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Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Instructors must address all of these activities intentionally, with clear and stated goals. Choose
classroom activities with care so that they are closely aligned with course goals (and make sure
that students know why they are asked to perform the activities and assignments). Carefully
consider how to use technology to engage students. When delivering information via digital
technology, assess the pacing of information flow so that, given student attention spans, you do
not move too quickly through the information. When you show a media clip, explain what
students should watch for and afterward, reinforce the point.
Many resources and ideas support creating a classroom environment conducive to learning.
s, and pay close
attention to your students. They may not tell you with words, but they are your best source of
information for evaluating how the course is being received.
You may have noticed that not all of your students eagerly open the textbook in a distraction-free
environment, creating individual ways to engage with the material when they are fresh from
8 hours of restful sleep. In the worst case, some students might not even purchase the textbook.
The following suggestions can help motivate students to read the assigned textbook material:
Assign a reasonable number of pages from the textbook. Do not overload the students.
Give your students a reading goal or target by telling them what they should accomplish
by completing the reading assignment. This goal or target can be a single statement that
encompasses the chapter information or can be related to an upcoming assignment. The
chapter.
When facilitating class discussions, refer to the defined terms and specific examples used
in the textbook.
Help students engage with text material during class discussions and activities by re-
reading a section of the chapter, referring to a discussion or review question. (Students
will need to bring their textbooks to class, or you can project the e-book on the classroom
screen.)
Spot-check student reading comprehension every class session for the first few weeks so
that students know you expect them to read the book. For example, you can ask students
to answer a question about the assigned reading in writing or to discuss content with a
partner or in small groups, and you also can call on individual students in front of the
entire class.
When calling on individuals in front of the class, if it is evident that the student cannot
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Assign online quizzes or assessments to be completed before the class discussion on the
assigned reading material. Because the quizzes are completed remotely via Internet
connection and course management system such as MindTap, Blackboard, or
Moodle they are open book. You can impose a time limit on the quizzes if you want
students to recall at least some of the material; otherwise, they will look up the answers.
life situations. The textbook includes information in each chapter that supports such
analyses.
Tell students that you require them to read and understand the textbook. This observation
seems obvious to instructors but might not be apparent to students.
Collaborative learning activities pertain to the application and transference of knowledge by
taking a concept from the reading and personalizing it or applying it to a specific situation or
problem. These questions presume that the student has read the chapter and understands the
material. These questions can be useful exercises in class to generate more robust discussion and
comprehension or to serve as writing prompts for reflection; depending on the level of capability
of the students, you might want to assign these activities as homework after students have read
the chapter or perhaps after you have discussed the chapter in class to reinforce learning.
Review questions within these activities can be useful to motivate students so that they can
can be assigned as credit/no-credit homework to be completed after reading the chapter,
followed by completing the reflection activities in their own words rather than quoting
the text or working with others.
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
For student presentations, instructors should remind students about ethical listening behaviors.
Students are more ethical listeners when they are not distracted by their own agendas, so remind
them to clear their desks, turn off phones and put them away, sit up and give direct eye contact to
each speaker, and provide positive feedback (e.g., head nods).
You can also provide external motivation for better listening by assigning tasks that require
each speech, their feelings and thoughts during the speech, and whether they agree or
disagree with the main points of each speech. This activity can also help generate
discussions after the presentation.
Suggest that audience members provide written feedback for the speaker by completing a
peer feedback form for one of the speeches (or by writing a compliment about each
presentation on small pieces of paper) and distributing them to each speaker at the end of
the class meeting.
When students are pressed for time because their schedules are overloaded or they have
procrastinated . However,
you can prevent students from using this approach for your class by using strategies such as the
following:
Include a statement about plagiarism and its consequences in the syllabus. If your
institution has a statement about academic honesty, reference it in the syllabus.
Using the materials in the syllabus and the text, define plagiarism and explain why it is
unacceptable for college-level and professional work. Cite examples in the real world
where charges of plagiarism have affected professional careers and personal lives. Such
clarity will help students understand what behaviors constitute plagiarism.
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
justify their choices; that is, explain why they think it will be a good topic for this
audience. This approach gives an opportunity to suggest resources or recommend a new
. In addition, you can
eliminate overworked topics that you have heard too many times. Consequently, students
are committed to a topic that you have approved.
Use incremental assignments to scaffold student work and lessen the likelihood of
procrastination. For example, students can create a resource list and submit it, then
proceed to outline preparation, and finally construct and deliver the speech itself.
Provide built-in time and assistance for gathering resource materials as soon as students
select their topics. Use a computer lab, or ask students to bring laptops and use the
campus Wi-Fi system to spend some class time directing source material searches.
Review the textbook strategies, and let students individually search while you address
the instructor wants to check the report, it can be accessed online (or the instructor can
ask students to print the report and submit it on their speaking day). Be aware, however,
that the percentage of matched material does not necessarily indicate plagiarism. You
and your students need to review the report and analyze the identified matches. For
example, if a paper has the same title as the speech, the student is not necessarily
committing plagiarism, but that match still increases the percentage of matched material.
