The Hong Kong Polytechnic University

Subject Description Form

Subject Code ENGL1004

Subject Title Communication Skills at Work

Credit Value 3

Level 1

Pre-requisite/ None
Co-requisite/
Exclusion

Objectives The subject seeks to inform students about the role of communication in
effective management across all areas of business and to teach them
practical communication skills.
It brings together communication skills and reflective practice on being
an effective manager. It explores the multifaceted tasks and
responsibilities that managers must undertake. It emphasizes the need
for managers to be able to work with their staff to solve a range of
diverse concerns including human resourcing, workflow structures and
personal work relationships. Managers need to draw on their
communication skills to avert possible conflicts and to engage their staff
to work harmoniously together.

Communication skills are often learned on the job when a person is

promoted to a management position. The result is that many people who
have the potential to be effective managers, fail because they have not
learned the basic communication skills that all effective managers need
to employ. The subject has relevance for all students entering the
professional workforce and, irrespective of their chosen professions
(engineering, accountancy or nursing) provides them with skills to
negotiate and manage workplace responsibilities.

Students will be introduced to a basic management communication

issues around managing change in the workplace, the communication of
leadership and workplace conflict. They will be introduced to issues
around managing the virtual team and the many types of workplace
diversity that now confront today’s managers.

Learning these skills while at university will equip them with knowledge
that will enable them to aspire to management positions. In addition,
developing these communication skills may assist them with managing
their group work at university.
Intended Learning Upon completion of the subject, students will be able to:
Outcomes a) Know what being an effective manager means from a
communication perspective. Critically recognise good management
(Note 1) techniques (communication and time management skills) that are
vital for teams and organisations to function effectively.
b) Articulate what managers need to know about a range of business
situations such as organisational change, workplace diversity and
human resource concerns.
c) Related to b) manage diverse group and team situations to achieve
required key performance indicators.
d) Demonstrate the importance of reflective practice as it relates to
managing conflict across several workplace contexts.
e) Recognise and articulate the role of a manager as both problem
solver and leader.
1. Framing the role of the manager as a communicator
Subject Synopsis/ What does being a manager mean?
Indicative Syllabus What does communication as a manager mean?
Can everybody be a manager?
(Note 2)
What are the responsibilities of a manager?
2. Different workplace contexts may mean different management styles
What are the styles of management communication?
What are the core essentials of management communication?
Being a flexible and adaptable manager
3. Communicating as a manager across diverse contexts
Managing diversity in the workplace
Managing e-workplace situations
Intercultural communication as a manager
4. How do managers deal with change in the workplace?
How to evaluate the change
Understanding the basic elements of organizational change
How to manage organizational change effectively
How to manage organizational change when it is not effective
5. Managers have to work with people
Working with subordinates – good communication skills
Working with peers – good communication skills
Working with those a manager reports to – good communication skills
6. Conflict resolution and communication as a manager
Dealing with rather than avoiding conflict in the workplace
The role of agentic communication in workplace conflict
7. How to be an effective manager and a leader
Some basic theory on leadership and communication
When to be a leader and when to allow others to lead

1. Lectures (with required set reading for each week)

Teaching/Learning
2. Analysis of video material
Methodology
3. Group discussions
(Note 3) 4. In-class presentations
This subject will include a number of different learning stimuli. Lectures will
provide the base material with video being used to provide relevant day to day
examples of the lecture content. Students will break into groups to discuss the
material from the lecture and videos and discuss their views with the class as a
whole. Specific aspects of manager communication and associated problems
will be presented in class.
Assessment Methods
Specific assessment % Intended subject learning outcomes
in Alignment with
methods/tasks weightin to be assessed (Please tick as
Intended Learning g appropriate)
Outcomes a b c d e
1. In-class active 15%   
(Note 4)
participation
2. Group presentation 30%     
3. Individual written 55%    
assignment
Total 100 %
Active participation through in-class discussions and activities forms
15% of the total assessment and provides students with opportunities to
articulate their ideas and understanding of the course material throughout
the semester.
The group presentation allows students to learn how to work together
and how to reflect on challenges encountered within a group. This
activity involves choosing a real-world example of miscommunication in
the workplace that the group finds particularly interesting or important.
Each group will review and cite relevant literature from the course
readings and additional academic sources to explain why the
miscommunication occurred and what steps could have been taken to
prevent it. Two-thirds of the presentation will consist of a discussion on
the chosen example of workplace miscommunication, and the remaining
one-third of the presentation will be spent discussing communication
successes and difficulties the group encountered while putting together
the first portion of this presentation.
The written assignment is an individual assignment consisting of a
2,250-to-2,750-word paper. This assignment involves conducting an
extensive literature search, synthesising, and evaluating information and
ideas from a wide range of reputable academic sources, and
demonstrating knowledge and understanding of the issues. Students are
expected to choose a real-world business example of
(mis)communication and to discuss the reasons for the success or failure
of the organization during this instance and the consequences for the
organization. The chosen example should be different than the example
chosen for the group presentation above. Students should also briefly
compare the chosen example to the student’s own struggles (or lack of
struggle) cooperating with others this semester. Only one-fifth of the
paper should be spent describing the instance of (mis)communication –
the rest should be spent using literature to explain the reasons for the
success or failure.

