978-1319052348 Chapter 1 Part 1

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EIGHTH!EDITION!

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INSTRUCTOR’S*MANUAL*TO*

ACCOMPANY!

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ORGANIZATIONAL*

COMMUNICATION!

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Balancing Creativity

and

Constraint

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ERIC M. EISENBERG

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University of South Florida

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H.

L. GOODALL JR.

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Late of Arizona State University

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ANGELA TRETHEWEY

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Arizona State University!

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MARIANNE LEGRECO

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University of North Carolina, Greensboro

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Bedford / St. Martin’s

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Boston  New York

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Instructors who have adopted Organizational Communication, Eighth Edition as a textbook for a

course are authorized to duplicate portions of this manual for their students.

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For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116

(617–399-4000)

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ISBN 978-1-319–06028-2

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Contents

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Preface

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Creating a Productive Classroom Environment

Suggested Course Outlines

Suggested Course Assignments and Descriptions

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PART!I! APPROACHING*ORGANIZATIONAL*COMMUNICATION!

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CHAPTER!1:! Communication*and*the*Changing*World*of*Work*

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CHAPTER!2:! Defining*Organizational*Communication* !

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PART!II! THEORIES*OF*ORGANIZATIONAL*COMMUNICATION*

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CHAPTER!3:! Three*Early*Perspectives*on*Organizations*and*Communication!!!

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CHAPTER!4:! The*Systems*Perspective*on*Organizations*and*Communication*

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CHAPTER!5:! Cultural*Studies*of*Organizations*and*Communication!

CHAPTER!6:! Critical*Approaches*to*Organizations*and*Communication**

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PART!III!CONTEXTS*FOR*ORGANIZATIONAL*COMMUNICATION*

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CHAPTER!7:! Identity*and*Difference*in*Organizational*Life* *

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CHAPTER!8:! Teams*and*Networks:*Communication*and*Collaborative*Work*

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CHAPTER!9:! Communicating*Leadership*****

CHAPTER!10:!!Organizational*Alignment:*Managing*the*Total*Enterprise*

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PART!IV!APPENDICES*

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APPENDIX!A:!!Organizational*Communication*Questionnaire*! !

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APPENDIX!B:!!Supplemental*Materials*for*Chapter*6,*Classroom*Exercises*and

*

Assignments,*

Exercise*1*

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APPENDIX!C:!!!Additional*Case*Studies*

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iv!

Preface

This Instructor’s Manual is designed as a pedagogical aid for instructors using the text

Organizational

Communication: Balancing Creativity and Constraint, eighth edition. This manual is

intended to create

an active learning atmosphere within the classroom. Active learning is based on

the idea that students take

away more from an environment in which they have been participants in

exercises and discussions. The

suggestions and ideas in this manual facilitate the teaching process

by providing new instructors with a

starting point and experienced instructors with some new ideas.

We have continued to receive an overwhelmingly positive response to the changes made in the

previous two editions of the Instructor’s Manual; therefore, we have decided to preserve many of

the changes

that we added to the sixth and seventh editions while still adding new material and

suggestions to keep the

resource fresh. The Classroom Media Resources and Online Resources have

been updated to reflect new

content, while still retaining some of our favorite suggestions from the

sixth and seventh editions. For example, we continue to suggest the Ocean’s Eleven movie franchise

as a top resource for teaching systems theory, primarily because Marianne’s students repeatedly

identify watching this film series as the moment they finally “get it.” You

may show short clips from

these Media Resources or the movie and television shows in their entirety. The

clips were chosen

based on their ability to exemplify the ideas in the chapters and to spark conversations

about

those concepts. Additionally, the Online Resources have been checked and verified to ensure that

Web links and URLs are working at the time of publication.

You can still access supplemental materials and the Test Bank via the Web, and those materials

have

been updated to reflect the changes in the eighth edition. You can receive these materials as well

as additional multiple–choice, true/false, short answer, and essay questions by contacting your local

Bedford/St.

Martin’s representative or by visiting the book’s catalog page at

http://www.bedfordstmartins.com/orgcomm

/catalog.

