External Communication Plan Template -- Yale

Communication Plan Template

 

1.        Purpose

The purpose of a communication plan is to support the strategic objectives and provide action items for the organizational communication of the (                                  ) for the next (__________________) years/months. This plan serves as a guiding map for all internal and external communication regarding _______________________for (target audience(s) ____________________________.

It includes strategic objectives, messages, audiences, media, responsibility assignments, measurements, evaluation and budget.

2.        Mission/Vision
(complete)

3.        Situation Analysis
(complete)

§   What methods of communications work? Which methods are ineffective?

§   Lessons learned

§   What are the communication issues we wish to address?

§   Frame the issues; what are the issues really about? Who is affected?

§   What is our communication infrastructure? (capacity) Who will do the work? How much staff time are we willing to commit to the effort?

4.        Business Goals/ Objectives (complete)

§   Identify the business objectives/goals of ______________________

§   Internal/external factors to be considered

§   What do we want to achieve through our communication? Why?

5.        Corresponding Communication Goals/Objectives
(complete)

§   What is the positive vision for the future? What are the changes we wish to see?

6.        Key Themes/ Messages (See table of Table of Messages and Audiences)
(complete)

Not necessary to organize messages in this manner, but sometimes helpful:

Theme: broad “highway” of directional meaning with several lanes or “messages”

Message: a unit of meaning that runs as part of and in the direction of the “theme”; concise expression of intent

§   Why change? How?

§   WIIFM? What’s in it for me?

§   What do we want our audiences to do? Do differently?

§   How do we want them to feel?

§   What do we want them to think?

§   How/what do we communicate to others who are not directly involved ?

7.        Media, Audiences, Schedules (See Communication Plan Implementation Matrix)
(complete)

8.        Training Managers to Communicate

(complete)

9.        Evaluation

(complete)

§   How we will know we are successful?

§   What measurements shall we use?

10.      Budget
(complete)

11.      Appendix

§   Listing of communication vehicles

§   Other

Media and Vehicles for Organizational Communication

 

Sample listing:

• Print newsletters/magazines
• Flyers
• Posters, banners, similar media
• Intranet
• Web site; other web-based media: blogs, webinars etc.
• News conferences
• Electronic newsletters
• Electronic boards, messaging and communication software
• Video
• Computer/video kiosks
• Multi-media presentation
• Town Meetings
• Lunch and learn events
• Face-to-face small meetings
• Virtual meetings
• Off site meetings, retreats, and events
• Onsite events, speeches, training
  
  

Table of Messages and Audiences
(make multiple copies for each identified objective)

	XXXXX	XXXXX	XXXXX		Other stakeholders
1. Business Objective
1. Communication Objective
Communication Message(s)

	XXXXX	XXXXX	XXXXX		Other stakeholders
2. Business Objective
2. Communication Objective
Communication Message(s)

Communication Plan Implementation Matrix

Purpose	Audience(s)	Timing | Frequency	Message	Method | Channel	Accountability

Links

Glossary of Negotiation Terms

Bloom's taxonomy - Affective Domain

bloom's taxonomy - affective domain - (feeling, emotions - attitude - 'feel')

Bloom's Taxonomy second domain, the Affective Domain, was detailed by Bloom, Krathwhol and Masia in 1964 (Taxonomy of Educational Objectives: Volume II, The Affective Domain. Bloom, Krathwohl and Masia.) Bloom's theory advocates this structure and sequence for developing attitude - also now commonly expressed in the modern field of personal development as 'beliefs'. Again, as with the other domains, the Affective Domain detail provides a framework for teaching, training, assessing and evaluating the effectiveness of training and lesson design and delivery, and also the retention by and affect upon the learner or trainee.

affective domain
level	category or 'level'	behaviour descriptions	examples of experience, or demonstration and evidence to be measured	'key words' (verbs which describe the activity to be trained or measured at each level)
1	Receive	open to experience, willing to hear	listen to teacher or trainer, take interest in session or learning experience, take notes, turn up, make time for learning experience, participate passively	ask, listen, focus, attend, take part, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read, do, feel
2	Respond	react and participate actively	participate actively in group discussion, active participation in activity, interest in outcomes, enthusiasm for action, question and probe ideas, suggest interpretation	react, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present, cite, become animated or excited, help team, write, perform
3	Value	attach values and express personal opinions	decide worth and relevance of ideas, experiences; accept or commit to particular stance or action	argue, challenge, debate, refute, confront, justify, persuade, criticise,
4	Organise or Conceptualize values	reconcile internal conflicts; develop value system	qualify and quantify personal views, state personal position and reasons, state beliefs	build, develop, formulate, defend, modify, relate, prioritise, reconcile, contrast, arrange, compare
5	Internalize or characterise values	adopt belief system and philosophy	self-reliant; behave consistently with personal value set	act, display, influence, solve, practice,

