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Action Research Plan - Assignment #1 | OST 1335, Assignments of Effective Business Communication

Valencia CollegeEffective Business Communication
Prof. Carole A. Nevels

Material Type: Assignment; Professor: Nevels; Class: Bus Communication; Subject: OST: Office Systems Technology; University: Valencia Community College; Term: Unknown 2004;

Typology: Assignments

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Uploaded on 08/03/2009

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CAROLE A. NEVELS
2004
Document #1: Action Research Plan, Nevels, 2004
Pilot Course Name/Number: Business Communication OST 1335
CLEAR GOALS: Identification of question for investigation.
Will using the CPS and on-line practice tests to review chapter concepts help students
(1) improve their scores on the Unit Tests (2) make better choices regarding study
habits (3) evaluate the effectiveness of their own and others’ business communication
skills (4) employ methods of business communication appropriate to a specific audience
and purpose?
The CPS will be used during review sessions. Multiple choice and true/false
questions will be drawn from chapter tests.
On-line practice tests will be assigned as homework to help reinforce concepts
presented in the chapters.
Both of these tools will provide students with immediate feedback and they will be
made aware of areas of weakness. From this feedback I will be able to determine
whether students are grasping concepts presented. When necessary I will provide
additional instruction and/or exercises to reinforce areas of weakness.
ADEQUATE PREPARATION
Background: This project is designed to address problems students are having grasping
basic business communication concepts. Communication has been identified as one of the
core competencies necessary for students to master in order to be successful in today’s
workplace. Effective business communication includes oral and written communication as
well as an awareness of cultural diversity in the workplace. Students must not only learn
necessary skills, but must also be able to apply these skills to real world situations.
What do my students think about the problem/situation/success I’ve identified in my
question? In other words, do they confirm or disprove my assumption about what I think is
going on in the classroom?) How did I find out their opinions?
Students generally feel insecure about their business communication skills. During
orientation I ask the following questions:
(1) Why are you taking the course?
(2) What do you expect to gain from taking it?
Their answers range from “it’s required” to “I want to feel confident on the job”.
When I give them an overview of the course and mention some of the topics we will
be covering, their questions and comments usually indicate that they are not aware
of the concepts involved in effective business communication.
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CAROLE A. NEVELS

Document #1: Action Research Plan, Nevels, 2004 Pilot Course Name/Number: Business Communication OST 1335 CLEAR GOALS: Identification of question for investigation. Will using the CPS and on-line practice tests to review chapter concepts help students (1) improve their scores on the Unit Tests (2) make better choices regarding study habits (3) evaluate the effectiveness of their own and others’ business communication skills (4) employ methods of business communication appropriate to a specific audience and purpose? The CPS will be used during review sessions. Multiple choice and true/false questions will be drawn from chapter tests. On-line practice tests will be assigned as homework to help reinforce concepts presented in the chapters. Both of these tools will provide students with immediate feedback and they will be made aware of areas of weakness. From this feedback I will be able to determine whether students are grasping concepts presented. When necessary I will provide additional instruction and/or exercises to reinforce areas of weakness. ADEQUATE PREPARATION Background: This project is designed to address problems students are having grasping basic business communication concepts. Communication has been identified as one of the core competencies necessary for students to master in order to be successful in today’s workplace. Effective business communication includes oral and written communication as well as an awareness of cultural diversity in the workplace. Students must not only learn necessary skills, but must also be able to apply these skills to real world situations. What do my students think about the problem/situation/success I’ve identified in my question? In other words, do they confirm or disprove my assumption about what I think is going on in the classroom?) How did I find out their opinions? Students generally feel insecure about their business communication skills. During orientation I ask the following questions: (1) Why are you taking the course? (2) What do you expect to gain from taking it? Their answers range from “it’s required” to “I want to feel confident on the job”. When I give them an overview of the course and mention some of the topics we will be covering, their questions and comments usually indicate that they are not aware of the concepts involved in effective business communication.

