Employee Relations
PBRL 4101
Summer 1 2012
M/W 1:00-3:59
EVAR 308C
Dr DeNel Rehberg Sedo
Seton Annex 30; 457-6478; denel.rehbergsedo@msvu.ca
Office hours: By appointment: ANY mutually acceptable day and time
Our meetings can be by telephone, online or in-person
Department of
Communication Studies
Mount Saint Vincent University
Course Overview
An International Association of Business Communicators’ member survey found that 23 per cent of
professional communicators are exclusively responsible for internal communication; 57 per cent are
involved in both internal and external efforts. This course has been designed to: help strengthen students’
knowledge of a public relations professional’s role in facilitating, advising and mediating the
development and implementation of effective and manageable internal communication programs; offer
both practical and theoretical knowledge of the internal communicator’s everyday practices, with
particular emphasis on facilitating effective communication among employees and between line
employees and top management; and, provide student-, practitioner- and instructor-generated solutions
to improve those practices. This last point is important. I
want us to shake things up. I do NOT want to simply teach
“Employees shape the perceptions of
you how you can do things once you’re in a professional
organizations as never before. Employees
position, but rather, I want to teach you how you can do
are brand ambassadors. Today, reputations
cannot be built or sustained without
things better.
effectively engaging internal
stakeholders. They also have a significant
external voice, and demand transparency
and authenticity in communication. Markets
are forming from these conversations! All of
this complexity requires a thoughtful,
strategic approach to intaaernal
communication”.
Promotional copy for the 2011 Institute of
Public Relations National Summit on
Strategic Communication
Grunig, Grunig and Dozier’s Excellent Public Relations and
Effective Organizations identify characteristics of an “excellent”
communication department within an organization. They
are as follows: (1) public relations must be a management
function; (2) the public relations or communication
professional has four roles, including manager, senior
advisor, technician and media relations; (3) public relations
must have an integrated communication function, but be
separate from other management functions; and (4) the
public relations department must employ a symmetrical
model of communication with its publics.
At various times, and some would argue at any given time, “employees” are an organization’s most
valuable public.
Students will give careful consideration to the environmental and organizational context in the
management and practice of effective employee communication.
Prerequisites In order to fully participate and grow personally and professionally in this course,
students must have successfully completed PBRL 3014, prior to enrolling in PBRL 4101. Students must
also have a basic understanding and appreciation for the fundamentals of internal communications as
well as communications planning.
Course Goals
As instructor of this course, I hope to:
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demonstrate to students how theory allows professionals to think critically and appreciatively about
organizations and the communication processes within them, and to make necessary changes;
inform students how culture, gender, race, socio-economic and other power hierarchies within
organizations influence effective employee communication;
create student awareness of how the external environment affects an organization’s employee
communication;
provide an overview of “excellent public relations” with an emphasis on the employee public.
Educational Objectives
By the end of this course, students should be able to do the following:
 discuss early perspectives on organizations and communication;
 articulate theories of multi-cultural workplaces;
 identify power issues in the workplaces;
 describe an organization’s structure and culture and its relevance to employee communication;
 demonstrate how the employee communication professional can facilitate an organization’s
objectives and goals;
 evaluate and make recommendations for improving employee communications in interpersonal,
group and organization-wide settings;
 recognize systematic measurement tools to evaluate employee attitudes and be familiar with
interpreting the data;
 analyze internal and external messages for consistency and compatibility;
 identify ethical considerations pertaining to employees’ rights, and organizational responsibilities.
Required Course Reading
Holtz, S. (2004). Corporate conversations: a guide to crafting effective and appropriate internal
communications. New York: AMACOM.
Various scholarly and industry articles are required readings. Unless indicated, these pieces need to be accessed
through the MSVU library website.
Recommended Course Reading
Eisenberg, E. M., H.L. Goodall, J., & Trethewey., A. (2007). Organizational Communication :
Balancing Creativity and Constraint. Boston: Bedford/St. Martin's.
Grunig, L. A., Grunig, J. E., & Dozier, D. M. (2002). Excellent Public Relations and Effective
Organizations: A Study of Communication Management in Three Countries. Mahwah, N.J.: Lawrence
Erlbaum.
Seeger, M. W. (1997). Ethics and organizational communication. Cresskill, N.J.: Hampton Press.
The Way the Course Works
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The course is a culmination of most previous public relations courses (and some other university
courses) you have taken to date. The context for this knowledge is employee communication. We
will revisit theories and practical applications of interpersonal, intercultural, small group,
organizational, computer-mediated, and mass communication.
