1 INTRODUCTORY BUSINESS COMMUNICATION COURSE FOR POST-SECONDARY STUDENTS By Maria Trujillo (Bachelor of Commerce, 2012) PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN MULTIDISCIPLINARY LEADERSHIP UNIVERSITY OF NORTHERN BRITISH COLUMBIA APRIL 2019 2 Acknowledgement and Dedication I would like to express my sincere gratitude to my supervisor, Dr. Catherine Whalen, for her continuous support, knowledge, guidance, and enthusiasm throughout this project. I would have not been able to accomplish the completion of this paper without her assistance and dedication. I also want to thank Dr. Christine Ho Younghusband for being a co-supervisor along my committee members Deb Koehn and Anne Sommerfeld for their effort on my project. Lastly, I would like to thank my son Mateo Trujillo for his support and encouragement to complete this project. 3 Abstract The intent of this research project is to inform educators about the development and implementation of an Introductory Business Communications course at the post-secondary institution level. This course has evolved over the past two years of implementation. The information provided in this project is divided into the following sections: researcher’s personal location, project purpose, project significance, project literature review, and a concluding chapter that presents project lessons, project recommendations, future implications and concluding statements. The appendices section of this project includes the newly revised course package that has resulted from the lessons learned in the past two years of teaching an Introductory Business Communications course at a post-secondary institution. 4 Table of Contents Acknowledgement and Dedication ................................................................................................................................2 Abstract..........................................................................................................................................................................3 Glossary .........................................................................................................................................................................7 Chapter One: The Project Framework ...........................................................................................................................8 Personal Location ......................................................................................................................................................8 Project Rationale........................................................................................................................................................8 Project Significance ...................................................................................................................................................9 Project Purpose ..........................................................................................................................................................9 Project Background ................................................................................................................................................. 10 Chapter Conclusion and Project Overview .............................................................................................................. 10 Chapter Two: Literature Review ................................................................................................................................. 12 Student Challenges .................................................................................................................................................. 12 Career Goals and Personal Growth .......................................................................................................................... 13 Necessity of Post-Secondary Education .................................................................................................................. 14 Role of Academic and Career Counsellors/Coordinators ........................................................................................ 16 Career Focus ............................................................................................................................................................ 17 Key Employability Skills: Soft and Hard Skills ...................................................................................................... 18 Networking and Marketing Yourself ....................................................................................................................... 19 Interviews ................................................................................................................................................................ 21 Chapter Conclusion ..................................................................................................................................................... 22 Chapter Three: Method and Project Plan ..................................................................................................................... 23 Resources ................................................................................................................................................................. 23 Project Methodology ............................................................................................................................................... 23 5 Reflective Business Communications Course ......................................................................................................... 24 Building the Syllabus................................................................................................................................................... 24 Assignments and Evaluations .................................................................................................................................. 25 Project Limitations/Challenges ................................................................................................................................ 26 Summary.................................................................................................................................................................. 26 Chapter Four: Business Communications Course ....................................................................................................... 27 Course Description .................................................................................................................................................. 27 Course Objectives .................................................................................................................................................... 28 Course Schedule ...................................................................................................................................................... 29 Chapter One: Self-Awareness .................................................................................................................................. 29 Chapter Two: Business Communication ................................................................................................................. 29 Chapter Three: Daily Workplace Transcription and Writing .................................................................................. 29 Chapter Four: Social Media ..................................................................................................................................... 30 Chapter Five: Job Search. ........................................................................................................................................ 30 Chapter Six: Cover Letter and Resume Writing. ..................................................................................................... 31 Chapter Seven: Networking. .................................................................................................................................... 31 Chapter Eight: Behavioural interviews. ................................................................................................................... 32 Chapter Nine: Professional Communication ........................................................................................................... 32 Chapter Ten: Business Presentations ....................................................................................................................... 32 Assignments ............................................................................................................................................................ 33 Guest Presenters ...................................................................................................................................................... 33 Tests......................................................................................................................................................................... 33 Summary.................................................................................................................................................................. 33 6 Chapter Five: Lessons Learned and Conclusions ........................................................................................................ 34 Key Findings............................................................................................................................................................ 34 Researcher’s Reflections ......................................................................................................................................... 35 Recommendations ................................................................................................................................................... 36 Conclusion ............................................................................................................................................................... 36 References ................................................................................................................................................................... 38 Appendix A: Comm 200 Syllabus ............................................................................................................................... 46 Business Communications ....................................................................................................................................... 46 Appendix B: Memo Assignment ................................................................................................................................. 56 Memo Instructions: .................................................................................................................................................. 56 Appendix C: Peer Evaluation ...................................................................................................................................... 57 Appendix D: Memo Rubric ......................................................................................................................................... 59 Appendix E: Resume Rubric ....................................................................................................................................... 