管理溝通---教案

1、管理名著導(dǎo)讀雙語課管理的實(shí)踐教 案工商管理學(xué)院工商管理教研室王桐目 錄一、教學(xué)目的與要求2二、教案體系2三、教案內(nèi)容3Chapter 2. Communicating in Teams: Collaboration, Listening, Nonverbal, and Meeting Skills.8Chapter 3. Communicating Interculturally.12Chapter 4. Planning Business Messages.15Chapter 5. listening Business Messages.20Chapter 6. Completing Bus

2、iness Messages.24Chapter 7Writing Business Reports and Proposals.26Chapter 8Business etiquettes27Chapter 9. Giving Speeches and Oral Presentations.32Chapter 10. Writing Rsums and Application Letters.35Chapter 11. Interviewing for Employment and Following Up.38四教學(xué)課時(shí)分配表40五. 參考書目：41管理溝通教案一、 教學(xué)目的與要求無論你選

3、擇何種職業(yè)，優(yōu)秀的溝通能力都是事業(yè)成功的一個(gè)關(guān)鍵因素。一位專業(yè)人士擁有很好的溝通能力，其背后是掌握許多各種的溝通技巧。本課的目標(biāo)在于提高你在以下方面的能力： 在給定任意一個(gè)的情況和媒體時(shí)都能為某一信息的傳播設(shè)計(jì)出一個(gè)有效的溝通策略。 行文清晰、簡明并且有說服力。 建立能給人深刻印象的規(guī)范演示，并自信、沉著地傳遞信息。 發(fā)送和接收有益于你的或者其他人的溝通的反饋。 理解地傾聽。 在小組或團(tuán)隊(duì)中高效率地工作。 理解并處理你和其他來自不同文化的同伴之間的分歧。提高溝通能力是一個(gè)學(xué)習(xí)實(shí)踐批評評估，然后再學(xué)習(xí)的持續(xù)的過程。這個(gè)過程應(yīng)不斷地堅(jiān)持下去，甚至在課程結(jié)束以后也不要停止！二、教案體系整個(gè)教案的編排

4、是遵循理論+技能技巧+實(shí)踐的原則編排的，包括以下三大部分。一是管理溝通的理論知識(shí)，主要分析管理溝通的內(nèi)涵、實(shí)質(zhì)、要素、過程、網(wǎng)絡(luò)、管理溝通障礙以及管理溝通與管理模式的關(guān)系；二是管理溝通的基本技巧與技能，主要分析管理溝通中的面談、談判、會(huì)議、演講和調(diào)查等技巧；三是管理溝通實(shí)務(wù)，主要分析如何應(yīng)用管理溝通的理論知識(shí)與技能分析、解決實(shí)際的管理溝通問題。三、 教案內(nèi)容I. FOUNDATIONS OF BUSINESS COMMUNICATION.Chapter1 Understanding Business Communication. 體驗(yàn)溝通章節(jié)內(nèi)容第一章 了解體驗(yàn)溝通教學(xué)目的和要求教學(xué)目的：通過

5、體驗(yàn)，獲得對溝通的基本感知。教學(xué)要求：（一）實(shí)踐項(xiàng)目要求： 1.理解案例，感知溝通；2.分組分角色情景模擬溝通過程，體驗(yàn)溝通；3.檢測現(xiàn)實(shí)溝通能力，認(rèn)識(shí)自己。（二）基本知識(shí)要求： 1.澄清溝通概念，把握關(guān)鍵要素；2.明確溝通類型；3.把握溝通過程及其要素。重 點(diǎn)難 點(diǎn)教學(xué)重點(diǎn)：感知溝通，體驗(yàn)溝通教學(xué)難點(diǎn)：深刻體驗(yàn)溝通，并從中發(fā)現(xiàn)溝通障礙，找到解決策略。教學(xué)進(jìn)程（含課堂教學(xué)內(nèi)容、教學(xué)方法、 輔助手段、師生互動(dòng)、時(shí)間分配、板書設(shè)計(jì)）項(xiàng)目一：體驗(yàn)溝通教學(xué)內(nèi)容：3分鐘電梯溝通體驗(yàn)小貼士：溝通的概念小思考：是這樣的嗎？教學(xué)方法：情景模擬、討論法 教學(xué)手段：多媒體教學(xué)師生互動(dòng)：學(xué)生體驗(yàn)感知、教師總結(jié)點(diǎn)評、