You should expect to spend at least 10 hours per week on this course. In-class time is approximately
six hours; the other hours will be spent reading, researching, preparing and thinking about all of
these activities and also the ideas we share with one another.
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I understand that the compressed time for summer courses makes reading outside of class very
difficult. Please plan your life accordingly.
Class sessions will be divided between a short lecture, large group discussion, case study review and
activity, small group discussion and reporting back. Some classes will feature a guest speaker, film,
media clip(s), or other elements as deemed appropriate by the instructor (often in consultation with
the class). Lastly, some classes will be conducted ‘online’ or in self-directed small groups with verbal
and written reporting back.
You will need to attend class and actually be present to participate fully.
Small, and permanent, learning teams will be arranged by the second class. You should sit in these
teams during each class period. All group assignments and most small group discussions will be done
in these groups.
My goal is to have fun teaching, and for you to have fun learning.
There are a variety of ways your final mark will be assessed. Please see section titled “Team Learning
and Evaluation.”
Daily synopsis
(Subject to change by the professor and/or the class after discussion, if necessary.)
~ Introductions ~
Mon May 7
Introductions: You, me, the course
Lecture & Discussion:
Valuing theory, thinking critically about organizations and the communication
processes within; Defining employee communications and thinking about why
internal communication is important
Active Learning: Finalise syllabus; Build learning teams (LTs)
Reading for today: none
Wed May 9
Lectures & Discussion: The Changing World of Work
Active Learning:
1) Expectations of working in teams
2) Handout discussion: New Dimensions in Internal Communications
(this can be found at: http://www.marcusletter.com/New%20Dimensions.htm
if you’d like to print it, or read it before class, or if you want to access it on your
mobile device) discuss Grunig instead, in the context of internal and look at
other readings pr 2015, for example.
OR show this:
http://www.prconversations.com/index.php/2012/05/grunig-masterclassinsight-into-diversity-and-excellence/
3) Doing case studies discussion
4) Case Study (It wasn’t about Race. Or was it?)
Reading for today:
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Gray, R. (2004). Finding the right direction. [Article]. Communication World,
21(6), 26-32.
~ Setting the Stage: Culture,
Audiences & Messages ~
Mon May 14
Who is responsible for effective employee communication?
Guest Speakers:
Janet Byrne
Director, Employee Services
Nova Scotia Community College
Dr. Ramona Lumpkin
President & Vice Chancellor, MSVU
Kelly Gallant
Associate Vice-President, Public Affairs & Recruitment
MSVU
Active Learning: Reflections on new knowledge
Reading for today:
Gray, R., & Robertson, L. (2005). Effective internal communication starts at
the top. [Article]. Communication World, 22(4), 26-28.
Holtz, pp. 14-53 What we know about Employees; Types of Employee Communication
Wed May 16
Quiz #1
Lecture & Discussion: Communicating Strategically
Active Learning:
1) Case Study Discussion (Communication Challenges at UWO)
Reading for today:
Argenti, P. A., & Barnes, C. M. (2009). The Water Cooler goes to Cyberspace in
Digital strategies for powerful corporate communications. New York: McGraw-Hill. 111139. (Available through Moodle.)
Collins, K. (nd) Measuring the effectiveness of employee communication.
Retrieved from http://www.instituteforpr.org/topics/measuring-effectivenessemployee-communications/
Holtz, pp. 54-65 Communications Planning
Mon May 21
No Class – Victoria Day
Wed May 23
Documentary and Discussion: Ethics, Privacy and Policy Employee
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Communication
Active Learning:
1) Video discussion and case study
Gibney, A., Kliot, J., Motamed, S., Coyote, P., Hauser, M., Elkind, P., McLean, B., Magnolia
Home Entertainment (Firm). (2006). Enron: The smartest guys in the room. Los
Angeles, CA: Magnolia Home Entertainment.
Reading for today:
Berger, B. K. (2005). Power over, power with, and power to relations: Critical reflections on
public relations, the dominant coalition, and activism. Journal of Public Relations
Research, 17(1), 5-28.
~ Focusing on the How~
Mon May 28
Quiz #2
Lecture & Discussion: Communicating Change & Bad News
Active Learning:
Case Studies (Michael Patterson and RIM (adapted), and After the Layoffs)
Reading for today:
Finney, J. (2010). Training leaders to talk about change. [Article]. Communication
World, 27(2), 27-27.