Sometimes instructors feel pressure to cover all of the material in a textbook and to introduce
even more information. Succumbing to this pressure can stress out an instructor, limit the
flexibility for spontaneous teaching moments, and shift focus from student learning to coverage
of material. Clearly, covering the material is not the same thing as providing the students with
opportunities to think, interact, engage, and learn. The Hamilton textbook emphasizes such
opportunities, accommodating both introductory and more advanced students. However, a
question must be asked: Would it be better for students to master one concept during each class
meeting rather than simply hearing about 5, 10, or 20 concepts? Consider some of the following
ideas to help resist the pressure to cover everything in class meetings:
Assign every chapter in the book, and offer incentives for reading (discussed previously
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
will be easier if you prioritize the concepts in the class; in other words, determine the
most important concepts and principles that students should know, understand, and be
able to apply. Focus class time on opportunities for students to learn such core concepts.
Ask yourself and the students to identify the lessons from class that they should
remember in 1 year and in 5 years. Of course, important speaking skills are honed from
ongoing awareness and practice, but the course should offer other lasting lessons. You
may be able to choose these learning targets, or you may be teaching as part of a program
that already has established learning goals and outcomes. Regardless, you should use
those goals and outcomes to guide decisions about activities during class meetings.
Ambrose, S.A. et al. How Learning Works: 7 Research-Based Principles for Smart Teaching.
San Francisco, CA: Jossey-Bass, 2010. [This book bridges the science of learning and teaching
practice, examining seven areas.]
Barkley, E.F. Student Engagement Techniques: A Handbook for College Faculty. San
Francisco, CA: Jossey-Bass, 2010. [This book provides tips, strategies, and techniques to
Huston, T. Teaching . Cambridge, MA: Harvard University Press, 2009.
[This book offers pedagogical ideas for being an effective instructor when not a content expert.]
Paul, A.M. Your Head Is in the Clouds. Time, March 12, 2012, pp. 64-65. [This article
provides a brief overview of how we process information in the Internet age i.e., we think of
where to find an answer (rather than thinking of the answer); we do not remember information
that should be available later; and we do not remember facts but rather where to find them.]
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
The information given to students at the beginning of a course can play an important role in the
success of the course. For example, the course syllabus is often an official document of the
institution and is shared with other colleges and universities when determining course
equivalencies. Students also use it when making judgments about the quality of a course. The
syllabus forms the philosophical basis for department expectations of what the course should do
for the students, and it serves as a legal instrument when evaluating student and teacher
performance. The following basic information should be given to each student on the first day
(or during the first week) of the course:
1. Instructor name, office location, telephone number, office hours, and required textbooks
2. Copy of the course syllabus, which includes the course description and objectives
3. Daily schedule for achieving course objectives (e.g., lectures, activities, assignments, and
videos).
4. Specific course information (e.g., assignment specifics, evaluation methods, and
numerical-to-grade conversion range)
class day. You must prepare the instructions so carefully that the other students in your group
will be able to replicate your drawing without asking questions or giving verbal feedback. The
student with the best instructions from each group will present them to everyone the following
class day. (Sample drawings and other similar assignments are included in Part III classroom
activities.)
for Chapter 7; and evaluation forms in Section V of this IRM).
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Examinations. Based on the sample syllabus in this section, four exams (including the final) are
scheduled, and you may drop one of these exams (including the final). However, there will be
no make-up exams regardless of the reason for missing the exam. When an exam is missed, it
Student responsibilities also vary with the specific course, instructor, and focus areas. This
section illustrates possible content for a statement on student responsibilities.
Attendance. All students enrolled for this course are required to attend class regularly, be on
time, and remain until dismissed. Roll will be taken at each class meeting.
Tardiness and Absences. If a student is tardy more than three times, that is treated as an
time.
Course Requirements. Each student is required to give an informative presentation and a
persuasive presentation to pass the course. Each student is responsible for recording a practice
version of their speech. Students should archive presentations on MindTap by using YouSeeU
or should make alternative arrangements with the instructor.
Participation. Paying attention and answering questions are important aspects of class
participation. Participation also involves, for example, refraining from sleeping in class,
listening to music, engaging in private conversations during a group discussion or lecture, and
doing work or reading for another class or obligation.
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
(Course Number), (Course Title)
Instructor: Office: Office Hours:
Phone: Email: Fax:
I. Course Description
II. Objectives
As a result of your participation in this class you will accomplish a number of objectives.
A. Analyze communication as a transactional process involving effective and ethical
behaviors in business and professional settings
Demonstrate listening skills that contribute to achieving accuracy in interactions
C. Explain various types of traditional and electronic resumes
I. Present effective informative and persuasive speeches
III. Units of Instruction
A. Understanding Communication in the Workplace
B. Personalizing Communication in the Workplace
C. Maximizing Communication in the Workplace
C. Sample presentations G. Student performances
D. Guest speakers H. MindTap activities
V. Evaluation
Point values will be assigned as specified.
