course syllabus - City University of Hong Kong

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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.

3

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.

4

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

5

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

  

6

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

7

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course syllabus - City University of Hong Kong

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 C...

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