Holtz, pp. 126-178 Ongoing Communication; Communicating Bad News; Communicating
Change
Wed May 30
Organizational Storytelling
Guest Speakers:
Brent King
Professor, MSVU
Jennifer Wah, ABC
Owner, Forwords Communications (Vancouver)
Laura Whitman and Collette O’Hara
Owners, Red Balloon Relations
Active Learning:
Focus questions and exercise (to be confirmed)
Reading for today:
http://www.doctorswithoutborders.org/ and http://absolute.org/
Visit the blogs, the mission statements, and the electronic newsrooms of these
two organizations.
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Holtz, pp. 220-244 Enhancing Employee-to-Employee Communication
Stevenson, D. (2004). Make your Internal Communications Memorable with
Strategic Storytelling. CW Online - CW Bulletin, July. (Available on our Moodle
page.)
Mon June 4
Lecture & Discussion: The Role of Gossip in Organizations (1st half); Bullying
in the Workplace (2nd half)
Active Learning: Case Study (Question of Character)
Reading for today:
Cathmoir, N. D. (1994). Acknowledge and use your grapevine. Management
Decision, 32(6), 25.
O’Brien, T. (2007). What’s really happening in your organization? Tapping the
power of the grapevine. Public Relations Tactics, 14(3), 15-15.
Wed June 6
Quiz #3
Lecture & Discussion: Workplace of the Future
Active Learning:
1) Case Study (Workplace of the Future, Eisenberg and Goodall, Jr.)
Reading for today:
Gratton, L. (2010). The Future of Work. [Article]. Business Strategy Review,
21(3), 16-23.
Reynolds, L., Bush, E. C., & Geist, R. (2008). The Gen Y Imperative.
[Article]. Communication World, 25(3), 19-22.
Taylor, C. (1995). Building a Business Case for Diversity. [Article].
Canadian Business Review, 22(1), 12.
Mon June 11
Lecture & Discussion: Communities of Practice
Look at Watercooler chapter.
Active Learning:
Creating Effective Communities of Practice in F2F and Virtual Environments
Reading for today: Fernando, A. (2010). Be a community organizer.
Communication World, 27(2), 8-9.
Goldsborough, J. (2009). Trust and the Sprint Space community. Communication
World, 26(4), 30-31.
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Goman, C. (2004). Unleashing the power of creative collaboration.
Communication World, 21(6), 14-17.
Mamantov, C. (2009). The engine behind employee communication SUCCESS.
Communication World, 26(5), 33-35.
Williams, R., & Williams, T. (2009). Connections with a purpose.
Communication World, 26(4), 26-29.
Social media from the inside out. (2010). Communication World, 27(5), 36-39.
Wed June 13
Employee Communication in a Unionized Workplace
Guest Speakers:
Michelle Forrest
President, MSVU Faculty Association
Denise Corra
Internal Communications Manager, Canada Post
Active Learning:
Discuss Ethics Assignment (Due June 22)
Reading for today:
Sasser, W., Pfeffer, J., & Falcone, P. (2011). Challenge the boss or stand down?.
Harvard Business Review, 89(5), 137-145. Retrieved from EBSCOhost.
Wright, D., & Hinton, M. (2006). Weblogs and employee communication: Ethical
questions for corporate public relations. Paper presented at the International Public
Relations Research Conference. Retrieved from
http://www.instituteforpr.org/topics/weblogs-employee-communication/
~Bringing it all Together~
Mon June 18
NO CLASS – Work in teams on Wiki Ethics assignment (see below)
Wed June 20
Ethics assignment due today. No late assignments accepted.
End of class discussions.
Team Learning and Evaluation (Negotiable)
ACTIVE LEARNING ACTIVITIES
These activities will revolve around the topic of the day and will be in response to both the reading and
also the lectures up until the day of the activity. The active learning activities will be evaluated for clarity,
critical thinking and reading/lecture reflection. Keep your work in your team folder. You must be in class
to receive credit for your work. Each student can miss one activity without penalty.
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EXAMS
The exams will cover the readings, class discussions and outside activities. They will be a combination of
essay, multiple choice and t/f.
ETHICS CASE STUDY ASSIGNMENT
In your teams, you will analyse a case study in a team wiki. The outline of your case will be provided on
June 13. Use the questions the following questions as a framework for your discussion:
1) what role do rights, values and needs of employees have in the ethical decision making process in this
case?
2) what role do rights, values and needs of employers have in the ethical decision making process in this
case?
3) how do you define organizational legitimacy, responsibility and accountability?
4) do employees have privacy and free speech rights?
5) what are some of the ethical tensions of whistle blowing?