60 Appendix F: Cover Letter Rubric ................................................................................................................................ 63 Appendix G: LinkedIn Rubric ..................................................................................................................................... 64 Appendix H: Case Study Rubric.................................................................................................................................. 65 Appendix I: Presentation Rubric ................................................................................................................................. 67 Appendix J: Personality Dimensions Career Samples ................................................................................................ 68 Gold Occupations .................................................................................................................................................... 68 Blue Occupations ..................................................................................................................................................... 69 Orange Occupations ................................................................................................................................................ 70 Green Occupations .................................................................................................................................................. 71 7 Glossary 1. Competency Skills are the abilities, skills, and knowledge that are needed by employees to be successful (Guffey, Lowey, & Almonte, 2018). 2. Employability Skills are the skills, understandings and personal attributes that are beneficial to self, the work place and the community that make post-secondary graduates more likely to gain employment and be successful in their chosen occupations (Yorke, 2004). 3. Soft Skills are defined as the career attributes such as team skills, communication skills, ethics, time-management skills, and an appreciation for diversity (Mitchell, Skinner, & White, 2010). 4. Networking is the process where individuals attempt to develop and maintain relationships with others who have the potential to assist them in their work or career (Forret & Dougherty, 2001). 5. Work Integrated Learning (WIL) is cited in the Co-operative Education and WorkIntergraded Learning (2019) as a model and process of curricular experience education which formally and intentionally integrates a student’s academic studies within a workplace or practice setting. 8 Chapter One: The Project Framework Upon completion of my Master of Education course requirements, I elected to conduct a research project targeted at creating an Introductory Business Communications course. The information provided in this chapter introduces the overall framework that identifies researcher personal location, the project rationale, the project significance, the project purpose and concluding remarks. Personal Location I am currently a student career centre coordinator at a post-secondary institution. I work closely with employers to organize campus recruitment events including volunteer fairs, career fairs, and employer information sessions that connect students with local employers. These events are pivotal as they introduce students to career options and help them gain knowledge regarding skills and qualifications employers are seeking. Prior to the coordinator role, I was an employment counsellor for a number of local different non-profit organizations where I assisted individuals with career testing, career exploration, and job search strategies. My present coordinator role involves advising, educating, and assisting students with exploring a range of careers and the details required to search for work and gain successful employment. Project Rationale The role of being a post-secondary career coordinator has led to an awareness that postsecondary institutions need to better support and prepare students for employment upon graduation. My rationale for developing an Introductory Business Communications course resonates with the frustrations I experienced as a result of not having pertinent knowledge about desired employability skills and career choices available to new graduates. The Canadian Association of Career Educators and Employers (2013) indicated that employers hire students 9 who have employability skills such as the ability to communicate work in teams, solve-problems, and exhibit ethics in the work place. The employers I regularly connect with have also indicate they desire students with these skills; however, they express their concerns that many postsecondary students lack the ability to transfer educational knowledge and skills to the professional setting regarding the aforementioned employability skills. In response to these employers’ concerns, I developed and implemented an Introductory Business Communications course that has evolved over the past two years. Project Significance Guffey, Lowey, and Almonte (2018) noted that employers place a heavy focus on the transferable skills that may relate to a particular position in their workplace, but these employability skills can be transferred to various applications and circumstances. The significance of developing an Introductory Business Communications course will increase students’ awareness of the desirable skills employers are seeking and work toward developing these skills while gaining sense and meaning of their own employable strengths and challenges. The course content will expose students to critical career and professional pathways through formal education and skill development that will assist with securing employment upon graduation. Project Purpose The Introductory Business Communications course was developed and implemented to assist post-secondary students to transition from an academic setting to a workplace environment. The main reason for offering the course was to create an opportunity for students to learn about career options, academic credential requirements, desirable employee personal attributes, job opportunities, networking, and job search strategies. I am aware that one course 10 will not provide all the desired employability skills, but it is a start to bring familiarity to School of Business students with the idea in mind that one day it may become a mandatory course in all disciplines in the institution. Project Background Most post-secondary institutions currently do not offer a course to assist students to transition from post-secondary to the workplace. Ritter, Small, Mortimer, and Doll (2017) expressed the need for post-secondary institutions to develop and integrate a business communications course into the curriculum to assist and prepare students with career decisions (Freeman, 2012). Rancourt (2019) also supported the need for a course that will provide students with the opportunity to gain confidence and explore careers in their discipline to make appropriate career decisions. Baporikar and Shah (2012) indicated that employers are looking for employment candidates that can communicate and demonstrate critical thinking, problemsolving, analytical skills, and team work as essential skills sets. The overall intent of this type of course is to encourage students to be engaged with their education and express optimism regarding a future career by having a clear goal in mind (Schenic, Anctil, Smith, & Dahir, 2012). Chapter Conclusion and Project Overview In summary, this chapter presented the research project framework that sets the tone for the complete project report. The sections included the researcher personal location, project rationale, project significance, project purpose, and background of the project. The information in this chapter was formulated and supported by my professional and personal experiences/reflections, in addition to a review of the research literature outlying the importance of meeting post-secondary student needs to gain an understanding and development of employability skills employers are now seeking in new hires. The research process provided 11 evidence to determine and highlight the gaps regarding what is expected of new hires and what skills students are leaving post-secondary institutions with upon graduation. It also highlighted the support and resources institutions provide as a collaborative process. Chapter Two will consist of a literature review of scholarly research around concepts of post-secondary student challenges, career goals, and personal growth; the necessary of post-secondary education. The role of academic and career counsellor/coordinators; and the importance of a career focus, key employability skills such as soft and hard skills, networking, and marketing oneself for the workforce. The additional chapters in this project report are Chapter Three: Methodology; Chapter Four: Key Findings and Lessons Learned; Chapter Five: Recommendations, Future Implications and Concluding Remarks. 12 Chapter Two: Literature Review The purpose of this chapter is to review the research literature about educating and preparing post-secondary students to plan and make career decisions that will secure gainful employment upon degree completion. Past research stated that completing high school education is no longer sufficient to secure employment since most occupations require a bachelor’s degree or higher (Hermanowicz, 2003). Completing a degree and transitioning into a career is problematic for many students because they do not have a clear vision of their career path (Shearer, 2009). Yorke (1999) conducted a study that noted the top influential reason for leaving school is because students have a difficulty in choosing an educational program. This chapter will focus on several topics regarding the importance of setting career goals and key competencies related to employment such as: student challenges, career goals and personal growth, necessity of post-secondary education, academic career counsellor role, key employability skills, networking, and the importance of interviews. Student Challenges Research work from Velasco (2011) indicated that students need to learn how to market themselves to stand out in the eyes of employers who are seeking the right person to hire into their organizations. As a student career coordinator, it is with experience that I can state many students do not know how to market themselves, how to develop a cover letter and a resume, how to prepare for interviews, how to apply for jobs, or how to network with employers. The conversations I have had with employers when they have expressed concerns with students lacking employability skills leads me to believe students employment opportunities are being negatively impacted due to their personal lack of employability skills. 