MA BUAD 501 interpersonal skills syl.doc fall 2016.doc first 10 weeks-1

Specifically, our goal is that by the end of this class you will be able to more effectively  Improve your ability to conduct Crucial Conversations  Use reflective exercises to help yo

PREWORK FOR LEADERSHIP & COMMUNICATION SKILLS

TO: Participants in Leadership & Communication

FROM: Thomas Clark, PhD and Marilyn Clark, MA

Dear Class Participants: Greetings from Xavier University!

We look forward to meeting you in the Leadership and Communication class.

This class covers two topics, business communication skills, which will cover the first ten weeks of the class Dr Thilini Ariyachandra will be teaching data visualization in the subsequent six weeks of the class This note applies only to the initial 10-week business communication portion of this class.

We look forward to seeing in class!

With warm regards,

Tom Clark, PhD & Marilyn Clark, MA

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BUAD 501

INSTRUCTORS: THOMAS AND MARILYN CLARK

TELEPHONE: 745­2025 (with voice mail)

E­MAIL: clarkt@xavier.edu

TIME/DATES:  6:00­8:30 ROOM:  Smith 348

PURPOSE OF THIS COURSE:

Effective interpersonal, oral and written communication skills are critical to success in almost all managerial positions.  Studies indicate executives spend from 75­90% of their time 

communicating.  Leadership & Communication is designed to help you communicate effectively

in business settings, with some additional applications to personal growth.  Specifically, our goal

is that by the end of this class you will be able to more effectively  

 Improve your ability to conduct Crucial Conversations

 Use reflective exercises to help you understand your own and others’ behavior

 Sell yourself by developing written, oral, nonverbal, and interpersonal communication  strategies that are well adapted to the needs and expectations of managers, co­workers,  customers, suppliers, and other stakeholders

 Write business documents that are inviting to read, easily understood, logically argued, and  effectively related to reader needs

 Use PowerPoint and other electronic communication media effectively

This course relates clearly to the WCB mission—We educate students of business, enabling them

to improve organizations and society, consistent with the Jesuit tradition—by helping you 

improve your ability to communicate in terms of the needs and criteria of others. 

TEACHING PHILOSOPHY: Good teachers are committed to being enthusiastic about their

subject and about student learning Our goal is to encourage and inspire you about

interpersonal communication and to invite you to ask questions both inside and outside of class In-class assignments and homework are designed to improve your interpersonal communication abilities We will use experiential exercises to improve your ability to build effective relationships, motivate others, and influence outcomes We

encourage you to evaluate your behavior, reflect on it, and choose better ways to interact with others As our goal is for each of you to improve your

communication abilities, we encourage you to participate in class actively

PERSONAL MANAGEMENT A key quality employers look for in prospective

employees personal management is an important quality also measured and rewarded in this class Be sure to come to class on time, having done all readings and assignments and being prepared to apply what you have learned in class discussions You are expected to attend all classes as a good deal of practical work and exercises will be conducted in class

 CRUCIAL CONVERSATIONS PARTICIPANT TOOLKIT (CC) (bookstore) or at Amazon https://www.amazon.com/Crucial­Conversations­Talking­Stakes­Second/dp/1469266822

 POWER COMMUNICATION  (PC) Download pdf for $9.99 at 

http://booklocker.com/books/2196.html

 DIFFICULT PEOPLE AT WORK (DP), ARTHUR BELL to be purchased online either 

used or new. https://www.amazon.com/Difficult­People­Work­Arthur­

Bell/dp/1567317456/ref=sr_1_1?s=books&ie=UTF8&qid=1471357642&sr=1­

1&keywords=difficult+people+at+work+arthur+bell

 WEBSITE: www.getselfhelp.co.uk Free cognitive behavioral analysis

(CBA), 7 modules, free

COURSE OUTLINE:  Leadership & Communication is organized around interpersonal, writing and speaking exercises. You will compose emails, PowerPoint slides, an information report, a  proposal, and a reflection paper­­and deliver several short presentations.  You will also 

participate on a team that will do in­class exercises and make a 30­minute presentation during  the class

ASSIGNMENT GUIDELINES:  Late assignments will receive a 10% grade reduction

Papers are graded on a variety of criteria, including visual design, organization, logic, evidence,  completeness, grammar, diction, spelling, and punctuation.  

ASSIGNMENTS  (60% of final grade)

Writing  25%

Oral  30%

Elevator pitch:  describe progress on a project    10%

Elevator pitch:  pitch a proposal 10%

Storytelling:  telling a personal story 10%

Team 25%

Crucial Conversation Group Presentation 20%

Participation 20%

Discussion Board 5%

ASSIGNMENTS  (10% of final grade)

10-minute presentation incorporating learnings from

both parts of the class.

