Unit Guide: Fou105 Business Communications Quarter 1 2016

FOU105 BUSINESS COMMUNICATIONS
Quarter 1 2016
Unit Guide
QUARTER 1 2016
About Business Communications

Contacts
Below is a list of contacts for this unit. Please liaise directly with your lecturer/unit coordinator
regarding appropriate consultation times. It is usually best to make contact with these staff via
email.
Douglas M. Foster
Unit Coordinator/Lecturer
Email: douglas.foster@isb.edu.vn
Thao Huynh
UEH-ISB Office
Floor 6, 79 Nguyen Dinh Chieu Street, District 3, HCM City
Administration
Phone: 08 39305290 Email: thao.huynh@isb.edu.vn
Dr. Cindy Nguyen

Program Academic Director
Phone: (+84) 974 873 655 Email: cindyn@isb.edu.vn
Unit overview
Business Communications is designed to give the student a working knowledge of the theory
and application of communication in business. Of all activities, communicating takes the most
time—talking, listening, reading, writing, gesturing, drawing, seeing, feeling, etc. All of these
communicating activities are vital to success in business. The material covered in Business
Communications borrows from many disciplines: psychology, sociology, linguistics, and
general semantics. The purpose of this unit is to help develop a foundation of understanding
about communication in general and, in particular, to help apply this theoretical material to the
real-life activities of business through written and oral communication.
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QUARTER 1 2016
Assessment information
Learning outcomes
Learning outcomes for the unit are outlined below. Upon completion of this unit, students will
be able to:
Identify the key components of the communication process: assertive,

1. aggressive, passive (non-assertive), and passive-aggressive communication
styles.
2. Understanding how perception effects interpersonal communication.
3. Developing interpersonal relationship skills.
Understand the essential elements of communicating in a multi-cultural

4.
environment
5. Comprehend the listening and responding to effective communication.
6. Understand the concepts to deliver an effective presentation.
7. Develop a better understanding of teamwork.
8. Use alternative methods of conflict resolution.
Building academic writing skills and recognize the fundamentals of using

9.
sources to support the argument (including peer-reviewed)
Understand the elements of academic writing style (i.e. APA Referencing

10.
Style)
Assessment summary
ASSESSMENT LEARNING VALUE
ASSESSMENT ITEM AND DUE DATE
NUMBER OUTCOMES (%)
Cross-cultural Questionnaire Presentation (Group)

1. 4-7 15%
Due: Session 7 & 8
Mid-term exam (Closed book,1-hour writing)

1-4, 9, 11, &
2. (Individual) 10%
13
Due: Session 10
Informative Speech Presentation (Individual)

3. 4-7, 9, & 10 15%
Due: Session 13 & 14
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QUARTER 1 2016
ASSESSMENT LEARNING VALUE

ASSESSMENT ITEM AND DUE DATE
NUMBER OUTCOMES (%)
Group Persuasive Speech Presentation

4. 3 &5-10 20%
Group Persuasive Written Report

5. 3&5-10 25%
Due: 23:55 (Vietnam time) on 28 March 2016
Final Exam
6. 5-8, 10 & 14 15%
Due: 28 March 2016
Final marks and grades are subject to confirmation by the School Assessment Committees
which may scale, modify or otherwise amend the marks and grades for the unit, as may be
required by University policies.
Note: To successfully complete this unit, students must:
Achieve a minimum of 50 marks;
Complete all assessment items; and
Attend 80 per cent of class time. See attendance requirements in the section of class
policies and rules below.
Assessment 1: Cross-cultural Questionnaire and Survey

Presentation (Group) (15%)
Overview
Length: 20 minutes (max. 20 minutes)
Due: Session 7 & 8
Details
Your team will consist of 3-5 people, randomly created by the instructor.
Your team needs to research and understand Hofstede’s Five Cultural Dimensions—individualism-
collectivism; uncertainty avoidance; power distance; masculinity-femininity, and long-term orientation.
Created a professional questionnaire that will address these elements. See the Hofstede Centre at
http://geert-hofstede.com/for guidance on how to define and create questions.
Objectives of the assessment:
• Learning how to create an effective and professional survey questions;

• Learn how to approach and communicate cross-culturally;
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QUARTER 1 2016
• Understand the elements of Hofstede;

