Idea Transcript
City University of Hong Kong Information on a Course offered by Department of English with effect from Semester A in 2012/2013
Part I Course Title
Cross-cultural Organizational Communication
Course Code
EN4505
Course Duration
1 semester
Credit Unit
3
Level
B4
Medium of Instruction
English
Pre-requisites
Nil
Pre-cursors
Nil
Equivalent Courses
Nil
Exclusive Courses
Nil
Part II 1.
Course Aims:
The course aims to:
2.
1.1
Apply cultural models and frameworks to help students to communicate effectively in international business communication.
1.2
Negotiate effectively in intercultural and international decision-making meetings.
1.3
Develop effective business messages and send these messages through appropriate communication channels within and across organizations in a global environment.
1.4
Increase students' intercultural communication competence and confidence in using English by participating in extended activities set in business and professional contexts.
1.5
Produce an analytical report on business-related topics.
Course Intended Learning Outcomes (CILOs)
Upon successful completion of this course, students should be able to: No. 1.
CILOs
Apply cultural models and frameworks to help students to communicate effectively in international business communication.
1
3.
2.
Negotiate effectively in intercultural and international decision-making meetings.
3.
Develop effective business messages and send these messages through appropriate communication channels within, and across organizations in a global environment.
4.
Increase students' intercultural communication competence and confidence in using English by participating in extended activities set in business and professional contexts.
5.
Produce an analytical report on business-related topics.
Teaching and learning Activities (TLAs) CILO No CILO 1
TLAs
Hours/week
Apply cultural models and frameworks to help students to communicate effectively in international business communication.
Throughout the semester
The teaching and learning activities encompass an understanding of various cross-cultural and organizational behavioral models. The students learn how culture affects people at individual and organizational levels. CILO 2
Negotiate effectively in intercultural and international decision-making meetings.
throughout the semester
Students receive input on various business and professional genres that serve as a basis for participating at intercultural decision-making meetings. Students will need to apply this skill set when participating at the intercultural decision-making meetings. CILO 3
Develop effective business messages and send these messages through appropriate communication channels within and across organizations in a global environment.
throughout the semester
Student assume the role of management consultants advising the identified top management on how to adapt business practices from the United States to Hong Kong, or from Hong Kong to the United States. Students apply various business and professional genres in their intercultural decision-making meetings and management consulting reports. CILO 4
Increase students' intercultural communication competence and confidence in using English by participating in extended activities set in business and professional contexts.
2 weeks
Students apply the skill set learned in the class to “hands-on” intercultural communication experience with counterparts from the US in their email correspondence, and face-to-face videoconference decision-making meetings.
CILO 5
Produce an analytical consulting report on business-related topics. The student team, serving as management consultants or
2
4 weeks
market researchers analyze field research data (primary and secondary) and collaboratively write a consulting report that recommends transferable and non-transferable business practices in Hong Kong and the US.
4.
5.
Assessment Tasks/Activities CILO No CILO 1, 2, 3, 4, &5
Type of assessment tasks/activities
Weighting (if
CILO 1, 2, 3, 4, &5
Intercultural Video-conference Decision-making Meetings
15%
CILO 1, 2, 3, 4, &5
Intercultural Writing Enhancement Project
15%
Remarks
applicable)
Written Assignments – Management Consulting Report
70 %
Group & Individual work Group work; Individual marks Individual work
Grading of Student Achievement: Grading pattern: Standard (A+, A, A-….F). Grading is based on student performance in assessment tasks/activities. See the attached assessment form.
Part III Keyword Syllabus: Organizational communication. Negotiation. International business communication. Ethical communication in cross-cultural contexts. International organizational behavior. Culturally determined communication styles. Cross-cultural Decision-making Meetings
Suggested Reading List Books Beamer, L., & Varner, I. (2001). Intercultural Communication in the Global Workplace. (2nd ed.) Chicago, IL: Irwin. Hofstede, G. (1991). Cultures and Organizations: Software of the mind. San
Francisco, CA: McGraw-Hill.
