WEEKLY ASSIGNMENTS NEED CONSIDERATION

IN-CLASS ASSIGNMENTS FOR HOMEWORK

LISTENING ASSIGNMENT--ALL SEMESTERS

Directions: Please prepare a written memo using the format, To, From, Date, and Subject. Allow only three or four fully capitalized words for the Subject Line. Please put the format, To, From, and so forth, in all capital letters. Otherwise, align the principal letters following the colons of To, From, Date, and Subject. Do not write to your boss, your friend, or someone else. Write "To" me. Your professor is the first reader. Use a courtesy title, such as Dr. or Mr., to clarify your receiver.

The memo should deal with a one-on-one listening experience you have had this past week (not several months ago) with someone since this assignment has been made. A telephone call or the television do not count. A lecture does not count. Please write the first sentence of the memo telling why you are writing the memo. For example, you might say: "I am writing this memo to tell you . . . " Next, describe the listening experience in some detail telling the who, where, when, what, and why of the experience. Tell how long the listening took. Attach notes for the second half of the listening you did. Include talking captions for every major paragraph (defined as more than two sentences).

Please answer in narrative form (not numbered) the following questions (with answers included in the memo as well) taken from Mortimer Adler's book, How to Speak, How to Listen:

1. What is the speaker trying to sell, or, in other words, what is the person trying to get me to do or get me to feel?
2. Why does the speaker think I should be persuaded by this appeal? What reasons are offered, or what facts are presented in support of this appeal?
3. What points that I think are relevant has the speaker failed to mention? What has the speaker failed to say that might sway me one way or the other?
4. When the speaker has completed the persuasive effort, what questions of significance to me has the speaker failed to answer, or even consider?
5. My question: How did you effectively use mirroring to help your listening experience? Why or why not did you use mirroring? (See Web listening pages on explanation--Listening in Information Age.

You do not need to read Adler's book to complete this assignment. You do not have to worry if your memo is longer than the normal memo you write at work. You should expect the memo to encompass one or two pages. It is long. You need to read Adler's thought-provoking questions and answer them based on your conversation. Your speaker persuades in a conversation through the force of ideas.

Please close your memo by explaining what you have learned about your listening habits. Talk about which part of S-I-E-R gave you the most trouble in listening effectively. Do not use the words, interesting, feel, a lot, and great anywhere or ever again this semester. How do you plan to improve the next listening experience?

Word of Caution: For your second page heading of the memo--even if you only turned over a page of notebook paper--include To, Page, and Date. Remember your listening experience has to be one on one, looking into the other person's eyes and observing nonverbal cues. You need to talk about yours and your speaker's body language in the memo. The listening experience has to occur this semester during the time you are taking this class.

For the Women

You have been employed at the Firm for approximately 12 months. It is time for your second performance review. The last performance review said in the category with "relationship with management": "She unduly refuses to follow her manager's instructions, creating a drain on management." Lately, you have been bothered by some happenings in your office setting. When the boss, Harry Griggswald, says hello to you, he usually places his arm around you. This immediate male boss has been making sexual innuendos and cracking sexual jokes at meetings. For example, the boss cracked a joke about Mike Travela and his homosexual lover. You feel uncomfortable about these experiences and are not sure what to do. You are beginning to feel degraded. Today, the boss asked you come to his apartment for some late night work to get the budget ready.

You also noticed you were left out of an important meeting that would have allowed you to obtain needed technical specifications sooner.In addition to this problem, you remember when the boss said to you recently: "You have a great sweater on. It looks like it would be good for both of us." Today you received wrapped candy on your desk shaped in the form of a kiss. A note accompanied the candy pieces: "This is for my princess." You don't know who sent the candy.