6、學(xué)生思考提升。時(shí)間分配：2課時(shí)項(xiàng)目二：溝通能力檢測檢測現(xiàn)實(shí)溝通能力，認(rèn)識(shí)自己項(xiàng)目三：溝通過程情境模擬教學(xué)內(nèi)容： 分角色情景模擬小貼士：溝通過程及要素小思考：咋回事？教學(xué)方法：情景模擬、討論法、講授法 教學(xué)手段：多媒體教學(xué)師生互動(dòng)：學(xué)生角色扮演、教師總結(jié)點(diǎn)評、基本知識(shí)講授、學(xué)生思考提升。時(shí)間分配：2課時(shí)項(xiàng)目四：經(jīng)典案例分享教學(xué)內(nèi)容： 1.案例分析: COMMUNICATION CLOSE-UP AT SIX APART(案例庫:案例1) 小貼士：管理溝通的類型 2. 綜合實(shí)踐案例：SIX APART的溝通問題教學(xué)方法：案例討論法 教學(xué)手段：多媒體教學(xué)師生互動(dòng)：學(xué)生討論分析、教師總結(jié)點(diǎn)評、學(xué)生思考

7、提升。時(shí)間分配：2課時(shí)作業(yè)布置體驗(yàn)：結(jié)合生活實(shí)際充分感知和體驗(yàn)溝通主 要參考資料管理溝通，南志珍編著，中國市場出版社，2006管理溝通，蘇勇，羅殿軍編著，復(fù)旦大學(xué)出版社，2004人際關(guān)系與溝通，曾仕強(qiáng)，劉軍政，清華大學(xué)出版社，2005課后自我總結(jié)分析項(xiàng)目安排合理，學(xué)生參與積極，討論發(fā)言踴躍，體驗(yàn)感受深刻。以項(xiàng)目啟發(fā)思考，必要知識(shí)補(bǔ)充夠用為度，課堂氣氛活躍，教學(xué)達(dá)到了教學(xué)要求和目的。 教學(xué)案例CHAPTER 1 CASECOMMUNICATION CLOSE-UP AT SIX APARTMany people transform personal interests into successf

8、ul business enterprises, using their hobbies to start a wide variety of businesses. Mena Trott used her hobby to help start a revolution. She was among the first wave of web users to keep a web log, or blog, an online journal that can cover any topic from politics to pets. As the popularity of her b

9、log grew, the rudimentary blogging tools available at the time couldnt keep up. Trott and her husband, Ben, decided to create their own software that would handle high-volume bloggingand make it easy for anyone to blog.The Trotts first product, Movable Type, caught on quickly as web users around the

10、 world welcomed the opportunity to become instant online publishers. Before long, Ben and Mena become first-name celebrities in the “blogosphere,” and an effort that had started as an extension of a hobby soon grew into a multinational business. (The Trotts named their new company Six Apart in honor

11、 of the fact that the two of them were born just six days apart.)With help from companies such as Six Apart, bloggers began to influence the worlds of politics and journalism and business. The best of these business blogs tear down the barriers that can make companies seem impersonal or unresponsive

12、. Companies ranging from Boeing to General Motors to Microsoft now use blogs to put a human face on commercial organizations, and millions of people readthese blogs to keep up on the latest news about the products and companies that interest them.Blogging is changing so rapidly that its hard to pred

13、ict what the future holds for Six Apart, but Trott summed up the impact of blogging when she said, ”I cant imagine where well be in a year, let alone five years, but Im certain web logging is here to stay.”Corporate CaseCentrex Computers Incorporated is a small software design company specializing i

14、n customized programming. Centrex has only five employees, including its president and vice president/chief financial officer. On August 1, 1999, the president made a bid on a contract to design software for the Initiatives Institute. The institute required 100 copies of the software on CD-ROM to be

15、gin its workforce reentry training course on October 1, 1999. The Initiatives Institute told Centrex it would have to confirm the softwares delivery date before the contract would be finalized.Throughout the next day, the president and vice president talked about the designand production schedule wh

16、ile working on other projects. The president was aware that the institutes staff needed to know how the software worked before the training course began. He suggested the CD-ROMs should be delivered on September 15. Customer service reflected on both the companys and the presidents reputation. The v

17、ice president expressed concern that the staff needed more time to make sure that the software would be error free. His suggested delivery date was September 22. They both agreed to review these concerns and talk about the schedule at a later meeting.Other commitments prevented the meeting from taki

18、ng place. When the InitiativeInstitute insisted on a delivery date, Centrexs president committed his staff to providing the CD-ROMs by September 15. The institute agreed to this and finalized the contract. The president immediately let the vice president know about this new development. However, the

19、 vice president argued that the software design would need more time and carefully explained all the necessary stages of the process. The president eventually agreed that, even with reasonable overtime, the earliest possible delivery date would be September 20.Since the president had confirmed the e