13 A career coordinator’s role is to have conversations with current post-secondary students about career exploration, job search strategies, and professionalism in the workplace. Many of these students are unsure about their career path and often struggle with choosing an academic field of study that will lead to a career. Failure or doing poorly in these courses impacts their grade point average (GPA) and may cause some students to be placed on academic probation which is supported in the literature in that failure to succeed may lead to frustration, self-esteem issues, and questioning if attending university is the right choice for them (Lepre, 2007). Chase and Keen (1981) conducted research on this matter that revealed students who have no clear direction of their career path find it difficult to choose a major and do well in school. These researchers noted that when students postpone the declaration of a major focus area have significantly lower grades and are less academically motivated. Hull and Banks (2005) and Shearer (2009) also supported the notion that when a delay in choosing a major focus area of study occurs at the post-secondary level there is a high chance those students will withdraw from the institution. Ellis (2016) supported this notion in stating that students who declare a major focus will take specific courses in a specific disciple and commit to a future career. Career Goals and Personal Growth Schaeffer and Rivera (2014) explored the research by Kenny, Haase, Jackson, and Perry (2006) and concluded that developing career awareness is important for helping students to make appropriate academic and career decisions for the future. Students that participate in career intervention initiatives increases their sense of belonging and become engaged in a specific field of study or discipline which leads to overall academic achievement. Schaefer and Rivera (2014) also noted the idea of neglecting career ready components is a disadvantage for students transitioning from academic to the workplace. Students who receive assistance from their 14 institution start to recognize and develop their unique talents that leads to academic success and a smoother transition into a career. Students who have a career plan in place are prepared for university course work and have a higher success rate in school because they are focused (Evans & Burck, 1992). The literature revealed concerns with undergraduate programs not emphasizing essential workplace skills such as communication, problem solving, team work, professionalism, and interpersonal skills and the challenges that are associated with students graduate transitions (Abraham & Karns, 2009). Necessity of Post-Secondary Education Career development education and preparation is crucial in post-secondary institutions because of the overall impact on student success with their academic studies and transitioning to the workplace (Schaefer & Rivera, 2014). Lepre’s (2007) research has noted that post-secondary education is no longer considered an option, yet it is necessary to secure a prosperous career. Gordon and Steel (2003) estimated between 20% and 50% of students enter their freshman year of post-secondary education undecided about their discipline major and future career plans. These researchers also noted 50% to 70% of all undergraduates will change their discipline major and future career plans at least once during university (Gordon & Steel, 2003, p.74). Students must figure out an academic and career plan to be successful in life (Lepre, 2007). Branda and Sarah (2010) added to this notion in stating that those students who do have a plan often have little knowledge about the academic requirements to secure employment in their field of study and little knowledge about the jobs related to their discipline. Teaching students how to explore careers in their discipline can help them to feel confident and become more engaged in their education (Rancourt, 2019). 15 Post-secondary institutions are striving to enhance student knowledge about the labour force and create future leaders through initiatives such as internships, co-operative education, research, and on campus job opportunities as resources to support students (University of Northern British Columbia, 2019). The University of Thompson Rivers and McGill University are currently offering an Introduction to Business Communications course to their students (Thomson Rivers University, 2019; McGill University, 2019) as examples of a growing trend across the country. The course calendars indicated that students learn how to plan and write a variety of business documents including memos, letters, reports and proposals as course objectives. The expectation of students in these courses is to develop appropriate business language skills that are used in professional settings such as spelling, grammar, punctuation, voice, tone, and overall professionalism in the workplace. All of these factors are basic communication competencies that should be required in all post-secondary courses (Waldeck, Durante, Helmuth, & Marcia, 2012). Work-Integrated Learning (WIL) programs provide an opportunity to integrate academic programming with practical work experience to gain a deeper insight on career goals and employment opportunities (Co-operative Education and Work-Integrated Learning, 2018). There are different types of WIL programs students can join such as co-operative education, practicum internships, service learning, and clinical and field placements (Co-operative Education and Work-Integrated Learning, 2018). The goal of these programs is to offer students a broader learning environment and help them to transition from a post-secondary environment to the workplace (Shen, 2018). These programs also benefit the employers in having access to students and bridging relationships with institutions (Co-operative Education and Work-Integrated Learning, 2018). Work-integrated learning serves to provide opportunities for students to build 16 soft-skills such as communication, teamwork, and work ethic while continuing to achieve in an academic setting (Fede, Gorman, & Cimini, 2018). The aforementioned information is an indicator of need for a strong partnership between post-secondary institutions and the local employers that will address the core employability skills and competencies students require as they progress through school and transition to a future career upon graduation (Brown, 2015). Brown (2015) also advocated for the benefits both parties receive when educational institutions produce employable graduates. Role of Academic and Career Counsellors/Coordinators Academic and career counsellors play an important role assisting students who are undecided in the decision-making processes and career searching process (Kim, Jang, Jung, Lee, Puig, & Lee, 2014). My main focuses as the student career coordinator is to build and maintain relationships with local employers as a partnership with a common objective of fostering the development of future leaders. Thomas and McDaniel (2004) found that students who completed a career planning course had increased knowledge of career options and confidence in their ability to make career decisions. It is important, as an institution, to assist undecided students by creating effective programs focused on academic requirements and career options. It is important for career counsellors to provide information to assist students in making appropriate and attainable career goals (Kim, et al, 2014). Lepre (2007) found that students benefit from educators that help them to explore career options as early as Grade 8. Career and Academic counsellors assist underprepared students make decisions based on their personal interests. These counsellors can help students identify problems they might be experiencing with making choices and develop career goals with them to avoid frustration and prevent disappointment. Working collaboratively with students will encourage them to continue 17 on with their studies and meet their career objectives as providing them resources to increase their academic understanding (Palmer, 2009). Peterson (1993) stated that there is a relationship between career decision making, self-efficacy, and academic integration as factors related to and influential for student retention. Further to this research, Lease (2004) found that students who struggle with career decision making are at a risk of dropping out of post-secondary educational programs. Counsellors can intervene in these situations through a focus on career transitioning that would assist with promoting student academic success and the formulation of career plans and decisions (Shearer, 2009). Career Focus While many post-secondary students are not career ready, there are a certain number of post-secondary students who are proactive and determined to find careers for themselves that add meaning, purpose, and satisfaction to their lives (Gysbers & Lapan, 2009). Career ready means that students are work ready and possess the interpersonal relationship skills needed to prosper in the workplace (Lapan, 2004). These students have the knowledge, skills, and a clear vision of their future career plans. Career ready students know how to engage in various current and potential roles and take advantage of any opportunities that will lead them to a career advantage. These students understand the importance of succeeding in school and graduating. Schenick, Anctil, Smith, and Dahir (2012) indicated there is a positive connection between career development and academic achievement through increased school engagement. Gyspers and Lapan (2009) identified the following behaviour and skills for career readiness such as social competence, diversity skills, positive work habits, personal qualities, personality, emotional states, and entrepreneurship. Post-secondary institutions need to focus on programs that contributes to students’ success in the areas of academic development, career development, and 18 personal/social development for career readiness (Gysbers & Henderson, 2012). The example of the Business Communications courses offered across the country is an example of postsecondary institutions taking into consideration student and employer (McGill University, 2019; Thompson Rivers, 2019). Key Employability Skills: Soft and Hard Skills Soft skills known to be desired in the workplace are communication skills, problemsolving, team work, critical thinking, and many other interpersonal skills (Guffey, Lowey, & Almonte, 2018). Soft skills are the personal attributes that allow employees to interact effectively with others. These skills are acquired through everyday engagement and interactions with others and are exhibited in the ability to communicate, work in teams, solve-problems, think critically, and have strong a work ethic. Guffey, Lowey, and Almonte (2018) also revealed that employers in all occupational fields place the greatest value on employees’ soft skills with communication skills being a priority over their technical skills in the field. The Canadian Association of Career Educators and Employers (2013) considered communication skills to be one of the most important skills employers require from graduating students, which has been the case since the late 1990s (Floyd & Gordon, 1998). Alshare, Lane, and Miller (2011) indicated that communication and interpersonal skills are one of top desired attributes for prospective employees. Balcar (2016) supported this finding in stating that soft skills are one of the most set essential career attributes employers consider when interviewing. These skills are valued in all business sectors whether it is an entry level position or a senior position (Guffey et al., 2018). Employers pay more attention to soft skills when hiring students. The consideration of soft skills gives employers a competitive advantage and fosters a positive environment that affects the success of the organization (Brown, 2015). 