Communication for the Occupations

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Communication for the Occupations

  1. 1. Communication for the Occupations Course Design 2002-2003 Course Information Organization: EASTERN ARIZONA COLLEGE Division: Business Division Course Number: BUS 160 Title: Communication for the Occupations Credits: 3 Developed by: Dana Barnett Lecture/Lab Ratio: Three (3) lecture hours per week Transfer Status: Transfers to ASU as an elective; NAU for BA350 (meets the written communication requirement but will not be considered an upper division business elective; and UofA as a DEC (Departmental Elective Credit) in Communications Department. Extended Registration Class: No CIP Code: 09.0101 Assessment Mode: Pre/Posttest 100 questions 1 point each Semester Taught: Fall and spring semesters. Gen. Ed. Area: AAS Degree Separate Lab: No Awareness Course: No Intensive Writing Course: No Prerequisites: > English 100 or higher Educational Value: This course provides occupational students with the knowledge and skills that they will need for effective communication in business; it helps general education students develop literacy as it relates to written and oral communication; and it helps all students experience greater satisfaction in developing interpersonal relationships and creating favorable impressions. Goals: > Develop or enhance the student's ability to prepare effective business communications for various occupational setting, in both oral and written form. Description: The study of oral and written communication in the occupational setting. Textbooks: Guffey Mary Ellen. Essentials of Business Communication 5th. 2001. Supplies: Access to word processor or computer Communication for the Occupations 1
  2. 2. BUS 160 April '02 Competencies and Performance Standards 1. Analyze the communication process. Domain--Cognitive Level--Analysis Importance--Important Difficulty--Medium Criteria--Performance will be Conditions--Competence will be Learning Objectives: satisfactory when: demonstrated: a. Examine the process of • learner participates in class • in the completion of selected communication. discussions and activities on the activities. b. Identify important factors to communication process. • in the completion of a chapter becoming an effective business • learner provides acceptable, test. communicator in today's written responses to questions changing workplace. and situations about the c. Discuss how to become an communication process. effective listener. d. Explain techniques for improving nonverbal communication skills. e. Discuss how culture affects communication. f. Describe methods for improving cross-cultural communication. g. Identify specific techniques that improve effective communication among diverse workplace audiences. h. Analyze nonverbal communication. 2. Use effective listening skills. Domain--Affective Level--Internalizing Importance--Essential Difficulty--Medium Criteria--Criteria - Performance will Conditions--Competence will be Learning Objectives: be satisfactory when: demonstrated: a. Identify the four components in • learner participates in class • in the completion of selected the listening model. discussions and activities on activities. b. Explain how hearing differs from effective listening techniques. • in the completion of a chapter listening. • learner provides acceptable, test. c. Describe the difference between written responses to questions active and passive listening. and situations about improving d. Describe how to overcome listening skills. listening barriers. e. List strategies for improving listening skills. f. Identify techniques for listening in casual and small-group conversations and conference situations. g. List tips for effective note taking. Communication for the Occupations 2
  3. 3. BUS 160 April '02 3. Identify issues of communicating globally. Domain--Cognitive Level--Analysis Importance--Important Difficulty--Medium Criteria--Criteria - Performance will Conditions--Competence will be Learning Objectives: be satisfactory when: demonstrated: a. Give examples of technologies • learner participates in class • in the completion of selected used to communicate globally. discussions and activities on activities. b. Identify factors dealing with cultural diversity, ethics, • in the completion of a chapter cultural diversity. professional courtesy, and test. c. Describe the differences and discriminatory behaviors. similarities between domestic and • learner provides acceptable, international communication. written responses to questions d. Define ethics. and situations about communicating globally. e. Explain the purpose of a code of ethics. f. Define professional courtesy. g. Change gender-specific words to neutral words. h. Change discriminatory language to neutral language. 4. Sharpen writing skills. Domain--Affective Level--Responding Importance--Essential Difficulty--High Criteria--Criteria - Performance will Conditions--Competence will be Learning Objectives: be satisfactory when: demonstrated: a. Use words effectively. • writings contain no incorrect, • in the completion of selected b. Be aware of spelling and grammar overused, out of date, mis- activities. pitfalls. spelled, or inappropriate words. • in the completion of a chapter c. Structure phrases, clauses, and • writings are free from errors in test. sentences properly. thought units and pronoun d. Write effective sentences. references. e. Build effective paragraphs. • writings are positive and reflect a you-attitude. f. Produce error-free communications with good • writings have proper subordi- revising, editing and nation and coordination of ideas. proofreading shills. • learner uses the active and passive voices appropriately. • writings contain transitional words and phrases to connect sentences and paragraphs. • writings have variety in sentence length and sentence structure and paragraphs of a reasonable length. • learner uses proofreaders' marks to revise, edit, and proofread messages. • learner provides acceptable, written responses to questions and situations on writing skills. Communication for the Occupations 3
