Units

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Sample subject outline - 6 Week Teaching Period - 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

The use of communication skills underpins almost every aspect of business. Specialised knowledge alone is no longer enough to guarantee success in business; you must be able to effectively communicate this knowledge with a variety of audiences.

It is therefore critical that business leaders and managers develop highly effective and persuasive oral, written and technology enabled communication skills.

This unit is included in the MBA program to build upon students' existing oral, written and technology enabled professional communication skills. These skills are essential for success both as a scholar and business leader. The positioning of this unit at the beginning of the MBA program provides students with the opportunity to reinforce and further develop their communication skills through the discipline specific units throughout the MBA program.

Aims

The mission of the MBA and associated programs is to provide world class, graduate business education and stimulating real world learning opportunities to develop current and future business leaders and managers to confidently lead in complex environments.

The aim of this particular unit is to equip students with a thorough knowledge and the skills to be able to communicate effectively in oral, written and technology enabled forms. Additionally, the unit aims to encourage students to develop an understanding of their audience, sensitivity to language use and to demonstrate the value and power of language as a means of persuasion in managerial and leadership contexts.

Objectives

Course Learning Goals (Postgraduate)

The QUT Business School has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools.

Have knowledge and skills pertinent to a particular discipline (KS)

1.1 Well-researched knowledge and critical understanding applied to issues at the forefront of a specialised discipline area
1.2 Ability to select and use effectively a range of tools and technologies to locate and/or generate information appropriate to the disciplinary context

Be critical thinkers and effective problem solvers (CTA)

2.1 Apply logical, critical and creative thinking and judgement to generate appropriate solutions to problems in the disciplinary context

Be professional communicators in an intercultural context (PC)

3.1 Ability to create and present professional documents and/or reports using high levels of analysis/synthesis/evaluation for a range of contexts and audiences
3.2 Ability to orally communicate and justify ideas and information, at a professional level, for a variety of contexts and audiences, including peers and discipline specialists

Be able to work effectively in a Team Environment (TW)

4.1 Operate effectively and with flexibility to achieve common goals in collaborative settings, using a range of skills, including leadership, negotiation, reflection, proactivity and support for team members

Have a Social and Ethical Understanding (SEU)

5.1 Apply knowledge of the ethical, social and cultural dimensions relevant to business situations, including appropriate standards or codes of practice, to provide courses of action

Unit Objectives

On completing this unit, you should be able to:

1. Critically evaluate the communication needs of your audience and implement appropriate persuasion strategies to positively influence the outcomes. CTA 2.1 (MBA 4).
2. Organise, structure, and deliver a professional persuasive oral presentation to an identified audience. KS 1.1 (MBA 1), PC3.2 (MBA 3).
3. Use a range of communication tools, and media and/or technologies to effectively communicate with and engage an audience. KS 1.2 (MBA 4).
4. Organise and write a professionally structured persuasive proposal. KS1.1 (MBA 8, PC3.1 (MBA 3).

Content

In keeping with QUT's commitment to internationalisation of its programs, the issues explored in this unit will focus on both the Australian and International perspectives.

• Issues and principles of professional and persuasive business communication


• Thinking critically and framing arguments for writing effective client-focused proposals


• The power of persuasion


• Preparing and delivering effective and engaging business presentations


• Facilitating face-to-face and virtual meetings


• Using appropriate communication technologies.

Approaches to Teaching and Learning

This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.

Three hour face-to-face class sessions are supplemented by a textbook and a range of online materials that are designed to support and extend learning prior to, during and after class sessions. Online materials are available in the unit Blackboard site. Given the importance of the unit Blackboard site to the teaching and learning strategy used in this unit, a computer or tablet device with internet access is strongly recommended for all students.

The principal purpose of the lectures and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and all assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.

There is an expectation that the student will participate in class sessions, to take advantage of the opportunity to discuss important issues with their instructor and their peers in an informal environment. These sessions also provide students with an opportunity to hone important generic skills that are in high demand in the business.

It is expected that students have completed all Preparation for Class activities and readings identified in the unit Blackboard site prior to coming to class to be able to maximise the learning opportunities of the class sessions.

A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.

There is a commitment to critical inquiry and intellectual debate in regard to the material covered. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and international perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.

Assessment

A further Guide to the Assessment Items is available from the unit Blackboard Site: http://blackboard.qut.edu.au

At the end of the teaching period the Faculty Academic Board determines students' grades. The Unit Coordinators provide the detailed assessment results to the Board, working through the relevant School. These results are advisory in nature and do not necessarily constitute the final grades awarded by the Board. In its decision the Board compares results both within units and programs, using as a guide a set of standard distribution criteria. These criteria enable the Board to systematically compare student performance, but are not applied in a prescriptive fashion.Students will receive a variety of feedback throughout this unit.
Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.
Direct feedback will be available to those students who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the unit Blackboard site at the commencement of the unit. Students will receive feedback on their formative assessment task prior to their summative assessment task being submitted.

Assessment name: Individual Written Draft
Description: You are required to select a topic that will be suitable for preparing a persuasive individual business proposal and presentation. The selection of this topic is crucial as it will form the basis of all assessment topics in this unit.

This particular task requires you to develop a draft written business proposal based on the template outlined in your Writing Winning Business Proposals textbook.

This assignment has an important formative benefit because you will get written feedback on your writing from the lecturer before submission of the final proposal. As such, you must ensure that your draft is sufficiently well developed to receive effective feedback.

Length/Duration1000 words
Formative or Summative: Formative and Summative
Relates to objectives: Unit Objectives 1 and 4
AoL Goals: KS (1.1), CTA (2.1), PC (3.1)
Weight: 20%
Internal or external: Internal
Group or individual: Individual
Due date: After Module 4

Assessment name: Oral Presentation
Description: This task requires you to deliver a professional presentation designed to persuade your audience of the merits of your business proposal.

Length/Duration: Eight to ten minutes
Formative or Summative:Summative
Relates to objectives: Unit Objectives 1, 2 and 3
AOL goals: KS (1.1), (1.2), CTA 2.1, PC (3.2)
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: After Module 6

Assessment name: Written Individual Proposal
Description: You are required to complete a persuasive written proposal based on the topic that you selected in Week 1.

This written proposal must follow the template outlined in your Writing Winning Business Proposals textbook.

You will be assessed on your ability to write a cohesive, professional document that addresses your clearly stated problem, issue, or situation and achieves your clearly stated persuasive purpose.

Length/Duration: 1,800 words (1,500 for main proposal + 300 for executive summary and conclusion +/-)
Formative or Summative:Summative
Relates to objectives: Unit Objectives: 1, 2, 4
AOL goals: KS (1.1), CTA (2.1,) PC (3.1)
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: After Module 6

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Prescribed texts

Freed, R. C., Freed, S. & Romano, J. (2011). Writing winning business proposals (3rd Edn).. New York: McGraw-Hill, Inc.

McCarthy, P. & Hatcher, C. (2002) Speaking Persuasively: The Essential Guide to Giving Dynamic Presentations and Speeches. 2nd edition, Crows Nest, NSW: Allen & Unwin.

Please note: Both of these textbooks can be purchased as Kindle eBooks through Amazon. Kindle eBooks can be read on PCs, Macs, IOS and Android devices.

Other reference texts

See Blackboard site for additional readings and other resources.

Risk assessment statement

There are no out of the ordinary risks associated with this unit. You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the >Emergency video.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 10-Jan-2013