19 Employers are interested in students who have a combination of hard skills (Ritter, Small, Mortimer, & Doll, 2017) and soft skills such as working collaboratively with others, building rapport, troubleshooting, and demonstrating professionalism in the workplace (Hazelwood, 2014). The combination of hard skills and soft skills are referred to as employability skills or key competencies (Guffey et al., 2018). Atlay and Harris (2000) stated that it is important to develop students’ wider attributes and skills along with subject knowledge to improve employability options. Recent postsecondary graduates usually have no job experience related to their discipline and as a result they can only bring academic knowledge and their own personality (Velasco, 2011). Selecting the right candidate with the appropriate personality and interpersonal attributes supersedes academic capabilities (Schull, Morton, Coleman, & Mills 2012). Overall, organizations highly value personality and personal qualities when recruiting post-secondary students (Velasco, 2011). The downside to the need for communication skills was revealed in a survey conducted by National Association of Colleges and Employers (2015) that indicated employers found a decrease in the level of communication skills in students newly graduating from post-secondary institutions. The Strada Education Network (2017) surveyed students from the Strada-Gallup College that revealed student felt unprepared to enter the workforce. This is an issue that employers are facing and are spending money to train their employees on communication skills (Alshare, Lane, and Miller 2001). For that reason, strong soft skills, such as communication skills are directly related to academic achievement and career success. Networking and Marketing Yourself Employers host networking events such as information interview sessions on postsecondary campuses in order to meet and connect with students before graduation (Wood, 2018). 20 Students who attend employers’ events like career fairs find opportunities to connect with potential employers and learn about the different careers that might be of interest (Koblyk, 2017). Employers use these events to put faces to names and often hire students they have interacted with or who have been recommended by someone they know (Dupley, 2018). Bradford (2005) stated that eighty percent of jobs are not posted (p.15). Networking allows students to find out about the hidden job market (Guffey et al., 2018). Guffey et al. (2018) also suggested that students who reach out to recruiters before graduation tend to find employment related to their academic studies. Dupley (2018) expressed the importance of networking with employers and people within post-secondary institutions to build relationships and gain knowledge about career options, job requirements for certain careers, and the availability of job opportunities. Employers use social media to reach out to students and graduates about job opportunities as an inexpensive but instant marketing tool (Micik & Micudova, 2018; Peterson and Dover 2014). LinkedIn is a professional social media site being the dominant force for job searching and recruiting candidates (Guffey et al., 2018). It is a great way for students to connect with employers and search for job openings (Peterson & Dover, 2014,). One study showed that 70 percent of undergraduate students have not created a LinkedIn profile (Peterson & Dover, 2014, p. 17). Students should be encouraged to create a professional LinkedIn profile to let recruiters know about their work experience and competency skills (Guffey et al., 2018) while at the same time be cautions not to post any inappropriate picture and comments (Danielle, 2018) because employers have terminated employees (Jokda, 2018). Employers have commented to me regarding their use of social media to check the online presence of potential employees. Guffey, Lowey, and Dover (2014) clearly supported the notion that social media accounts must present a 21 professional demeanor because these sites play a key role in students’ career success. This point leads me to believe post-secondary institutions should be educating students the benefits and challenges using these networks and the overall impact the content displayed in peoples’ profiles has on future employment and overall success. Interviews Students who have an understanding of employers’ needs and expectations are more likely to present themselves with confidence during interviews (Koblyk, 2017). These students understand the process and are able to communicate the soft skills and hard skills they have developed through their education and past work experiences. These particular students are at a competitive advantage over students who cannot articulate relevant skills to the job posting either in written or oral forms. Students need to be familiar with behavioural, situational, and traditional interviews (Guffey et al., 2018). Each interview targets different competencies and attributes employers are looking for. Behavioural interview questions focus on a specific situation from the past in order to allow the candidate to describe how they behaved in that scenario (Guffey et al., 2018). Situational interview questions focus on specific experiences that may happen on the job and how candidates will handle it (Guffey et al., 2018). Situational interviews target scenarios that could happen in the future where behavioural interview target past experience (Guffey et al., 2018). Traditional interviews focus on common questions that are more related to the candidate’s qualities, skills, and experience. (Guffey et al., 2018). 22 Chapter Conclusion The literature reviewed for this chapter provided an overview of the importance of education and career readiness preparation for post-secondary students who will eventually transition from an academic setting to the workforce after graduation. The topics explored in the literature encapsulated the importance of setting career goals and outlining key competencies related to employment throughout this chapter as: student challenges, career goals and personal growth, necessity of post-secondary education, academic and career counsellor role, key employability skills, networking and marking, and the importance of interviews. Chapter 3 will provide an overview of how this research project unfolded leading to the development and implementation of a Business Communications course. 23 Chapter Three: Method and Project Plan The purpose of this project was to design and implement an Introductory Business Communications course for undergraduate students at a post-secondary institution based on my professional experiences as a Student Career Coordinator and a Sessional Instructor with a postsecondary institution. The development revision of powerpoints, assignments, and exercise and other parts of the course over the past two years has allowed me to gain the knowledge and understanding of students’ and employers’ needs. The actual practical experience of teaching the course and delivering the course made me extremely sensitive to the time management and organization necessary to successfully deliver such a course at the post-secondary level. Resources As I examined a range of sources form the research literature including journals, articles, reports, books, university websites, and professional association websites related to my project topic of developing and implementing an Introductory Business Communications course. My personal experience as a Student Career Coordinator for over twelve years as well as a Sessional Instructor teaching a Business Communications course for two years I provide an internal expert opinion on this topic. Project Methodology It is evident throughout the research that institutions need to develop and implement a Business Communication course into the curriculum schedules (Ritter et al., 2017). I have identified a gap in teaching when it comes to preparing students to transition from postsecondary education to the workplace. Employers and students have addressed concerns regarding the lack of knowledge and skills entering the workplace to me in my capacity as a student career centre coordinator. 24 I decided to develop an Introductory Business Communication course because of the conversations in my role as a career coordinator. The structure of this course involves class activities, videos, presentations, group exercises, guest presenters, and community involvement. A text book titled Essential of Business Communication (Guffey et al., 2018) is a required reading for this course. The main topics from the text that are covered in this course are: selfawareness, business communication, daily workplace and transcription writing, social media, job search, cover letter and resume writing, networking, behavioural interviews, professional communication, and business presentations. These topics are presented in greater detail in the course descriptions located in Chapter 4. Reflective Business Communications Course The purpose of this project was to create a relevant course that would increase postsecondary students’ awareness of potential careers and assist with choosing a major discipline that aligns with their future career goals. The course provides career information, academic credential requirements, and job search strategies to students. Students will gain the knowledge, tools, and resources necessary for successfully securing employment upon graduating. The Introductory Business Communications course increases student involvement on campus and further engages them in their studies. Building the Syllabus I first identified what textbook I would be using for the course before I started to build the course syllabus. The textbook chosen was Gaffey et al. (2018) titled Essential of Business Communication. I chose this text because of the key concepts and topics mentioned above were all incorporated in the book. My decision to focus on self-awareness, business communication, daily workplace and transcription writing, social media, job search, cover letter and resume 25 writing, networking, behavioural interviews, professional communication, and business presentations topics was mainly due to my understanding of what students needed to know for career preparation and what they did not know as a result of my experience as a student career coordinator. My experience and the opportunity to work closely with employers over the past twelve years enabled me to identify the common skills most students tended to be missing. I developed a course syllabus for Business Communications 200 (see Appendix A). Assignments and Evaluations The student evaluative process involved the completion of five assignments with variant weighting in addition to a quiz part way through the course and a final exam. The first assignment is a memo that is use to teach students how to