Course Outline- Internal Communications- ANH318DE03 HK2331 - Tài liệu tham khảo | Đại học Hoa Sen

COURSE OUTLINE Course ID Course title Credits Internal Communication ANH318DE03 3
Truyền thông Nội bộ
To be applied to Semester 1, Academic year: 2023-2024 under Decision No. ____/QĐ-BGH _____
A. Course Specifications: Periods Periods in classroom Total Lecture/ Self- Lab periods Laboratory/ Lecture Activity Fieldwork study roo Fieldwork Seminar Studio room * periods m (1) (2) (3) (4) (5) (6) (7) (8) (9) 45 45 XX XX XX 90 45 XX XX
B. Other related Subjects: Other related Subjects Course ID Course title Prerequisites: N/A 1. … Co-requisites: ANH109DE01
Introduction to Corporate and Organizational 1. ANH225DE_ Communication Other requirements: N/A 1. … C. Course Description:
Engaged workforce shall deliver innovative products and excellent customer services, drive satisfaction and
convert customers to brand loyalty, which is a key outcome for effective internal communication (IC).
Through a thorough investigation of relevant factors that have impacts on the effectiveness of internal
communication, students will practice developing a real IC plan for an organization/a company that they
work(ed) for, including identifying IC issues, analyzing and segmenting the audiences, crafting powerful
messages, selecting appropriate media vehicles, and gauging the outcomes of the plan. D. Course Objectives: No. Course Objectives This course aims to:
Promote students’ understanding of organizational culture and its roles in promoting employee O1.
engagement for corporate transformation;
Provide students with a fundamental knowledge of influential factors on strategic internal O2. communication and engagement;
Provide students with steps in building and operating internal communication effectively and O3.
efficiently (through plan, strategies and tactics); and
Get students prepared in planning internal communication projects in order to cope with changes O4. and crises. E. Learning Outcomes: Learning Outcomes Linked to PLOs No.
Upon successful completion of this course, students will be able to:
Explain what internal communication is and the intertwined relationships PLO3a(R) O1. CLO 1
between internal communication, organizational culture, and employee PLO4(R) engagement;
Differentiate factors that have impacts on the effectiveness of communication PLO3a(R) O2. CLO 2
among individuals and groups inside a company; PLO4(R)
Describe the internal communication planning process with all necessary PLO3a(R) CLO 3.1 steps and procedures; PLO4(R) O3.
Select appropriate media vehicles based on a thorough understanding of their PLO3a(R) CLO 3.2
properties for effective and efficient internal communication messages and PLO4(R) implementation; PLO7a(R) PLO3a(R)
Develop a plan to solve a well-identified real-world internal communication O4. CLO4 PLO4(R) issue. PLO7a(R) F. Instructional Modes:
A wide range of instructional modes is designed to promote declarative and procedural knowledge, student
engagement, and collaboration in a supportive learning environment. Activities that involve teacher-centered
transmission models (e.g. lectures) and student-centered constructivist models (e.g. discussions and task-based
activities) will provide a variety of input-output procedures to reach the target of quality learning.
Generally, each meeting might be conducted in the following ways:
 This course involves lectures and demonstrations in English instructors with students’ active participation.
 Students are required to attend class regularly to obtain key points in each chapter, be well-prepared
prior to class and actively join in-class activities.
 Practice and exercises are always provided to make sure that students have mastered all of the key points after each class.
 Pair work, group work, individual presentations are employed.
 Audio-visual teaching aids (LCD projectors, CD players, etc.) are advisable in fostering the quality of teaching and learning.
 The instructor is required to give students guidance and help in learning independently, working in
pairs or in groups and finding appropriate materials to assist students in making great progress.
Students’ self-study involves preparing lessons in advance, reviewing and searching for reference materials.
 Students have to base on the core knowledge of the subject in order to apply, analyse and discuss case
studies assigned by instructors.
G. Textbooks and teaching aids:
1. Required Textbooks and Materials
● Cowan, D. (2017). Strategic Internal Communication: How to Build Employee Engagement
and Performance (2nd ed.). Kogan Page.
● Dewhurst, S., & Fitzpatrick, L. (2019). Successful Employee Communications: A practitioner's
guide to tools, models and best practice for internal communication (1st ed.). Kogan Page Limited.
2. Suggested Course Materials:
● Wright, M. (2009). Handbook of internal communication. Surrey: Gower.
● Smith, L., & Mounter, P. (2008). Effective internal communication. London, Philadelphia: Kogan Page.
● Farrant, J. (2003). Internal communication. London: Thorogood. 3. Suggested websites
● http://www.emeraldinsight.com/loi/ccij
This is a website of an international journal for Corporate Communications by Emerald
Publishing house, providing articles about corporate communications with state-of-the-art
research trends and applicable results.
● http://www.webbyawards.com/winners/2014/web/general-website/corporate-communications/
This website provides Webby award-winning cases of corporate communications.
● http://www.edelman.com/tag/internal-communications/
This website provides a collection of successful internal communication case-studies.
● http://www.theprcoach.com/internal-communications/
This website offers Tips and Resources for Internal Communication practitioner-to-be.
