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

PREWORK FOR LEADERSHIP & COMMUNICATION SKILLS TO: FROM: Participants in Leadership & Communication 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 LEADERSHIP & COMMUNICATION    Fall 2016 BUAD 501 INSTRUCTORS: OFFICE: TELEPHONE: E­MAIL: TIME/DATES: THOMAS AND MARILYN CLARK 312 Smith Hall 745­2025 (with voice mail) clarkt@xavier.edu  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 READING   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), 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% Email Executive summary Report Proposal Reflection paper on stress 2.5% 2.5% 5% 5% 10% Oral  30% Elevator pitch:  describe progress on a project    Elevator pitch:  pitch a proposal Storytelling:  telling a personal story 10% 10% 10% Team 25% Email/PPT revision Crucial Conversation Group Presentation 5% 20% Participation 20% Attendance,  Class Contributions, Journal 5% 10% Discussion Board 5% ASSIGNMENTS  (10% of final grade) 10-minute presentation incorporating learnings from both parts of the class 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+ 800-829 = B- 700-799 = C 600-699 = D 830-869 = B 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 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 Topic Prework Aug 24 Setting goals for work, family, self, and community Readin In-class Assignments gs PC, Pre-work for first class Fore  Readiness for Pictionary CC, Fore,  Set SMART goals in areas, Ch talk in groups DP, Ch  Syllabus: inter- and intrapersonal understanding PC 1-2 Introductions, Pictionary Select small groups SMART goals DP, 2, CBT, Email inventory SMART goals in areas, talk in groups Biz etiquette Biz/Telephone etiquette Why people bug us? Share a poorly written email with group Situation, Thoughts, Feelings, Behaviors EQ Emotional Quotient -Fast Times at Ridgemont High - EQ handout -Six second rule Relaxation exercises Discuss Ch in DP CC exercises: How to get way as child Relaxation What’s a Crucial Conversation? Aug 31 Stress reducing exercise PC 3-4 CC CBT, -Style Under Stress homework -Write an email in class Writing:  Principles of Planning & Organizing: parts to an argument,  Writing Effective Email  Using visual design tools in written messages 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 CC: Get Unstuck, Start with Heart Do 2-column exercise on trigger words Focus on others: Barriers to effective comm: Sept -Stress reducing exercise: Focus on others: sentence praise/ACE Calendar PC CC, CBT, sentence praise exercise ACE calendar analysis Conduct CPR exercise in trios in class -Dealing with Negative Emotions Writing: opening paragraphs as executive summaries Sept 14 CC: Master My Stories: See & Hear, Tell a Story, Feel, Act clever stories: Victim, Helpless, Villain Stress reducing exercise: separating facts from stories Writing concise complete arguments CC CBT, Reflection on ACE calendar Write out body paragraph; action steps in class Exercise: Separate facts from and effective next steps stories Exercise: No Consequences Presentation Zen -Networking Sept 21 Stress reducing exercise: Positive affirmations Writing: Go over research and matrix concepts Success criteria for a public speaker CC 4, CC, p 113 in Toolkit: Mutual Purpose Brainstorming exercise PC 3, Listening exercise, teams How CBT, you know DP, Ch 3, listeni ng Practice the exercises in Difficult People for listening skills CC: Learn to Look Focus on others: Listening skills, auditory, visual, and verbal cues Sept 28 Stress reducing exercise: mindfulness CC, PPT revisions CBT, Team in-class presentation—2-3 minutes using a single visual slide Oct CC: Make it Safe Stress reducing exercise: Mental Rehearsal, what would ideal person do? Presentation: Describing a project to a business exec, In-class presentations Contrasting statement exercise Prepare elevator pitch CC 8-9 Present elevator pitch CBT, Do “make it safe” 1-2 exercises in class for each group DP, 12 types Assign AAMP exercise 122ff Prepare cc team project elevator pitch CC: Explore Other’s Paths Move to Action 12 types of difficult people Oct 12 Toplining; how to write a report CC, 10-12 Crucial Conversations Presentations: Oct 19 How to write a proposal/ how to pitch a proposal Conducting an accountability conversation (in teams) Difficult people, orally and in writing Presentations:  3-minute pitch of an idea to the approver with 1-2 slides 10 Oct 26  Team 1: Chs 3, (30 minutes) Team 2: Chs 5, (30 minutes) Team 3: Chs 7, 8, (30 minutes) PC, 14 DP, 5, In-class accountability winning conversation in writing PC, 14 Reflection paper on how you now see stress given your analysis of your Discussion Board entries and those of your classmates 2-3-minute personal success story with 1-2 slides JOURNAL AND HOMEWORK ASSIGNMENTS Pre-class Assignments due August 24 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 10     Family Work Self Community 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 not reveal anything that might be construed negatively, such as completing a 12-step program 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 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 In-class preparation: Take and grade the Style under Stress inventory, either online or in the Crucial Conversations book 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 of Difficult People at Work.) 11 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 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 paragraphs long to project in class Homework and Journal Assignments due September Individual  Writing: Submit an email that is a minimum of 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 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 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 12   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 one example of STATE skills in front of the class Writing and Speaking: Write out scripts for 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   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 13 Individual  Homework and Journal Assignments due Oct 12 Writing: Toolkit, p 143ff situations Each group member will select one situation In your journal write out answers to three questions: o Get Unstuck: What issue you want to discuss? o Start with Heart: What you want for yourself, the Respondent, the relationship, and the organization? o Master Your Story: What are the facts and what are your stories? Team  Teams prepare Crucial Conversations chapter summary/application, 30 minutes Homework and Journal Assignments due Oct 19 Writing: Compose a 1-2 page report Homework and Journal Assignments due Oct 26 Writing and Speaking: Write and record a practice video of a 3minute persuasive pitch Review your video and assess your performance in three areas: Self, Content, and Audience Adaptation Submit a T-chart that assesses your strengths and areas needing improvement for each of the three criteria Also prepare 1-2 slides for use in your in-class presentation Include your script in your journal Writing and Speaking: Write and practice a 1-2 minute story/presentation of personal growth and resilience: using a situation, action, outcome format Prepare 1-2 slides in support of your presentation Include your script in your journal Writing: Write a 1-2 page proposal 14 ...LEADERSHIP & COMMUNICATION   ? ?Fall? ?2016 BUAD? ?501 INSTRUCTORS: OFFICE: TELEPHONE: E­MAIL: TIME/DATES: THOMAS AND MARILYN CLARK 312 Smith Hall 745­2025 (with voice mail) clarkt@xavier.edu  6:00­8:30... Storytelling:  telling a personal story 10% 10% 10% Team 25% Email/PPT revision Crucial Conversation Group Presentation 5% 20% Participation 20% Attendance,  Class Contributions, Journal 5% 10% Discussion Board 5% ASSIGNMENTS   (10%  of final grade)... completeness, grammar, diction, spelling, and punctuation.   ASSIGNMENTS  (60% of final grade) Writing  25% Email Executive summary Report Proposal Reflection paper on stress 2.5% 2.5% 5% 5% 10% Oral  30%