Written
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Unit 1: Understanding Communication in the Workplace (Chapters 1 3)
Week 1 T Introduce the course
Make student introductions
flexibility and relationships with people of different styles
Week 3 T Case Study 1 discussion and class roleplaying exercise
Assigned: Self-Description Questionnaire, due Tuesday of Week 5
Unit 2: Personalizing Communication in the Workplace (Chapters 4 6)
TH Discuss Chapter 4, Effective Listening
Due: Self-Description Questionnaire
TH Exam I: Chapters 1 6
Assigned: Positive Statements (5 to10 statements) due next Tuesday
Unit 3 : Maximizing Communication in the Workplace (Chapters 7 10)
Week 6 T Class exercise on giving instructions
Week 7 T Chapter 8, The Employment Interview: Begin discussion of electronic
resumes electronic resumes
TH Continue discussion of lawful and unlawful questions (film)
You Be the Judge: The Legal Side of Interviewing
Week 8 T Chapter 9, Small-Group Communication and Problem Solving
TH Exam II (Chapters 7 10)
Unit 4: Polishing Oral and Written Communication in the Workplace
(Chapters 11 14)
Week 10 T Chapter 11, Informative Presentations: Plan, Research, Organize, and Deliver
Film, Speaking to One or One Thousand
Week 11 T Chapter 12, Verbal and Visual Supporting Materials
Professional visual aids, making high-quality PowerPoint slides
Week 12 T Informative Presentations
TH Informative Presentations
Week 13 T Informative Presentations
Week 15 T Persuasive Presentations
TH Persuasive Presentations
Week 16 Final Exam
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Unit 1: Understanding Communication in the Workplace (Chapters 1 3)
scores to class
Discuss Chapter 3, Handling Conflict, Cultural Diversity, and Relationships
Discuss flexibility and relationships with people of different styles
Unit 2: Personalizing Communication in the Workplace (Chapters 4 6)
Week 2 T Case Study 1 Discussion and Class roleplaying exercise.
instructions
Assigned: Positive Statements (5 to 10 statements), due next Tuesday
Due: Self-Description Questionnaire
TH Exam I: Chapters 1 6
Unit 3: Maximizing Communication in the Workplace (Chapters 7 10)
TH Chapter 8, The Employment Interview,
Begin discussion of electronic resumes
Film: You Be the Judge: The Legal Side of Interviewing
Discussion of lawful and unlawful interview questions
Week 5 T Chapter 9, Small-Group Communication and Problem Solving
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Unit 1: Understanding Communication in the Workplace (Chapters 1-3)
Week 1 T Introduce the course
Make student introductions
Discuss Chapter 1, Communication and Ethics at Work
Unit 2: Personalizing Communication in the Workplace (Chapters 4-6)
Week 2 T Case Study 1 discussion and class roleplaying exercise
Chapter 4, Effective Listening
Assigned: Self-Description Questionnaire, due next Tuesday
TH Discuss Chapter 5, Nonverbal Communication
TH Exam I: Chapters 1 6
Unit 3: Maximizing Communication in the Workplace (Chapters 7 10)
Week 4 T Class exercise on giving instructions
Due: Positive Statements
Assigned: Interview of a professional, due on Tuesday of Week 6
Discussion of lawful and unlawful interview questions
Week 5 T Chapter 9, Small-Group Communication and Problem Solving
Chapter 10, Participation and Leadership in Teams
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Assigned: Problem-solving discussion groups for Tuesday; each group will
Week 6 T Chapter 11, Informative Presentations: Plan, Research, Organize and Deliver
Film, Speaking to One or One Thousand
Researching your speech topic, using search engines and the Internet
Introduction to PowerPoint
Due: Interview assignment
TH Informative Presentations
Week 7 T Informative Presentations
TH Chapter 13, Persuasive Presentations: Individual or Team
Due: Audience Analysis Questionnaire
Week 8 T Exam III (Chapters 11 14)
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Unit 1: Understanding Communication in the Workplace (Chapters 1 3)
Week 1 M Introduce the course
Make student introductions
Discuss Chapter 1, Communication and Ethics at Work
Unit 2: Personalizing Communication in the Workplace (Chapters 4 6)
Week 2 M Discuss Chapter 4, Effective Listening
Assigned: Self-Description Questionnaire, due on Wednesday
T Discuss Chapter 5, Nonverbal Communication
Complete Awareness Check
Unit 3: Maximizing Communication in the Workplace (Chapters 7 10)
Week 3 M Class exercise on giving instructions
Due: Positive Statements
Assigned: Interview of a professional, due on Thursday
Discuss Chapter 7, Basic Information for All Types of Interviews
W Chapter 9, Small-Group Communication and Problem Solving
Chapter 10, Participation and Leadership in Teams
Assigned: Problem-solving discussion groups for Thursday; each group will
meet briefly to plan for their discussion on Case Study 3
TH Group discussions on Case Study 3