  4. 4. BUS 160 April '02 5. Speak correctly, tactfully, and convincingly in oral communication situations. Domain--Affective Level--Responding Importance--Important Difficulty--High Criteria--Criteria - Performance will Conditions--Competence will be Learning Objectives: be satisfactory when: demonstrated: a. Explain the importance of oral • learner participates in class • in the completion of selected communication in business. discussions and activities on activities. b. Describe the various forms of oral communication. • by standing in front of the class oral communication. • learner's nonverbal and reading aloud a rehearsed c. List guidelines for effective one- communication skills--posture, paragraph. to-one communication. gestures, facial expressions, eye • in the completion of a chapter d. Describe proper techniques for contact, body movement, test. originating and receiving nervousness, grooming, and telephone calls. dress--are appropriate for a particular situation. e. Use body language effectively in oral communication. • learner's speech --volume, pitch, tone, rate, enunciation, and f. Demonstrate good grooming and pronunciation--are appropriate appropriate dress in specific oral for a particular situation. communication situations. • learner provides acceptable, g. Use speech qualities effectively written responses to questions when speaking to others. and situations about oral h. List four steps for improving communication skills. enunciation and pronunciation. i. Develop more ease when speaking before a group. 6. Deliver well-prepared oral presentations. Domain--Affective Level--Responding Importance--Essential Difficulty--High Criteria--Criteria - Performance will Conditions--Competence will be Learning Objectives: be satisfactory when: demonstrated: a. Describe the role presentations • learner participates in class • in the completion of selected play in the job environment. discussions and activities on activities. b. Follow an appropriate speech making formal and informal • in the performance of four types outline for planning presentations. of presentations. presentations. • speech has a strong introduction • in the completion of a chapter c. Introduce a classmate to the that includes an attention getter, test. class. audience involvement, the d. Present an informal speech on speaker's credibility, and a key how to do something. idea. e. Give a courtesy speech. • speech is organized into main points, ideas that support the f. Deliver a formal presentation on main points, and clearly stated a researched topic. transitions. g. Exhibit a professional image • speech has a well-prepared while delivering a presentation. conclusion that summarizes the h. Evaluate one's own presentation key idea and major points and skills. provides a tidy focus. • learner provides acceptable, written responses to questions and situations about presentations. Communication for the Occupations 4
  5. 5. BUS 160 April '02 7. Write effective business correspondence. Domain--Cognitive Level--Synthesis Importance--Essential Difficulty--High Criteria--Criteria - Performance will Conditions--Competence will be Learning Objectives: be satisfactory when: demonstrated: a. Identify the phases of the writing • learner participates in class • in the completion of activities in process. discussions and activities on the textbook. b. Use the phases of the writing writing effective business • in the completion of a chapter process. correspondence. test. c. Explain the importance of • learner uses the appropriate analyzing the task and audience approach for planning a message. for business messages • messages convey a positive, d. Create messages that spotlight lasting impression. audience benefits and focus on • memos are organized effectively the "you" view. and include essential three e. Develop a conversational tone elements: (1) statement of and use positive language. purpose, (2) a message, and (3) a f. Explain the need for inclusive statement of future action. language, plain expression and • memos are prepared using the familiar words. standard memo format. g. Discuss ways in which • letters are prepared using an technology helps improve acceptable letter format. business writing. • letters are clear, complete, concise, consistent, correct, and courteous. • messages contain no grammatical or typographical errors. • messages are keyed on a word processor or computer. • learner provides acceptable, written responses to questions and situations about writing effective business correspondence. Communication for the Occupations 5