This Instructor’s Manual follows a fairly standard format. Initially, it provides some sample

syllabi

and general assignment ideas. Next, each chapter contains a summary, teaching goals, teaching

challenges,

exercises and assignments, media resources, online resources, essay and discussion

questions, key terms,

and lecture notes. Finally, Appendix A provides an organizational

communication questionnaire that may

be helpful to use on the first day of class. Appendix B

includes supplemental material for an exercise in

Chapter 6. Appendix C offers case studies from

previous editions that can be used inside or outside of

class.

Some of the ideas and activities in this Instructor’s Manual come to you by way of Drs.

Kami

Kosenko, Karen Myers, Clifton Scott, Sarah Tracy, and Kurt Lindemann, as well as the three

authors of

Organizational Communication themselves. I would like to thank all of them for their

cooperation and assistance. I would also like to thank Raina Massand, the author of the fourth-edition

Instructor’s Manual, for

writing several excellent exercises and activities, some of which remain a

key part of the eighth–edition

manual. If you have any questions about the Instructor’s Manual, or

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would like to share your ideas, suggestions, additions, or improvements, please feel free to e-mail me

at melegrec@uncg.edu.

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CREATING A PRODUCTIVE CLASSROOM ENVIRONMENT

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An organizational communication course is an interesting opportunity to implement a more

businesslike

environment in the classroom, especially since students are learning about how to

organize. It might be

useful to explain to students that the class will be conducted within an

organizational framework. This

means that there will be some individual assignments, but there will

also be a fair amount of group or team

interaction. Placing students in teams allows them to

experience and explore many of the concepts from

the text. It is important to emphasize that, just

as in a work team within an organization, every member

must be committed to doing his or her fair

share of the work.

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SUGGESTED COURSE OUTLINES

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Here are suggestions for designing an organizational communication course using Organizational

Communication: Balancing Creativity and Constraint, eighth edition. Samples of course outlines are

provided

for a standard sixteen-week semester, a ten-week quarter, a five-week summer session, and

a fifteen-week

semester with suggested media clips.

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Sixteen-Week Semester

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Week Topic Assignments

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1

Introduction to the course

Communication and the changing world of

work

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Preface and Chapter 1

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2

Defining organizational communication Chapter 2

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3

Three early perspectives on organizations and

communication

ORGANIZATIONAL INTERVIEW PAPERS DUE

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Chapter 3

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4

The systems perspective on organizations and communication Chapter 4

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5

Cultural studies of organizations and communication Chapter 5

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6

Critical approaches to organizations and communication Chapter 6

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7

View The Corporation

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8

MIDTERM EXAM

Identity and difference in organizational life

PERSONAL WORK EXPERIENCE PAPERS

DUE

Chapter 7

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9

Teams and networks: Communication and collaborative work Chapter 8

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6!

10

Communicating leadership Chapter 9

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11

Group work

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12

GROUP PRESENTATIONS

INDIVIDUAL GROUP ANALYSIS PAPERS DUE

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13

View In Good Company

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14

Organizational alignment: Managing the total enterprise Chapter 10

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15

Working with integrity Revisit Chapters 1 and 2

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16

FINAL EXAM

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Ten–Week Quarter

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Week Topic Assignments

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1

Introduction to the course and explanation of the

syllabus

Communication and the changing world of work

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2

Approaches to the study of communication in organizations;

three

foundational models; the concept of dialogue; the idea

of a situated

individual

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Preface and Chapter 1

Chapter 2

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3

Early perspectives of the study of organizational

communication:

classical management approaches, the

human relations approach, the

human resources approach,

and the systems approach

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4

Cultures in organizations

PERSONAL WORK EXPERIENCE PAPERS DUE

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5

Critical theory; power, ideology, and hegemony; discipline

and

resistance

MIDTERM EXAM

Chapters 3 and 4

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Chapter 5

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Chapter 6

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6

Identity and difference and consumption at work Chapter 7

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7

Communication and collaborative work Chapter 8

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8

Communicating leadership Chapter 9

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9

The “business” of communication in

organizations;

communication and strategic

change

ORGANIZATIONAL

INTERVIEW PAPERS

DUE

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10

Organizational communication as a disciplined practice;

