Noting that with the increased popularity of courses in organizational communication, a wider array of pedagogical techniques is required to enhance students' learning experience and thus produce more competent participants in organizational life, this paper presents a rationale and guidelines for the use of case studies as an instructional…

When confronted with the task of teaching a six- or eight-week in-house writing program for middle managers, consultants first need to adapt to their audience, choose appropriate material for the workshops, establish credibility, and conduct an audit of the organization. (HOD)

Describes how the case method in an undergraduate organizational communication course can be used to relate key concepts and issues to the realities of managerial decision-making and organizational life. (PD)

Develops technical writing skills by organizing the class as a "company." Class activities include forming the company, defining the product, and completing exercises and situations in internal and external business communication. (RL)

All styles of genre research share an attention to particular features of texts in use. The question is, however, how to teach genre. This paper first reviews what seem to be two opposed theories of teaching genre. After arguing that to differing extents both theories rely upon a transmission model of teaching, the paper then discusses attempts to…

Working in the microcosm of an individual class, organizational communication instructors can broaden the student's horizon by starting with what are local types of diversity and then expanding the classroom understanding to include the larger world where that student is going to live and work. Speech communication teachers/scholars have seen…

Describes a technical writing exercise used in the writing assistance program of a school of engineering. The exercise involves comparison of an original and rewritten memo to illustrate poor technical writing and how it differs from its better-organized and better-developed counterpart. (HTH)

Through the use of student involvement in classroom committees, they participate in decision-making, practice interpersonal communication skills, small group interactive skills, and planning and coordinating skills. (HOD)

Teaching organizational video is best accomplished by integrating organizational communication theory, rhetorical theory, and video production planning in one course. Focus on the individual project is the most beneficial as a stand-alone segment and as a highlight of the planning process that may be part of a corporate communication employee's…

The bargaining simulation unit is a useful educational tool in the introductory organizational communication course. It provides students with the opportunity to apply concepts such as communication, authority, and decision making already taught in the course, and teaches responsibility in analyzing, enacting, and discussing the bargaining case.…

Covers instructional rationale, choosing the right case, case study structure, and case method instructional strategies. (PD)

Suggests instructional activities to prepare secretaries for planning and organizing efficient meetings, both formal and informal. Includes reserving rooms, inviting participants, preparing the agenda and meeting materials, and recording minutes. (MF)

Presents a teaching package to bridge the gap between communication theory and its application in an organizational environment. An integrative communication model, systems theory, and the case method are combined to help prepare the student to communicate effectively in the work environment. (JMF)

Drawing from the experiences of the remedial/developmental program at Rockland Community College (RCC), this paper suggests a series of strategies for serving the educationally disadvantaged community college student amidst the economic and political pressures of the 1980s. Introductory comments identify the objectives for the development of…

The case study method, a technique for examining realistic organizational problems through systematic analysis, is a very useful tool in the organizational communication class. Case analysis involves the identification and examination of salient issues causing the problems that organizational members are experiencing, as well as the development of…