57618 Organisational Storytelling and Engagement
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): 16 credit points of completed study in spk(s): STM91564 Core stream (Media, Industry and Practice)
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 57211 Organisational Communication and Culture AND 57818 Organisational Storytelling and Engagement
Description
This subject equips students with the skills to enhance organisational culture, boost employee loyalty, and manage change through effective communication. Students gain insights into the best practices for engaging employees, crafting compelling organisational narratives, and storytelling during pivotal moments. Learning is interactive, blending contemporary theory with practical exercises like role-plays, simulations, and presentations, enriched by case studies and expert guest lectures. Students also refine their leadership approach and conflict resolution techniques, essential for fostering a positive workplace environment.
Subject learning objectives (SLOs)
| a. | Identify factors that contribute to positive and destructive organisational culture |
|---|---|
| b. | Explain the importance of organisational communication genres in the workplace |
| c. | Evaluate communication effectiveness during organisational change |
| d. | Assess employee communication strategies for organisations |
| e. | Demonstrate professionalism in business communication and writing skills |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences:
- Critically, creatively and/or collaboratively analyse, debate and reflect on strategic communication models, practices and solutions by planning and executing a body of research to solve complex problems (2.1)
- Persuade and engage diverse audiences through both written and oral communication strategies, across a range of media formats, with consideration of others' needs and views. (6.1)
Teaching and learning strategies
A variety of teaching and learning strategies will be used, including online lectures, collaborative workshops, visiting speakers and Verbal feedback on performance in the subject and progress on Assessment 1, will be provided to students in class prior to the census date.
Content (topics)
Students will be introduced to organisational communication as an interdisciplinary subject that covers the management of communication flow within organisations as well as individual communication that contributes to organisational culture and narrative. Students explore the significant contribution organisational storytelling can contribute to culture creation and knowledge sharing within organisations. The subject explores the macro perspective of how organisations manage their cultures and changes through various contemporary employee communication strategies and explores the various workplace communication genres that are essential for students to develop professionalism and career success.
Assessment
Assessment task 1: Organisational Change Case Study
| Objective(s): | a, b, c and e | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | 1200 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Online Discussion Posts
| Objective(s): | a, b, d and e | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 30% | ||||||||||||||||||||
| Length: | 900 words (450 words per post) | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Internal Training Presentation
| Objective(s): | b and e | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 30% | ||||||||||||||||||||
| Length: | 6-minute individual presentation plus PowerPoint slides with references | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
In this subject assessment tasks are cumulative. Each task builds understanding and/or skills that is informed by formative feedback. All assessments must be submitted for students to pass the subject. Each task assesses unique subject learning objectives.
Attendance?is essential in this subject. These classes are based on a collaborative approach that involves essential workshopping and interchange of ideas with other students and the tutor to build capacities towards meeting the subject learning objectives. A roll will be taken at each class (whether on campus or online). Students who have more than two absences from class will be refused marking of their final assessment (see Rule 3.8).
Referencing
Use of Generative AI needs to be referenced. Please refer to UTS Library guide. In addition, students are required to include clickable links for all references in the Reference List if available.
References
Prescribed weekly readings will be available in Canvas
Bochantin, J. (2017). ‘“Ambulance thieves, clowns, and naked grandfathers”: How PSEs and their families use humorous communication as a sense making device’, Management Communication Quarterly, vol. 31, no. 2, pp. 278-296.
Bordia, P., Jones, E., Gallois, C., Callan, V., & DiFonzo, N. (2006). ‘Management are aliens! Rumors and stress during organizational change’, Group & Organization Management, vol. 31, no. 5, pp. 601-621.
Draguns, J. G. (2007). Culture's Impact at the Workplace and Beyond. Reviews in Anthropology, 36(1), 43-58
Gregory, A. & Fawkes, J. (2019). A global capability framework: Reframing public relations for a changing world. Public Relations Review, 45(3), 10178.
Hartelius, E., & Browning, L. (2008). ‘The application of rhetorical theory in managerial research’, Management Communication Quarterly, vol. 22, no. 1, pp. 13-39. Jian, G.,
Lewis, L., & Russ, T. (2012). ‘Soliciting and using input during organizational change initiatives’, Management Communication Quarterly, vol. 26, no. 2, 267-294
McClellan, J. (2013). ‘Announcing change: Discourse, uncertainty, and organizational control’, Journal of Change Management, vol. 14, no. 2, pp. 192-209.
Miller, K., Considine, J., & Garner, J. (2007). ‘“Let me tell you about my job”: Exploring the terrain of emotion in the workplace’, Management Communication Quarterly, vol. 20, no. 3, pp. 231-260.
Nicolaas T. O. Mouton, S. K. (2018). Storytelling. In R. L. Heath, W. Johansen, J. Falkheimer, K. Hallahan, J. Raupp, & B. Steyn, The international encyclopedia of strategic communication . Wiley.
Parmenter, J., & Trigger, D. (2018). Aboriginal cultural awareness training for mine employees: Good intentions, complicated outcomes. The Extractive Industries and Society, 5(2), 363-370. Cultural Awareness Complicated Outcomes.pdf (click here)
Schmisseur, A., & Fairhurst, G. (2008). ‘Organizational discourse and communication: the progeny of Proteus’, Discourse & Communication, vol. 2, no. 3, pp. 299-320.
Tye-Williams, S., & Krone, K. (2017). ‘Identifying and re-imagining the paradox of workplace bullying advice’, Journal of Applied Communication Research, vol. 45, no. 2, pp. 218-235.