20、arlier date, it was his responsibility toinform the Initiatives Institute of the problem and attempt to find a solution.Questions and Applications1. What barriers to communication may have contributed to the problem Centrex nowfaces?2. How would you expect the Initiatives Institute to react to this

21、development? Whatcommunication barriers could this new information cause to make the problemworse?3. Identify the ethical concerns that Centrexs president should be aware of whenlooking for an appropriate solution to this problem.Diversity CaseOn the third day of his new job as a die technician for

22、Granger Boring and Milling, Pawel Soszei was asked to report to his supervisor for a disciplinary review. Pawel reported as requested, hoping someone would listen to his concerns about job safety.His supervisor explained that Pawels certificates from his native countryappeared in order and reflected

23、 a high level of expertise. However, they did not reflect his poor work habits. The supervisor read from his notes that on three separate occasions Pawel had not recalibrated specific grinding equipment as instructed.Pawel responded by producing his employee welcome package that explained hisduties

24、and offered workplace orientation. He explained that he fully intended to report the company to the appropriate authorities about its unsafe working conditions. Puzzled, the supervisor then read through the entire package but could find nothing that posed a threat to employees safety. Curious, he as

25、ked Pawel to explain where he got the idea that his duties placed him in danger.Pawel read through the presidents welcome memo until he found the evidence heneeded. He read aloud the presidents suggestion that new employees who wished to be successful should “keep their nose to the grindstone” and w

26、ork hard as a member of the Granger team. Pawel went on to explain how this could be very dangerous and that he refused to do anything that was unsafe. He also indicated that he no longer wished to be employed there.The supervisor realized that a serious misunderstanding had occurred. He askedPawel

27、to take a seat while he determined the best way to resolve the issue and keep avaluable employee.Questions and Applications1. What is the source of the misunderstanding between Pawel and his supervisor?2. How would you resolve this issue if you were the supervisor? What culturalinfluences would you

28、need to consider in your resolution?3. What suggestions would you offer to the company that could help prevent similar ？Chapter 2. Communicating in Teams: Collaboration, Listening, Nonverbal, and Meeting Skills. 章節(jié)內(nèi)容團(tuán)隊(duì)溝通：合作，傾聽，非語言及開會(huì)技巧 教學(xué)目的和要求教學(xué)目的：通過團(tuán)隊(duì)溝通項(xiàng)目實(shí)踐，學(xué)會(huì)團(tuán)隊(duì)溝通技巧。教學(xué)要求： （一）實(shí)踐項(xiàng)目要求： 能夠把傾聽技能、表達(dá)技能、非語

29、言技能熟練運(yùn)用在團(tuán)隊(duì)溝通中。（二）基本知識(shí)要求：1.掌握團(tuán)隊(duì)溝通中的障礙2.掌握團(tuán)隊(duì)溝通策略重 點(diǎn)難 點(diǎn)教學(xué)重點(diǎn)：團(tuán)隊(duì)溝通策略教學(xué)難點(diǎn)：團(tuán)隊(duì)溝通障礙教學(xué)進(jìn)程（含課堂教學(xué)內(nèi)容、教學(xué)方法、 輔助手段、師生互動(dòng)、時(shí)間分配、板書設(shè)計(jì)）項(xiàng)目一：經(jīng)典案例分享教學(xué)內(nèi)容： 李明的困惑 小貼士：團(tuán)隊(duì)溝通的程序教學(xué)方法：案例分析法、講授法教學(xué)手段：多媒體教學(xué)師生互動(dòng)：學(xué)生參與案例討論，教師總結(jié)點(diǎn)評，激發(fā)思考，提升能力。時(shí)間分配：2課時(shí)項(xiàng)目二：團(tuán)隊(duì)溝通拓展教學(xué)內(nèi)容：1.拓展項(xiàng)目內(nèi)容 推桿游戲 孤島求生 畢業(yè)墻 2.小貼士：團(tuán)隊(duì)溝通障礙師生互動(dòng)：學(xué)生參與互動(dòng)，教師總結(jié)點(diǎn)評，感悟分享、激發(fā)思考，提升能力。時(shí)間分配：4課

