COMS 3309 ORGANIZATIONAL COMMUNICATION

Fall 2009

InstructorDr Sasha Grant

OfficeRoom 2115, FineArtsBuilding,

Phone817-272-0733

Mailbox 19107

Email

Office HoursTuesday 12:30pm – 1:30pm, or by appointment

Class LocationFineArtsBuilding, Room 414

Class HoursTuesday & Thursday, 11:00am-12:20pm

Required Text

Miller, K. (2008). Organizational communication: Approaches and processes. (5th.ed.).

Belmont, CA: Thompson Wadsworth.

Selected outside readings will be provided by the instructor throughout the semester.

Course Description

The purpose of this course is to engage students in an in-depth exploration of the discipline of organizational communication. Students will examine the development of various approaches to studying organizations in a team-based learning environment. Students will also explore the numerous processes that characterize organizational communication. These include decision making processes, conflict management processes, change and leadership processes, as well as processes of emotion, diversity and technology in organizational communication. Finally, through critical reflection of current research in the field, students will review relevant organizational communication theories, understand how organizational communication is used strategically, and analyze current issues in the workplace and in the study of organizational communication.

Course Objectives

Upon successful completion of this course students should:

  • Be able to situate the discipline of organizational communication among other areas communication study;
  • Be able to distinguish between the various approaches to organizational communication, from classical to contemporary approaches;
  • Display competency in understating the communication processes related to culture, gender, and diversity, decision making, conflict, emotion, change and technology in organizational settings;
  • Be able to discuss and critique current literature in organizational communication;
  • Display competency in critiquing communication strategies used in a variety of organizational settings.

Tentative Schedule of Topics, Assignments and Activities

Week / Topic / Readings
1
Aug 25 / Introductions
Course overview; Discuss dates for article critique presentations
The challenge of Organizational Communication / Chapter 1; Cheney (2007)
2
Sept 1 / RAT #1
Classical Approaches / Chapter 2
3
Sept 8 / RAT #2
Human Relations and Human Resources Approaches / Chapter 3
Peer Evaluation
4
Sept 15 / RAT #3
Systems Approaches / Chapter 4
5
Sept 22 / RAT #4
Cultural Approaches / Chapter 5
6
Sep 29 / RAT #5
Critical Approaches / Chapter 6
Peer Evaluation
7
Oct 6 / Assimilation Processes / Chapter 7
8
Oct 13 / Decision making Processes / Chapter 8
9
Oct 20 / Conflict Management Processes / Chapter 9
10
Oct 27 / Organizational Change and Leadership Processes / Chapter 10
11
Nov 3 / Processes of Emotion in the workplace / Chapter 11
12
Nov 10 / Organizational Diversity in Organizations / Chapter 12
13
Nov 17 / Technological Processes / Chapter 13
14
Nov 24 / THANKSGIVING – NO CLASS
15
Dec 1 / Distribution of Study Guide and Final Exam Review
16
Dec 8 / FINAL EXAM

Requirements and Grading

All assignments must be turned in for satisfactory completion of the course. Your performance in the course will be evaluated as follows:

Assessment / Due Date / Grading
Article critique / In class / 25%
RAT #1 / Sept 1 / 10%
RAT # 2 / Sept 8 / 10%
RAT # 3 / Sept 15 / 10%
RAT #4
RAT #5
Final Exam
Participation: attendance, contributions to discussion / Sept 22
Sept 29
Dec 8 / 10%
10%
20%
5%

Participation, attendance, and contributions to discussion

Regular attendance is expected; please notify me if you foresee an unavoidable absence. More than one or two absences, for whatever reason, necessarily reduce your opportunities to contribute to discussion and other in-class activities and therefore adversely affect your participation grade. Missed class participation/attendance/class activities cannot be made up. No excuse – no matter how legitimate- can make up for the fact of not being in class. We will have frequent discussions that will contribute to this 5% of your course grade. Attending class and being an active participant is the way to earn this portion of your grade. Missing class and/or failing to get involved in the class discussion may significantly lower this portion of your course grade. This can be considered as ‘extra credit’ for seldom do you get credit for something so easy. If you have concerns with your grade or performance, please talk with me during the semester; when we can do something about your effort to help you earn the grade you want.

