Why Must I Take I Business Communication?

Abstract

Each semester students question why they must take a business communication course. They think they already know how to communicate, so why is the college wasting their time with this required course? Therefore, I've developed an assignment to answer their question. Simultaneously, this project reinforces the course content and addresses researching, interviewing, writing, and reporting topics. I have made the project the central organizing principle for their business communication course. PROJECT OVERVIEW Students interview someone (neither a friend nor a family member) in a management position of a career in which they are interested. The assignment is described in the course syllabus and discussed on the first day of class. I explain that the project will be ongoing throughout the semester and that the final report is due three weeks before the last day of class. I emphasize that this assignment is a major part of the course because of its scope. Individual class lectures and exercises on researching, interviewing, business correspondence, and report writing will be geared toward the interview project. In addition, I will monitor the students' progress throughout the semester through several small assignments. For example, the students will present impromptu oral reports and write memos on their progress. Also, questions on class quizzes will address different aspects of the interview project. (See Appendix A.) To help the students get started, business research is covered early in the semester, and the business reference librarian is a guest lecturer. As part of the lecture, the librarian explains how to locate information on individual companies or industries. The librarian links the presentation to the preliminary research the students will need to do in preparing for their management interview. PLANNING THE INTERVIEW Interviewing techniques is a second major topic covered early in the semester. After we've covered types of questions in class, as a homework assignment, students develop their preliminary list of interview questions. One class period is spent with students discussing and evaluating one another's interview questions and strategies, first in small groups and then with the whole class. Subsequently, students revise their questions and develop their individual interview strategies. Based on the guidelines in the syllabus, the questions focus primarily on the characteristics of the student's career choice (What is your typical day like?) and the role of communication in it (How important is effective communication in your daily activities?) Other suggested areas the questions address include the interviewee's advancement within the organization (Where will you be in 5/10/15 years?), the role communication fills within the organization. are some consequences of poor communication?), and the communication-related strengths and weaknesses in the job (Everyone says your president is an effective communicator. characteristics make him effective?) and organization, (Since your job requires communication over nine states, what problems do you encounter with long-distance communication?) Also, students are encouraged to ask questions to find out whatever they want to know about their chosen career (What do you like best/least about your job? and What communication skill do you find most new employees lack?). Students are frequently very nervous about the interview, and some are dismayed wben the interviewee's response to one question answers several of their other questions. Consequently, I recommend the students prepare 18-25 questions. Having more questions than they think they will need helps bolster the students' confidence. Once they have their questions, the students schedule their interviews. When they request an appointment, they explain that they are fulfilling a class assignment and that the interview should take about 30 to 60 minutes. …