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GRADING SCALE The average grade for this class is B+. You can track your class progress  using Canvas’ Gradebook function

930-1000 = A 900-929 = A-870-899 = B+ 830-869 = B

800-829 = B- 700-799 = C 600-699 = D under 600=F

JOURNAL ASSIGNMENTS:

You will be asked to keep a Journal in which you record evidence of your preparation of homework assignments due in your classes DISCUSSION BOARD You will address 6 questions on the Discussion Board,

each concerning personal experiences with stress This journal will include reactions, reflections, and conclusions based on your current analysis of the examples from your life that you describe and analyze

Each of these entries will be due at an assigned time and closed after the deadline While Discussion Board entries are an out-of-class assignment, you may also periodically be asked in class to volunteer some of your journal entries

You are to comment on two of your classmates’ entries To create a safe environment, discretion in making comments about fellow students’ entries

is expected

COURSE CALENDAR

BUAD 501: LEADERSHIP & COMMUNICATION

6-8:30, Wednesday 8/22-10/25

Prework

Setting goals for work, family, self, and

community

PC, Fore

CC, Fore,

Ch 1

DP, Ch 1

Pre-work for first class

 Readiness for Pictionary

 Set SMART goals in 4 areas, talk in groups

 Email inventory

1 Aug

24 Syllabus: inter- and intrapersonal

understanding SMART goals Biz etiquette Why do people bug us?

Situation, Thoughts,

Feelings, Behaviors

Emotional Quotient -Fast Times at

Ridgemont High

- EQ handout -Six second rule

Relaxation

What’s a Crucial Conversation?

PC 1-2 CBT, 1

DP, 2,

Introductions, Pictionary Select 3 small groups

SMART goals in 4 areas, talk in groups

Biz/Telephone etiquette Share a poorly written email with group

EQ Relaxation exercises

Discuss Ch 1 in DP

CC exercises: How to get way as child.

2 Aug

31 Stress reducing exercise PC 3-4 CC 2

CBT, 2

-Style Under Stress homework -Write an email in class

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Writing:

 Principles of Planning &

Organizing: 3 parts to an argument,

 Writing Effective Email

 Using visual design tools in written messages CC: Get Unstuck, Start with Heart

Focus on others:

Barriers to effective comm:

CC exercises:

What went unsaid exercise Take an issue that is a pattern Write out then share an opening statement that uses the CPR pattern

C fact of what just happened

P evidence it has happened before

R impact on relationship exercise

Do 2-column exercise on trigger words

3 Sept 7 -Stress reducing

exercise: Focus on others: 4 sentence

praise/ACE Calendar

-Dealing with Negative Emotions

Writing: opening paragraphs as executive summaries

CC: Master My Stories: See & Hear, Tell a Story, Feel, Act

3 clever stories:

Victim, Helpless, Villain

PC 6

CC, 3 CBT, 3

4 sentence praise exercise ACE calendar analysis Conduct CPR exercise in trios in class

4 Sept

14 Stress reducing exercise: separating

facts from stories Writing concise complete arguments

CC 6 CBT, 4 Reflection on ACE calendar

Write out body paragraph; action steps in class

Exercise: Separate facts from

and effective next

steps.

Presentation Zen -Networking

stories

Exercise: No Consequences

5 Sept

21 Stress reducing exercise:

Positive affirmations Writing: Go over research and matrix concepts.

Success criteria for a public speaker

CC: Learn to Look Focus on others:

Listening skills, auditory, visual, and verbal cues

CC 4, 7

PC 3, 5 CBT, 5

DP, Ch

3, listeni ng

CC, p 113 in Toolkit: Mutual Purpose Brainstorming exercise Listening exercise, 3 teams How

do you know

Practice the exercises in Difficult People for listening skills

6 Sept

28 Stress reducing exercise: mindfulness

PPT revisions Team in-class presentation—2-3 minutes using a single visual slide

CC: Make it Safe

CC, 5 CBT, 6

In-class presentations Contrasting statement exercise

Prepare elevator pitch

7 Oct 5 Stress reducing

exercise: Mental Rehearsal, what would ideal person do?

Presentation:

Describing a project to

a business exec,

CC 8-9 CBT, 7

DP, 4

12 types

Present elevator pitch

Do “make it safe” 1-2 exercises in class for each group

Assign AAMP exercise 122ff Prepare cc team project

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elevator pitch CC: Explore Other’s Paths

Move to Action

12 types of difficult people

8 Oct 12 Toplining; how to

write a report Crucial Conversations Presentations:

CC, 10-12

Team 1: Chs 3, 4 (30 minutes) Team 2: Chs 5, 6 (30 minutes) Team 3: Chs 7, 8, 9 (30 minutes)

9 Oct 19 How to write a

proposal/ how to pitch

a proposal

Conducting an accountability conversation (in teams)

Difficult people, orally and in writing

PC, 14

DP, 5, 6 winning

in writing

In-class accountability conversation

10 Oct

26 Presentations:  3-minute pitch of

an idea to the approver with 1-2 slides

 2-3-minute personal success story with 1-2 slides

PC, 14 Reflection paper on how you now

see stress given your analysis of your 5 Discussion Board entries and those of your classmates.