You talked to a former female employee who told you her former boss, now your boss, said to her one day: "You know, you're not in the club like I am." What to do? You have decided to write a memo to the boss, not the boss's boss, asking him to cease and desist. You must be so careful with your language, because your job is at stake. This memo is called a cover-your-anatomy type of memo. You need to point out to your boss how uncomfortable you feel with the innuendos and what needs to be done to stop the possible sexual harassment. Remember that sexual harassment is a legal term; do not use the term loosely in the memo. Be precise in what you are saying, because this memo may have to be used later in a paper trail. Be careful about using subject lines, such as "Sexual Harassment" or "Your Sexual Innuendos."

For the Men

You are employed in the Firm for approximately six months. Your boss, Abigail Stylist, is female, and lately you have noticed some fascinating happenings in the office. Your performance review is due shortly, and your immediate boss suggested at a private meeting you could get ahead more readily in the company if you would come to her apartment. You thought you heard her say: "She would make it worth your time." She also suggested some of your work was not up to par, and you could improve your efforts by coming to her apartment weekly. Her closing comment when you left her office last week was: "You certainly have nice buns. Stay in shape!"

At lunchtime the other day you noticed your boss was staring at your body when you were getting coffee. That same day she pushed three times against your body in the workplace and near the copier.

You are concerned about the innuendo for late night work. You consider yourself a professional, and dating the boss appears to be off limits in the office. Besides, a sexual harassment policy exists in the company. If you date the boss or go to the apartment, the office grapevine or gossip may start. You have already heard by the grapevine your boss has slept with other men. You boss recently asked you if you were a virgin. A question posed in the office included: "Have you committed adultery?" All of these office situations remind you of your unpleasant adolescent years. When you leave the boss's office after a particular long discussion with the door closed one day, you notice office whispering by the female employees.

What to do? You have decided to write a cover-your-anatomy memo to your immediate boss asking her to cease and desist. You have to be so careful with the diplomatic language. You realize the risks (including trumped-up charges and dismissal), but this memo could serve as a paper trail if the occasion arose. Explain frankly in the memo how uncomfortable you are and what needs to be done to solve the problem. Talk about the sexual harassment policy of the company if one exists.

Requirements for Women and Men

Set the memo up with the usual format. Use the name in the case for the "To" line. Under no circumstances, address the memo to me.

Consider using talking captions if the memo reads better with them. Remember this assignment emphasizes using the memo as a political tool where appropriate. In the real world, you may have to carry this memo beyond the immediate supervisor's level. Use the case material as given. DO NOT WRITE TO THE BOSS'S BOSS. DO NOT WRITE OR SEND TO ANY MALE OR FEMALE FACULTY ON THIS CAMPUS OR ANY OTHER CAMPUS. You are trying to settle the situation before it gets further out of hand. You may copy Human Resources, if you desire, because you want to assume a more rigid corporate structure. Once you copy Human Resources, you are placing the issue in a different framework.

Additional Bonuses on Sexual Harassment Memo

• Purpose of the policy
• Legal definition of sexual harassment
• Behavioral definition of sexual harassment
• Importance of the problem
• How employees should handle harassment
• How the organization handles incidents or complaints
• Disciplinary action
• Names and phone numbers of individuals to call.
  
  In a page or more analysis you need to look at the policy acquired and see if the previous criteria are met and why. Further, you need to look at the following issues discussed at a session of the Western U.S./Canada International Association for Business Communication where two professors from the University of Michigan, Dearborn campus, did a study of 16 communication textbooks and the textbooks’ emphasis on sexual harassment. These professors, one, a sociology professor, Dr. Jim Gruber, and one, a business and organizational communication professor, Dr. Sheryl Pearson, discussed Clair’s framing devices and how these devices interfere with good sexual harassment policy writing.
  
  The two researchers commented in their Findings about the inadequate coverage of textbooks: "Textbooks on business and organizational communication have little to say about policy-writing in general, and provide generic, uncritical advice on writing sexual harassment policy." Now, each framing device will be detailed as mentioned at the Vancouver, British Columbia International Conference with my comments (called Notes) after each device:
  
  
  1. Accepting Dominant Interests As Universal

     Notes: Everyone is practicing sexual harassment, so not reacting is better for all concerned. We should not be emotional about sexual harassment.