30、時(shí)項(xiàng)目三：團(tuán)隊(duì)情景模擬教學(xué)內(nèi)容：團(tuán)隊(duì)溝通（互動(dòng)平臺(tái)情境模擬八）小貼士：團(tuán)隊(duì)溝通技巧教學(xué)方法：情景模擬、講授法教學(xué)手段：多媒體教學(xué)師生互動(dòng)：學(xué)生參與互動(dòng)，教師總結(jié)點(diǎn)評，基本知識(shí)講授、激發(fā)思考，提升能力。項(xiàng)目四：室內(nèi)游戲互動(dòng)教學(xué)內(nèi)容：解手鏈（互動(dòng)平臺(tái)情景模擬知識(shí)拓展：知名企業(yè)的團(tuán)隊(duì)溝通技巧教學(xué)方法：互動(dòng)法教學(xué)手段：多媒體教學(xué)師生互動(dòng)：學(xué)生參與互動(dòng)，教師總結(jié)點(diǎn)評，基本知識(shí)拓展、激發(fā)思考，提升能力。時(shí)間分配：2課時(shí)作業(yè)布置案例討論主 要參考資料康青，管理溝通教程，上海立信會(huì)計(jì)出版社，2005年康青編著，管理溝通教學(xué)案例，中國人民大學(xué)出版社，2007年管理溝通，蘇勇，羅殿軍編著，復(fù)旦大學(xué)出版社，2004

31、課后自我總結(jié)分析拓展項(xiàng)目安排合理，學(xué)生參與積極，討論發(fā)言踴躍，體驗(yàn)感受深刻。以拓展項(xiàng)目啟發(fā)思考，必要知識(shí)補(bǔ)充夠用為度，課堂氣氛活躍，教學(xué)達(dá)到了教學(xué)要求和目的。團(tuán)隊(duì)溝通的進(jìn)一步閱讀案例材料Chapter 2 Corporate CaseRobert Quinn is one of a team of communications employees at Virtuoso SoftwareEngineering, Limited in Toronto. He is responsible for writing persuasive sales lettersand other promotio

32、nal material encouraging business and industry to purchasecustomized on-line training programs.Robert admits that one of the most challenging aspects of his work involvesdrafting detailed sales letters for companies within highly specific markets. He knowsthat credibility and making a strong connect

33、ion with his audience are two vital factors in the success of his letters. Often these unique companies present a challenge becauseRobert lacks familiarity with their fields of expertise or their specific business practices.Fortunately, Virtuoso Software Engineering has established an extensive netw

34、orkof consultants and specialists in developing its training materials. Robert, and the others on his team, often hire these specialists to provide needed background information about a particular business or industry.One of the first questions Robert addresses is the level of technical languageinvo

35、lved in his audiences work environment. Consulting the appropriate specialistallows him to strengthen his connection and his credibility with accurate and specificterminology. Next, Robert asks the specialist to describe various aspects of the workenvironment such as deadlines and whether or not his

36、 audience performs their tasks instages. Other considerations include the education level and learning curve that the work involves. Information of this sort helps Robert decide how to arrange and express hisideas effectively. Virtuoso Software Engineerings network of consultants and specialists are

37、 one of Roberts most valuable resources because it provides him with a clear perspective. This perspective permits him to focus on the specific information needed to communicate his message that might otherwise take days to locate with far less certainty.Questions and Applications1. Which communicat

38、ion barriers between people is Robert better able to overcome by hiring specialists and consultants when drafting his sales letters? Which communication barriers within organizations do consultants help overcome?2. What advantage does Robert have when listening to the specialist he consults?Explain

39、why it is to Roberts advantage to develop his listening skills in these situations?3. Suggest why Robert asks specialists to describe various aspects of the workenvironment when he drafts messages to unfamiliar audiences.Chapter 3. Communicating Interculturally. 章節(jié)內(nèi)容跨文化溝通教學(xué)目的和要求教學(xué)目的：通過實(shí)踐模擬項(xiàng)目，學(xué)會(huì)跨文化溝通

40、技巧教學(xué)要求：（一）實(shí)踐項(xiàng)目要求： 1.了解文化差異2.了解跨文化溝通的常見障礙掌握技巧（二）基本知識(shí)要求：了解各國文化差異重 點(diǎn)難 點(diǎn)教學(xué)重點(diǎn)：跨文化溝通技巧教學(xué)難點(diǎn)：與不同國家的人打交道教學(xué)進(jìn)程（含課堂教學(xué)內(nèi)容、教學(xué)方法、 輔助手段、師生互動(dòng)、時(shí)間分配、板書設(shè)計(jì)）項(xiàng)目一了解各國文化差異跨文化溝通障礙教學(xué)方法：多媒體講解本章案例分析教學(xué)內(nèi)容：閱讀材料，分析案例教學(xué)方法：案例分析法教學(xué)手段：多媒體教學(xué)師生互動(dòng)：學(xué)生積極分析文化差異及溝通障礙、教師評價(jià)發(fā)現(xiàn)問題，學(xué)生思考提升。教學(xué)時(shí)間 2課時(shí)作業(yè)布置實(shí)踐：尋找自己身邊的老外跟他溝通并克服其中的障礙。 主 要參考資料跨文化溝通(英)米吉吉利斯 著,

