595.665.82 - Strategic Communications in Technical Organizations

Course Structure

The course materials are divided into modules that can be accessed by clicking Course Materials on the course navigation menu. A module will have several sections including the module overview, a listing of items due for the module, content (lectures and videos), readings, discussions, reflection journal prompts, and detailed assignment descriptions. You are encouraged to work through each module in the order in which the material is presented. Modules will run for a period of seven days. You should regularly check the Calendar for assignment due dates.

Course Topics

• Audience Analysis
• Leadership Communications
• Communication Styles
• Managing Communications in Teams
• Ethical Communication
• Intercultural Communication
• Managing Communication Conflict
• Developing and Communicating a Strategy
• Effective Technical Presentations
• Persuasive Communications
• Crafting Winning Responses
• Future Technical Communications
• Course Reflection

Course Goals

The goal of this course is to provide theoretical background and practical approaches for creating, promulgating, and maintaining effective and strategic communications in a technical organization. Additionally, the course aims to provide methods and skills for effectively communicating at all levels of the business enterprise. That knowledge will be applied through written and oral assignments that are framed within the context of typical organizational situations.

Course Learning Outcomes (CLOs)

• Conduct a comprehensive audience analysis and develop an associated strategy for communication.
• Apply strategies and skills for navigating communications.
• Create successful written and oral communications for various levels of management and staff.
• Develop a winning strategy in response to an RFP.
• Research approaches and techniques to increase the effectiveness of communication.

Textbooks

Benn, I. (2017). Write to Win: How to Produce Winning Proposals and RFP Responses. Goring, UK: Amazon.

ISBN10:  1-5210-6136-x

Student Coursework Requirements

1. Class Participation

Participation in this course will include three parts:

Part one of your participation grade is posting an initial response to a discussion question and is worth three points out of a total of six discussion points. Please post your initial response to the discussion question by the evening of Day 4 of the module in which the question is assigned. Posts should be made using the Discussion section in Canvas.

Part two of your participation grade for each module discussion will be based on your interaction with at least one other classmate. Guidance will be provided in each module as to what we are seeking in a response to your peer(s), but the intention is that you are actively engaging with them as you might if in-person. Be detailed in your responses to your classmates. Feel free to agree or disagree with others - just be sure that your postings are civil and constructive. Please complete at least one peer-response by Day 6 of the module in which the discussion is assigned. This is worth three points out of a total of six discussion points for each module. Please note that some modules do not include discussion activities.

We will monitor module discussions and may respond to some of the discussions as they are posted. However, we have found that instructor involvement in the discussions tends to bias the dialogue, so please do not expect that we will be responding to all posts or be actively engaged. Note that discussions cannot be completed late or made up after a module has been completed because the discussions are intended to facilitate interactions with students, which will not be achieved if posting are not made in the week in which they first appear in the course material.

Part three of each module's participation grade will be the completion of an entry in an online self-reflection journal. The self-reflection journal is intended as a tool to help you explore what you've learned in each module and how you might apply this information to your own communication practices. For each module, you will be provided reflection prompts to guide your thinking and entry development. The entries will help you in crafting a Course Reflection Paper, which will be assigned toward the end of the semester. The content of each journal entry will not be graded - we intend this to be a supportive practice and aid for you. Submitting a journal entry is worth three points.

Late submissions will be reduced by one point (no exceptions without prior coordination with the instructors). For each subsequent week that a journal entry is not submitted, another point will be deducted.

2. Individual Scenario-Based Assignments

Individual Scenario-Based Assignments will be given as part of a semester-long simulation in which you will assume roles within a fictitious company and asked to consider scenarios that stress different types of communication. In Module 1, you will be given a description of the organization and the project in which you will be operating. These materials will provide the framework for scenarios throughout the semester. Detailed instructions for completing each assignment will be provided in the module in which it is assigned.

The Individual Scenario-Based Assignments will be graded as follows:

• 9-10 = A: All parts of the assignment have been addressed; writing quality/rationale/examples are outstanding (i.e., rich in content, full of thought, insight, and analysis).
• 8 = B: All parts of the assignment have been addressed; writing quality/rationale/examples are adequate (i.e., substantial information, thought, insight, and analysis has taken place).
• 7 = C: A majority of the assignment components are addressed; writing quality/rationale/examples are not sufficient (i.e., generally competent; information is thin and could be further developed).
• <7 = F: Some parts of the assignment have been addressed; writing quality/rationale/examples are poor and unacceptable (i.e., lacking significant information; lacking thought, insight, and analysis).
• 0: Incomplete; no assignment submitted.

Late submissions will be reduced by one letter grade. Late submissions will only be accepted with prior notice - no exceptions without coordination with the instructors. If advance notice is not given, the assignment will receive a zero. Note that unforeseen circumstances are understood, but must be clearly communicated to the instructors. Regular life activities such as vacations or travel for work are not deemed as acceptable for submitting an assignment late. For each subsequent week that an assignment is not submitted, another letter grade will be deducted.

3. Group Collaboration Assignments

Collaborative assignments will be given to promote interaction and sharing learning among classmates. These assignments may include student reflection activities and/or role-playing activities within the context of the fictitious company discussed in other parts of the syllabus. Detailed instructions for completing each assignment will be provided in the module in which it is assigned.