write a concise and effective business memo that requires soft skills to be successful. The second assignment is a resume and cover letter exercise for the purpose of helping students identify their skills and relate them to a specific job posting. The assignment provides students an opportunity to practice tailoring a resume and cover letter. Students receive constructive feedback on their resume and cover letter to improve for future job applications. The third assignment is to create a LinkedIn profile to be presented on a professional social networking site used by employers for recruitment. The fourth assignment is a case study used to determine students’ ability to collaborate and use their critical thinking skills while exercising their analytical and problem-solving skills. The fifth assignment is a presentation for the purpose of an introduction to public speaking and practicing their articulation of a topic. The presentation assignment also allows me to evaluate their communication skills and their overall professionalism. Students also have to submit peer evaluation feedback to evaluate all presentation groups, which acts as a vehicle to practice giving and receiving constructive feedback. Overall, these assignments were created in order to target 26 the key soft skills employers are seeking in newly graduated students (see Appendix B and Appendix C). I created a rubric for each assignment in order to provide clear content and grading expectations regarding how they will be evaluated and the breakdown of marks. The rubric also assisted me to be as consistent and fair as possible when evaluating student learning (see Appendix D-I). The purpose of providing both a quiz and a final exam as part of the evaluative process is to test key hard skills that are essential in securing employment. The hard skills tested are knowledge-based questions focusing on the information provided in each chapter of the course textbook. Project Limitations/Challenges One challenge with developing the Introductory Business Communications course was obtaining information about similar courses offered in other British Columbia (BC) postsecondary institutions. The post-secondary institutions title courses differently or offer them in different programs which made it difficult to find similar courses offered in other institutions. Another challenge was allotting the appropriate amount of time to present each chapter, while still having time to complete classroom activities. This was remedied by reaching out to other professors and instructors and gathering information from their teaching experience. The course syllabus was revised based on their feedback and my experience. Summary Chapter 3 provided the readers with a description of the research methodology and an introduction to the Introductory Business Communications course. The details of the course description are presented in greater detail in Chapter Four. 27 Chapter Four: Business Communications Course Course Description The Business Communications course provides the basic written and oral business communication skills employers are seeking in new hires. The course content and interactive initiatives of the classroom activities provide students’ the knowledge content and practical experience to assist with the transition from post-secondary education to a career in the work world. The duration of this course provides ample opportunities for students to articulate thoughts and the skills employers require through written and oral formats. The course covers topics such as self-awareness, business communication, daily workplace and transcription writing, social media, job search, cover letter and resume writing, networking, behavioural interviews, professional communication, and business presentations. The course is designed to include ten chapters to address the aforementioned topics. These chapters include Chapter One: Self-Awareness; Chapter Two: Business Communication; Chapter Three: Daily Workplace Transcription and Writing; Chapter Four: Social Media; Chapter Five: Job Search; Chapter Six: Cover Letter and Resume Writing; Chapter Seven: Networking; Chapter Eight: Behavioural Interviews; Chapter Nine: Professional Communication; and, Chapter Ten: Business Presentations. The Self-Awareness chapter (Chapter 1) is about identifying one’s interests, values, and personal styles to make a better-informed career and lifestyle decisions. The Business Communications chapter (Chapter 2) is about the ability to communicate effectively in person and by email in the workplace. The Daily Workplace Transcription and Writing chapter (Chapter 3) is about creating professional business documents. The Social Media chapter (Chapter 4) is about using social media appropriate and professionally. The Job Search chapter (Chapter 5) is 28 about learning job search websites and strategies for searching careers. The Cover Letter and Resume Writing chapter (Chapter 6) is about creating a professional resume and cover letter by identifying transferable skills developed through post-secondary education and past work experience. The Networking chapter (Chapter 7) is about the importance of connecting and building relationships with employers to learn about career opportunities and career field of interest. The Behavioral Interviews chapter (Chapter 8) is about the different types of employment interviews and answering interview questions using the situation task action result (STAR) method. The Professional Communication chapter (Chapter 9) is about being professional in the workplace and understanding the importance of teamwork. The Business Presentation chapter (Chapter 10) is about presentation skills and creating professional presentations. All these segments enhance students’ personal and professional knowledge in guiding them to make appropriate decisions when the times comes to transition between the two world of education and the work force. Course Objectives At the completion of this course students will:  Understand the importance of becoming an effective business communicator  Identify potential careers that fit their personal profile;  Create business documents using appropriate format, tone, and style;  Identify essential elements of preferred work environment;  Conduct research and learn about employment requirements;  Develop effective oral/visual presentations skills;  Learn the importance of networking and developing a resume and cover letter; and,  Learn about job search strategies and how to market themselves to employers 29 Course Schedule Chapter One: Self-Awareness Students will complete a career assessment tool to learn about personal attributes. The Personality Dimensions Career Assessment will be administered for students to gain greater knowledge of their traits, abilities, interests, and careers. The Personality Dimensions will:  Help students identify their leadership and learning styles  Identify careers that are suitable for them according to their personality profile  Learn about introverts and extroverts and how it plays a role in their career decision making (see Appendix J). Chapter Two: Business Communication Students will learn about communicating effectively in the workplace. Communicating effectively play a significant role in obtaining a career and being completive in the marketplace. Student will learn:  The importance of nonverbal communications, the impact it has, and how it can be interpreted  Develop listening skills and overcome barriers to effective listening  Recognize cultural diversity and benefits of diverse workforce  Communication strategies to prevent miscommunication Chapter Three: Daily Workplace Transcription and Writing Students will learn to write professional messages through emails, letters, and social media websites. Techniques and strategies will be discussed on how to organize and draft messages. Students learn to:  Create a variety of business documents using appropriate format, tone, and style 30  Explain the pros and cons of e-mail, social media and how to use it professionally  Revise messages to achieve conciseness, clarity, and impact  Describe effective techniques for proof-reading documents Chapter Four: Social Media Students will gain a great understanding of using social media appropriately and the impact it could have on their career. Students will learn to:  Use social networking sites professionally  Create a LinkedIn profile  Keep sensitive information private  Avoid posting inappropriate pictures and information. Chapter Five: Job Search. Students will learn how to look for employment and how to market themselves in a competitive market. Techniques and strategies are discussed on conducting an active job search. Students will:  Learn the different types of job search websites and how to search for careers  Research careers of interest to gain an understanding the set of skills and qualifications required for careers  View job postings to learn about employment requirements  Navigate BC Work Future and Human Resources and Skills Development Canada websites to view National Occupational Classification (NOC) 31 Chapter Six: Cover Letter and Resume Writing. Students will learn to develop a professional resume and cover letter tailored to a specific position. Students:  Learn the different types of resumes including advantage and disadvantages of each one  Identify transferable skills that relate to the position  Write a persuasive cover letter and resume by building interest and discussing personal traits Chapter Seven: Networking. Students will learn the importance of networking with others and connecting with potential employers about job opportunities. Networking will help students to determine their career choice. Students will learn the importance of:  Networking to find hidden market job opportunities and build relationships  Attend career fairs  Attend information sessions to meet employers and learn about employment opportunities within organizations  Connect with Professional Associations  Job shadowing, and learning about volunteering opportunities on campus and in the community 32 Chapter Eight: Behavioural interviews. Students will be exposed to the different types of employment interviews and process. Students will learn to:  Use the STAR method to answer behavioural interview questions  Prepare before, during, and after an interview  Practice behavioural interviews with classmates  Dress professionally and research the company Chapter Nine: Professional Communication Students will learn about professionalism in the workplace including business etiquette and ethical behavior. Students will gain an understanding of:  Require soft skills in the workplace by employers in all types of careers  Demonstrate professional telephone and in person etiquette  Build strong nonverbal skills and importance of teamwork  Respond professionally to workplace criticism Chapter Ten: Business Presentations Students will learn about presentation skills and how to create professional presentations.  