• Conduct a comparison of an actual cross-cultural case based on Hofstede;
• Give a team presentation, including visual aids (i.e. PowerPoint);
• Develop an enhanced understanding of some elements of cross-cultural misunderstandings.
In your team, find foreigners and ask them some questions about their culture and their experience with
Vietnamese culture. Ask if you can take a picture and your group will present your findings in class (you
will need to show a picture in the presentation of some of the interviewees and all members in the team).
You MUST use Hofstede’s Five Cultural Dimensions as the foundation for your questions.
Interview at least TEN individuals (preferably all from different cultures, if possible). These individuals
should not be anyone you know. Do not assume that individuals you interview will know about Hofstede;
therefore, you need to create a professional (include ISB logo) questionnaire that anyone can understand.
However, your questions will give some indication on Hofstede (for example, give examples for each of
the five dimensions).
Your team MUST have instructor approval on the questionnaire BEFORE conducting the survey.
After completing the interviews, do an analysis on Hofstede and the interviewee’s culture. Determine if
Hofstede is consistent with the answers you gathered from your sample group. Your presentation must
focus on Hofstede four cultural dimensions. Some additional questions to ask should be:
• “Where are you from?”,

• “How long have you been in Vietnam?”,
• “What do you like about Vietnam?
• “What would you like to see improve in Vietnam?”
Submit your questionnaire on the presentation day.
Marking criteria and standards
Criterion Present information orally.
Marking guide Effectively communicates main points and issues in an engaging manner.
ABOVE STANDARD MEETS STANDARD BELOW STANDARD

CATEGORY
(2 marks) (1.5 marks) (0.5 marks)
Shows a full Shows a good Does not seem to

understanding of the understanding of the understand the topic
topic (does not read topic (some reading very well (reads
Content from notes). All content from notes). The extensively from notes).
throughout the content is accurate but Content is typically
presentation is there is one piece of confusing or contains
accurate. There are no information that might more than one factual
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QUARTER 1 2016
factual errors. be inaccurate. error.
Effective introduction Introduction included There is no clear

Format: including topic but does not include introduction (the
Introduction overview and effective overview or assigned question is not
presentation outline. outline. an introduction).
The conclusion is clear

Format: and includes a The conclusion is There is no clear
Conclusion restatement of the recognizable. conclusion.
main points.
Visuals (i.e. Visuals (i.e.

PowerPoint) is used PowerPoint) is used, is
effectively, is easy to easy to read, and
read, and contains contains relevant
Visual aids are not used
Use of visual information which information. Too much
or contain irrelevant
aids enhances audience text on slides. No
information.
understanding and relevant illustrations,
interest, eg. Relevant tables, charts or
illustrations, tables, diagrams on any
charts or diagrams. slides.
Presentation is 6-7
Presentation is less than
minutes long. Speaks
Time limit, Presentation is 5-6 5 minutes or more than
clearly and
voice and minutes long. Speaks 7.5 minutes or lacks
expressively,
body clearly, some eye clarity, inappropriate
appropriate pace and
language contact. pace or volume or
volume, effective eye
inadequate eye contact.
contact,
Assessment 2: Mid-term Exam (Individual) (10%)

Overview
Due: Session 10
Length: 60 minutes
Details
The mid-term exam will include True/False, Multiple Choice, and/or essay-based questions.
They will cover all materials in the lectures, textbook and readings during the first half of the
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QUARTER 1 2016
term to test the level of knowledge and understanding of the theoretical and applied content of
the subject and the ability to express them.
Criterion Produce the correct answer.
Marking guide Most answers must be correct.
CATEGORY MEETS STANDARD BELOW STANDARD
Answer Correct Incorrect
Assessment 3: Informative Speech Presentation