  2. Simple Misunderstanding

     Notes: Sexual harassment is simply understood as just flirting--no big deal.

  3. Reification

     Notes: Let’s accept that boys will be boys. We must accept the way things are. A diary should be kept so that further incidents will be taken seriously.

  4. Trivialization

     Notes: As you know, I don’t “ize” or “ization” words. However, let’s deal with what the framing device implies. We need to make light of the offense. That’s what the policy says. Therefore, why should anyone argue with it? Sexual harassment is a legal issue exclusively as opposed to ethical leadership or a climate issue.

  5. Denotative Hesitancy

     Notes: The language is limited in describing this offense. Therefore, because the language is limited, let’s keep the offense private. Sexual harassment is a female gender issue. Therefore, why should the organization make space for workers of both genders?

  6. Invoking Private Domain or Private Expression

     Notes: The issue of sexual harassment is between the two parties. The person doing the harassing was probably sincere. We should handle it.

  7. Mutual Negation

     Notes: We need to go along to get along. The issues will cancel themselves out.

  8. Minimalization--conceptually limiting the harassment in time or space

     Notes: The sexual harassment incident only happened once. It only happened in that office room. The intensity or severity was not there.

  9. Self-Defacing and Self-Erasing

     Notes: We need to make the victim invisible. We should try not to personalize it. We will demean the victim by making the issue personal. It must be me who did the harassing (especially speaking for the woman).

  As you look at these framing devices the researchers have diligently catalogued, think how the sexual harassment policy you are reading takes into account the different framing devices. What kinds of room for interpretation are left by the policy? How would you rewrite certain sections? How have certain issues omitted in the policy created a situation where later courtroom appearances and lawyer questioning will negate the good features of the policy? How can the policy be improved before it is displayed in the courtroom?
  Assignment--Professional E-Mail

  These assignments are alternates or one choice for completing the work. That is your e-mail part of the assignment; you may choose one of these alternates. Before choosing any e-mail, we are reminded of Angell's and Heslop's advice in The Elements of E-Mail Style: Communicate Effectively via Electronic Mail:

  1. Make the Subject Line More Compelling. Use a talking caption for the subject line.
  2. Tell the reader in the Subject Line what to do, not what the memo is about. Use talking captions.
  3. Most E-mail messages are about three paragraphs.
  4. Keep your line length less than 80 characters.
  5. Start the communication with the person's name. For example, Mr. Sendrich, or Peggy,
  6. Ask questions and provide bulleted lists.
  7. Present your text in short, coherent units.
  8. Save space with embedded lists.
  9. Keep headings or talking captions parallel.
  10. Avoid flaming or impetuous negative responses.

  Alternate Assignment No. 1 for E-mail

  Your professor, Dr. Simian Hughes, in marketing (or substitute your major), has been promoted from the classroom to Administrative Support Manager to the University President, a very prestigious position. Your remember your professor from at least two classes in your major. Further, your professor has helped you plan some of your major and your general education requirements.
  
  You owe your professor mightily and acknowledge your professor's good fortune. You will miss him in the classroom. Write the appropriate e-mail to cement relationships with Dr. Hughes for years to come.

  Alternate Assignment No. 2 for E-mail

  You are a student at your respective university. Lately, you have noticed that the school's computer lab is not up to par. You notice lab assistants who are doing their homework instead of helping the students. You notice some rude lab assistants. Certain business students have been caught playing games instead of completing their homework assignments. One printer does not do the job in the lab. Twenty and 30 people at a time line up to use the printer. Some students are printing their resumes 30 times. During finals week the lab becomes a nightmare with scheduling done on the chalkboard and students constantly violating the order of using computers. What to do?

  You decide to write an e-mail to Mr. Harry Britoe, the Lab Manager. You want to explain the problems and offer solutions. Make sure your memo is phrased positively. You are not there to assess blame but to offer hope. Use talking captions.

