Analyzes problems inherent in the Challenger project. Suggests that these are illustrative and worth the consideration of business communication teachers and practitioners as well as communication consultants. (JAD)

Describes the management by objectives approach to teaching organizational communication, where students set their own objectives and deadlines for the course and arrange a "contract" with the instructor, resulting in better student motivation. (SR)

Argues that one useful means of examining how different interpretations of organizational communication operate is to consider them under four frames of reference (structural, human resources, political, and symbolic). Argues that this approach assists in explaining why organizations are run the way they are. (RS)

Describes a class project in which students conduct a "communication audit" or assessment of an off-campus organization, providing students with opportunities to explore, examine, monitor, and evaluate communication in a practical way. Discusses grading, beginning the class, contacting clients, instrumentation and procedures, costs, and…

Discusses business communication within the organization, with customers and other organizations, with labor and labor organizations, with government agencies, with the community, and with prospective employees. (PRA)

Describes the RADIAL model, an approach to in-house organizational communication training, which (1) tailors communication topics to meet specific and changing industry needs; (2) places the training function in the hands of organizational members themselves; and (3) facilitates the transfer of skills from the classroom to the workplace. (SR)

Describes a class activity to help students gain insights into the collaborative process and to launch them into a collaborative report. (SR)

Discusses three guidelines that can help managers through the maze of communication planning and execution: (1) be honest, open and accessible; (2) be prepared; and (3) be flexible. Outlines three communication "challenges" involving BFGoodrich that illustrate these guidelines. (RS)

Offers a perspective on how storyboarding fits as an organizational method of communication and focuses upon aspects of storyboarding that aid organizational communication connected with collaborative proposals, presentations, or publications. (EL)

Uses the 1979 Three Mile Island nuclear plant accident to illustrate the communication problems embedded in a crisis. Describes the reactions created by the stress related to crisis. Suggests business communication strategies for improving communication to the public. (SR)

Discusses possible problems encountered in teaching a course in organizational assessment. Describes several strategies for coping with these problems. (MM)

Discusses how culture drives an organization and suggests steps to strengthen the positive cultural ties that bind a company, including distributing internal newsletters and showing employees that excellence and creativity will be recognized. (DF)

Describes a project in a desktop publishing course in which students work with nonprofit and campus organizations to design brochures that fulfill important needs. Discusses specific tools students use. Describes the brochure project, project criteria, clients, text and graphics for the project, how to evaluate the project, and guidelines for…

Discusses the development of a pragmatic model of the writing process in the workplace, focusing on the importance of "drafting" as part of that process. Discusses writers' attitudes about drafting and the structures of the workplace that drafting has to accommodate. Introduces a drafting model and discusses results of using this model…

Examines the dynamics of organizational communication following corporate implementation of quality circles. Describes the rhetorical visions of people at three organizational levels closely associated with quality circles: (1) managers; (2) facilitators who organize the quality circles; and (3) employees. (SR)