(Individual) (15%)
Overview
Length: 5-7 minutes presentation (7’30” maximum)
Details
This oral presentation is an informative speech on another country’s culture. The student is to
imagine he or she will be working as a cultural consultant for another country. The student
must thoroughly research the new country, with a concentration on the culture of the new
country. They are expected to be the “expert” on that culture. This country cannot be Vietnam.
The speech needs to be interesting and well structured, including a clear opening, body (with
at least three points), and a concise closing. Likewise, preparation for this oral presentation
will be critical to receive credit. Special consideration will focus on the presentation aspects of
an oral presentation; such as, posture, facial expressions, appearance and dress, body
language (gestures or movements of the hands, arms, shoulders, and head), vocal qualities
(pitch, rate, volume, voice projection), word usage, and effective use pauses to convey the
meaning of the subject in the oral presentation. The country must be pre-approved two week
prior to the assessment due date. There can only be one country per student. It is not
necessary to print the PowerPoint presentation; however, the student must submit a one-page
outline of the speech on the day of the presentation. Each presentation must have a
PowerPoint (containing a cover pager, visuals, citations, and reference page (APA format)).
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QUARTER 1 2016

CATEGORY

from notes). All content from notes). The extensively from notes).
Content


main points.

information.
Time limit, Presentation is 6-7 Presentation is 5-6 Presentation is less than

voice and minutes long. Speaks minutes long. Speaks 5 minutes or more than
body clearly and clearly, some eye 7.5 minutes or lacks
language expressively, contact. clarity, inappropriate
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QUARTER 1 2016
appropriate pace and pace or volume or

volume, effective eye inadequate eye contact.
contact,
Assessment 4: Group Persuasive Speech Presentation

(25%)
Overview
Length: 18-20 minutes (max. 20 minutes), 10 minutes for questions and answers
Details
Your team will consist of 3-5 people, randomly created by the instructor.
The goal of this assignment is to prepare and present a twelve- to fifteen-minute persuasive speech in
which you will choose a topic of fact, value, or policy. Make sure the topic your group selects is of interest
and concern to the team as well as to your listeners. Your group must get approval from the instructor on
the topic prior to starting the project. The visual aid can be in MS PowerPoint or in Prezi. Marks will
depend on the quality of presentation (visual aids, vocal qualities, posture, and appearance of all team).
Organization and preparation are critical to receive high marks.
On presentation day, your tam will hand the instructor a printed copy of the PowerPoint with the following
conditions:
• Print on ONE side only (portrait orientation);

• Print TWO slides per page
• DO NOT print in color;
• DO NOT cover in plastic; and
• Use ONLY one staple at the top-left hand.
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QUARTER 1 2016

CATEGORY

from notes). All content from notes). The extensively from notes).
Content


main points.

information.
Presentation is 18-20
Presentation is less than
minutes long. Speaks
Time limit, Presentation is 18-19 18 minutes or more than
clearly and
voice and minutes long. Speaks 20 minutes or lacks
expressively,
body clearly, some eye clarity, inappropriate
appropriate pace and
language contact. pace or volume or
volume, effective eye
inadequate eye contact.
contact,
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QUARTER 1 2016
Assessment 5: Group Persuasive Written Report (20%)

Overview
Due: 23:55 (Vietnam time) on 28 March 2016
Length: 3,000 (+/- 10%) words (excluding cover page, appendix and references)
Details
Write a 3,000 report based on the topic of your presentation. The report must persuade the reader, using
references to support your position on the topic. The report MUST be written in APA format, including
university standard cover page, correct citation, and referencing. Abstract is not required. You are
recommended to use graphs, figures, and data to support your argument. This report is based on the
presentation topics cannot be changed. Submission will be made via Elearning platform (softcopy only).
NOTE: The essay must be in MSWord format and saved in the following format:
“Group letter wBBC 6.1 Title of paper.doc” (EX: Group E wBBC 6.1 Choosing the Environment for us.doc)

Criterion Discussion of topic in the form of an academic essay.
Most/all relevant points from appropriate literature; uses appropriate

Marking guide
structure and format.
CATEGORY ABOVE STANDARD MEETS STANDARD BELOW STANDARD
There is no clear
Introduction included
Effective introduction introduction or the
Format: but does not include
including overview and introduction includes
Introduction effective overview or
outline of main points. neither an overview nor
outline.
an outline.
The main points are

The main points are The main points are
coherently presented
presented and the logic incoherently presented
Format: Body and the logic is clear
of the argument is or the logic is not clear
and the argument is
clear. or is confusing.
persuasive.

