商務(wù)與管理溝通（英文 第12版）教案 Locker-BAC12e-IM-Preface：The Locker Box

Preface-

Preface

TheLockerBox

WelcometotheLockerBox,acollectionofsupplementalmaterialstohelpyouteachbusinessandadministrativecommunication.AccordingtoEnglishDepartmentloreatIowaStateUniversity,theearlyeditionsofthistextbookcamewithinstructionalmaterialsinabox,whichwasaffectionatelyknownasTheLockerBox.WehopethatyoufindthiselectronicLockerBoxequallyuseful.

TableofContents

Instructor’sManual

1

PowerPointPresentation

2

ExampleSyllabi

2

Face-to-FaceSyllabi

2

OnlineSyllabi

3

HybridSyllabi

3

GroupWork

3

ProvideGroupWorkOpportunitiesinDifferentSettings

4

IncludeaStatementaboutConductinCoursePolicies

4

InformStudentsThatConflictIsInevitableinGroupWork

5

MakeGuidelinesandRequirementsClear

5

UseCollaborativeWritingTechnologies

6

GradeCollaborativeEfforts

6

TeamMemberEvaluationForm

7

Instructor’sManual

EverychapterofthetextbookhasanaccompanyingInstructor’sManualfile.Eachonecontainsthefollowingcomponents:

DescriptionoftheChapter:Identifiesthechapter’stopicsandconcepts.

EssentialstoCover:Listsandexplainsthechapter’slearningobjectives.

StrategiesforIncreasingLearning:Providessuggestionsformotivatinglearningorpreventingmisunderstandings.

Connect:Explainsthegoal,purpose,andlearningobjectivesforeachactivityavailableinConnectwithsuggestionsforhowtoincorporatetheexercisesintoyourcourse.

AnswersandAnalysesforEnd-of-ChapterExercisesandCases:Providesanswersandanalysesfortheexercisesattheendofeachchapter.

ExercisePlanningTable:Listseachend-of-chapterexerciseandcasebythelearningobjective,levelofdifficulty(easy,medium,hard),andsuggestedplaceofuse(in-class,out-of-class,computerclassroom).

PPTLectureOutline:Providesabreakdownoftheslidesandtopicsinthechapter’saccompanyingPowerPointpresentation.

LessonPlanIdeas:Listspossiblelessonplansforseveraldaysofyourcourse,includingsuggestionsforincorporatingin-textexercises.

QuestionoftheDay:Givessuggestionsforaquickquestionoractivityatthebeginningofclass.

PowerPointPresentation

EverychaptercomeswithacompleteseriesofPowerPointslidesthatfollowthechapteroutlineandincludesfullnotestohelpwithlectures.YouarewelcometousethePPTslidesasisoradapttoincludeyourownexamples.

ExampleSyllabi

TheLockerBoxincludesseveralexamplesyllabi.Allthesyllabicomewithsuggestedformalassignments,theface-to-facecoursescomewithsuggestedday-by-daylessons,andtheonlinesyllabicomewithsuggestionsforpreparatoryassignmentsfortheonline(withrationaleandgradingrubrics.

Itisdifficulttocreateacoursewithoutknowingtheinstitutionalcontextandthecourse’sspecificlearningoutcomes,sothesyllabiaregeneral.Youarewelcometouseanyofthesyllabiasisoradaptthemforyourinstitution’soryourstudents’needs.

Face-to-FaceSyllabi

Theseexamplesyllabiassumeathree-dayperweekschedule:

Eight-WeekCourseonPositive,Informative,Negative,andPersuasiveMessages

Eight-WeekCourseonJobApplicationMaterials

Eight-WeekCourseonProposalsandReports

Fifteen-WeekCourseonMessagesandJobApplicationMaterials

Fifteen-WeekCourseonMessages,Proposals,andReports

OnlineSyllabi

Theseexamplesyllabiassumetheonlinecourseisasynchronousandthatstudentsarenotguaranteedtobeoncampus:

Eight-WeekCourseonPositive,Informative,Negative,andPersuasiveMessages

Eight-WeekCourseonJobApplicationMaterials

Eight-WeekCourseonProposalsandReports

Fifteen-WeekCourseonMessagesandJobApplicationMaterials

Fifteen-WeekCourseonMessages,Proposals,andReports

HybridSyllabi

Werecommendthathybridcoursestakematerialsfromtheexamplesyllabibasedonwhenthecoursesmeetphysicallyinaclassroom:

Ifthehybridcoursemeets

atthebeginningoftheweek,youcanlectureinclassandrequireonlineworkthesecondhalfoftheweek(likethepreparatoryassignments).