  Alternate Assignment No. 3 for E-mail

  You can't make a scheduled appointment with your professor. You know your professor may not hear your voice mail for several days. You need to immediately tell your professor you can't make the scheduled time at 2 p.m. Your boss has asked you to work late that day on special contracts. Also, you have to travel to Sacramento the rest of that week for business purposes; therefore, you can't reschedule your appointment later in the week. You know your professor has already scheduled two appointments that had to be canceled for business reasons. Be persuasive in your e-mail and admit the shortcomings.

  Write at least two paragraphs of explanation, including a buffer section. Use talking captions where appropriate. Offer compromises on how the two of you can still meet.

  Alternate Assignment No. 4 for E-mail
  
  You were preparing an interview for your professor in marketing. Your interviewee canceled at the last minute, and you had to schedule a new interviewee who is currently out of town. That appointment is not until this coming Saturday. You have turned in every other assignment this semester on time. Your assignment is due tomorrow.
  
  You know your assignment and its summary will be late. Explain to your professor the extentuating circumstances and how badly you wanted to meet the deadline. Ask for an extension or whatever is reasonable from the professor. Use your own words. Plead your case carefully, and don't suggest the situation will never happen again. Don't use the "I" attitude. Realize you may not be successful in your e-mail request.
  
  Alternate Assignment No. 5 for E-mail
  
  You realize a major assignment is due on a professor's desk Friday morning. You have spent your entire semester collecting data for this assignment. You can't make class on the day the assignment is due. You don't have one interview completed that will make a difference in your reporting of the data. You also missed the in-class assignment the professor gave that Friday. You are taking four classes at your current university and three classes at your community college. You realize the report/major assignment will have to be turned in late. Write the memo and plead your case. Remember not to blame the professor as you explain the difficult circumstances. Negotiate with the professor for some possible extension or a time to have the assignment looked at. Ask how to solve the in-class work you missed. Give the professor some help in answering your e-mail.
  
  Alternate Assignment No. 6 for E-mail
  
  You are concerned about your grade in your professor's IS class. You have done all your assignments, but your professor is particularly tough on your writing ability. The end of the semester has been reached. You want to write your professor asking about your grade and the grade on your final project management assignment. Unfortunately, you know your professor is extremely busy at this time of the year.
  
  You want to persuade your professor to answer your e-mail. You know, if you use the usual hackneyed expression about not wanting to bother the person, that will not work. Your professor has asked the class to wait at least one week before writing. How can you phrase the e-mail memo so as not to anger your professor? That is your job. Think about the objective why you are writing. What buffer could you use for the first paragraph?
  
  Alternate Assignment No. 7 for E-mail
  
  A colleague just wrote you and mentioned a portion or your website is copied on someone's business site. After you have calmed down with your rage about intellectual property, you begin to approach the task of solving the problem rationally. You need to look at the Web site and see how much of your material is copied. You need to find out whom to write and the possible legal counsel to write.
  
  You go to the Web site and discover your advertising comments are word for word on Jeb Bushare's site. Also, you notice, much to your chagrin, your words have been copyrighted by another company with a copyright notice. That doesn't make sense, because you include the words, All Rights Reserved and Copyright with your name, on the last page of your current website. You decide to take action immediately to protect your intellectual property.
  
  You find Mr. Bushare's address as part of the list of officers on the other company website. An e-mail opportunity is available. You decide to write your e-mail with firmness and, occasionally, toss around legal-sounding words to make the point clearly. You must reach Mr. Bushare and stop this alleged illegal practice. You need to include at least four lines in your e-mail of how you want your copyright to appear on the other company's website. Furthermore, you are considering writing the legal counsel on the other company website. That name is furnished as part of the list of officers. You now have two e-mails to contemplate. Write the one to Bushare first. You may use the one to the legal counsel, Mr. Habibi, as a bonus. Use all good principles of e-mail writing and complete the assignment. For additional help on any e-mail alternate assignment, please check the e-mail suggestions on the selected link. You will find a mountain of valuable material to help the assignment and your understanding of this technological tool.