review of the

course; preparation for the final exam

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Chapter 10

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Five-Week Summer Session

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Week Topic Assignments

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1

Orientation; the changing world of work; early perspectives Chapters 1, 2, and 3

INTERVIEW PAPERS DUE

2

Systems perspective, organizational

culture

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Chapters 4 and 5

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3

Critical approaches; identity and difference Chapters 6 and 7

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4

Democracy and participation; leadership

CULTURAL

COMPARISON PROJECTS

DUE

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5

Organizational alignment

PERSONAL WORK EXPERIENCE PAPERS

DUE

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Chapters 8 and 9

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Chapter 10

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Organizational Communication at the Movies: Fifteen-Week Semester

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Wk. Day Topic Assignments

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1.1

Introduction to the course Preface

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1.2

The changing world of work

Show: The Corporation (Chapters 1–

4)

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2.1

Defining organizational

communication

Show: Chopped

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2.2

Dialogue

Show: Iconoclasts

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Chapter 1

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Chapter 2

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Chapter 2

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3.1

Classical approaches to

management

Show: I Love Lucy: “Job Switching”

Chapter 3

3.2

Human relations and human resources approaches

Show: Up In the Air

Chapter 3

4.1

The systems perspective

Show: Ocean’s Thirteen

Chapter 4

4.2

Continue showing: Ocean’s Thirteen

ORGANIZATIONAL INTERVIEW PAPERS DUE

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5.1

Cultural studies of organizations and communication

Show: Scrubs: “My Life in Four Cameras”

Chapter 5

5.2

Organizational socialization

Show: Ugly Betty: “The Box and the Bunny”

Chapter 5

6.1

Critical theory, power, and

ideology

Show: Inside Job

Chapter 6

6.2

Discipline and resistance

Show: Office Space (Chapters 9–15)

Chapter 6

7

Fieldwork for cultural comparison project

CULTURAL COMPARISON PROJECTS

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8.1

MIDTERM EXAM

Critical/cultural intersections in organizations

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Carlone and

Taylor*

9.1

Identity and

consumption

Show: Herb and Dorothy

Chapter 7

9.2

Images of identity

Show: A Small Act

Chapter 7

10.1

Democratic practices

Show: Capitalism: A Love Story

Chapter 8

10.2

Teamwork and collaborative

work

Show: Pitch Perfect

Chapter 8

11.1

Leadership

Show: The Intern

Chapter 9

11.2

The dark side of organizational communication

Show: Kitchen Nightmares: “Amy’s Baking Company”

Chapter 9

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12.1

Competitive strategy

Show: Kinky Boots

Chapter 10

12.2

Technology and

alignment

Show: The Social Network

Chapter 10

* Carlone and Taylor refers to an article by David Carlone and Bryan Taylor entitled “Organizational

Communication and Cultural Studies: A Review Essay.” This article can be found in Communication

Theory, 1998, volume 8, issue 3. The article provides the foundational arguments for the organizations and

popular culture paper

due at the end of the semester. Please see the assignment description for more

information on this

paper.

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13.1

Course review

Show: The Corporation (Chapters 5–14)

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13.2

Continue showing: The Corporation (Chapters 15–24)

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14.1

NEW DIRECTIONS IN

ORGANIZATIONAL

COMMUNICATION

DISCUSSION

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14.2

ORGANIZATIONS AND POPULAR CULTURE PAPERS DUE

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15 FINAL EXAM

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SUGGESTED COURSE ASSIGNMENTS AND DESCRIPTIONS

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The following are some suggestions for course assignments. As an instructor, you will need to decide

how

much time you have and choose your assignments accordingly. For example, if you are

teaching a five-week summer-session course, you probably won’t have time for students to perform

an in-depth organizational study, so you might want to substitute it with the cultural comparison

project or in-class group assignments. Personal experience papers could substitute for midterm and

final exams.

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Class Projects

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In-depth organizational study

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Over the course of the semester, your group will work together to understand a locally headquartered

business and its internal and external communication. Specifically, you will follow these steps:

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Part I: Conduct an analysis of the company’s external communication and image.