Conclusion restatement of the main recognizable. conclusion.
points.
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QUARTER 1 2016
CATEGORY ABOVE STANDARD MEETS STANDARD BELOW STANDARD
Authoritative and
Scholarly literature is
insightful use of
Scholarly Some use of relevant not used or is not
relevant scholarly
Literature scholarly literature is relevant.
literature is included
included. (note that you need to
and enhances the
use scholarly literature)
argument.
Numerous, relevant Examples / data are not

Examples / data are
examples / data are included or are
included along with
Evidence and included along with included but without
explanations of how
example clear explanations of explanations of how
they support the
how they support the they support the
argument.
argument. argument.
Charts / tables / figures

Charts / tables / figures Charts / tables / figures
are included where
are included where are not included or are
Data appropriate and are
appropriate and are included but are not
presentation meaningfully
interpreted and linked interpreted or linked to
interpreted and clearly
to the argument. the argument.
linked to the argument.
Correctly formatted
Citations are not
citations are included
Correctly formatted included or are not
where appropriate, all
citations are included correctly formatted or
citations are included in
where appropriate, all included in the
the reference list, all
citations are included in reference list. There is
references are cited in
Referencing the reference list, all no reference list or the
the essay and the
references are cited in reference list is not
reference list is
the essay and the correctly formatted.
correctly formatted.
reference list is There are more than
There may be one or
correctly formatted. one or two minor errors
two, minor errors in
in formatting.
formatting.
There are no more than There are more than

Grammar, There are no spelling,
one or two spelling, one or two spelling,
punctuation, punctuation or
punctuation or punctuation or
spelling grammatical errors.
grammatical errors. grammatical errors.
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QUARTER 1 2016
Assessment 6: Final exam (Individual) (15%)

Overview
Due: 28 March 2016
Length: 120 minutes
Details
The final exam will include True/False, Multiple Choice, and/or essay-based questions. They
will cover all materials in the lectures, textbook and readings during the whole semester to test
the level of knowledge and understanding of the theoretical and applied content of the subject
and the ability to express them.
Criterion Produce the correct answer.
Marking guide Most answers must be correct.
CATEGORY MEETS STANDARD BELOW STANDARD
Answer Correct Incorrect
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QUARTER 1 2016
General submission requirements

Assignment cover sheet
All assignments are to be submitted with an Assignment Cover Sheet. Group assignments are
to be submitted with a Group Assignment Cover Sheet as well as a Student Evaluation of Group
Member Participation Form. Non-contributing team members can sometimes be an issue with
group-work structured assessment. Individual student group work scores may be adjusted as a
result of peer dissatisfaction with a particular student’s contribution to group work assignments,
as reflected in submissions of the evaluation form.
Note: Assignment cover sheets and the evaluation form can be located on E-learning
system (http://elearning.uws.edu.vn/). Students are to keep a copy of all assignments
submitted for marking.
Submission style and method

A professional standard of presentation is expected for all assignments. Assignments should
be typed, one and a half spaced, on A4 paper. Use a simple clear format, suitable for a
report to senior management in a commercial organisation.
All assignments are required to be submitted electronically via E-learning system

(http://elearning.uws.edu.vn/) by 11:55 PM on the due date and if required, in hard copies to
the unit coordinator by the due date. The title of assignment submitted via E-learning system
shall be as follows: Student name_Unit name_Name of Assignment.
Late assignment and make-up policy

Coursework and assignments are expected to be completed within the stated time frame. No
late assignments will be accepted unless prior authorisation granted by the coordinator. In
case such an authorisation is not granted, grade deduction will be applied. The coordinator
may decide not to accept assignments that are not submitted within 3 days after the
assignment due date. However, if there are extenuating or unforeseen circumstances, an
exception may be granted at the discretion of the unit coordinator and based on a Special
Consideration Application for assessment task extension.
All quizzes, the mid-term test, and final exam must be taken on the assigned dates. If there
are extenuating or unforeseen circumstances, the unit coordinator must be contacted prior to
the quiz or exam dates to authorize a make-up if required. No make-up quiz or exam will be
accepted unless a prior approval granted by the unit coordinator based on a Special
Consideration Application for a supplementary examination.
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QUARTER 1 2016
Teaching activities
Schedule of activities
SESSION PROGRAM SCHEDULE READINGS &ACTIVITIES
Syllabus preview, class expectations