Student Study Class contact:

Effort Expected  Lectures (13x 3 hours) 39 Hrs.
 Individual and Group Study 26 Hrs.
 Written Assignment 26 Hrs.
 Private Study 26 Hrs.
 Total student study effort 117 Hrs.
Reading List and
Required Readings
References
Holmes, J., & Stubbe, M. (2015). Power and politeness in the
workplace: A sociolinguistic analysis of talk at work. Routledge.

Harms, L. (2016). Working with people: Communication skills for

reflective practice (2nd ed.). Oxford University Press.

Additional Readings

Chasen, E. & Putnam, R. (2012). The manager's communication toolbox.

ASTD Press.

Tourish, D. (2012). Developing leaders in turbulent times: Five steps

towards integrating soft practices with hard measures of
organizational performance. Organizational Dynamics, 41(1), 23-31.

Other relevant journal articles.

Video material sourced by lecturer.

Prepared by Bernadette Watson, February 2019. Updated by Max Diaz, November 2023.

Contact Details

Lecturer: Max Diaz

Office: AG402
Email: max.diaz@polyu.edu.hk
Assignments
Your grade for this subject will be determined by your performance in two assignments and by a participation
element. To pass this subject, you need to complete both assignments. Please read the guidelines carefully.

Assignment Word Limit / Duration Timing / Deadline Weighting

In-class active Attendance and Throughout the course (Lecture & 15%
participation engagement/active Seminar)
participation in each class
and during group
presentations (e.g., by asking
questions)

Group presentation 10 minutes (groups of 4-5) Groups will start giving their 30%
presentations beginning in Week 5
Done in person during your and ending in Week 10. Three groups
group’s presentation week. will present per week.

Group membership should be

finalised, and presentation weeks
decided, by Week 4.

Individual written 2,250 to 2,750 words Assignments should be submitted 55%

assignment covering a
real-life example of
management success or
crisis to be critically
appraised by the students
using the lecture content
and comparisons to the
student’s own struggles in
cooperating with others
this semester.
online through Blackboard to
(450-550 words on Turnitin by 11:59 PM, 19 April 2023.
context/incident; remaining
words on analysis of reasons
for failure/success based on
academic sources)

Group presentation – Groups of 4/5 – 10 minutes – Due during your group’s presentation week (Weeks 5-10)

This activity involves choosing a real-world example of miscommunication in the workplace that the group finds
particularly interesting or important. Each group will review and cite relevant literature from the course readings and
additional academic sources to explain why the miscommunication occurred and what steps could have been taken to
prevent it.

Presentations are required to incorporate the theories and concepts discussed during the given presentation week,
though they should also incorporate (when applicable) the previous weeks’ concepts. Students should review and cite
at least 5 relevant academic sources to support both parts of their presentation.

You should do this assignment in groups of 4-5. Each presenter is expected to speak for ~2 minutes, though not
necessarily in a single block. You should use PowerPoint and/or other visual aids to support your presentation.
Groups should be finalised, and presentation weeks chosen, by Week 4.

Two-thirds of the presentation will consist of a discussion on the chosen example of workplace miscommunication.
The remaining one-third of the presentation will be spent discussing communication successes and difficulties the
group encountered while putting together the first portion of this presentation. For presentations to be successful, the
students must research additional readings that will inform the presentation and reflect extended learning beyond the
recommended texts.