Part II: Conduct an analysis of the company’s internal communication through interviews

and

observation.

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Combine the two sections, and write an introduction and conclusion.

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Every member of a group will receive the same grade. Therefore, each group will design a “group

grade

contract,” which is a binding document outlining expectations for participation, conditions for

success, and

conditions for point reduction or elimination from credit. (Examples: The workload will be

shared equally by

all members. Points will be deducted for absence or substandard work. Participation

in decision making will

include research, idea generation, and evaluation by all involved.) Each member

will sign this contract.

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Cultural comparison project

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You and a partner should choose two competing organizations (e.g., Peet’s Coffee and Starbucks or

Target

and Walmart). Each of you should collect data from one of the two organizations. Data might

include interviews and observations, texts, advertisements, general environmental scans, Internet

materials, and pictures. (Note: It is wise to obtain permission from a supervisor or manager before

conducting interviews or

taking pictures.) Once the data have been collected, you should meet to

compare and contrast the two

competing organizations. Using the concepts from either Chapter 5 or

Chapter 10, you should analyze how

each organization crafts its culture or how each organization

strategically positions its product or service.

The cultural comparison project is particularly unique

because it does NOT ask you to report your findings

in a paper. Rather, you should construct a

PowerPoint storyboard that compares and contrasts the two organizations. It is important to note

that the final product is a storyboard, NOT a presentation; therefore,

you will probably include

more text and pictures on an individual slide than you might in a traditional

PowerPoint

presentation. The PowerPoint storyboard should have a background, written text that demonstrates

the comparisons and contrasts between the organizations, and pictures and graphics that illustrate

the text.

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Teaching through self-directed teams

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During the second half of the semester, you will participate in a self-directed team with the

responsibility

of teaching a thirty-minute portion of class. You will be given very broad guidelines,

but the responsibility

will be yours to coordinate with other groups in order to divide up the time and

the subjects to be covered.

Your instructor will serve as an organizational consultant to answer

questions and offer suggestions, but

the ultimate decisions are left to the groups.

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Discussion leaders

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You and a partner will be responsible for leading discussions for each chapter. As a basis for your

discussions, you can use the questions at the end of each text chapter.

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New directions in organizational communication discussion

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It is important for advanced students to know the resources that are available to them. A useful

resource for

staying current on organizational communication and the changing world of work is

Management Communication Quarterly, a peer-reviewed journal that features cross-disciplinary

research. Your job is to peruse

the two most recent volumes (i.e., eight issues) available at the time of

the course. Find the article that interests you most, read it, and be prepared to talk about it in a

discussion about new directions and trends in

organizational communication. Your grade will be

based on finding an appropriate article and the contributions that you make to the in-class discussion.

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Personal Experience Papers

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Organizational interview

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Purpose: This exercise will provide you with an opportunity to articulate—through written

examples—how the material you are reading applies to your work experiences.

Process: Choose one or more concepts from class and think about how they apply to your own

working experience. Next, choose someone you think is successful in business and interview that

person about the

concepts you have chosen. Your paper should make a persuasive argument that

articulates how both you

and your interviewee interpret the material.

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Mini-ethnography

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Purpose: This paper will give you the opportunity both to apply the cultural perspective to your own

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experience and to gain insight into the meaningful social practices of a chosen organization.

Process: You will be performing a mini-ethnography. Remember, an ethnography involves the

study of

culture. There are two parts to ethnographic research: the doing and the writing.

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1.

The doing. Choose an organization that you will be able to gain access to. Some suggestions

are a

restaurant, a public library, the department of motor vehicles, an emergency room, or

the organization

where you work. Next, become a cultural detective. Look for clues. Do the

employees use any kind of

jargon? How do they decorate their work space? Do they use

personal items from home? Cartoons on

the wall? Signs or other materials? Take rigorous

notes, and ask questions to gain others’

interpretations. Plan to spend a significant amount of

time at your research site. The time will vary, but

allow for at least four to six hours of

observation.

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2.

The writing. Organize your notes. Due to the scope of the paper, you will have to narrow

your focus

to two or three well–developed aspects of the organizational culture. Refer to

your text to review the

different ways of writing an ethnography.