Based on the 'Taxonomy Of Educational Objectives: Volume 2, The Affective Domain' (Bloom, Masia, Krathwohl) 1964. See also 'Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl) 1956. This table is adapted and reproduced with permission from Allyn & Bacon, Boston USA, being the publishers and copyright owners of 'Taxonomy Of Educational Objectives' (Bloom et al 1956).

This domain for some people can be a little trickier to understand than the others. The differences between the levels, especially between 3, 4, and 5, are subtle, and not so clear as the separations elsewhere in the Taxonomy. You will find it easier to understand if you refer back to the bloom's taxonomy learning domains at-a-glance.

 From http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom's taxonomy overview

Bloom's Taxonomy of Skills Overview

Cognitive		Affective		Psychomotor
knowledge		attitude		skills
1. Recall data		1. Receive (awareness)		1. Imitation (copy)
2. Understand		2. Respond (react)		2. Manipulation (follow instructions)
3. Apply (use)		3. Value (understand and act)		3. Develop Precision
4. Analyse (structure/elements)		4. Organise personal value system		4. Articulation (combine, integrate related skills)
5. Synthesize (create/build)		5. Internalize value system (adopt behaviour)		5. Naturalization (automate, become expert)
6. Evaluate (assess, judge in relational terms)

(Detail of Bloom's Taxonomy Domains: 'Cognitive Domain' - 'Affective Domain' - 'Psychomotor Domain')

Bloom's Taxonomy model (1956/64) and Kirkpatrick's learning evaluation model (1959) remain classical reference models and tools into the 21st century. This is because concepts such as Bloom's Taxonomy, Kirkpatrick's model, Maslow's Hierarchy of Needs, Mcgregor's XY Theory, The SWOT analysis model, and Berne's Transactional Analysis theory, to name a few other examples, are timeless, and as such will always be relevant to the understanding and development of people and organisations.  From http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom's taxonomy overview

Frames of Language

Syllabus

Lincoln University

COURSE SYLLABUS

Course Title: Communications in Leadership and Negotiation

Course Number: BA 370

Credit: 3 Units

Prerequisite(s): None

Co-requisites: None

Instructor: Dr. Sylvia Y. Schoemaker Rippel

Email: sysr@lincolnuca.edu

Course-related email for the semester: profsylvia@gmail.com

Course blog and online content to be announced in class.

Instructional Materials and References

REQUIRED TEXTS:

Barrett, D. J. (2008). Leadership communication. (2nd. Ed.) New York: McGraw-Hill. (ISBN: 978-0-07-340314-4)

Lewicki, R. J., et al. (2007). Essentials of negotiation (4th. Ed.). New York: McGraw-Hill. (ISBN: 978-0-07-310276-4)

RECOMMENDED TEXT:

Business Communication Handbook.

Fisher, R., Ury, W., Patton, B. (1991). Getting to yes: Negotiating agreement without giving in (2nd Ed.).

Anderson, K. (1993). Getting what you want: How to reach agreement and resolve conflict every time. New York: Dutton.

COMPANION SITES

Leadership Communication Text:
http://highered.mcgraw-hill.com/sites/0073403148/information_center_view0/

Negotiation Text Link:
http://highered.mcgraw-hill.com/sites/0073102768/information_center_view0/

COURSE DESCRIPTION

BA 370 - COMMUNICATIONS IN LEADERSHIP AND NEGOTIATIONS

This course concentrates on critical communications skills, particularly those needed for intelligent, face-to-face interactions, for effective tactics to achieve cooperation and gain consensus. There is emphasis on various strategies used in negotiating, for both individuals and leaders. Written and oral assignments are involved. (3 units)

OBJECTIVES

Primary BA 370: Communications in Leadership and Negotiation objectives are to

1. Improve your ability to comprehend and produce effective written and oral business communications for leadership and negotiation purposes,

2. Evaluate business communications within appropriate contexts, and

3. Apply systematic communicative language processing strategies for critical thinking, problem solving, conflict resolution, decision making, goal setting and attainment.