Your presentation will be assessed according to the following criteria:

Group Presentation Rubric
A+/A/A-
Theoretical Knowledge Shows evidence of
and Literature (35%) understanding the main
tenets of basic theories
and approaches relevant
to the topic. Consistently
refers to appropriate
literature. Evidence of
critical evaluation and
synthesis of reading. Good
bibliography with
evidence of reading
beyond the required
sources (i.e., including and
beyond those in the
required reading and
lectures).
Analysis and Good selection of material
Interpretation (35%) for analysis and
exemplification, and
appropriate methods of
analysis. Links theory to
analysis. Interpretation
shows own views and
ideas adequately situated
in the context of existing
knowledge.
Quality of Quality of voice,
Presentation (15%) professional behavior,
organization, teamwork,
interaction, and overall
presentation are evident.
Style and Language Appropriate to the
(Individual grade – content; good use of
15%) discipline specific
terminology and academic
English.
Language quality is high
(both range and
accuracy), fluent, and
natural.
B+/B/B-
Some features of A and
some features of C.
Some features of A and
some features of C.
One to two of the
following are deficient:
quality of voice,
professional behavior,
organization, teamwork,
interaction, and/or overall
presentation.
Some features of A and
some features of C.
C+/C/C-
Shows some
understanding of the main
tenets of basic theories
and approaches relevant
to the topic. Mostly refers
to appropriate literature.
Some evidence of critical
evaluation of reading,
hesitant or no synthesis.
Good bibliography
containing required
sources.
Generally good selection
of material for analysis
and exemplification, but
methods of analysis
limited. Partial linking of
theory analysis; hesitant
interpretation of results.
Interpretation
occasionally shows own
views and ideas but rarely
if at all adequately
situated in the context of
existing knowledge.
Three of the following are
deficient: quality of voice,
professional behavior,
teamwork, interaction,
and/or overall
presentation.
Generally appropriate to
content, terminology
occasionally substituted
by general expressions,
academic English
occasionally inconsistent.
Language either limited in
range or accuracy.
D+/D
Shows limited
understanding of the main
tenets of a limited range
of theories and
approaches relevant to
the topic. Descriptive
summary lacking critical
evaluation. Limited
bibliography. Not all
required sources
provided.
Not fully adequate
selection of material for
analysis and
exemplification, and
methods of analysis
inadequate or limited.
Very few signs of linking
theory to analysis; scarce
interpretation.
Interpretation rarely
shows own views and
ideas and is not situated in
the context of existing
knowledge.
Four of the following are
deficient or unacceptable:
quality of voice,
professional behavior,
teamwork, interaction,
and/or overall
presentation.
Simple way of explanation
with some non-fluency
features; rare or
inappropriate use of
terminology; inconsistent
use of academic English;
problems with accuracy
and fluency.
F
Shows very limited or no
understanding of the main
tenets of one theory or
approach relevant to the
topic. Very little or no
evidence of reading.
Limited or inappropriate
bibliography, mostly
internet sources; the
required sources are
evidently not read.
Poor selection of material
for analysis and
exemplification, methods
of analysis inadequate. No
signs of linking of theory
to analysis; no
interpretation. Shows no
signs of own views and
ideas; not able to situate
the issue in the context of
existing knowledge.
All the following are
deficient or unacceptable:
quality of voice,
professional behavior,
teamwork, interaction,
and overall presentation.
Inadequate style; rare or
incorrect use of
terminology; substantial
problems with accuracy
and fluency.
Written assignment – Individual – 2,250 to 2,750 words – Due 19 April, 11:59 PM
The written assignment is an individual assignment consisting of a 2,250-to-2,750-word paper. This assignment involves conducting an extensive literature search, synthesising, and
evaluating information and ideas from a wide range of reputable academic sources, and demonstrating knowledge and understanding of the issues.

Students are expected to choose a real-world business example of (mis)communication and to discuss the reasons for the success or failure of the organization during this instance and the
consequences for the organization. The chosen example should be different than the example chosen for the group presentation above. Students should also briefly compare the chosen
example to the student’s own struggles (or lack of struggle) cooperating with others this semester.

Students are expected to discuss their drafts with the subject instructor and the whole class in Weeks 12 and 13. Failure to discuss the draft in Weeks 12 and 13, and how the draft has
changed from Week 12 to Week 13, will result in an automatic loss of 15% of the final grade for this assessment .

Only one-fifth of the paper (450-550 words) should be spent describing the instance of (mis)communication – the rest should be spent using literature to explain the reasons for the success
or failure. Utilise at least 10 academic sources in your discussion. You written assignment will be assessed according to the following criteria:

Project Criteria A+/A/A- B+/B/B- C+/C/C- D+/D F

ORGANISATION The ideas are arranged
(30%) logically to support the
purpose or argument. They
flow smoothly from one to
another and are clearly linked
to each other. The reader can
follow the line of reasoning.
ANALYSIS OF The student does a careful and
SCHOLARSHIP & close analysis of existing
LITERATURE scholarship on the topic.
COVERED
(30%)
APPLIED THEORIES The student appropriately
& EXAMPLES applies the major theories of
(30%) language related to their topic
and uses appropriate
examples.
APA CITATIONS & APA citation style is
EDITING consistently followed and
(10%) there are minor (if any) errors
with in-text citations and
bibliography. There are few
editing errors. The paper is
The ideas are arranged
logically to support the central
purpose or argument. They
are usually clearly linked to
each other. For the most part,
the reader can follow the line
of reasoning.
The student may have begun
their research but are missing
many of the important articles
that inform their topic.
The student has applied
theories to their topic and
used mostly relevant examples
but does so inconsistently.
APA citation style is generally
followed although there are
occasional errors in-text and in
bibliography. There are some
editing errors, but they do not
hinder the paper greatly.
There is some logic to the
arrangement of ideas, though
minimal. The links between
ideas are infrequently clear.
The reader struggles to follow
the line of reasoning.
The student is missing a
significant portion of the
important articles that inform
their topic.
The student may have applied
some theories to their topic
and used some relevant
examples but does so
inconsistently or superficially.
APA citation style is
inconsistently followed and
there are numerous errors in-
text and in bibliography. There
are some editing errors, and
they occasionally hinder the
There is barely any logic to the
arrangement of ideas. The
links between ideas are very
rarely clear. The reader
struggles immensely to follow
the line of reasoning.
The student doesn’t seem to
understand or find the
important articles regarding
their topic. The research
seems superficial.
The student has a difficult
time applying theories or using
examples relevant to their
own research.
APA citation style seems to be
used haphazardly or another
style is followed with in-text
citations or bibliography. The
proofreading errors are
distracting.
The writing is not logically
organized. Frequently, ideas
fail to make sense together.
The reader cannot identify a
line of reasoning and loses
interest.
The student doesn’t not
understand or has not found
the important articles
regarding their topic. The
research is superficial.
The student does not apply
theories or using examples
relevant to their own
research.
APA citation style is not used.
The errors make it impossible
to understand the paper.
clean and easy to read. paper.
Teaching Schedule
The provisional teaching schedule is as follows:

Week Readings

1 Reading: Harms Ch 1: Working Towards Change

(18 Jan.) Holmes & Stubbe Ch 1: Power, Politeness and the Workplace Context

Optional: Strunk, W. (1918). The elements of style

2 Reading: Harms Ch 2: Understanding Communication and Change
(25 Jan.) Holmes & Stubbe Ch 3: Getting Things Done at Work

3 Reading: Harms Ch 3: Theorising Communication and Change

(1 Feb.)

4 Reading: Harms Ch 4: Preparing for Practice

(8 Feb.) Holmes & Stubbe Ch 4: Workplace Meetings

Optional: Carnegie, D. (1936/1981). How to win friends and influence people

Lunar New Year’s Break
(10-18 February)
5 Reading: Harms Ch 5: Sustaining Your Self in Practice
(22 Feb) Holmes & Stubbe Ch 5: Small Talk and Social Chat at Work

(Presentations Due: Groups 5-1, 5-2, 5-3)

6 Reading: Harms Ch 6: Establishing a Good Working Relationship
(29 Feb.) Harms Ch 7: Establishing the Story
Holmes & Stubbe Ch 6: Humour in the Workplace

(Presentations Due: Groups 6-1, 6-2, 6-3)

7 Reading: Harms Ch 8: Paraphrasing and Summarising
(7 Mar.) Harms Ch 9: Forming an Assessment—Setting the Agenda

(Presentations Due: Groups 7-1, 7-2, 7-3)

8 Reading: Harms Ch 10: Assessing Risk Situations
(14 Mar.) Harms Ch 11: Task-centred and Crisis-intervention Skills
Holmes & Stubbe Ch 7: Miscommunication and Problematic Talk at Work

(Presentations Due: Groups 8-1, 8-2, 8-3)

9 Reading: Harms Ch 12: Psychodynamic and Cognitive Behavioural Skills
(21 Mar.) Harms Ch 13: Narrative and Solution-focused Skills

(Presentations Due: Groups 9-1, 9-2, 9-3)

10 Reading: Harms Ch 14: Feminist and Critical Theory Skills
(28 Mar.) Harms Ch 15: Finishing the Work

(Presentations Due: Groups 10-1, 10-2, 10-3)

11 No Class
(4 Apr.) Ching Ming (Tomb Sweeping Day)
12 Reading: Holmes & Stubbe Ch 8: Conclusion
(11 Apr.)
Discussion on drafts
Consultations related to final written assignment
13 Discussion on drafts
(18 Apr.) Consultations related to final written assignment

Written Assignment Due: 11:59 PM on 19 April 2022 through Blackboard