CDLB GS The New Normal 2020

COLEGIO DE LOS BAÑOS

COURSE SYLLABUS
Master in Management
Maj. in Educational Planning and Management

ADMINISTRATIVE COMMUNICATION

COURSE DESCRIPTION:

A study of administrative communication skills with focus on written and visual

communication from contemporary to the New Normal Education. Electronic tools are
used to assist in documents development.

PROGRAM LEARNING OUTCOMES:

Program learning outcomes define the knowledge, skills, and abilities students
are expected to demonstrate upon completion of an academic program. These learning
outcomes are regularly assessed to determine student learning and to evaluate overall
program effectiveness.

COURSE REQUIREMENTS:

This is a writing- and design-intensive course meant to introduce you to routine

and non-routine communications in managerial workplaces. Topics will include writing
and visual techniques applied to biographical sheets, memos, letters, reports,
newsletters, proposals, fliers, brochures, and instructional videos. These activities will
occur in workshop-style meetings and presentations. We will not cover topics related to
employment communication.

ATTENDANCE

Attendance is taken at every class meeting. You are allowed three (3) absences
without penalty to take care of personal, unexpected situations. If you miss more than
three classes this semester, you will lose 5 points from your final grade for each
absence. Online Monitoring of attendance is strictly monitored,

COURSE OBJECTIVES/OUTCOMES:

1. Demonstrate improved analytical writing and visual communication skills.

2. Use higher-order, critical thinking skills to read business information.
3. Assess the communication needs of business audiences.
4. Research and use primary and secondary data for business messages.
5. Define concepts and principles of document design.
6. Create effective tables and figures for business documents.
7. Refine business research and report writing techniques.
8. Participate in group brainstorming, production, and presentation.

TOPICS:

1. Elements of effective communication: who, what, to whom, why, how, when and
where, response from audience; sender, message, audience, purpose, medium, context
of communication, feedback. Communication-- from Latin com and unio, meaning "one
with", to unite. Message as information, as persuasion, as motivation, as command, as
influence, as direction, as gratitude, as affection, as response to prior message.
Obstacles to communication: language; symbolism, tone, clarity, timing, mixed
message, double message, disposition of receiver, inability to respond to message, etc.
Some themes that cut across all topics: politics of entitlement; politics of excellence;
CDLB GS The New Normal 2020

politics of meaning; politics of community; Control vs. Participation; authority-

accountability issues; authorization to speak; who defines categories of the message
(e.g., at-risk children, disabilities, achievement, etc.).

2. Coordinating teacher-to-teacher communications: common planning time;

departmental, grade-level, or cluster meetings; administrative council; grievance
procedures; union meetings. Coordinate teacher to student communication: instruction
suited to learning styles and readiness; curriculum is appropriate to learning styles and
readiness and connected to students' sense of the "real world"; assessment enables
students to show what they have learned. Teachers' communications communicate a
respect for the students' sense of their identity; multicultural issues, gender issues, class
issues.

3. School-parent communications: report cards; parent-teacher meetings; parent

association handbook; parent-school contracts; parent newsletter; parent homework
involvement. Parent volunteers; parent involvement on school council; family services;
adult education. Parent to parent communication: parent leadership development;
welcoming and orientation of new parents; parent newsletter; center for family services;
parent peer education; coalition building among multicultural stakeholders.

4. School-school district internal communication: personnel policies; student welfare

policies; public relations-media relations policies; district-wide core values; budgeting
process; site based budgetary discretion; policies on communication with school board;
district wide meetings; teacher professional development programs; reporting
procedures; data collecting and retrieval procedures; legal liabilities and legal referrals;
state mandated procedures.

5. School-community communications: authorization for media contacts; multiple

avenues for telling school success stories; emergency/crisis chain of communication
(gang violence in the school, teacher sexual abuse, etc); policies governing privacy of
students, parents, teachers, etc.; politics of communication; influence of politics on
communication; using media to build coalitions of interest groups in the community.

Additional topics to be explored by individual students

6. Business Administrative Communication with clienteles: core values of membership

in the community; safety issues; academic expectations; organization spirit;
responsibilities and rights; functional procedures; handbook (yearly calendar, weekly &
daily schedule, clubs, rules and sanctions, who is in charge of what, etc.). (Generic)

7. Administrative communication with teachers: orientation and induction; supervision

process; tenure process; professional development; school-wide policies and
procedures; collective bargaining procedures; contractual obligations; faculty handbook;
daily announcements; faculty meetings.

8. Coordinating student to student communications: student newspaper; peer coaching

and conflict resolution; student government; student leadership development (run by
older students)
CDLB GS The New Normal 2020

OVERVIEW OF COURSE GRADING

The grade you receive for the course will be derived using the following criteria:
Overview of Required Assignments % of Final Grade
Online Report and Case Study on Administrative 30%
Communication
Team or Individual Project (A.C) 25%
Online Quizzes 10%
Final Examination/Activities 25%
Instructor Determined Assignments 10%

TOTAL 100%

ASSIGNMENT QUALITY AND SUBMISSION

Google Classroom/Drives/Workplace Documents are the kinds of documents

used in organizations to transmit information among managers, between managers and
employees, and between the organization and external audiences in order to get work
done. Before creating the documents, you will learn the principles and theories of
purpose, audience, and tone, and their effect on format, organization, and content. You
will be asked to explain and justify the design choices you made in creating your
documents. Thus, the main objective of these tasks is that you understand the
principles and theories of workplace document development. Each task will have
instructions you need to follow carefully.