H. Assessment Methods (Requirements for Completion of the Course):
1. Description of learning outcomes assessment:
1. Individual Learning Log (20%) Task description
Based on the topics discussed from Week 1 to Week 12, each student will choose a specific
organization/company where they did the Work Internship (TTNT) or have experienced working as a
full time/part-time employee and keep a log of their personal notes or reflection in order to prepare for
their final project discussion.
Min 900 words ~ 6 threads x 150 words/thread Task length - Relevance (30%)
Assessment Criteria - Reflection Depth (30%) - Language use (40%)
2. Formative assessment 2: In-class presentations (20%) Task description
Students in groups give presentations on case studies assigned by instructor. Case studies cover a wide
variety of topics that facilitate students’ understanding of weekly discussions such as Organizational
Culture, Issue Identification, Audience Segmentation, Media Planning, Communication Crises,
Corporate Transformation, and Communicating Changes. Through presenting and analyzing this
selected collection of case studies, students will develop deep understanding of how internal
communication contributes to the management of information flow inside an organization in a way
that enhances employee engagement and boosts productivity. Task length
30 minutes (from week 3 to week 13 except week 8 that is scheduled for midterm) - Language use (20%);
Assessment Criteria
- Engagement with the topics covered in the presentation (40%);
- Articulation of reflection (40%)
3. In-class written case studies analysis (20%) Task description
The in-class written case studies analysis is designed to evaluate student understanding and
applications of theories, concepts and processes that have been discussed in the first 7 weeks through
analyzing the current situation of an organization, identifying the internal communication issues and proposing solutions. Task length 90 minutes
Understanding case studies (30%)
Assessment Criteria
Identifying issues and analyzing them (30%)
Recommended theory-based solutions (40)
4. Final project: Internal Communication Plan (40%) Task description
Students will make use of their learning logs, bring them to their group discussions and decide which
log is potential to develop a comprehensive internal communication plan for the certain organization,
taking into consideration all influential factors that have been discussed throughout the course. The
students are also expected to include measurements for evaluating their plans. Each group will have Task length
1. 30 minutes for presentation + 15 mins for the Q&A
2. One Internal Communication writing component
3. To submit a slide deck with detailed notes and citations in APA referencing style. 1. Business Content (25%)
Assessment Criteria
2. Communicative Achievement in Business (25%)
3. Layout and Organization (25%)
4. Language Efficiency and Accuracy (25%)
2. Summary of learning outcomes assessment * For main semester: Percentag Linked to Components Duration Assessment Forms Schedule e CLOs 1. Learning log ~900
Individual reflective writing ~ 900 20% Week 1 – week CLOs 1, words
words (6 x 150-word threads) 12 2, 3.1, 3.2 2. In-class 30
Students give presentations on case 20% Week 3 – Week CLOs 1, presentations minutes
studies assigned by instructors in 13 2, 3.1, 3.2 groups 3. In-class 90 CLOs 1, written case minutes
A written analysis involving case Week 8 or 2, 3.1, 3.2 20% studies studies Week 9 analysis 4. Final project 45
Group presentations (involving four CLOs 1, 40% Week 14 – minutes
or five students) on an internal 2, 3.1, communication plan. Week 15 3.2, 4 100%
* For extra semester (5 weeks): Percentag Linked to Components Duration Assessment Forms Schedule e CLOs 1. Learning log ~900
Individual reflective writing ~ 900 20% Meeting 1 – CLOs 1, words
words (6 x 150-word threads) Meeting 12 2, 3.1, 3.2 2. In-class 30
Students give presentations on case 20% Meeting 3 – CLOs 1, presentations minutes
studies assigned by instructors in Meeting 13 2, 3.1, 3.2 groups 3. In-class 90 CLOs 1, written case minutes
A written analysis involving case Meeting 8 or 2, 3.1, 3.2 20% studies studies Meeting 9 analysis 4. Final project 45
Group presentations (involving four CLOs 1, 40% Meeting 14 – minutes
or five students) on an internal 2, 3.1, communication plan. Meeting 15 3.2, 4 100% 3. Academic Integrity
Academic integrity is a fundamental value that affects the quality of teaching, learning, and research
at a university. To ensure the maintenance of academic integrity at Hoa Sen University, students are required to:
● Work independently on individual assignments
Collaborating on individual assignments is considered cheating. ● Avoid plagiarism
Plagiarism is an act of fraud that involves the use of ideas or words of another person without proper attribution.
Students will be accused of plagiarism if they:
i. Copy in their work one or more sentences from another person without proper citation.
ii. Rephrase, paraphrase, or translate another person’s ideas or words without proper attribution.
iii. Reuse their own assignments, in whole or in part, and submit them for another class.
● Work responsibly within a working group
In cooperative group assignments, all students are required to stay on task and contribute equally to the projects.
Group reports should clearly state the contribution of each group member.