Miller, K. (1999). Organizational communication: Approaches and processes. (2nd Ed.). Belmont, CA: Wadsworth. Samovar, L., & Porter, R. (2000). Intercultural communication: A reader. Belmont, CA: Wadsworth. Trompenaars, F. (1993). Riding the waves of culture: Understanding cultural Nicolas Brealey.
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diversity in business. London:
Assessment criteria: Consulting Report Writing (70%), Intercultural Writing Enhancement Project (15%) (Marks converted from raw score out of 100)
Item assessed Content (40 marks)
Language and style (40 marks)
Grade A+, A, or A–
Grade B+, B, or B–
36–40 points (90% and above)
28–35.6 points (70% to 89%)
The content is very well selected and developed. All relevant information is included for analysis. The information is comprehensively analyzed and explained. The information and message is effectively conveyed. The purpose of writing the report is fully achieved.
The content is well selected and developed. The information included for analysis is sufficient. The information is sufficiently analyzed and explained. The information and message is clearly conveyed. The purpose of writing the report is achieved.
36–40 points (90% and above) Language (sentence structure, grammar: tenses, articles, prepositions, parts of speech, etc.) is highly accurate, with 80%–100% accuracy. The vocabulary used is very concise, precise, and varied. Style and tone are highly appropriate.
Grade C+, C, or C–
Grade D
Grade F
20–27.6 points (50% to 69%) The content selected for analysis is somewhat sufficient. Only part of the field research data is included for analysis. Only part of the information is analyzed and explained. Only part of the information and message is clearly conveyed. The purpose of writing the report is partially achieved.
16–19.6 points (40% to 49%)
0-15.6 points and below (0%-39% and below)
The content selected for analysis is sketchy and inadequate. Only limited data is incorporated for analysis. The analysis is not informative or comprehensive. The information and message conveyed is limited. The purpose of writing the report is not clearly stated.
The content selected for analysis is totally inadequate. Very limited or inaccurate data is incorporated for analysis. The analysis is not at all comprehensible. The information and message conveyed is very limited. The purpose of writing the report is not achieved in any way.
28–35.6 points (70% to 89%)
20–27.6 points (50% to 69%)
16–19.6 points (40% to 49%)
0-15.6 points and below (0%-39% and below)
Language (sentence structure, grammar: tenses, articles, prepositions, parts of speech, etc.) is accurate, with 65%–79% accuracy. The vocabulary used is concise, precise, and varied. Style and tone are appropriate.
Language (sentence structure, grammar: tenses, articles, prepositions, parts of speech, etc.) is somewhat accurate, with 50%–64% accuracy. The vocabulary used is somewhat concise, precise, and varied. Style and tone are somewhat appropriate.
Language (sentence structure, grammar: tenses, articles, prepositions, parts of speech, etc.) is inaccurate, with 40%–49% accuracy; exhibit a great deal of editorial problems. The vocabulary used is limited and repetitive. Style and tone are generally inappropriate.
Language (sentence structure, grammar: tenses, articles, prepositions, parts of speech, etc.) is very inaccurate, with 39% or less accuracy; exhibit very serious editorial problems. The vocabulary used is not concise, varied, or comprehensible. Style and tone are totally inappropriate.
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Organization (20 marks)
18–20 points (90% and above)
14–17.8 points (70% to 89%)
10–13.8 points (50% to 69%)
8–9.8 points (40% to 49%)
0-7.8 points and below (0%-39% and below)
The report format is correctly and effectively used. The subject line is very effective. Headings and subheadings are very effectively used. The scope of the study is very clearly and effectively defined. The introduction of the memo report is very effectively developed. The conclusion is provided and is very effectively expressed. Paragraphs and ideas are very coherently linked.