  6. 6. BUS 160 April '02 8. Identify technologies that can be used in communicating. Domain--Cognitive Level--Knowledge Importance--Useful Difficulty--Medium Criteria--Criteria - Performance will Conditions--Competence will be Learning Objectives: be satisfactory when: demonstrated: a. Describe information processing. • learner participates in class • in the completion of selected b. Identify the benefits of using discussions and activities on activities. word processing software. communicating electronically. • in the completion of a chapter c. Define telecommunications. • e-mail message reflects proper test. d. Identify the differences between e-mail etiquette. a traditional message and an • learner provides acceptable, electronic message. written responses to questions e. Discuss the advantages and and situations about disadvantages of voice mail. communicating electronically. f. Identify when to use a fax machine. g. Discuss the impact of the Internet on business today. h. Explain what scanners do. i. Compose an e-mail message. j. Choose the appropriate mode for transmitting messages in particular situations. 9. Write reports and special communications. Domain--Affective Level--Responding Importance--Important Difficulty--High Criteria--Criteria - Performance will Conditions--Competence will be Learning Objectives: be satisfactory when: demonstrated: a. Identify the two basic types of • learner participates in class • in the completion of selected reports and give some examples discussions and activities on activities. of each. writing reports and special • in the completion of a chapter b. Identify primary and secondary communications. test. sources of information and give • learner provides acceptable, some examples of each. written responses to questions c. Explain how the Internet can be and situations about writing used for research, and identify reports and special some types of information you communications. can access on the Internet. • reports are organized d. Document information by making appropriately and effectively. a source card. • reports are written in the correct e. Write an informal report in writing style. correct memo form. f. Describe the main sections of a formal report. g. Write a formal report. h. Prepare for distribution a set of minutes for a meeting. i. Write a news release. Communication for the Occupations 6
  7. 7. BUS 160 April '02 10.Prepare a resume and a letter of application that reflects individual career goal. Domain--Cognitive Level--Application Importance--Essential Difficulty--High Criteria--Criteria - Performance will Conditions--Competence will be Learning Objectives: be satisfactory when: demonstrated: a. Analyze yourself and your • learner participates in class • in the completion of selected qualifications. discussions and activities on activities. b. Write a resume and an communicating in the job search. • in the completion of a chapter application letter that market • analysis of qualifications reflects test. your qualifications. career goals, education, c. Identify strategies for preparing a experience, personal resume that can be scanned or characteristics, and an ideal job. faxed. • resume includes these standard d. Describe strategies for mentally parts: identification, career and physically preparing for an objective, education, special employment interview. skills, experience, and activities. e. Explain why communication is • resume is prepared in an essential to successful acceptable type and format. employment. • application letter (1) identifies the position being applied for, (2) states why the applicant should be considered, (3) shows a willingness to work and learn, and (4) makes it easy to set up an interview. • learner provides acceptable, written responses to questions and situations about communicating in the job search.. Types of Instruction Classroom Presentation On Campus Laboratory and Clinicals Simulated or Actual Work Experience Grading Policy Evaluation Methods: Oral Presentations = 25% Written Communications = 25% Tests = 40% Posttest = 10% Grading Scale: Grade Requirement A 90% - 100% B 80% - 89% C 70% - 79% D 60% - 69% F Below 60% Communication for the Occupations 7
  8. 8. BUS 160 April '02 Learning Plans Learning Plan 1-- Communication for the Occupation Overview: The learning activities allow for instructor creativity when presenting information. Instructor should include activities for each of the stated competencies that ensure successful attainment of competencies. Competency: 1. Analyze the communication process. Competency: 2. Use effective listening skills. Competency: 3. Identify issues of communicating globally. Competency: 4. Sharpen writing skills. Competency: 5. Speak correctly, tactfully, and convincingly in oral communication situations. Competency: 6. Deliver well-prepared oral presentations. Competency: 7. Write effective business correspondence. Competency: 8. Identify technologies that can be used in communicating. Competency: 9. Write reports and special communications. Competency: 10. Prepare a resume and a letter of application that reflects individual career goal. Learning Activities: _____1. COMPLETE Pretest. _____2. READ assigned chapter information. _____3. PARTICIPATE in interactive discussion. _____4. COMPLETE instructor assigned activities. Performance _____1. Submit instructor assigned activities. Assessment Activities: _____2. Compete chapter or unit tests. _____3. Complete Post-Test Communication for the Occupations 8

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