Any acts of academic dishonesty will result in a grade of zero for the task at hand and/or immediate
failure of the course, depending on the seriousness of the fraud. Please consult Hoa Sen University’s
Policy on Plagiarism at http://thuvien.hoasen.edu.vn/chinh-sach-phong-tranh-dao-van. To ensure the
maintenance of academic integrity, the university asks that students report cases of academic dishonesty
to the teacher and/or the Dean. The names of those students will be kept anonymous. I .Teaching Staff: Email, Phone number, No. Instructor’s name Office Position Office location hours Course 1 Pham Ngoc Chau chau.phamngoc@hoasen.edu.vn Coordinator 2 John Bayarong john.bayarong@hoasen.edu.vn Instructor
J. Outline of Topics to be covered (Learning Schedule): * For main semester: Week / Topics References Homework Linked to Meeting /Assignments CLOs
The new organizational triangle: Cowan, D. (2017). CLOs 1, 2 1
internal communications, employee p.7-29 engagement and HR
Conducting employee communication Dewhurst, S., & CLOs 1, 2 2 audit Fitzpatrick, L. (2019) p.18-36
Setting objectives for employee Dewhurst, S., & Presentation CLOs 1, 2, 3.1, 3
communication plans: considerations, Fitzpatrick, L. (2019) Grp 1 4
frameworks and examples p.39-57 Presentation
Understanding the audiences : what Dewhurst, S., & CLOs 1, 2, 3.1, 4 Grp 2
practitioners do in practice Fitzpatrick, L. (2019) 4 p.59-77 Dewhurst, S., & Presentation CLOs 1, 2, 3.1, 5
Messaging : managing meaning Fitzpatrick, L. (2019) Grp 3 3.2, 4 p.79-99
Choosing channels for employee Dewhurst, S., & Presentation CLOs 1, 2, 3.1, 6
communication : finding inspiration Fitzpatrick, L. (2019) Grp 4 3.2, 4 from others p.101-118 Presentation
Line managers as communicators : Dewhurst, S., & CLOs 1, 2, 3.1 7
How to help them add the most value Fitzpatrick, L. (2019) Grp 5 p.119-137
In-class written case studies analysis 8
+ consultation on the final project
Writing for Internal Communication Design an CLOs 3.2, 4 9
1: Business memos, employee employee newsletters newsletter
Writing for Internal Communication Draft a CLOs 3.2, 4 10
2: company profile, business business reports/proposals proposal
Employee Communication planning Dewhurst, S., & CLOs 1, 2, 4 11 for change Fitzpatrick, L. (2019) p.161-180 Dewhurst, S., & Submission of CLOs 1, 2 Sharing the bad news: 12 Fitzpatrick, L. (2019) the Learning
communication in tough times p.181-197 Log
Is it working ? Employee Dewhurst, S., & CLOs 1, 2, 3.1, 13
communication evaluation and Fitzpatrick, L. (2019) 4
measurement that adds value p.198-215 14 Final presentations 15 Final presentations * For extra-semester: Week / Topics References Homework Linked to Meeting /Assignments CLOs
The new organizational triangle: Cowan, D. (2017). CLOs 1, 2 1/1
internal communications, employee p.7-29 engagement and HR Conducting employee Dewhurst, S., & CLOs 1, 2 1/2 communication audit Fitzpatrick, L. (2019) p.18-36
Setting objectives for employee Dewhurst, S., & Presentation CLOs 1, 2, 3.1, communication plans: Fitzpatrick, L. (2019) Grp 1 4 1/3
considerations, frameworks and p.39-57 examples Presentation
Understanding the audiences : what Dewhurst, S., & CLOs 1, 2, 3.1, 2/1
practitioners do in practice Fitzpatrick, L. (2019) Grp 2 4 p.59-77 2/2 Dewhurst, S., & Presentation CLOs 1, 2, 3.1,
Messaging : managing meaning Fitzpatrick, L. (2019) Grp 3 3.2, 4 p.79-99 2/3
Choosing channels for employee Dewhurst, S., & Presentation CLOs 1, 2, 3.1,
communication : finding inspiration Fitzpatrick, L. (2019) Grp 4 3.2, 4 from others p.101-118
Line managers as communicators : Dewhurst, S., & Presentation CLOs 1, 2, 3.1 Fitzpatrick, L. (2019) Grp 5 3/1
How to help them add the most value p.119-137
In-class written case studies analysis 3/2
+ consultation on the final project
Writing for Internal Communication Design an CLOs 3.2, 4 3/3
1: Business memos, employee employee newsletters newsletter
Writing for Internal Communication Draft a CLOs 3.2, 4 4/1
2: company profile, business business reports/proposals proposal
Employee Communication planning Dewhurst, S., & CLOs 1, 2, 4 Fitzpatrick, L. (2019) 4/2 for change p.161-180 Sharing the bad news: Dewhurst, S., & Submission of CLOs 1, 2 Fitzpatrick, L. (2019) the Learning 4/3
communication in tough times p.181-197 Log
Is it working ? Employee Dewhurst, S., & CLOs 1, 2, 3.1, 5/1
communication evaluation and Fitzpatrick, L. (2019) 4
measurement that adds value p.198-215 5/2 Final presentations 5/3 Final presentations Date: 25 July, 2023 Course Designer Program Director Vice President (Signature and the full name) (Signature and the full name) (Signature and the full name)