Late Submission of Assignments Requests for an extension of time for submission of an assessment item must be lodged before the due date for the assessment item. Requests received on or after the due date will only be considered in exceptional circumstances. Extension requests must be made in writing to the Course Convenor, and be accompanied by appropriate supporting documentation. Where an extension has not been granted, late assignments will be penalised by having 10% of the maximum possible grade subtracted for each day they are late for the first three days and 100% of the maximum possible grade for four days late. The weekend (Saturday and Sunday) will count as one day. Plagiarism and Academic Misconduct Students must conduct their studies at Griffith University honestly, ethically and in accordance with accepted standards of academic conduct. Any form of academic conduct, contrary to these standards, is academic misconduct for which the University may penalise a student. Specifically it is academic misconduct for a student to:  present copied, falsified or improperly obtained data as if it were the result of laboratory work, field trips or other investigatory work;  include in the student's individual work material which is the result of significant assistance from another person if that assistance was unacceptable according to the instructions or guidelines for that work;  assist another student in the presentation of that student's individual work in a way that is unacceptable according to the instructions or guidelines for that work;  cheat; (Cheating is dishonest conduct in assessment);  plagiarise; (Plagiarism is knowingly presenting the work or property of another person as if it were one's own.) On determination that academic misconduct has taken place, the penalty which may be imposed on the student, is one or more of the following:
    • MGT2003/7203 Advanced Business Communication School of Management 190/01/MGT Semester 1, 2003 (a) a fail mark or a zero grade for the assessment (b) a fail mark or a zero grade for the course (c) suspension from Griffith University (d) exclusion from Griffith University Where a student has been found guilty of academic misconduct on more than one occasion and has previously been penalised as set out in above a. - c., the penalty shall normally be exclusion from the program as set out in d., unless in the opinion of the relevant Assessment Board there are mitigating circumstances. Further Information Students are advised to consult the Griffith University Enrolment Guide for further information on the University’s administration of assessment. Learning Assistance Unit The Learning Assistance Unit (LAU) provides free learning assistance services to Griffith University students. These include help with writing assignments, developing effective writing strategies, critical thinking, exam preparation, and much more. To find out more about the range of resources and study skills programs visit the website at http://www.gu.edu.au/ins/lils/lau/home.html or call into their offices on the second floor of the library, or e-mail at lau@mailbox.gu.edu.au, or telephone a friendly learning adviser on any of the numbers listed on the web site.
    • MGT2003/7203 Advanced Business Communication School of Management 190/01/MGT Semester 1, 2003 APPENDIX ONE MGT2003/7203 Advanced Business Communication Semester 1,2003 RESOURCE DOCUMENT Is the course manageable within existing resources? Yes COURSE APPROVAL The course outline must be reviewed each semester. The resource implications of any changes should be considered and detailed in the above documentation. The course has been reviewed , and all changes have been indicated. _____________________ Course Convenor date The changes to the course outline, and the resource documentation are approved/not approved. _____________________ Head of School date The changes to the course outline, and the resource documentation are approved/not approved. _____________________ Program Convenor date The changes to the course outline, and the resource documentation are approved/not approved. _____________________ Dean, CAM date