Awareness Campaign Project is the major team-based research and

production project for this course. The “in-house” campaign on an appropriate topic or
issue will be targeted to current or prospective employees of an organization. It will
begin after the Easter break and will be completed in several stages, including
consultations with industry or nonprofit professionals, issue research, instructions and
video production, and multimedia presentation. Planning and production times listed in
the course schedule are estimated. Examinations consist of a mid-term quizzes and a
final exam based on the textbook/references/portals and other assigned readings.

All Assignments must be of the highest quality in this course. As this is an

upper-level course, I expect to see superior writing and presentation skills. Since many
of the tasks require one-page responses, you may be tempted to wait until the last
minute to complete them. This usually results in poorly written work and low grades.
Please give yourself enough time to read the relevant material before you draft your
responses, so that you have enough time to revise and submit your work.

ASSIGNMENTS: (Topics and Readings will be given.)

1. Analyze current communication processes and messages among teachers and

between teachers and students and propose major improvements.
2. Analyze current communication processes and their messages for parents and
propose major improvements.
3. Analyze current communication processes and their messages between central
office and the schools and propose major improvements.
4. Analyze current communication processes and their messages between the business
personnel and the community and propose major improvements.

Prepared:
RAINIEL VICTOR M. CRISOLOGO, Ed. D
Professor, OIC-Dean Graduate Studies
CDLB GS The New Normal 2020

Course Calendar / Weekend Schedule (Classes are held every Saturdays)

Time/Week 1 2
Orientation/Updating/Filling
out of Student Information
Form
AM
1. Elements of effective
(8am- communication: who, what, to
12nn.) whom, why, how, when and
where, response from audience;
sender, message, audience,
purpose, medium, context of
communication, feedback.
Communication-- from Latin
com and unio, meaning "one
with", to unite.
Message as information, as
persuasion, as motivation, as
command, as influence, as
direction, as gratitude, as
affection, as response to prior
message.
Obstacles to communication:
language; symbolism, tone,
clarity, timing, mixed message,
PM
double message, disposition of
receiver, inability to respond to
message, etc. Some themes
(1pm- that cut across all topics: politics
4pm) of entitlement; politics of
excellence; politics of meaning;
politics of community;
Control vs. Participation;
authority-accountability issues;
authorization to speak; who
defines categories of the
message (e.g., at-risk children,
disabilities, achievement, etc.).
2. Coordinating teacher-to-
teacher communications:
common planning time;
departmental, grade-level, or
cluster meetings;
administrative council;
grievance procedures; union
meetings.
Coordinate teacher to student
communication: instruction
suited to learning styles and
readiness; curriculum is
appropriate to learning styles
and readiness and connected
to students' sense of the "real
world"; assessment enables
students to show what they
have learned.
Teachers' communications
communicate a respect for
the students' sense of their
identity; multicultural issues,
gender issues, class issues.
3. School-parent
communications: report
cards; parent-teacher
meetings; parent association
handbook; parent-school
contracts; parent newsletter;
parent homework
involvement. Parent
volunteers; parent
involvement on school
council; family services; adult
education. Parent to parent
communication: parent
leadership development;
welcoming and orientation of
new parents; parent
newsletter; center for family
services; parent peer
education; coalition building
among multicultural
stakeholders.
3 4
4. School-school district
internal communication:
personnel policies;
student welfare policies;
public relations-media
relations policies; district-
wide core values;
budgeting process; site
based budgetary
discretion; policies on
communication with
school board; district
wide meetings; teacher
professional development
programs; reporting
procedures; data
collecting and retrieval
procedures; legal
liabilities and legal
referrals; state mandated
procedures.
5.School-community
communications:
authorization for media
contacts; multiple
avenues for telling school
success stories;
emergency/crisis chain of
communication (gang
violence in the school,
teacher sexual abuse,
etc); policies governing
privacy of students,
parents, teachers, etc.;
politics of
communication; influence
of politics on
communication; using
media to build coalitions
of interest groups in the
5 6
6. Administrative 8. Coordinating
communication with student to student
students: core values of communications:
membership in the school student newspaper;
community; safety issues; peer coaching and
academic expectations; conflict resolution;
school/organization spirit; student government;
responsibilities and rights; student leadership
functional procedures; development (run by
handbook (yearly calendar, older students)
weekly & daily schedule,
clubs, rules and sanctions, 8.1.
who is in charge of what, Learning/Modalities of
etc.). Communication under
the New Normal.
Online
7. Administrative Written Culminating/Final
communication with teachers:
Evaluation/ Examination/
orientation and induction;
supervision process; tenure Reflection/Quiz Activities
process; professional
development; school-wide
policies and procedures; Via Google
collective bargaining Classroom
procedures; contractual
obligations; faculty handbook;
daily announcements; faculty
meetings.
CDLB GS The New Normal 2020

community.