Reading

I expect you to come to class prepared to discuss the assigned readings. This means that you have completed the reading assignments for that day and have given some thought as to how this material relates to your professional and academic pursuits. Given that participation and critical thinking is essential to success in this course, it is extremely important that you keep pace with the assigned readings.

Drop Policy

For Fall 2007, the Last Drop Date is Friday, October 30. You are allowed to drop until 5:00 p.m. CST on that date.

Undergraduate students who drop a course on or before the Last Drop Date will receive an automatic grade of “W” regardless of whether they have completed assignments or not. Students seeking to drop a course will be advised to speak with the instructor of record and then, if deemed appropriate, proceed to the Academic Advisor for their major (or designee) who will complete the drop in the MyMav system. A “W” will be placed on the student record automatically by MyMav when the drop is entered.

Americans With Disabilities Act (ADA): If you are a student who requires accommodations in compliance with the ADA, please consult with me at the beginning of the semester. As a faculty member, I am required by laws to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. Your responsibility is to inform me of the disability at the beginning of the semester and provide me with documentation authorizing the specific accommodation. Student services at UTA include the Office for Students with Disabilities (located in the lower level of the UniversityCenter) which is responsible for verifying and implementing accommodations to ensure equal opportunity in all programs and activities.

Student Support Services: The University supports a variety of student success programs to help you connect with the University and achieve academic success. They include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals.

Academic Dishonesty

Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form at The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University.

“Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.” (Regents' Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2., Subdivision 3.22).

Bomb Threats

If anyone is tempted to call in a bomb threat, be aware that UTA will attempt to trace the phone call and prosecute all responsible parties. Every effort will be made to avoid cancellation of presentations/tests caused by bomb threats. Unannounced alternative sites will be available for these classes. Your instructor will make you aware of alternate class sites in the event that your classroom is not available.

ASSESSMENT

  1. ARTICLE CRITIQUE PRESENTATION (Beginning week 4)

At the beginning of the course, you will be asked to form a group of three. I will then assign a week for you to present your article critique. Once your group has its assigned week/topic, you will then select an academic journal article from the reading listattached and provide me with a copy of the article. You are free to choose any article from this list as long as it presents data from a research study on a particular organizational communication issue covered in class that week. If you find a more recent or relevant article that is not included on the list, please consult with me first before using that article for your critique. In your presentation, you should explain how the author(s)’s work contributes to our understanding of organizational communication. Specifically, you will need to address the following issues:

  • What is the author’s main point?
  • What are the key concepts illustrated in the study?
  • What is the author’s method or approach to research (qualitative and/or quantitative)? What were the strengths and/or weaknesses of this approach?
  • If the author(s) performed a study, describe the procedures of the study
  • What were the author’s findings?
  • Discuss the significance of their findings
  • Does the article contribute to our understanding of organizational communication? If so, in what specific ways?

You will be evaluated on your ability to dissect an academic journal article into its key areas of inquiry (argument, organizational concepts, research findings, relevance, etc.). Please provide your instructor with an outline of your speech as well as a copy of the actual article you have chosen before you begin delivery of your presentation. This assignment is NOT about being able to regurgitate material from the article. It is about your ability to demonstrate that you can relate this work to specific concepts with the discipline and draw conclusions about the overall relevance of the piece in helping to advance our knowledge of organizational communication. You will also be evaluated on your ability to deliver an effective presentation and field questions from your audience.

  1. READINESS ASSESSMENT PROCESS (RAPS)

Individual Readiness Assessment Test (IRAT)

Each Tuesday, beginning September 1, you will take an individual quiz (IRAP) based on the chapter for that week. You MUST read the chapter BEFORE class to prepare for your quiz. Each quiz will contain 10 multiple choice questions. DO NOT BE LATE TO CLASS. Class starts at 11:00am and quizzes will be handed out at 11:05am. You will have approximately 15 minutes to complete your quiz. Scores will be returned in class on Thursday. Individual quizzes will be worth 25% of your overall grade. There will be 5 quizzes in total. Please review the schedule above for quiz dates and topics.PLEASE BRING A SCANTRON FORM NO. 882-E AND A NO. 2 PENCIL FOR EACH INDIVIDUAL TEST.