6) how might public relations professionals make ethics part of an organization’s agenda?
I will monitor your discussions. Please provide on your Wiki page a synopsis of your discussion and a list
of at least five sources you would recommend to future students in aiding them to complete a similar
assignment. You will be evaluated on your ability to apply concepts presented in the discussion, in your
course reading and in your research.
Adhere to the guidelines of the American Psychological Association for preparation of academic papers.
The complete APA guide is always on reserve in the library or you can refer to the précis on the Library’s
web site at http://www.msvu.ca/site/media/msvu/StyleGuide.apa6.pdf . A quick Google® search will
turn up lots of other web sites that provide excellent explanations and examples of APA style.
PEER EVALUATION & PARTICIPATION
Before the final class period, students will assess each team member in their group based on his or her
evaluation of each member’s performance in and contribution to the team. The individual peer evaluation
mark will be an average score of all other team members’ scores for that individual. To this mark, I will
add my evaluation of your participation in class.
BREAK DOWN OF FINAL MARK in Percentages (Negotiable)
Active Learning
30 (5 marked activities @ 6 points each; team mark)
Quizzes
30 (3 @ 10 points each; individual mark)
Ethics Assignment
20 (10 individual; 10 team mark)
Peer evaluation & participation
20 (individual mark)
Please note that there are no opportunities to hand in material late, or to make-up quizzes. If
you believe you will be unable to meet a deadline, discuss it with me in advance. It may be
possible for us to make alternate arrangements if I am satisfied that your difficulty is a valid one.
Course Policies
Academic Integrity. I expect you to be honest and responsible in fulfilling the course requirements and
objectives. Any act of dishonesty, including, but not limited to, plagiarism, using someone else’s work as
your own, using the same paper or a significantly similar paper for more than one class or cheating on
assignments, will be handled according to the MSVU regulations on Plagiarism and Cheating. Do not do
it. DISCIPLINARY ACTION WILL BE TAKEN IF YOU DO. You will fail this course and you will receive
a note on your transcript. MSVU regulations including applicable procedures and penalties are detailed
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in the University Calendar and are posted on Department notice boards and on the website at
www.msvu.ca on the Current Student’s page under Academic Offenses.
Class Cancellations. If class is cancelled, please assume that we will continue the schedule in the next
class meeting. If an assignment is due, or if you are scheduled to present, you can assume you will be
responsible for the work during our next class meeting. The class cancellation line is 457-6566.
Communication technologies. (Negotiable) You are welcome to use mobile devices during class, if you
think you can be attentive, and polite to me, our guest speakers and your peers. Take note that some
people find use of mobile devices as a rude practice.
Course Syllabus. The syllabus is a guide for our class structure. While it is a collaborative document
drafted by me and negotiated by you, it is our course “memorandum of understanding” after the second
day of class.
Food and Beverages. Please feel free to eat and drink during class time if you are hungry or thirsty, but
please do so politely and please clean up after yourself.
Grading. Graded assignments should be discussed in person between you and me. Please make an
appointment. Grading concerns should be addressed within two days after the assignment is returned.
Moodle. Our course has a Moodle page. You will find the course syllabus, electronic readings, interesting
links, a blog, email, and a chat forum.
Personal Issues. If you are experiencing any kind of personal issue that prohibits you from attending
class or from completing assignments by the due date, please let me know as soon as possible so that we
can work together to create a mutually-desirable compromise.
Requirements for professional performance. Correct use of language is one of the criteria included in the
evaluation of all written assignments.
Because writing is an important part of our field’s professional practice, the Department of Public
Relations cannot allow its students to graduate or do co-op if they do not have the ability to write
correct English. Consequently, writing competence is a requirement in all department courses, and it
must be demonstrated in all classes. This means that students who fail more than one assignment in
this course due to a lack of writing competence will not pass, regardless the accumulation of points
they achieve through group work, class participation, and the like.
The department plays a significant role in developing student writing; however, it does not offer
instruction in basic writing skills because these skills are beneath the academic level at which PR courses
occur. The faculty presumes that every student’s general education included twelve years of writingskills training, and therefore expects an English language competence in grammar, spelling, punctuation,
and semantics. The responsibility to achieve that minimal standard lies with the student.
The instructor will not suspend this requirement by virtue of a student’s willingness to obtain
remedial writing instruction. The public relations profession is writing intensive, and employers expect
students to excel as writers, in comparison with the general public. Consequently the department
requires the actual existence of writing skills, rather than the hope or the promise of these skills, as a
condition for advancing students.
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