Readings: Chapter 1 (Cheesebro et al)
1 Communication Concepts
In-class exercises & activities
Form teams for group assessments

2 Perception

3 Cultural Diversity
Language
Submit rough draft of questions for cross-cultural Readings: Chapter 4 (Cheesebro et al)
4
questionnaire and survey to instructor for further In-class exercises & activities
guidance.
Preparing the Informative Presentation
Submit final draft of cross-cultural questionnaire Readings: Chapter 9 (Cheesebro et al)

5
and survey to instructor for approval before In-class exercises & activities
conducting survey.
Verbal and Visual Supports and Readings: Chapter 11 &13 (Cheesebro

6 DeliveringPresentations et al)
Mid-term Review In-class exercises & activities
Assessment 1: Cross-cultural questionnaire and

7
survey Group Presentation (Groups A – D)
Assessment 1: Cross-cultural questionnaire and

8
survey Group Presentation (Groups E – H)
GatheringInformation Readings: Chapter 12 (Cheesebro et al)

9 APA Referencing Formatting Handouts: APA Referencing
ProQuest and Academic Sources In-class exercises & activities
10 Assessment 2: Mid-Term Exam (60 minutes)

11 Organizing Informative Outlines
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QUARTER 1 2016
SESSION PROGRAM SCHEDULE READINGS &ACTIVITIES

12 Listening and Responding

13
(Individual)

14
(Individual)—cont.

15 Interpersonal Relationship Skills

16 Persuasive Speaking
Conflict Resolution Readings: Chapter 7 (Cheesebro et al)

17

18 Teamwork
Assessment 4: Group Persuasive Speech

19
Presentation
Assessment 4: Group Persuasive Speech

20
Presentation—cont.
Assessment 5: Group Persuasive Written Report

21
(due by 23:55 Vietnam time on 28 March 2016)
22 Assessment 6: Final Exam (28 March 2016)
Tutorials
Tutorials following the lecture in each session provide students the opportunity to apply and
share knowledge by doing a variety of in-class activities individually or in group such as
exercises, discussion, and presentation. These activities focus on demonstrating your skills
and help you build your ability to achieve the learning outcomes for this unit.
Tutorial questions/exercises will be provided in class.You will be expected to have completed

specific reading and exercises from the textbook and other required materials prior to
attending each lecture and tutorial class. If you have not prepared adequately, you will not get
the full benefit from this learning opportunity.
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QUARTER 1 2016
Learning resources
Essential reading
Cheesebro, T., O’Connor, L., & Rios, F. (2010). Communicating in the Workplace
Textbook
(1st ed.). USA: Prentice Hall.
TEXTBOOKS:
Lehman, C. M. & Dufrene, D. D. (2011). BCOM2.Ohio; South-Western Cengage Learning.
Martin, J. N. & Nakayama, T. K. (2007). Intercultural communication in contexts. (4th Ed).

Mountain View, CA: Mayfield.
Martin, J. N. & Nakayama, T. K. (2002). Readings in Intercultural Communication.

Experiences and contexts. Mountain View, CA: Mayfield
Ruszkiewicz, J., Walker, J. R., & Pemberton, M. A. (2006). Bookmarks: A guide to

research and writing (3rd ed.). NY: Longman/Pearson.
Thill, J. V., & Bovee, C. L. (2011). Excellence in Business Communication (9th ed). Upper
Saddler River, New Jersey: Pearson Education.
Varner, I & Beamer, L. (2005). Intercultural communication in the global workplace (3rd
ed). New York, NY; McGraw-Hill Irwin.
ARTICLES:
Bronn, P. S. (2014). How others see us: Leaders' perceptions of communication and
communication managers. Journal of Communication Management, 18(1), 58-79.

