City University of Hong Kong. Information on a Course offered by Department of English with effect from Semester A in 2012/2013

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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:

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.

2. Course Intended Learning Outcomes (CILOs)

Upon successful completion of this course, students should be able to:

No.

CILOs

1. _{Apply cultural models and frameworks to help students to communicate effectively in}

international business communication.

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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.}

3. Teaching and learning Activities (TLAs)

CILO

No

TLAs

Hours/week

CILO 1

_{Apply cultural models and frameworks to help students to}

communicate effectively in international business

communication.

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.

Throughout the semester

CILO 2

_{Negotiate effectively in intercultural and international}

decision-making meetings.

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.

throughout the semester

CILO 3

Develop effective business messages and send these

messages through appropriate communication channels

within and across organizations in a global environment

.

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.

throughout the semester

CILO 4

Increase students' intercultural communication

competence and confidence in using English by

participating in extended activities set in business and

professional contexts.

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

video-conference decision-making meetings.

2 weeks

CILO 5

Produce an analytical consulting report on business-related

topics.

The student team, serving as management consultants or

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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. Assessment Tasks/Activities

CILO No

Type of assessment tasks/activities

Weighting (if applicable)

Remarks

CILO 1, 2, 3, 4, &5

Written Assignments – Management Consulting

Report

70 %

Group &

Individual work

CILO 1, 2, 3, 4, & 5

Intercultural Video-conference Decision-making

Meetings

15%

Group work;

Individual marks

CILO 1, 2, 3, 4, & 5

Intercultural Writing Enhancement Project

15%

Individual work

5. 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

Books

Beamer, L., & Varner, I. (2001).

Intercultural Communication in the Global

Workplace. (

2

nd

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

. (2

nd

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 diversity in business

. London:

Nicolas Brealey.

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4 Assessment criteria:

Consulting Report Writing (70%), Intercultural Writing Enhancement Project (15%) (Marks converted from raw score out of 100)

Item assessed Grade A+, A, or A– Grade B+, B, or B– Grade C+, C, or C– Grade D Grade F

Content (40 marks)

36–40 points (90% and above)

 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.

28–35.6 points (70% to 89%)

 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.

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%)

 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.

0-15.6 points and below (0%-39% and below)

 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.

Language and style (40 marks)

 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.

28–35.6 points (70% to 89%)

 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.

20–27.6 points (50% to 69%)

 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.

16–19.6 points (40% to 49%)

 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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5

Organization (20 marks)

 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.

14–17.8 points (70% to 89%)

 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.

10–13.8 points (50% to 69%)

 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.

8–9.8 points (40% to 49%)

 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 Marks

A+ 100

A 95–99

A– 90–94

B+ 85–89

B 76-84

B– 70–75

C+ 60–69

C 55–59

C– 50–54

D 40–49

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6 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

Introduction

Greeting, topic, purpose, outline

Middle

- Supports purpose - Follows outline

End

- signal - summary - conclusion

Engaging and feasible

Clearly identifiable, effectively sets the stage for the proposal

Wholly supports purpose

Concludes strongly, reinforces purpose

Mostly relevant and creative; omits some key points

Mostly identifiable organization

Mostly supports purpose

Moderately strong ending

Some irrelevancy/inaccuracy; low level of creativity

Only partially informative; unrealistic at times

Partly supports purpose

Weak/incomplete ending

Much irrelevant information; Barely engages audience; Little evidence of creativity

Presentation structure is only barely discernible

Abrupt/unexpected/ incomplete ending

Does not engage the audience, incomplete, not creative

Presentation structure not identifiable, confusing to the listener

Unmarked ending

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

 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

Fluency, Accuracy,

pronunciation, use of transitional language impede audience comprehension; not interesting & not persuasive

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7

Delivery 25%

Eye contact

Pace

Voice/volume

Cue cards

Audience Rapport

Steady eye contact w/audience Natural pace

Natural volume

Unobtrusive use of cue cards

Full rapport with audience throughout presentation

Partial eye contact

Pace occasionally erratic

Volume occasionally variable

Some dependence on cue cards/notes

Moderate audience rapport throughout most of presentation

Periodic eye contact with part of audience;

Speed interferes with

comprehension/audience interest; inaudible at times;

Overly dependent on cue cards/notes

Intermittent audience rapport; limited ability to hold audience attention

Minimal eye contact

Erratic pace distracts

Volume inadequate

Over use of cue cards/notes

Only occasional instances of audience rapport

No eye contact

Pace /volume impede audience comprehension

Totally dependent on reading