Topical Outline and Instructional Methods:

Upon successful completion of this course, the student will be able to:

1. Learn to analyze the communicator, audience, purpose, context, and strategies of business communications in functional settings.

2. Select appropriate content, style and organization for varied situations.

FORMAT

The course sessions will include presentation, discussion, and application modes.

STUDENT RESPONSIBILITIES

Students are expected to attend class, to participate in individual and group work in a productive manner, to complete assignments according to schedule and at a level appropriate to university rubrics, and to take personal responsibility for meeting the objectives of the course.

For each of the units on schedule below (as well as additional assignments given in class), students will do the following:

· Read assigned materials with care and understanding,

· Complete and present selected exercises relevant to the class and text materials

· Reflect on the assignments in writing, addressing primary content and points of personal interest,

· Create a personalized, three-level map for each week’s assignment using the open source program Freemind (downloadable from http://freemind.sourceforge.net/wiki/index.php/Main_Page

· Email your assignments to me at profsylvia@gmail.com

· Blog your work for sharing and presentations.

Note: The maps for your blog need to be in graphic (.png or .jpg) format and you will need to save the native Freemind (.mm) format for submitting your work to me by email.

Assignments are due on the dates indicated in the schedule below. Additions/revisions to the schedule will be announced in class as needed. Class attendance is mandatory for content, interactions, and presentations. Researched materials must be documented using a consistent style for both in-text and end-text citations of sources using the published standards of the most recent subject-appropriate style guide, such as APA (social sciences) or MLA (humanities), for example.

SCHEDULE

Week	#	Date	Day	Unit	Chapter
1	1	8-Jun	Tues	Introduction	L1: What is Leadership Communication?
					N01: Nature of Negotiation
	2	10-Jun	Thurs	Strategy	N02: Strategy and Tactics of Distributive Bargaining
					N03: Strategy and Tactics of Integrative Negotiation
2	3	15-Jun	Tues	Documents	L2: Creating Leadership Documents
				Language	L3:Using Language to Achieve Leadership Purpose
	4	17-Jun	Thurs	Perception	N04: Negotiation: Strategy and Planning
3					N05: Perception, Cognition, and Communication
	5	22-Jun	Tues	Presentations	L4: Developing and Delivering Leadership Presentations
					L05: Using Graphics and PowerPoint for a Leadership Edge
	6	24-Jun	Thurs	Communication	N06: Communication
4	7	29-Jun	Tues	Review Group
	8	1-Jul	Thurs	Midterm
5	9	6-Jul	Tues	EI	L06: Developing EI and Cultural Literacy to Strengthen Leadership Communication
				Meetings	L07: Leading Productive Management Meetings
	10	8-Jul	Thurs	Ethics	N08: Ethics in Negotiation
				Relationships	N09: Relationships in Negotiation
6	11	13-Jul	Tues	Teams	L08: Building and Leading High Performance Teams
				Strategic Internal Communication	L09: Establishing Leadership through Strategic Internal Communication
				Teams	N10: Multiple Parties and Teams
	12	15-Jul	Thurs	Global Negotiation	N11: International and Cross-Cultural Negotiation
7	13	20-Jul	Tues	External Relations	L10: Leading through Effective External Relations
				Best Practices	N12: Best Practices in Negotiation
	14	22-Jul	Thurs	Final

ASSESSMENT CRITERIA & METHOD OF EVALUATING STUDENTS

Students will demonstrate their level of achievement through appropriate and accurate application of classic and contemporary principles and best practices in communication for leadership and negotiation. Students attaining the higher levels of course goals will show successful application of critical and creative communication skills in approaching and solving academic and real-world examples, individually and as group participants. The following tables quantify assignment areas and grade distribution scales.

Grading Guidelines

	Class Participation	15%
	Quizzes	10%
	Projects	15%
	Term Paper	30%
	Presentation	10%
	Final Exam	20%
	Total	100%

100-95	A
94-90	A-
89-87	B+
86-84	B
83-80	B-
79-77	C+
76-74	C
73-70	C-
69-67	D+
66-64	D
63-60	D-
59 or <	F