Recommended
doi:http://dx.doi.org/10.1108/JCOM-03-2013-0028
reading
Gambetti, R. C., & Biraghi, S. (2015). The CCO: Appointed or organic leader? the rise of
conversational leadership. Corporate Communications, 20(4), 415-430.
Hax, C. (2005, Aug 10). Tell me about it: 'passive-aggressive' is really just bad
communication; share your feelings with those around you. Charleston Daily Mail.
Heide, M., & Simonsson, C. (2014). Developing internal crisis communication. Corporate
Communications, 19(2), 128-146. doi:http://dx.doi.org/10.1108/CCIJ-09-2012-0063
Johnson, N. J. (2007). Leadership styles and passive-aggressive behavior in
organizations (Order No. 3273227). Available from ProQuest Central. (304704823).
Kukreja, M., & Bhagat, S. (2015). Successful mantra for management of cross cultural
communication. International Journal of Management Research and Reviews, 5(2),
108-112.
Najafbagy, R. (2009). Problems of effective cross-cultural communication and conflict
resolution. Palestine - Israel Journal of Politics, Economics, and Culture, 15/16(4),
146-150.
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QUARTER 1 2016
Okoro, E. (2012). Cross-cultural etiquette and communication in global business: Toward a
strategic framework for managing corporate expansion. International Journal of

Business and Management, 7(16), 130-138.
Piccoli, G., Powell, A., & Ives, B. (2004). Virtual teams: Team control structure, work
processes, and team effectiveness.Information Technology & People, 17(4), 359-379.
Thacker, R. A., & Yost, C. A. (2002). Training students to become effective workplace
team leaders. Team Performance Management, 8(3), 89.
Watson, R. K., Haines, M., & Bretherton, D. (1996). Effects of interpersonal communication
process variables on outcomes in an international conflict negotiation simulation. The

Journal of Social Psychology, 136(4), 483-491.
Zhu, Y., Nel, P., & Bhat, R. (2006). A cross cultural study of communication strategies for
building business relationships.International Journal of Cross Cultural Management :
CCM, 6(3), 319-341.
Online resources
http://search.proquest.com/login
E-library Username: UEHCMC2010
Password: thuvien0810
E-learning http://elearning.uws.edu.vn/
Referencing requirements
Student assignments are to contain original content created by the students. Assignments will
be rejected if they include plagiarised content or contain excessive amounts of quoted/cited
material and minimal original content. Students will receive a grade of ZERO (0%) for any
assignments rejected for this reason. Written assignments WILL BE RANDOMLY checked by
the lecturer with Turnitin.com, an online plagiarism-checking tool.
Furthermore, your reference to support your statements must be from a reliable source, such
as textbooks, additional reading materials, and reference books. However, many websites are
not reliable sources. Examples are Wikipedia.org, about.com, and ask.com. If you are not sure
if a reference is acceptable or not, please contact the lecturer.
The Publication Manual of the American Psychological Association (APA) 6th ed., will serve as
the primary reference materials for all students. Therefore, all papers must be submitted in
APA format. The mechanics of student papers and work will be evaluated, as well as the
content. It is imperative that guidelines be reviewed before an assignment is begun. It is also
important that the required submission format be followed in compiling the final paper or
assignment.
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QUARTER 1 2016
Class Policies and Rules

Attendance requirement
UEH-ISB policy requires students to enter electronic finger print before entering the classes.
Class attendance is compulsory and students should provide reasons for the failure to attend
the class on a particular lecture/workshop session. Students are required to attend a minimum
of 80% of all classes in order to secure class participation marks. Please let your lecturer
and/or UEH-ISB know if you are unable to attend any session.
Arriving to class late by 15 minutes at the beginning, arriving late by 5 minutes after the break,
or leaving prior to the scheduled end time without the permission of the lecturer will equate to
an absence. Grade reductions for the unit will be assessed when final grades are assigned if
the above absence rule is violated during the unit.
Electronic device use

Cell phones will be turned off or switched to vibrate mode before class starts. No phone calls
or text messaging are allowed inside classroom during class time. Portable listening and/or
music devices may not be operated in the classroom. Headphones and/or ear buds of any type
may not be worn while in the classroom whether operating or not. Laptop and other electronic
devices are not permitted unless specifically authorised by the lecturer exclusively for note
taking and doing class work. If you are in violation of these policies you will be excused from
class and an absence will be assessed.
Email etiquette
Your teachers receive many emails each day. In order to enable them to respond to your
emails appropriately and in a timely fashion, students are asked to follow basic requirements
of professional communication. Firstly, all emails should have a concise and descriptive title,
including the class and name of the unit you are enquiring about as your teacher may be
teaching more than one unit/class. Students need to be clear about the intention of their
emails, use appropriate tone and language, proof-read what is written in the email before
sending it. Students should also allow 3-4 working days for a response before following up. If
the matter is legitimately urgent, you may indicate this in the email subject header but be sure
that the email does require an immediate response before using this strategy. If your email
request is complex and requires a lengthy response it may be probably best to make an
appointment with your teacher to meet in person.
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QUARTER 1 2016
Student behaviour guidelines