Ifthehybridcoursemeets

thesecondhalfoftheweek,studentscanwatchcoursevideosthefirsthalfoftheweekandcompleteexercisesinclassthesecondhalfoftheweek.

GroupWork

Employersincreasinglytellfacultythatstudentsshouldimprovetheirteamworkandcollaborationskills.Employersvaluecollaborationbecauseitcreatesmoreeffectiveproblem-solving,generatesmoreinnovations,andresultsinfeweroverallerrors.

However,effectivecollaborationisdifficulttoteach.Therearesomanyfactorsinvolved,including:

Personalitydifferences

Powerdifferentials(socialcapital,forexample)

Differencesinmotivationforthetask

Preferencesforworkingalone

Nottrustingotherstodothejobthewaytheywouldlike

Pastexperienceswithgroupworkorwiththeindividualsinthegroup

Inability/refusaltolistentoothers

Thisisnotacompletelistbyanymeans,butitgivesanideaofhowHerculeanthetaskofteachingcollaborationcanbe.

Wedonotclaimtohavemasteredtheteachingofeffectivecollaboration,butwecansharesometipsthathaveworkedwellforinstructorsinourprogram.

ProvideGroupWorkOpportunitiesinDifferentSettings

Studentscometoourclassroomswithdifferentcomfortandskilllevelsincollaboration.Somestudentsareextremelyshyanddonotwanttospeakinfrontoftheentireclass—somestudentsmayevenhavesevereanxietyaboutspeakinginfrontofothers—whileotherscan’tseemtostopsharingtheirviews.WhilewecannotgetallourstudentstoA-levelsofcollaborationattheendofthecourse,wecanhelpourstudentsimprovefromtheirstartingpointthatfirstdayofclass.

Togiveallourstudentsanopportunitytoimprove,wecantrytoprovidecollaborativeopportunitiesindifferentsettings.Theseareafewexamplesforinclass:

Pairdiscussionsinclass.Think-pair-shareactivitiesandsolvingin-textexercisesworkwell.Shyoranxiousstudentscanspeaktotheirpartnersandtheirpartnerscansharewiththeclass.

Smallgroupinclass.Groupsof3to4workbest.Again,thisworkswellforshyandanxiousstudents,especiallywhentheyheartheirideasexpressedbythegroup’sspeaker.

Largegroupinclass.Summarydiscussionsofsmallergroupworkistypical.Lookforopportunitiestoencourageyourshyandanxiousstudentstospeakup—ifyou’veheardthemsaysomethingparticularlyinterestingorhelpfulinsmallgroup,consideraskingthemtoshare,“SamanthahadaninsightfulcommentaboutX.Samantha,mightyoubewillingtoshareyourideaagain?”

Groupworkcanalsobedoneelectronically:

Groupemailordiscussionboard

Onlinecollaborativetechnology

Electroniccollaborationreducesanxietyaboutspeakinginpublic,butitmayalsoincreasetheriskofimpolitecommentsortone.

IncludeaStatementaboutConductinCoursePolicies

Studentswillonlyparticipateactivelyiftheyfeelsafeandrespected.Inadditiontoincludingyourinstitution’spoliciesforharassment,discrimination,disability,anddiversity,includeastatementaboutrespect.Forexample:

Respectforothers.Inagreementwithourinstitution’spoliciesonstudentconduct,youaretocarryyourselfwithrespectforothersandinwaysconducivetomaintainingapositivelearningenvironment.Inthiscourse,youwillrestrictyourcommentarytoclass-specificactivitiesanddiscussion,willrefrainfromprofaneoroffensiveoutburstsorfromdisruptions,andwillnotengageinbehaviorthatisdemeaning,threatening,orharmfultoeitheryourselforclassmembers.

Thenenforcethispolicyinyourclassroom.

InformStudentsThatConflictIsInevitableinGroupWork

Letstudentsknowthatconflictisanormalpartofcollaboration.Wheneverpeopleworkingroups,conflictisinevitable,and,tosomeextent,conflictcanbeuseful.Collaborationiseffectivebecausediversepersonalitiesandperspectivescometogether,butifteammembersdon'tsharetheirdifferentperspectivesanddiscusshowandwhythosedifferentperspectivescametobe,theircollaborationswon'tbeasrichastheycouldbe.Justplayingalongwithothers’opinionstobeniceorreduceconflictcanactuallypreventateamfromcreatinganeffectiveproduct.