Team Readiness Assessment Test (TRAT)

At the start of the semester, you will be allocated a team that you will work with for the entire semester. Immediately after you have completed your individual quiz, your team will then take the samequiz (TRAT) using an IF-AT form (I will provide these forms). Team quizzes will also be worth 25% of your overall grade. You will have approximately 25 minutes to complete your team quiz. Once you have completed your team quiz, you will hand in your IF-AT Form. The remainder of the class time will be spent discussing any issues concerning questions or concepts in the quiz and applying the theory to everyday communication.

Together, both the Individual and Team quizzes make up 50% of your final grade

Missed Quizzes

I cannot stress enough the importance of attending class. If you miss an individual or team quiz because you are unwell, you MUST provide a doctor’s note for the day of the quiz. Being too busy, over-sleeping, having to work, or similar type excuses are not legitimate enough to make up an excuse without penalty. You MUST attend class on the day of the quiz. If you are late for your individual quiz, you may still take your quiz during the time remaining; however, you will not be able to start your quiz once all individual quizzes have been collected. If you are absent from class, your team members will have to complete the quiz without you. You will not be able to make up the team quiz.It is your responsibility to be sure that you are in class both your individual and team quiz.

Written Appeals

Once the answers have been posted and teams have had a few minutes to review and talk about them, teams are allowed to appeal any question they choose to. Appeals must be written and can come only from teams, not individuals. Furthermore, appeals must consist of (1) an argument and (2) evidence from the reading in support of that argument.Finally, appeals are written, carried out of class, and responded to later (e.g., by e-mail).

Peer Evaluation

It is your responsibility to make sure that your team does well. Each team member will complete 2peer evaluation forms for each team member during the semester. The dates for completion of these evaluation forms are listed in the schedule above. While these evaluations will not be graded, feedback on your performance will be taken into consideration at the end of the semester should you need extra credit.

  1. FINAL EXAM

At the end of the semester, you will be given a final exam which will cover material contained in chapters 9-13 of the course textbook. The exam will consist of 50 multiple choice questions, 10 questions from each chapter. A study guide will be provided in week 15 of the semester.

  1. PARTICIPATION AND ATTENDANCE

This class relies on class discussion and student participation. To encourage attendance, I have created an attendanceplan. Simply put, the more classes you attend, the more points you earn toward your final grade. Excluding Thanksgiving holidays and exam days, there will be 23 class meetings.

Classes Attended / Points Earned
20 / 10
18 / 8
16 / 6
14 / 4
12 / 2
10 or less / 0

Note: It is your responsibility to insure you have signed the attendance sheet; otherwise you will be counted as being absent. If you need tomiss class for a religious holiday, please me know in writing and verbally (before or after class, or in office hours).

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READING LIST

Ashcraft, H. (2000). Empowering “professional” relationships: Organizational practice meets feminist practice. Management Communication Quarterly, 13, 347-392.

Ashcraft, K., & Allen, B. (2003). The racial foundation of organizational communication.Communication Theory, 13(1). 5-38.

Bantz, C.R. (1989). The social psychology of organizing. Communication Studies, 40(4), 231-40.

Bruno Teboul, J.C. (1999). Racial/ethnic “encounter” in the workplace: Uncertainty, information-seeking, and learning patterns among racial/ethnic majority and minority new-hires. Howard Journal of Communications, 10(2), 97-121.

Buzzanell, P.M. (1995). Reframing the glass ceiling as a socially constructed process. Communication Monographs, 62(4), 327-354.