Organize and design effective presentations to capture audience attention  Use appropriate visual aids to deliver presentations  Develop and exhibit effective oral/visual presentation skills 33 Assignments Students will complete five assignments related to the workplace environment such as: writing a memo writing; developing a resume and cover letter tailored to a specific job; creating a LinkedIn profile; analyzing a case study; and perform a group presentation to present the case study. Guest Presenters Employers from different sectors are invited to attend the Business Communications class as guest lecturers on the various aforementioned topics related to job opportunities, required or essential employee skills, and hiring processes. Tests Students will be assessed through a quiz half way through the semester and a final exam to evaluate their learning. Summary The Business Communications Course provides post-secondary students the resources and skills to transition from post-secondary education to the workplace. This course allows students to gain practical experience through networking, job searching, and communicating effectively in person and through social media with employers. The Business Communication course contributes to our students’ success by meeting their academic and career goals. 34 Chapter Five: Lessons Learned and Conclusions Working on this project has allowed me to reflect on the challenges and rewards I faced in my first year as an instructor through the development, design, and implementation of a Introductory Business Communications course at a post-secondary institution. The research project key findings, recommendations, researcher’s reflections, and overall conclusions are present throughout this chapter. Key Findings Post-secondary institutions need to support students transitioning from an academic setting to the labour force through the development and implementation of a Introductory Business Communications course into their curriculum programming. This course could benefit students by providing them the skills, knowledge, information, and resources they need to successfully transition after graduation. This course will introduce students to essential career information early in their post-secondary education and provide an introduction to the employability skills and knowledge employers are seeking. Employers are paying more attention to soft skills as communication skills, a valuable skill required at any position within any business sector (Brown, 2015). The soft skills are essential skills and employers are putting more emphasis on them rather than high grades (Velasco, 2012). Although academic knowledge through formal education is important to have and apply for jobs, employers are considering students that possess personal attributes. The Introductory Business Communications course has the potential to strengthen the partnered relationship between as both by working together in order to create and maintain updated material for the course while educating and preparing students for the future. 35 Researcher’s Reflections As a first-time instructor, one of the challenges was to create a course syllabus that included content and class activities to instigate and improve student awareness and learning processes while being participatory and engaged. The planning and development of the course involved more time than expected to create PowerPoints, videos, and the protocol necessary to secure guest lecturers. One key realization was how much an instructor needs adapt to classroom dynamics and restructure the content and activities to meet the needs of the students. I quickly understood the need for instructors to be organized as an essential quality to deliver a constructive class. I found it challenging to create effective class activities and assignments in relationship to the content in order to embed reflective practice through practical experience leading to employment security. I learned that certain activities worked well while others were ineffective. For example, I no longer have students contact employers and conduct an informational interview. Instead, I have them partner with another student in class and have them take turns conducting an informational interview with each other. I changed the activity as having them conduct the informational interviews in class allows me to monitor and provide feedback. I realized the effectiveness of the classroom experience was dependent on the group of students. I made changes to the assessment rubric for each assignment to create clear expectations for students and to have an understanding of the grading structure. The revisions also allowed me to provide clear and concise and relative feedback as an instructor. Also, reflecting on my journey working on this project, one of the lessons I have learned is not to include bonus assignments for students. Bonus marks are not an effective way of measuring students’ knowledge of course material. 36 Recommendations Given my two years of experience with teaching the Introductory Business Communications course. I can certainly validate several recommendation regarding the course design and delivery as: 1) Behavioural mock interviews with employers should be implemented and be open to constructive feedback; 2) The requirement of more peer evaluative assessment in the form of constructive feedback for presentations and other assignments would emphasize the pros and cons as a method to encourage critical thinking, communication and leadership skills in a professional manner; 3) Student reflective practice regarding the course content that will improve student learning process through a course synthesis assignment to summarize overall learning in a six page document; and 4) Bonus marks should not be included as it may inflate the grade. The benefit of these recommendations is the notion that students can self-identify with the essential soft skills which are also known as employability skills. Conclusion An Introductory Business Communications course should be mandatory in all undergraduate programs at post-secondary institutions. This particular course is one solution to meet student needs to transition to the workforce. Although there were challenges to preparing and delivering the Business Communications course, it was evident that students did benefit from taking the course. One method of feedback was the student course evaluations that provide positive feedback about my teaching and about how useful they found the course content and assignments. They commented on how much they learned and how they did not realize how important the content was until nearing the end of the course. I also received many emails and had students come to my office to express how beneficial they found the course to be as for some it was the first time, they 37 prepared resumes, cover letters, composed memos and professional emails, and created a LinkdIn profile. 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Workplace Communication Skills (DVD). 46 Appendix A: Comm 200 Syllabus Business Communications Instructor: Maria Trujillo E-mail: maria.trujillo@unbc.ca Office Location: 7-232 Office Hours: Wednesdays 9:00 – 11:00am, or by appointment Class Day/Time: Tuesdays 6:00 – 8:50pm Class Location: 7-158 Course Description This course provides basic skills in written and oral business communication. It assists students to transition from academic to business writing and to effectively organize and deliver written and orally presented business reports. Topics covered in this course includes: communication skills, business writing process, developing speaking skills, and communicating for employment such as resume and cover letter writing as well as preparing for interviews. Students are introduced to the case study method and the writing and delivery of solutions for business cases. Course Objectives The objectives of this course are:         Understand the importance of becoming an effective business communicator Identify potential careers that fit their personal profile; Create business documents using appropriate format, tone, and style; Identify essential elements of preferred work environment; Conduct research and learn about employment requirements; Develop effective oral/visual presentations skills; Learn the importance of networking and developing a resume and cover letter; and, Learn about job search strategies and how to market themselves to employers Course Format This is a 12-week course meeting once a week for approximately 2 hours and 50 minutes. Course Activities Course activities include lectures, readings, individual and collaborative writing, oral presentations, and discussion. 47 Required Text Guffey, Mary Ellen, et al. Essentials of Business Communications. 9th Canadian ed., Nelson Education, 2016 COURSE ASSIGNMENTS AND GRADE WEIGHTING: Component Attendance Due Date Throughout Semester Grade Weight 10% Memo Assignment February 5, 2019 5% Quiz February 12, 2019 10% Resume and Cover Letter (including Job Posting) February 26, 2019 20% LinkedIn Profile February 26, 2019 5% Case Study Assignment & PowerPoint March 26, 2019 15% Oral/Visual Presentation March 26, 2019 5% Final Exam During Exam Period 30% Note:  Class participation marks are primarily based on in-class group engagement. Included In-Class-participation is attendance Blackboard Students may access announcements and course information such as the syllabus and assignment guidelines via Blackboard http://learn.unbc.ca. Classroom Etiquette Cell phones must be turned off or placed on silent mode during class; if it is essential that you make or receive a call during class, please leave the classroom quietly. The use of electronic devices is restricted to the current class. It is paramount that students respect others’ views and 48 opinions. You are expected to act in a polite and professional manner, just as you would in a respectful employment situation. Attendance and Class Participation It is expected that students will attend all classes. Make notes as you do the readings, and write down any questions you may have that you would like discussed in class. Alternatively, you are encouraged to email questions and also attend office hours if you have questions that were not addressed in class. It cannot be stressed enough that completing the readings in advance of class, participating in class discussions and exercises, and doing the assigned work is key to your success in this class, and in turn to getting the most from your university education. Assignments Assignments must be submitted through blackboard on the due date. If you are unable to hand in an assignment in class or during office hours, hand it to the Student Career Centre office (7-232) Agora location, across from the bookstore. Late assignments without proper documentation will receive a reduced grade of 10% per day up to three days and will not be graded after three days. If you miss a scheduled assignment due to medical or compassionate grounds, you must present relevant documentation (e.g. physician’s note). By enrolling in this course, you hereby acknowledge and consent to the use of SafeAssign by the instructor and/or TA. SafeAssign is a third party service licensed for use by UNBC. learn.unbc.ca. SafeAssign is used for originality checking to help detect plagiarism. Students are not required to create an account with learn.unbc.ca SafeAssign, but their work may be submitted to SafeAssign, under the terms of the