JOURNAL AND HOMEWORK ASSIGNMENTS

Pre-class Assignments due August 24

1 Journal: Write 1-2 sentences in which you set SMART goals for four areas of your life The acronym SMART refers to Specific, Measurable, Acceptable, Realistic, and Time measured

 Family

 Work

 Self

 Community

2 In-class preparation: Think about how you will complete the following exercise in class: We will ask you to introduce yourself with a Pictionary exercise, one which focuses on unique aspects of your biography You will draw a series of pictures on

a chart pad and then talk about your drawing to the class

Past students have focused their biographies in variety of ways, highlighting jobs, military service, family, religion, and community service, as well as talents in

fashion design, home decorating, painting, videography, playing an instrument, singing or dancing Some have highlighted an Eagle Scout award, certifications, such as a Six Sigma Black Belt; knowledge of foreign languages and cultures, mechanical, construction, or landscaping abilities, a commitment healthy living, participation in varsity or recreational sports, and high school, college and

professional team favorites

Please do not reveal anything that might be construed negatively, such as

completing a 12-step program.

3 In-class preparation: While reading the first chapter of Crucial Conversations, write down the three characteristics of a crucial conversation Then record one instance of a crucial conversation you have had at work or school, and another with a family member or friend Also, be prepared to speak about the themes addressed in the first chapter of Difficult People at Work.

4 In-class preparation: Go to the Inbox of your email account and print a copy of the directory page(s) which lists each e-mail you received for a single, typical day, counting the total number you sent Then go to Sent Mail and print a copy of the directory page(s) which lists each e-mail you sent on the same day, counting the total number you received Share the total of the two figures with fellow participants during the workshop

Homework and Journal Assignments due August 31.

Individual

1 In-class preparation: Take and grade the Style under Stress inventory, either online

or in the Crucial Conversations book.

2 In-class preparation: Write a 2-3 sentence reflection on the types of personalities with which your personality type might clash (Optional: Take and grade the

personality inventory in Chapter 2 of Difficult People at Work.)

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3 Journal: In 3-4 sentences, identify a Crucial Conversation in your work

environment and another in a nonwork environment that you can discuss in class with your group Indicate the nature of the issue, the opposing views, and the impacts of the situation.

4 Journal: Identify a violation of business etiquette that you find particularly

irritating.

Team

 Each team is to bring in one poorly written email that is at least 3 paragraphs long

to project in class.

Homework and Journal Assignments due September 7.

Individual

 Writing: Submit an email that is a minimum of 3 paragraphs that uses effective organizational and design principles.

 Journal: Write about a time when you attributed negative motives to another’s behavior How might you have attributed positive motives to the same behavior and how may that have changed the way you communicated?

Team

 Submit an after version of the email you shared in class.

Homework and Journal Assignments due September 14

Individual

 Writing: Compose an executive summary that is 2 paragraphs long for a complex report and meets the criteria identified in class.

 Journal: Keep an ACE calendar record for one week

 Journal: Write about a relationship you established that proved to be productive in helping you achieve a significant goal (As you reflect, did you intuitively apply the four principles of networking?) How did you initiate the relationship? What did you do to cultivate and sustain it?

Team: Bring a poorly designed PPT to show to class with an

analysis of its limitations.

Homework and Journal Assignments due September 21

 Journal and in-class preparation: p 67 in Tool Kit, Each team member selects a different case and writes out a script organized into Facts, Story, Ask and

subsequently practices it without notes within their group Each group will do one example of STATE skills in front of the class.

 Writing and Speaking: Write out scripts for 3 stories; relate each spontaneously for 1-2 minutes in a small group Prepare 1-2 slides for each story that are visually compelling and use limited text Each group will select one person to tell one story

to the class using PPTs.

Homework and Journal Assignments due September 28

 Journal: After examining your Style under Stress and Personality inventories, write 2-3 sentences about a time you have used silence in a crucial conversation and also about a time you have used violence (as defined in Crucial Conversations)

Describe what you now see as the consequences of your behavior in each situation.

Homework and Journal Assignments due Oct 5

 Journal and in-class preparation: Toolkit, p 118 Creating mutual purpose Each member will select a different situation in which he or she is the initiator Each will also serve the roles of respondent and coach Write out your opening statement, using STATE skills You will practice in your small group

 Speaking: Prepare and practice a 60-second elevator pitch using the guidelines covered in class.

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