The Group Collaboration Assignments will be graded as follows: 

• 9-10 = A: All parts of the assignment have been addressed; writing quality/rationale/examples are outstanding (i.e., rich in content, full of thought, insight, and analysis).
• 8 = B: All parts of the assignment have been addressed; writing quality/rationale/examples are adequate (i.e., substantial information, thought, insight, and analysis has taken place).
• 7 = C: A majority of the assignment components are addressed; writing quality/rationale/examples are not sufficient (i.e., generally competent; information is thin and could be further developed).
• <7 = F: Some parts of the assignment have been addressed; writing quality/rationale/examples are poor and unacceptable (i.e., lacking significant information; lacking thought, insight, and analysis).
• 0: Incomplete; no assignment submitted.

Late submissions will be graded in the same manner as noted above.

4. Individual Presentations

There are two Individual Presentations during the semester to help you apply techniques for crafting briefing materials, and developing and delivering an associated narrative.

The Individual Presentations will be graded as follows:

• 18-20 = A: Preparation and completion [work product was well-prepared and provided to the instructors]; and demonstrated understanding of concepts [rich in content; full of thought, insight, and analysis].
• 16-17 = B: Preparation and completion [work product was satisfactorily prepared and provided to the instructors]; and demonstrated understanding of concepts [substantial information; thought, insight, and analysis has taken place].
• 14-15 = C: Preparation and completion [work product was prepared and provided to the instructors]; and demonstrated understanding of concepts [generally competent; information is thin and could be further developed].
• <14 = F: Preparation and completion [work product was partially prepared and provided to the instructors]; and demonstrated understanding of concepts [rudimentary and superficial; no analysis or insight displayed].
• 0: Incomplete; no assignment submitted.

Late submissions will be reduced by one letter grade (no exceptions without prior coordination with the instructors). For each subsequent week that an assignment is not submitted, another letter grade will be deducted.

5. Team Presentation

A Team Presentation will be assigned to help you apply strategies associated with generating a winning response to an RFP. This is intended as a group role-play, requiring collaboration and creativity. Details will be given in the associated module, but students will be asked to work together as part of a simulated effort to initiate the proposal development process. As part of the assignment, each team will submit details of how work was divided and completed.

The Team Presentation will be graded as follows:

• 36-40 = A: Individual/team preparation and participation [individual/team roles and responsibilities were well defined and understood; individual/team work product(s) were agreed upon, well prepared, and available to all team members/instructors]; and demonstrated individual/team understanding of concepts [rich in content; full of thought, insight, and analysis].
• 32-35 = B: Individual/team preparation and participation [individual/team roles and responsibilities were well defined and understood; individual/team work product(s) were agreed uponand satisfactorily prepared]; and demonstrated understanding of concepts [substantial information; thought, insight, and analysis has taken place].
• 28-31 = C: Individual/team preparation and participation [individual/team roles and responsibilities were agreed upon; individual/team work product(s) were prepared]; and demonstrated understanding of concepts [generally competent; information is thin and could be further developed].
• <28 = F: Individual/team preparation and participation [individual/team roles and responsibilities were not well understood; individual/team work product(s) were partially prepared]; and demonstrated understanding of concepts [rudimentary and superficial; no analysis or insight displayed].
• 0: Incomplete; no assignment submitted.

Late submissions will not be accepted.

6. Course Reflection Paper

This is your opportunity to bring it all together. We will be looking for you to reflect on the fundamental topics presented throughout the course, their application to you and the technical organization in which you work, and how you might implement what you've learned to become a more effective and strategic communicator.

The Course Reflection Paper will be graded as follows:

• 36-40 = A: All parts of the assignment have been addressed; writing quality/rationale/examples are outstanding (i.e., rich in content, full of thought, insight, and analysis).
• 32-35 = B: All parts of the assignment have been addressed; writing quality/rationale/examples are adequate (i.e., substantial information, thought, insight, and analysis has taken place).
• 28-31 = C: A majority of the assignment components are addressed; writing quality/rationale/examples are not sufficient (i.e., generally competent; information is thin and could be further developed).
• <28 = F: Some parts of the assignment have been addressed; writing quality/rationale/examples are poor and unacceptable (i.e., lacking significant information; lacking thought, insight, and analysis).
• 0: Incomplete; no assignment submitted.

Late submissions will not be accepted given the iming of this assignment relative to the end of the course.

Grading Policy

Final grades will be determined by percentage of points earned relative to the following:

Item	Possible Points
Class Participation Module Discussions Self-Reflection Journals	45 39
Individual Scenario-Based Assignments	60
Group Collaboration Assignments	40
Individual Presentations	40
Team Presentation	40
Course Reflection Paper and Share-Out	40
Total Points	304

EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10).

Score Range	Letter Grade
100-97	= A+
96-93	= A
92-90	= A−
89-87	= B+
86-83	= B
82-80	= B−
79-77	= C+
76-73	= C
72-70	= C−
69-67	= D+
66-63	= D
<63	= F

Course Policies

All assignments are released and due on Eastern Time.

Each assignment, unless otherwise noted in the course module, should be submitted electronically via the assignment submission link within the module in which it is due. A comprehensive list of assignments and due dates is provided in the Course Outline.

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.