learn.unbc.ca SafeAssign terms of use and privacy agreement. This agreement includes the retention of your submitted work as part of the learn.unbc.ca SafeAssign database. Any student with a concern about using the learn.unbc.ca SafeAssign service must notify the instructor at least two weeks in advance of any submission deadline. Final Exams Do not schedule travel during the midterm or final exam period that may conflict with your final exam! Case Study and Presentation Case study assignment and PowerPoint are due on the same date presenting. Case study should include the following: 1. A written paper 3-4 pages, double spaced, and Time New Romans 12 font with title page 2. A class presentation based on the written paper with a PowerPoint. Time allotted up to 15-20 minutes per group 49 Group Presentation 4-5 people per group. Please include the following in your presentation: 1. An overview of the case 2. Apply the theory or concepts from the course 3. Answer the questions at the end of the case Memo Assignment 1. A written memo of 1 page maximum following the memo format 2. Submit it through blackboard Resume / Cover Letter Assignment 1. Resume and cover letter tailored to a specific job posting 2. Job posting must be included 3. Submit it through blackboard LinkedIn Profile Assignment 1. Create a LinkedIn profile 2. Invite me on LinkedIn by using the link provided https://www.linkedin.com/in/mariatrujillo-16ab692b/ Academic Integrity Plagiarism is a serious offence. All students are responsible for familiarizing themselves with and following the rules concerning plagiarism, in addition to all of the Academic Regulations and Policies of the university, as they appear in the current UNBC Undergraduate Academic Calendar. Ethical Standards The following behaviors are considered unethical: 1. Telling the instructor that you "need" a certain grade 2. Asking for extra assignments for the purpose of raising a grade 3. Asking that the grade be raised because it is very close to the next higher grade 4. Asking that the grade be raised because you did very well on one part of the course or grading scheme 5. Asking for a higher grade because you don't like the grading scheme 50 6. Asking to be allowed to turn in an assignment late - even a few minutes late - because of computer or printer problems or any other reason 7. Asking to be treated better than other students by making an exception to the rules 8. Asking for any other unfair advantage in grading. Conduct in Examinations “Students must present appropriate identification upon entering the examination room. Appropriate identification is defined as a UNBC student card and/or some other form of photo identification acceptable to the proctor.” The following regulations [Regulation 40 Undergraduate Calendar] apply to the conduct of examinations: a. Books, papers, or other materials or devices must not be in the possession of the student during an exam except by the express permission of the examiner. Specifically, without such permission no laptop computers, mobile phone sets, handheld electronic devices or the like may be in possession of the student in the examination room. b. No candidate is permitted to enter the examination room more than 30 minutes after the beginning of the examination, or permitted to leave within 30 minutes after the examination has started. c. Candidates must not communicate in any way with other candidates in the examination room. d. Candidates must not leave their seats, except when granted permission by the proctor. e. Candidates must turn in all materials, including rough work, upon leaving the examination room. f. Food and beverages other than water are not permitted in the examination room. Do not schedule travel that may conflict with exams! There will be no makeup exams. If you miss an exam, you will receive zero marks. Exceptions may be made for documented medical reasons or extenuating circumstances. In such a case, it is the responsibility of the student to inform the instructor immediately. Grading System: Grading System Excellent A+ = 90-100 A = 85-89.9 A- = 80-84.9 51 Good Satisfactory Marginal Failure: B+ = 77-79.9 B = 73-76.9 B- = 70-72.9 C+ = 67-69.9 C = 63-66.9 C- = 60-62.9 D+ = 57-59.9 D = 53-56.9 D- = 50-52.9 F = 0-49.9 Access Resource Centre If there are students in this course who, because of a disability, may have a need for special academic accommodations, please come and discuss this with me, or contact staff at the Access Resource Centre (arc@unbc.ca) located in the Teaching and Learning Centre, Room 10-1048 on the main campus. Students can also call the ARC at (250) 960-5682. Regional students can call the Centre toll-free at 1(888) 960-5682. Academic Success Centre The Academic Success Centre offers support for mathematics, writing, study skills, physics, statistics, commerce and economics. Services are available through one-to-one tutoring at the centre (room 10-2584; second floor of the Teaching and Learning Building); drop-in writing support is available on the first floor of the Library; and drop-in math/physics/statistics support is available at MACE (room 10-2088). Online support, including online writing tutoring, is available through the website at www.unbc.ca/asc. Peer-led supplemental sessions (SI and PLTL) are held for select courses – more information will be announced in classes. 52 Academic Advising For academic advising please contact the Recruitment and Advising Centre Room 7-714, by email: advising@unbc.ca or via phone at 250-960-6494. Respect Please demonstrate respect to your fellow students who express their thoughts and explore new ideas in the course. COMM 200 – COURSE SCHEDULE The schedule is subject to minor changes and may be adjusted according to student need. Additional readings include handouts, etc. Week Topic Readings Class 1 Course Overview Etiquette / Expectations Course Syllabus Chapter 1 – Self Awareness Personality Dimensions Career Assessment Chapter 2 Class 2 Chapter 2 – Business communication in the digital age Video: Workplace Communication Skills Class 3 Chapter 3 – Daily workplace writing channels Chapter 3 What’s Due Due list of group members Chapter 4 Memo Exercise Class 4 Class 5 Chapter 4 – Social Media Chapter 5 LinkedIn – Guess Speaker Chapter 5 – Job Search Job search sites Video: Quick Job Search Video Chapter 6 Memo Assignment due 53 Class 6 Class 7 Chapter 6 – Resume and Cover Letter Bring your resume Resume Exercise Chapter 7 Chapter 7 - Networking Chapter 8 Quiz Chapter 9 Job posting, Cover letter and Resume due Video: Networking Your Way To A New Job Guess Speaker / Employer Feb. 19 Reading Week – No Class Chapter 8 – Interviews and follow-up Class 8 Video - Quick interview and Salary Negotiation Chapter 9- Communicating professionally in person Class 9 LinkedIn Profile due Chapter 11 Guess Speaker / Employer Class 10 Class 11 Class 12 Chapter 10 – Business presentations 2 Guess Speaker (s) / Employer Case study Exercise PowerPoint , Case Study Assignment & Peer Evaluation due Student Presentations & Final Review Final Exam - TBA Old Syllabus Week Class 1 Topic Chapter 1 Course Overview Etiquette / Expectations Readings Course Syllabus Essentials of Business overview Chapter 2 What’s Due 54 Intro. to Business Communications Personality Dimensions Career Assessment Class 2 Chapter 2 – Business communication in the digital age Video: Workplace Communication Skills Class 3 Chapter 3 – Daily workplace writing channels Chapter 3 Due list of group members Chapter 4 Memo Exercise Class 4 Class 5 Chapter 4 – Social Media Chapter 5 LinkedIn – Guess Speaker Chapter 5 – Job Search Chapter 6 Job search sites Memo Assignment due Video: Quick Job Search Video Class 6 Class 7 Chapter 6 – Resume and Cover Letter Bring your resume Resume Exercise Chapter 7 Chapter 7 - Networking Chapter 8 Quiz Chapter 9 Job posting, Cover letter and Resume due Video: Networking Your Way To A New Job Guess Speaker / Employer Feb. 19 Class 8 Reading Week – No Class Chapter 8 – Interviews and follow-up LinkedIn Profile due Video - Quick interview and Salary Negotiation Class 9 Chapter 9- Communicating professionally in person Chapter 11 55 Guess Speaker / Employer Class 10 Class 11 Class 12 Class 13 Chapter 10 – Business presentations 2 Guess Speaker (s) / Employer Case study Exercise Student Presentations Student Presentations & Final Review Final Exam - TBA PowerPoint , Case Study Assignment & Peer Evaluation due 56 Appendix B: Memo Assignment Memo Instructions: 1. A written memo of 1 page maximum following the memo format 2. Memo must be submitted through blackboard by the beginning of class 3. Follow memo rubric As the manager of a large organization, you have notice that some employees are using social media during working hours. You feel that employees should be working during working hours and only using social media on breaks or on personal time. The problem is that your company has no social media policy and you feel that the company needs to implement a social media policy. Your task: Choose a company you are familiar with and prepare a memo explaining why you think social media policy is necessary in the workplace for all employees. Decide what action you want. Address the memo to all employees. 57 Appendix C: Peer Evaluation This must be turned in with the final report before the report and mark will be returned. You may turn your evaluation in directly to the instructor’s office. Please evaluate each group member including yourself on a scale of 1 (poor) to 5 (excellent) on the following. (please circle) Group Name: ____________________________________________ Your Name: __________________________________________ 12345 You met all deadlines including meetings as agreed. 12345 The quality of my work was of the highest calibre. 12345 I completed all work that was expected of me promptly. Indicate contributions/responsibilities to the group project: Group Member 1: __________________________________________ 12345 This member met all deadlines including meetings as agreed upon. 12345 The quality of his/her work was of the highest calibre. 12345 This member completed all work that was expected of him/her promptly. 12345 I would like to work on another project with this member. Indicate contributions/responsibilities to the group project: Group Member 2: __________________________________________ 12345 This member met all deadlines including meetings as agreed upon. 12345 The quality of his/her work was of the highest calibre. 12345 This member completed all work that was expected of him/her promptly. 12345 I would like to work on another project with this member. 58 Indicate contributions/responsibilities to the group project: Group Member 3: __________________________________________ 12345 This member met all deadlines including meetings as agreed upon. 12345 The quality of his/her work was of the highest calibre. 12345 This member completed all work that was expected of him/her promptly. 12345 I would like to work on another project with this member. Indicate contributions/responsibilities to the group project: Group Member 4: __________________________________________ 12345 This member met all deadlines including meetings as agreed upon. 12345 The quality of his/her work was of the highest calibre. 