Althoughteamsshouldencourageproductiveconflict,theyshouldavoidnonconstructiveconflictbycreatingapositiveatmosphere.Teammembersneedtobeabletosharetheirideasandopinionsinasafeenvironmentasmuchastheyneedtobeabletoprovidecriticalfeedbackinarespectfulmanner.

Acolleagueofours,JordanSmith,developedanexplanationofconflictusingTuckman’sstagesofteamworkTuckman,BruceW(1965)."Developmentalsequenceinsmallgroups".

PsychologicalBulletin.

63

(6):384–399.

—forming,storming,norming,andperforming—forourAdvancedCommunicationprogramthatseemstohithomewithourstudents.Thestagesareeasytorememberandalmostallofourstudentshavebeeninteamsthathaveexperiencedthesestages,sodiscussionsaboutthefourstagesarepersonalandheartfelt.Theimportantthingtorememberaboutthesediscussions,however,isthatwheneverstudentsmentionaproblem,providethemwithaguidelineortipforhowyouwouldlikethemtoaddresstheprobleminyourcourse.Modeleffectiveconflictresolutionbeforeactualteamworkbegins.

MakeGuidelinesandRequirementsClear

Makeyourguidelinesandrequirementsaboutcollaborationclearbeforestudentsstartworkingingroups.

Requireareadingorvideoaboutteamworkthatprovidesamodelforhowyouexpectteamworkandconflictresolutiontogo.

Giveteamstimetodevelopgroupcohesionbyaskingthemtoworktogetherinclassonin-textexercisesorothertypesofteam-buildingactivities.

Requireteamstodevelopateamactionplanorestablishgroundrulesandrequirethatyourstudentssharetheplanorruleswithyou.Considerusingwrittenteamcontracts.

Requirethatstudentsnotifyyouearlyifteamsrequiremediation.Ifateammemberisnotparticipatingasheorsheshould,youdon’twantyourstudentstowaittonotifyyouuntilthetimetheyturnintheirpeerevaluation(exampleformbelow).

Requirethatyourstudentscommunicateusingofficialuniversitychannels,suchasemail,andrequirethatyourteamCCyouonalltheircommunications.

Providesupplementarymaterialsabouteffectiveteamworkandaskstudentstosummarizethecontentorreflectonitsrelevancetothem.Considervideos,likeonTEDorTEDex,thatdiscusseffectiveteamwork.

Givestudentsanopportunitytoratetheirteammates’contributions(exampleevaluationisprovidedattheendofthisdocument)andletstudentsknowbeforehandhowyouwillusethisinformation.

Providearubricforevaluation.Ifyoudonotalreadyhavearubric,theAssociationofAmericanColleges&Universities(AACU)hasaTeamworkVALUERubricforinstitutional-leveluse.Althoughitisnotmeantforgrading,youcanusetheirrubrictobrainstormyourownrubrictoevaluatemeasurablecontributions.

UseCollaborativeWritingTechnologies

Considerrequiringstudentstodraftdocumentsinanonlinecollaborativeprogram.Checkwithyouruniversity’sITdepartmenttoensurethetechnologicalplatformisFERPAcompliantinhowandwhereitstoresthedata.

Suchtechnologyallowsyoutoviewandprovidecomments/suggestionsasstudentsareworkingoncollaborativeprojects.Italsoallowsgroupmemberstoworkontheirdocumenttogethernomatterwheretheyarelocated.

Reviewyourstudents’documentsandtheirdocuments’revisionhistoriestoascertainhowthecollaborationandthewritingprocessaregoing.Theonlineinteractionworksbestifyoucanviewandcommentonprojects,boththecontentandthecollaboration,atleasttwiceaweek.

GradeCollaborativeEfforts

Considergradingcollaborativeefforts.Ifwerequireourstudentstoworkcollaboratively,weshouldevaluatetheirefforts.Thesearesomeofthepossibilitiesthatourcolleaguesuse:

Usedifferentialgradingforprojects,thatis,noteveryoneearnsthesamegrade.

Gradethecollaborativeeffortratherthanthedocument.

Requireacollaborativefirstsubmission,butanindividualrevision.

Thereareseveralsourcesofevidenceyoucanusetoevaluatecollaborativeeffort:

Revisionhistoriesfromcollaborativewritingplatformstofindandevaluateindividualteammember(easiestifyoutakenoteseverytimeyoulogintoreviewandcommentontheirdocuments).

Interactionbetweenteammembers—emails,discussionboardposts,in-classinteractions,andsoon.

Teammembers’evaluationsofother’sefforts.

Recordedobservationsofteamwork.

Usearubricforteamwork.

TeamMemberEvaluationForm

YourName:

Date:

Direction