What do my peers think about the problem/situation/success I’ve identified in my question? Do they experience similar things in their classrooms? Do they perceive my question as a worthwhile item for investigation? How did I get this information from them? The issue of effective communication skills presents itself in almost every class. Too many students either lack skills necessary to communicate effectively or don’t consider it important enough to devote time and energy to developing these skills. Peers consider it a constant uphill battle and are always seeking new strategies to motivate students to realize the need for effective business communication skills. As a result of the general consensus of colleagues, an entire new course has been developed which focuses on business grammar. This course Business Grammar ( credits) will be offered in the fall. With the addition of this course, we expect to be able to concentrate on skills of effective business communication in our Business Communication course and not have to devote time to mechanics. What do the experts say? Is there literature related to my question? What kind of research did I do to assist me with my questions? Is the literature consistent with my ideas and assumptions? Seven Principles for Good Practice in Undergraduate Education by Arthur W. Chickering and Zelda F. Gamson. Included in their seven principles are: gives prompt feedback, encourages active learning, develops reciprocity and cooperation among students, and communicates high expectations. CPS-based reviews and on- line practice tests provide immediate feedback. Analyzing the effectiveness of their own and other’s business communication documents provides active learning and develops reciprocity and cooperation among students. When I let them know that I expect their performance to improve as they grasp concepts presented and are able to apply them to real workplace scenarios, I communicate high expectations. Delivering Learning on the Net by Martin Weller. The author refers to various studies that indicate that there is no clear evidence that technology improves student learning; however, there are studies that demonstrate improved performance using some educational technologies. Use of on-line practice tests and emailing results to me serves a two-fold purpose. Students utilize on-line resources and communicate using email. Classroom Research, by K. Patricia Cross & Mimi Harris Steadman. In the case studies there are references to study methods and the effect on student learning. Development and use of learning strategies resulted in lower levels of anxiety and improvement of course grades. CPS and on-line practice tests provide opportunities to develop new learning strategies and for students to make better choices regarding study habits Business Communication Today, Bovee, Thill, Schatzman, Seventh Edition, 2003, Prentice-Hall, Inc. Business Communication – Building Critical Skills, Kitty O. Locker, Stephen Kyo Kaczmarek, Second Edition, 2004, Irwin/McGraw-Hill, Inc.

APPROPRIATE METHODS:

I am seeking the following learning outcomes as a result of this action research project: (1) The student will grasp business communication concepts presented and apply them to problem-solving situations. (2) The student will evaluate the effectiveness of his own and others’ business communication skills. (3) The student will employ methods of business communication appropriate to his/her audience and purpose. (4) The student will demonstrate oral and written business communication skills as he/she completes the requirements of the course. Content-specific rubrics will be used to evaluate the effectiveness of messages composed. Students will analyze their own and others’ business communication messages for effectiveness using specific checklists. Individual and group assignments will be used to accomplish this.

  1. Learning Outcomes What leaning outcomes are you seeking?
    1. Performance Criteria How would you know (the outcome) if you saw it? (What will the student be able to do?)
      1. Assessment Techniques How will you measure the criteria listed in #2? (How will you know?) Instructional Strategies How will you help students prepare for the assessments in item #3?
  2. Students will grasp business communication concepts presented and apply them to problem- solving situations.
  3. Students will demonstrate oral and written business communication skills as they complete requirements of the course.
  4. Students will employ methods of business communication appropriate to a particular audience and purpose.
  5. Students will evaluate the effectiveness of their own and others’ business communication skills.
    1. Students will analyze and revise a workplace document from a real-world scenario.
    2. Seventy-five percent of the class will pass the Unit Test (3 chapters) with a score of 75% or better.
    3. Given a workplace scenario, students will demonstrate mastery of business communication skills by composing appropriate oral or written messages or documents.
      1. Assignments will be graded using a rubric based on content-specific guidelines for composing various types of documents.
      2. Administer Unit Tests using questions from the course test bank provided by ExamView software.
        1. Lectures, discussions and group activities will be used to present concepts and acquaint students with skills necessary for effective business communication.
        2. Students will complete on-line practice tests to reinforce concepts presented in class.
        3. I will utilize the Classroom Performance System for chapter reviews and include multiple choice and true/false questions very similar to those in the actual test.
        4. I will use the CPS summary report to identify areas (concepts) that need additional reinforcement. Additional class time and/or exercises will be provided as needed.
        5. Students will complete on-line grammar assessments to reinforce effective business communication skills.

SIGNIFICANT RESULTS

REFLECTIVE CRITIQUE

DOCUMENT #3: DOCUMENTATION, NEVELS, 2004

CAROLE A. NEVELS

FACULTY LEADER: MARLENE TEMES

PILOT COURSE: BUSINESS COMMUNICATIONS OST 1335

BASELINE/COMPARISON COURSE:

BUSINESS COMMUNICATIONS OST 1335

SECTION: 12896

TIME OF DAY: TUESDAY/THURSDAY 9:00 A.M.– 10:15 A.M.

VALENCIA CATALOG COURSE DESCRIPTION

This course presents an overview of business communications, including international considerations, and focuses on constructing, formatting and proofreading good news, bad news, and persuasive business messages. Preparation and formatting of proposals, business reports and oral presentations are included. Students will proofread, review grammar, and create an employment package consisting of resumes, application letters and job interviewing techniques. TIME LOG: Attached PRESENTATIONS: 1. Showcase

  1. Office Administration Staff Meeting Document #4: Attachments, Nevels, 2004 Timelog Checklist: Bad News Messages Checklist: Refusing Claims Negative Answers to Routine Questions Table 8.1: Choosing Positive Words Table 8.2: Types of Buffers Bad News Messages Rubric Case 4 Case 5 Case 10 Case 4 Above Average Solution Case 4 Below Average Solution Case 5 Above Average Solution Case 5 Below Average Solution Case 10 Above Average Solution Sample Quiz Questions Business Communication Flashlight Survey