The report format is correctly used. The subject line is effective. Headings and subheadings are effectively used. The scope of the study is clearly defined. The introduction of the memo report is included and adequately developed. The conclusion is provided and is effectively expressed. Paragraphs and ideas are coherently linked.
The report format is somewhat correctly used. The subject line is somewhat effective. Headings and subheadings are used but exhibit inconsistency. The scope of the study is somewhat defined. The introduction of the memo report is included but not adequately developed. The conclusion is provided. Paragraphs and ideas are somewhat coherently linked.
Only part of the report format is correctly used. The subject line is provided but does not effectively reflect the focal point of the report. Headings and subheadings exhibit inconsistency. The scope of the study is poorly defined. Part of the introduction of the report is included but not logically developed. The conclusion is provided but poorly written. Paragraphs and ideas are generally not coherently linked.
The report format is incorrectly used. The subject line is missing or poorly written and fails to reflect the focal point of the report. Headings and subheadings are incorrectly used. The scope of the study is either not defined or very poorly defined. The introduction of the report is either missing or included but not developed logically. The conclusion is either missing or provided but very poorly written. Paragraphs and ideas are not at all coherently linked.
Total marks: __________ Mark–grade conversion guide Grade A+ A A– B+ B B– C+ C C– D F
Marks 100 95–99 90–94 85–89 76-84 70–75 60–69 55–59 50–54 40–49 0–39
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Assessment criteria: Intercultural Video-conference Decision-making Meetings (15%) (Marks converted from raw score out of 100)
Items to be assessed
Grade: A+, A, A-
Grade: B+, B, B-
Grade: C+,C, C-
Grade: D
Grade: F
Content & Organization 50% Relevant, accurate, creative, complete, realistic
Engaging and feasible
Mostly relevant and creative; omits some key points
Some irrelevancy/inaccuracy; low level of creativity
Much irrelevant information; Barely engages audience; Little evidence of creativity
Does not engage the audience, incomplete, not creative
Clearly identifiable, effectively sets the stage for the proposal
Mostly identifiable organization
Only partially informative; unrealistic at times
Presentation structure is only barely discernible
Presentation structure not identifiable, confusing to the listener
Wholly supports purpose
Mostly supports purpose
Partly supports purpose
Concludes strongly, reinforces purpose
Moderately strong ending
Weak/incomplete ending
Abrupt/unexpected/ incomplete ending
Unmarked ending
Fluency, Accuracy, pronunciation, use of transitional language impede audience comprehension; not interesting & not persuasive
Introduction Greeting, topic, purpose, outline Middle - Supports purpose - Follows outline End - signal - summary - conclusion Language 25% Fluency Grammar Pronunciation Transitionals Interest Tone
Fluent Grammatically accurate Natural pronunciation Transitionals natural High interest level Highly positive & persuasive
Mostly fluent Only minor grammar errors Pronunciation mostly clear Transitionals adequate Moderate interest level Moderately positive/ persuasive
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Fairly fluent Frequent grammatical errors Pronunciation affects listener comprehension Moderate use of transitionals Limited interest level Slightly persuasive
Limited fluency Excessive grammatical errors Pronunciation unclear Transitionals barely present Interest level weak Barely persuasive
Delivery 25% Eye contact
Pace
Steady eye contact w/audience Natural pace
Partial eye contact
Periodic eye contact with part of audience;
Minimal eye contact
No eye contact
Natural volume
Pace occasionally erratic
Erratic pace distracts
Pace /volume impede audience comprehension
Volume occasionally variable
Speed interferes with comprehension/audience interest; inaudible at times;
Voice/volume
Volume inadequate
Cue cards
Unobtrusive use of cue cards
Some dependence on cue cards/notes
Overly dependent on cue cards/notes
Over use of cue cards/notes
Totally dependent on reading
Audience Rapport
Full rapport with audience throughout presentation
Moderate audience rapport throughout most of presentation
Intermittent audience rapport; limited ability to hold audience attention
Only occasional instances of audience rapport
Audience rapport absent
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