Buzzanell, P., & Liu, M. (2005). Struggling with maternity leave policies and practices: A Poststructuralist and Feminist analysis of gendered organizing. Journal of Applied Communication Research, 33, 1-25

Cascio, W. (2000). Managing a virtual workplace. Academy of Management Executive, 14(3), 81-90.

Clair, R. (1993). The use of framing devices to sequester organizational narratives: Hegemony and harassment. Communication Monographs, 60, 113-136.

Deetz, S. & Mumby, D.K. (1990). Power, discourse, and the workplace: Reclaiming the critical tradition. Communication Yearbook, 13, 18-47.

Theresa A. Domagalski, T., & Steelman, L. (2007). The impact of gender and organizational status on workplace anger expression. Management Communication Quarterly, 20(3), 297-315.

Dougherty, D.S. (1999). Dialogue through standpoint. Understanding women’s and men’s standpoints of sexual harassment. Management Communication Quarterly, 12(3), 436-468.

Ducheneaut, N. (2002). The social impacts of electronic mail in organizations: A case study of electronic power games using communication genres. Information Communication & Society, 5, 153-188.

Fitzgibbon, J.E. & Seeger, M.W. (2002). Audiences and metaphors of globalization in the DaimlerChrysler AG merger. Communication Studies, 53(1), 40-56.

Foley, S. & Powell, G.N. (1999). Not all is fair in love and work: Coworkers preferences for and responses to managerial interventions regarding workplace romances. Journal of Organizational Behavior, 20(7), 1043-1057.

Ganesh, S., Zoller, H., & Cheney, G. (2005). Transforming resistance, broadening our boundaries: Critical organizational communication meets globalization from below. Communication Monographs, 72, 169-191.

Gardner, W.L. (2003). Perceptions of leader charisma, effectiveness, and integrity. Management Communication Quarterly, 16(4), 502-528.

Gossett, L. (2002). Kept at arm’s length: Questioning the desirability of organizational identification. Communication Monographs, 69, 385-404.

Gossett, L. (2007). Falling between the cracks: Control and Communication challenges of a temporary workforce. Management Quarterly, 19, 376-415.

Hart, Z.P., Miller, V.D. & Johnson, J.R. (2003). Socialization, resocialization, and communication relationships in the context of an organizational change. Communication Studies, 54(4), p. 483.

Harter, L.M., Stephens, R.J. & Japp, P.M. (2000). President Clinton’s apology for the Tuskegee Syphilis Experiment: A narrative of remembrance, redefinition, and reconciliation. Howard Journal of Communications, 11(1), 19-34.

Heaton, L., & Taylor, J. (2002). Knowledge management and professional work: A communication perspective on the knowledge-based organization. Management Communication Quarterly, 16, 210-236.

Holmes, J., & Stubble, M. (2003). Doing disagreement at work: A sociolinguistic approach. Australian Journal of Communication, 30, 53-77.

Hylmö, A. (2006). Telecommuting and the contestability of choice: Employee strategies to legitimize personal decisions to work in a preferred location. Management Communication Quarterly, 19(4), 541-569.

Jabs, L. (2005). Communicative rules and organizational decision making. Journal of Business Communication, 42, 265-288

Jones, G.E. (1999). Hierarchical workplace romance: An experimental examination of team member perceptions. Journal of Organizational Behavior, 20(7), 1057-1073.

Kramer, M.W. & Hess, J.A. (2002). Communication rules for the display of emotions in organizational settings. Management Communication Quarterly, 16(1), 66-80.

Kuhn, T. & Nelson, N. (2003). Reengineering identity: A case study of multiplicity and duality in organizational identification. Management Communication Quarterly, 16(1), 5-38.

Langer, R., & Thorup, S. (2006). Building trust in times of crisis: Storytelling and change communication in an airline company. Corporate Communications: An International Journal, 11(4), 371-390.

Lee, W. (2002). Communication strategies for aligning organizational culture and managing diversity in a knowledge-based economy. Journal of Information & Knowledge Management, 1(2), 131-139.

Lutgen-Martin, J. (1990). Deconstructing organizational taboos: The suppression of gender conflict in organizations. Organization Science, 11, 339-59.