Everyone must behave professionally. Students are expected to demonstrate respect for
teacher and fellow students at all times. Behaviour that is disruptive to a positive learning
environment reported to the teacher will result in a warning on the first instance; the second
instance might result in a failing grade along with expulsion from the course or program.
Students are to be punctual at every class session and group meeting. Homework, readings
and other required assignments must be well prepared and completed as scheduled. Students
must also actively participate in classroom activities and discussions.
Any student caught (1) cheating on an exam, (2) collaborating with others on work to be
presented, if contrary to the stated rules of the course, (3) submitting, if contrary to the rules
of the course, work previously submitted in another course, (4) knowingly and intentionally
assisting another student in any of the above actions, including assistance in an arrangement
whereby work, classroom performance, examination, or other activity is submitted or
performed by a person other than the student under whose name the work is submitted or
performed, or (5) plagiarising, may fail the class and be subject to further disciplinary action.
First violation will result in a grade ZERO (0%) for that assignment. Second violation will result
in a failing course grade.
Disability support services

Students with disabilities are advised that accommodations and services are available at UEH-
ISB. It is the student's responsibility to contact UEH-ISB office and submit appropriate
documentation prior to receiving such services.
Additional information
This unit guide may be revised at the discretion of the Unit Coordinator with approval from
Program Academic Director and School Academic Committee where appropriate.
Page | 19

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FOU105 BUSINESS COMMUNICATIONS

About Business Communications

Dr. Cindy Nguyen

Identify the key components of the communication process: assertive,

2. Understanding how perception effects interpersonal communication.

3. Developing interpersonal relationship skills.

Understand the essential elements of communicating in a multi-cultural

5. Comprehend the listening and responding to effective communication.

6. Understand the concepts to deliver an effective presentation.

7. Develop a better understanding of teamwork.

8. Use alternative methods of conflict resolution.

Building academic writing skills and recognize the fundamentals of using

Understand the elements of academic writing style (i.e. APA Referencing

Cross-cultural Questionnaire Presentation (Group)

Mid-term exam (Closed book,1-hour writing)

Informative Speech Presentation (Individual)

ASSESSMENT LEARNING VALUE

Group Persuasive Speech Presentation

Group Persuasive Written Report

Note: To successfully complete this unit, students must:

Achieve a minimum of 50 marks;

Complete all assessment items; and

Assessment 1: Cross-cultural Questionnaire and Survey

Due: Session 7 & 8

Objectives of the assessment:

• Learning how to create an effective and professional survey questions;

• Understand the elements of Hofstede;

• “Where are you from?”,

Submit your questionnaire on the presentation day.

Marking criteria and standards

Criterion Present information orally.

ABOVE STANDARD MEETS STANDARD BELOW STANDARD

Shows a full Shows a good Does not seem to

factual errors. be inaccurate. error.

Effective introduction Introduction included There is no clear

The conclusion is clear

Visuals (i.e. Visuals (i.e.

Assessment 2: Mid-term Exam (Individual) (10%)

Marking criteria and standards

Criterion Produce the correct answer.

Marking guide Most answers must be correct.

CATEGORY MEETS STANDARD BELOW STANDARD

Answer Correct Incorrect

Assessment 3: Informative Speech Presentation

Length: 5-7 minutes presentation (7’30” maximum)

Marking criteria and standards

Criterion Present information orally.

ABOVE STANDARD MEETS STANDARD BELOW STANDARD

Shows a full Shows a good Does not seem to

Effective introduction Introduction included There is no clear

The conclusion is clear

Visuals (i.e. Visuals (i.e.

Time limit, Presentation is 6-7 Presentation is 5-6 Presentation is less than

appropriate pace and pace or volume or

Assessment 4: Group Persuasive Speech Presentation

• Print on ONE side only (portrait orientation);

Marking criteria and standards