  Suggestions for Doing Alternate Assignments

  Because the e-mail is already set up with a To line, rewrite your To line for whatever alternate assignment you choose. For example, you write jay.christensen@csun.edu and then say three spaces below that:

          To:     Mr. Harry Leonardo
  
  
        From:     Julie E. Student 

  By repeating the To and From lines, you have clarified which assignment you chose and not accused or implied any wrongdoing of the recipient. Remember the Subject line following the colons has to be in ALL CAPS. Make sure you repeat these lines.

  Guffey's Cases May Need Special Attention

  In our textbook, Process and Product, case 12.13 in Chapter 12 needs some special clarification. When you choose the four visuals, choose two different tables and two different charts. For the tables find a qualitative one and a quantitative one. For the charts, for example, you might choose a pie and a bar chart. Use the criteria from Tufte as explained on the Charts and Graphs link.
  
  The case asks for your critique of each chart and each table. You need to come up with a series of questions that reflect how you are evaluating each visual aid as shown by the Tufte criteria. For example, you might say with a table: Do the column headings of the table accurately reflect what is contained in the table? For each chart you might have a question, such as: Does the chart accurately reflect the purpose of what the chart is intended to show? I would urge you to have at least 10 different questions after satisfying the Tufte criteria that reflect your criteria for evaluating visual aids. Make sure you mount each visual aid and tell the source (in complete footnote) where the chart or table was obtained. Does your memo then detail the criteria and what you thought of each table and chart? Be sure to answer all the questions in the case for your memo.

  Due Dates Require Attention

  Due Dates for MWF (Day Classes)

  September 11: Listening Memo, notes, talking captions

  September 15: Listening Assignment II

  September 22: Application Letter, Networking Card and Five Printouts of Web Pages

  October 6: Networking Memo Assignment (Resume, Thank-You, Questions, Memo, Business Cards)

  October 13: KSA and Government Announcement, Bolded Qualifications

  October 20: Proposal Memo (Attachments)

  October 23: Mindmap and Outline (Inspiration Software)

  November 13: Annotated Bibliography, Attached Internet Pages

  November 17: First five paragraphs of Analytical Report Memo typed, Readability Indexes (3)

  November 27: Case 12.14, p. 419 in Guffey, Including Two Tables and Two Charts

  December 1: Executive Summary of Syllabus Report, Transmittal Memo

  December 8: Sexual Harassment Case and Policy Writing Analysis

  December 13: One E-mail Assignment

  December 15: Deletionary cards and Typed Deletionary Memo with Examples

  
  

  Due Dates for TTH Class Assignments, 3:30 p.m.

  September 14: Typed listening memo, notes, talking captions, networking card

  September 28: Printouts of web pages (five different ones)and Final Application Letter

  October 3: Typed Progress Report Memo

  October 12: Networking memo, resume, typed questions, thank-you letter, traditional resume, business cards

  October 19: Mindmap and required outline

  October 19: KSA and Government Announcement, Bolded Qualifications

  November 2: Proposal Memo (Attachments)

  November 9: Annotated Bibliography, including Database annotations.

  November 16: First five paragraphs of analytical report memo, Readability indexes (3); keyboarded survey questions for own report

  November 28: Case 12.14, p. 419, Guffey, including Two Tables and Two Charts

  November 30: Executive Summary of Syllabus Report and Transmittal Memo

  December 7: Sexual harassment memo

  December 12: One E-mail Assignment

  December 14: Deletionary cards and Typed Memo with Examples

  
  
  Note: All of the previous assignments to change if the instructor believes an additional assignment or exercise may help the completion of the report. Some software has not been loaded yet.

  Homework once assigned: (One sentence from Los Angeles County Fire Report, Calabasas Incident: Entrapment Analysis)

  Please revise this sentence:

  
  
  

  There was no control of civilian vehicles on Corral Canyon Road between the Malibu Hills residential area and the Malibu Bowl residential area.

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  Please refer to solving individual problems or clarification of assignment options by using the home pages.

  Last updated Thursday, May 25, 2006

  (c)copyright Dr. G. Jay Christensen, All Rights Reserved