12345 This member completed all work that was expected of him/her promptly. 12345 I would like to work on another project with this member. Indicate contributions/responsibilities to the group project: Group Member 5: __________________________________________ 12345 This member met all deadlines including meetings as agreed upon. 12345 The quality of his/her work was of the highest calibre. 12345 This member completed all work that was expected of him/her promptly. 12345 I would like to work on another project with this member. Indicate contributions/responsibilities to the group project: 59 Appendix D: Memo Rubric 1. A written memo of one page maximum following the memo format and Time New Romans 12 font. 2. Memo must be submitted through blackboard. Excellent Memo         Requires no revision follows format specifics and assignment requirements No mechanical errors (spelling, punctuation) Attend to the audience’s needs Maintains “you” attitude throughout Uses positive language, even when delivering bad news Written with flair Uses appropriate tone and is an asset to company image Acceptable Memo       Requires some revision Follows format specifics and assignment requirements Has some noticeable mechanical errors May inaccurately estimate the audience May not emphasize “you” attitude May include negative language, and tone Unacceptable Memo     Requires major revision Does not follow format specifics and/ or assignment requirements Has noticeable mechanical errors Uses inappropriate tone and language 60 Appendix E: Resume Rubric CRITERIA Style, Appearance, & Tone EXCELLENT  Font style and size is 11 Aria or 12 Time New Romans  Formatting is consistent  Section heading reflect content  Resume is targeted to the job posting  Bullets not paragraphs Grammar, Spelling, & Punctuation  Contact Information      Objective Section  Summary of Strengths and Skills Section     AVERAGE  Page appears crowded  Inconsistence with font and spacing Error free spelling and punctuation Error free spacing Grammar is appropriate ( verb tense, and pronouns)  Includes name, address, email, and phone number, city/town, & province Name stands out on the resume Include professional email Brief and tailored to the position  5-6 bullets highlighting your skills, strengths, and qualifications tailored to the position Bullets are concise, direct and indicate accomplishments Use action words Results are quantified appropriately       POOR  Font style is unreadable  Font is too small or too big  Includes paragraphs and not bullets Contains minor errors (spacing and punctuation) Some bullets have periods, some do not Name does not stand out Email is not professional  tailored to the position but not being brief  Verb tense is incorrect for 1 or 2 entries 2-3 bullets are not concise, direct, and indicate accomplishme nts Results are not quantified         GRADING 5 3 or more errors 2 or more of the same type of error 6 Missing contact information Inappropriat e or unprofession al email 5 Too wordy and vague Not stating the position you are applying for Too wordy and vague Irrelevant information Not using action words Using paragraphs to describe responsibiliti es 2 5 61 appropriate for one or two entries Education Section     Chronological order of education Include degree major and/or minor Relevant courses (1 or 2) including description of what you have learned Institution name, location, and dates  Degree is abbreviated (BComm)     Experience and/ or Volunteer Section       Appropriate format (Chronological, Combination, or Functional resume) Include position title, organization name, city/town, & dates Use bullets and start with action words Bullets are concise, direct, and indicate accomplishments Describe key responsibilities and quantified results Relevant information tailored to the position     Missing one of the information (position title, organization name, city/town, & dates) Verb tense is incorrect for 1 or 2 entries Bullets are not concise, direct, and indicate accomplishme nts Results are not quantified appropriate for one or two entries       Lack of chronologica l order of education Missing declared majors and/or minors Missing dates, location, and institution names Relevant courses not explained 12 Missing position title, organization name, city/town, & dates Using paragraphs to describe responsibiliti es Verb tense is incorrect Bullets are wordy, vague, and results are not quantified Not using action words Irrelevant information 12 62 Reference Section   Marks Include references contact information (job title, organization name, email, & phone) Well organized  Missing one of the reference contact information (job title, organization name, email, & phone)   Not including reference contact Missing reference contact (job title, organization name, email, & phone) 3 50 63 Appendix F: Cover Letter Rubric CRITERIA Style, Appearance, & Tone Grammar, Spelling, & Punctuation Format & Content Marks EXCELLENT  Font is consistent with resume  Font style and size is readable  Paragraphs must be well organized  Error free spelling and punctuation  Error free spacing  Grammar is appropriate (verb tense, and pronouns)  Letter follows all standard formatting (spacing, dates, signature, contact information etc.)  Letter is appealing and engages them to learn more about you  Letter is tailored to the job posting  Highlights the skills, education, experience, and accomplishments  Provide information that is relevant to the job AVERAGE  Font is inconsistent  Page is crowded POOR GRADING 10  Font is too small or too big  Includes too many bullets  Paragraphs are not well organized  Contains minor errors (spacing and punctuation)   3 or more errors 2 or more of the same type of error 10  1 or 2 formatting errors Letter is appealing but does not engage the employer to learn more about you Skills, education, experience, and accomplishments are addressed but not well explained  Letter does not follow all standard formatting Letter is not tailored to the position Skills, education, experience, and accomplishments are not highlighted Irrelevant information 30      50 64 Appendix G: LinkedIn Rubric Photo Education Work Experience & Volunteer Experience  Professional headshot 10   Chronological order of education Institution name, location, and dates Grade 12 Position title, organization name, city/town, & dates Describe key responsibilities and quantified results Use action words and focus on relevant information to the position 10 Error free spelling and punctuation Grammar is appropriate (verb tense, and pronouns) Positive language and action words 10     Grammar / Spelling Tone Total:    10 10 50 marks 65 Appendix H: Case Study Rubric  A written paper 3-4 pages, double spaced, and Time New Romans 12 font with title page  The generic content of the written report may have the following format: 1. Title Page 2. Introduction  Identify the key problems and issues in the case study  Include a thesis statement and summarize the outcome of your analysis in couple sentences 3. Background  Include background information, facts and the most important issues  Demonstrate you have done research 4. Problem Statement if any  Identify the issue(s)that exist in the case and need to be addressed  Include relevant theory and course concepts 5. Identification of pros and cons  What are some of the advantages and disadvantages of the case study? 6. Your view of points  What is your perspective?  Provide solutions or changes needed  Explain why these solutions and provide evidence 7. Recommendations  Discuss strategies to the solution(s)  Recommend further action to resolve some of the issues  What should be done and who should do it?  Theory and coursework can be applied. 8. Conclusions  Summary the case 9. References, Appendix and or Tables 66 Marking Rubric – Written Paper: Structure (clarity and logic flow) 15 Appropriate business language and tone 15 Relevance to course content 30 Grammar/ spelling 15 Analysis of the problem and justification for solution 25 Total: 100 marks 67 Appendix I: Presentation Rubric Presentations Name Appearance (appropriate 10 business attire) Professionalism (tone and 10 interaction with students) Clarity (presentation is 10 clear and easy to follow) Time management 10 (maximum 2-3 minutes per member) Delivery (eye contact and 10 oral speaking) Total: 50 marks Name Name Name 68 Appendix J: Personality Dimensions Career Samples Gold Occupations Accountant Management Consultant Air Traffic Controller Media/Public Relations Archivist & Curator Medical Technologist Business Management Nursing Career Development Occupational Therapist Coaching Life Skills/Athletics Organizational Development Counsellor Paralegal Dietician or Nutritionist Park Ranger Economist Pharmacist Editor Police or Corrections Officer Events Coordinator Project Management Financial Planner Public Administrator Forensics Publicity Writer Geneticist Purchasing Agent Health Care/Service Worker Radio/TV Broadcasting Human Resources School Administrator or Industrial & Labour Relations School Principal Lawyer Social Services Worker Librarian Statistician Lifeguard Stockbroker 69 Blue Occupations Actor, Entertainer Human Services Worker Administrator: Education Hypnotherapy Administration: Health Industrial / Labour Relations Advertising Insurance Agent, Broker Advocate Interior Design Aerobic Teacher Laboratory Technologist Airline Representative Lawyer, Attorney, Judge Art Therapist Librarian Biologist Market Analyst Career Development Practitioner Marketing Specialist Child Care Worker Motivational Speaker Coach: Executive, Life Skills, Athletics Musician Community Affairs Coordinator Nursing Composer, Lyricist, Musician Occupational Therapist Consultant Pharmacist Cosmetologist Political Advisor Dental Assistant Researcher Divorce Mediator Sign Language Interpreter Education Speech Pathologist Family Care Worker Teacher Flight Attendant Travel Agent / Consultant Editor Wedding Consultant 70 Orange Occupations Acting Coach Firefighter Actor of Entertainer Flight Attendant Adventure Training Florist Advertising Hairdresser or Barber Banking Helicopter Pilot Bartender Interior Design Bio-mechanics Lawyer, Attorney, Judge Broadcast Technician Lifeguard Carpenter Manager Cashier Mechanic Child Care Worker Musician Choreographer Nursing Construction Worker Negotiator Cosmetologist Optometrist Counsellor Painter, Decorator Dancer Paramedic Dancer Teacher Physiotherapist Cruise Director Pilot Editor Police, Private Investigator Dental Assistant/Hygienist Politician Electrician Producer: Movies, Radio Entrepreneur Race Car Driver 71 Green Occupations Accountants Marine Biologist Anthropologist Marketing Personnel Archaeologist Medical Technicians Artists Mortgage Brokers Bio-medical Nursing Business Occupational Therapist Chemical Engineers Pharmacist Computer programmers Photographers Dental Hygienist Physical Scientists Doctors, Surgeons Political Analyst/Advisor Electrician Researcher Entertainers Respiratory Therapist Environmental Sales (technician) High School Teachers Social Scientists Hospitality Software Programmer Human Resources Systems Analysis International Development Surveyor Journalists University teachers Lawyers Veterinarian or Librarians Vet Technician