41、田雅琴，中國社會(huì)科學(xué)出版社，2010年05月管理溝通教程，康青，上海立信會(huì)計(jì)出版社，2009年跨文化溝通，蘇勇，羅殿軍編著，復(fù)旦大學(xué)出版社，2011課后自我總結(jié)分析 學(xué)生資料收集充分，內(nèi)容全面，有一定的參考價(jià)值。寫作積極性很高，教學(xué)達(dá)到了教學(xué)要求和目的。On the job: Facing a Communication Dilemma at Target Stores.1) Understanding the Importance of Communicating Across Cultures.2) Improving Intercultural Sensitivity.3) Improv

42、ing Communication Across Cultures.4) On the job: Solving a Communication Dilemma at Target Stores.The important and hard part:Improving Intercultural Sensitivity. Improving Communication Across Cultures.Diversity Case 1When Cooperative Mutual Insurance was forced to downsize its accounting departmen

43、t in 1998, Frank Silva reluctantly accepted an early retirement package. He enjoyed the social aspect of going to work each day and, at 51, still felt he had something to contribute to the workforce.Jerry Hass, a newly established independent broker who dealt with CooperativeMutual, asked Frank if h

44、e would like to manage Jerrys bookkeeping and clienteleportfolios part-time. Jerry felt that Franks years of experience would be a definite asset that would help his business grow. Frank readily agreed.Frank reported for work and was introduced to the receptionist and the administrative clerk. Jerry

45、 showed him his desk and the files he would need to manage the accounts. Then Jerry explained that Frank would need to download daily mutual fund values and use the information to prepare reports that Jerry would use when talking to hisclients.Frank explained that he had never used a computer in his

46、 previous job. That sortof work was always given to younger employees who know their way around theInternet. Frank asked if he could simply get the values from the local newspaper. Jerryexplained that those numbers might already be out of date and that the Internet Web sites contained more useful in

47、formation. Frank then asked whether Jerrys administrative clerk would be able to get the information more easily. Jerry agreed that the clerk might get the information more quickly, but she would not be able to interpret trends the same way that Frank would.Jerry asked Frank to join him at the compu

48、ter and showed him how to log on tothe Internet and activate the Web browser. Frank was confused when Jerry asked him for the name of his favourite hockey team. He had even more questions when the official Montreal Canadiens Web site appeared on the browser. Jerry invited Frank to explore the Web si

49、te for as long as he wanted to teach himself how the Internet worked. He told Frank that the next day they would visit the mutual fund Web sites.Questions and Applications1. In what ways did Jerry show that he did not assume that Franks age was an obstacle to understanding a new concept?Diversity Ca

50、se 2Janet Kellman had been working as a documentation specialist at DynamicCommunications for three years. Management had frequently praised her work for itsinnovation and imagination, as well as for its technical precision. Janet wasunderstandably upset when she learned that management had declined

51、 her application for her departments team supervisor position. The position had been given to Mark Frye, one of her colleagues who was hired only 10 months before.Janet visited her manager, John Trebert, and privately asked why her applicationhad been turned down. She reminded John that he had writt

52、en many of the glowingcomments about her work. Furthermore, both John and the former team supervisor had consulted her when reviewing Marks performance and the quality of his work. Lastly, Janet reminded John that she had collaborated with Mark on many projects and often provided him with guidance a

53、nd direction, especially when deadlines were a serious issue.John replied that Janet was one of the best communications specialists on staff,but she did not have the appropriate skills needed for low-level management. Janetinsisted that John explain what he meant. Which specific skills were needed?

54、How were they evaluated?John asked Janet to calm down. Janet replied that she was not angry; she simplyfelt she had a right to appeal the decision. John then told her that her written work wassuperb. However, her oral communication skills did not seem to be as well developed.During meetings she appe

55、ared unfocused, asking questions about the staffs reactions to deadlines and job assignments that, as far as he was concerned, were irrelevant. A good manager, John explained, has to focus on the results to ensure that the staff gets the job done on time.Janet said that, in her opinion, a manager of

56、 a communications company, of all people, should understand the importance of the context and the staffs frame of referenceabout their assignments. Staff reactions were the key to motivating them to work to adeadline. John replied that, in the end, it was information, not feelings, that mattered to the clients. Janet nodded and returned to her office.Later that day, John received a memo explaining that Janet would be tenderingher resignation in order to start working