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Reading Guide
P. G. Clampitt (2001). Communicating for Managerial Effectiveness
(2nd ed.) |
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Introduction |
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Be able to list, identify, explain the two
reasons Clampitt offers in explaining why it is difficult to enable
managers to view clearly their communication activities, dilemmas, and
challenges." Given a list of topics covered in this text and Figure
I.1, be able to identify the topic which is considered the "core issue"
(hub of the wheel) and the topic which is considered the "rim that holds
the organization's communication system together" |
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Chapter 1 -- How Managers
Communicate |
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Be able to list, identify, define, explain,
compare and contrast the three models of communication: the Arrow Model,
the Circuit Model, and the Dance model. Be able to explain, compare
and contrast the assumptions, the criteria for judging communication
effectiveness, the typical explanations associated with communication
breakdowns, and the strengths and weaknesses of each. |
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Chapter 2 -- What is Communication, Anyway? |
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Be able to explain Propositions 2, 3 & 4 of the ten propositions about communication; be able to
explain what each means and why understanding each can improve our
communication effectiveness. Be
able to define and to explain how to apply each of the "implications of
the propositions" (terms include "blackout tactic," secondary messages,"
"law of large numbers," etc. |
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Chapter 3 -- Communicating the
Organizational Culture |
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Be able to define "organizational culture."
Be able to list and explain the three elements of Clampitt's
explanation of why organizations need culture, Be able to explain each of
the four "consequences of culture," Be able to explain how to
discover and how to evaluate organizational culture. Be able to
explain how to communicate culture: how to craft actionable cultural
statements, to socialize employees appropriately, to develop symbolic
reminders of the core values, to link values with specific behaviors, to
filter information through values to tell the right stories, to use
financial resources as powerful reminders, to manage conflict through
values, and to routinely evaluate progress on core values. |
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Chapter 4 -- Managing Data,
Information, Knowledge, and Action |
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Be able to explain each of the three myths
discussed in this chapter. Be able to define, compare, contrast, explain the relationships among, and list the appropriate uses of data,
information, knowledge, and action. Be able to explain or identify
skills managers need in order to deal effectively with each. Be able
to identify and explain each of the variations on the DIKA model: also be
able to define and explain key terms, such as JITI and PEI, "hard"
and "soft" data, etc. |
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Chapter 5 -- Communication Channels |
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Be able to define and explain the five tests
of communication channel selection: the S-M test, the M-C test, the S-C
test, M-R test, and the C-R test, Be able to identify (fill-in
or multiple-choice) and explain each of the "lessons learned;" for
example, why are face-to-face channels more effective for
knowledge-sharing? Be able to explain which channels are more
message-oriented and which focus more attention on communicators, and what
types of communication are more appropriate for each. Be able to
explain why writing fosters critical thinking, why (and when) speed often
trumps completeness, why (and how) channel choices affect power relations,
why (and which) niches different channels fill in organizations; why (and
how) different channels send symbolic messages; why senders and receivers
often evaluate channel effectiveness in different ways. |
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Chapter 6 -- Performance
Feedback |
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Be able to define "feedback" and "performance
feedback; to recognize and/or explain and/or offer specific advice and/or
offer specific research findings relevant to the seven fundamentals of
performance feedback design, the four major questions which must be
answered in implementing a performance feedback system, and the three
essential elements in communicating performance feedback. Be able to list
and explain the three (3-Ms) essential aspects of this vital communication
task. |
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Chapter 7 -- Communicating
Change |
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Be able to list, define, explain, compare, and
contrast the three orientations to change; be able to define/explain
intrapraneurship. Be able to identify/explain the types of change and
perspectives on change, and to apply the "media selection framework" (see
lecture on Media Selection) to recommend media choices. Be able to
list/describe/explain the five stages in the reaction to change and the
potential effect of each managerial communication perspective (arrow,
circuit, dance) on each. Be able to arrange, define, identify, explain,
and identify questions associated with each of the four levels of the
Iceberg Model; be able to explain the purposes and lessons of the Iceberg
Model. Be able to list and explain each of the five steps of strategic
design (for change). Be able to identify, explain, and cite specific
advice for application of each of the six areas to consider in developing
tactics.. |
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Chapter 8 --
Interdepartmental Communication |
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Be able to define, explain, and discuss
"departmentalization," be able to explain each of the elements discussed
under "the nature of departmentalizaton," "potential problems of
departmentalization, and, and "contributing factors. Be able to list and
explain each of the elements listed under "what to do. (including various
"minor effort projects" and "major effort projects" (be able to identify
which are minor and which are major). |
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Chapter 9 -- Communicating
the Innovative Spirit |
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Be able to identify and explain each of the
five myths regarding innovation |
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Chapter 10 -- Communication
Ethics |
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Be able to list and explain each of the three
reasons that examinations of ethics are generally ignored. Be able to
define and explain (ethical dilemmas associated with) secrecy,
whistleblowing, rumors and gossip, lying, euphemisms, ambiguity, and
apology. Be able to define organizational policy; to list, define, and
explain the three key organizational policy issues. Be able to explain
the role of organizational policy, organizational culture, and individual
character in the ethical organization |
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