56
PART TWO: APPLICATIONS
This section of the textbook covers a range of typical communication situations faced by
every manager. Chapter introductions are shorter and more general because students are
expected to apply the principles and strategies they’ve learned in Part One to particular
Case-Writing Project
Phase II Project Assignment: Case Study and Teaching Note
This assignment asks you to apply the skills and concepts of the course to a real-life
situation. Drawing on your experience at work or as a member of a community (including
your school or college, and its student organizations), write a brief case study, and
analyze its salient communication issues in a teaching note. In your teaching note, you
should apply (not merely rehearse) the concepts and principles discussed in class or in
our text. Taken together, the case study and the teaching note should showcase your
ability to describe and analyze the role of communication in a real–life situation and to
apply course concepts clearly and persuasively.
The case may present a past communication or a communication needed in the future. In
the first instance, describe a particular communication or series of communications that
57
Format and suggested length: The case should be a third-person narrative (like those in
our text). Try to keep it short (3 pages of narrative, single–spaced; attachments or exhibits
may be added as necessary). While I hope that the cases will be as close to reality as
possible, please disguise all names and other sensitive information.
Schedule:
Preliminary proposal due in the form of a memo to the instructor and the class (a page or
less). Please let me know if your topic changes or evolves in a new direction.
Drafts due for peer review (instructor review, optional)
Projects due
Phase II Project: Criteria for Evaluation of Student Cases
Case Narrative:
Clear description of the situation and the communication problem, challenge or task.
Teaching Note:
Effective introduction: focusing attention
Both:
Clarity, brevity, and vigor of style; freedom from mechanical errors
Logical structure and good use of formatting devices (headings, white space, etc.)
Appropriate tone
Feedback Assignment: Responding to Case Studies Written by Peers
Group Presentation: Assignment
Plan a group presentation responding to the case studies written by the members of
Schedule:
Day 1: Copies of the cases will be distributed via the course website and/or in class. For
next class, read all the cases-plus-notes. Come to class prepared to conclude your
discussion of the individual cases and to choose the most substantial and interesting one
to present to the class.
Day 2: Groups meet to discuss the cases, arrive at a consensus, and plan their
presentations. After you have decided which case-plus-note deserves highest honors, do
the following:
1. Designate one person to introduce the group and facilitate the Q and A, etc. This
2. Assign one person to present the group’s decision-making process and its criteria
3. Assign one person to present the winning case to the class. Summarize it in
sufficient detail so that the class can learn from it and appreciate why you chose
4. Assign group members to provide written feedback on behalf of the group to the
5. Decide what visual aids or handouts should support your presentation. Keep
them simple.
Day 3: Groups make their presentations to the class. Please give me an outline with the
names of the group members and their assignments. Copies of the feedback memos
should be given to me as well as to the authors.
Additional suggestions:
Since this is partly an exercise in giving feedback, review Chapter 9. For advice on