20141124_ED_512.01_Final_CDSE_ECDSP_Jan2013.pdf

Detailed Course Design Document Final

Effective Communication in

Department of Defense Security (ED) (ED 512)

Developed for

The Department of Defense (DoD)

Defense Security Service (DSS)

Center for Development of Security Excellence (CDSE)

Education Division

January 14, 2013

DSS CDSE Education Division Effective Communication in DoD Security

Detailed Course Design Document (Draft)

January 4, 2013 Page 2

Contents

1 Introduction

1.1 The Requirement

1.2 Purpose of the High-Level Design Document

1.3 Organization of This Document

2 High-Level Course Design

2.1 Course Description/Overview

2.2 Credits Conferred

2.3 Target Audience/Prerequisites

2.4 Student Outcomes/Objectives

2.5 Delivery Method/Course Requirements

2.6 General Course Requirements

2.7 Grading

2.8 Incorporation of Feedback

2.9 Course Textbooks

2.10 Course Outline

3 Content Outline

3.1 Week 1: Overview of Effective Communication

3.2 Week 2: Tailoring Messages for Your Audience

3.3 Week 3: DoD Communication Protocol

3.4 Week 4: Developing an Effective Security Policy – Part 1

3.5 Week 5: Developing an Effective Security Policy – Part 2

3.6 Week 6: Persuasive Strategies & Techniques

3.7 Week 7: Narratives & Storytelling

3.8 Week 8: Change Management

3.9 Week 9: Leadership Principles – Overcoming Objections

3.10 Week 10: Peer Review & Feedback

3.11 Week 11: Fundamentals of Marketing

3.12 Week 12: Creating a Marketing Plan for Security

3.13 Week 13: High Impact Presentations

3.14 Week 14: Giving and Receiving Feedback

3.15 Week 15: Promotional Products

3.16 Week 16: Effective Communication - Conclusions & Wrap-Up

January 4, 2013 Page 3

1 Introduction

1.1 The Requirement

The Defense Security Service (DSS) Center for Development of Security Excellence

(CDSE) has undertaken, through its Education Division, the responsibility to provide graduate-level education designed to develop the future security leaders for the

Department of Defense (DoD).

The purpose of this project is to design and develop an advanced, semester-long course that will provide an educational opportunity for mid-career security specialists to gain an in-depth knowledge, skills and understanding of leadership principles and skills needed to support DoD security programs. The course will be conducted via the Sakai Continuous

Learning Environment (CLE) and will consist of readings, prerecorded lectures and presentations, online asynchronous sessions, a discussion forum, and student oral presentations. Oral presentations will be pre-recorded using audio narration and presentation software, PowerPoint, and posted in the discussion forum.

1.2 Purpose of the High-Level Design Document

The purpose of this High-Level Design Document is to convey the terminal learning objectives for the course and to identify at a high level the topics it will cover. It also proposes the grading schema the instructor will use. This document proposes an initial, high-level organization of content to be delivered throughout the 16-week semester and broadly introduces the proposed instructional methods to be used.

This high-level design will guide the subsequent detailed design and development of the course. The final course design and the grouping and sequencing of content for presentation to students will be provided in the next deliverable for this course: The

Detailed Design Document.

1.3 Organization of This Document

The High-Level Design Document is organized into several sections:

An overview of the course

A statement of the anticipated credits to be conferred

A list of prerequisite courses, if applicable

The terminal learning objectives of the course

The delivery method(s) to be used

General course requirements

Grading scheme for the course

A course outline showing how the course will unfold over the semester

January 4, 2013 Page 4

2 High-Level Course Design

2.1 Course Description/Overview

This course covers effective techniques for communicating ideas, concepts, and policies in defense security. The course examines dimensions of communication styles, concepts, principles and theories of communication and how these apply to effective communication in DoD security. It addresses communication in problem-solving processes, the importance of communication to effective leadership, and the importance of effective communication in complex wartime and peacetime environments. The course also provides an overview of how the DoD bureaucracy supports communication.

2.2 Credits Conferred

This course will be designed to equate to three credit hours at the graduate level.

2.3 Target Audience/Prerequisites

The target audience is mid-career security specialists from a variety of specializations.

The course has no prerequisites.

2.4 Student Outcomes/Objectives

This course will be designed to enable students to:

Present a marketing plan for DoD security.

Demonstrate how to convince others to adopt ideas, concepts, and policies to support security.

Identify decision-makers and stakeholders key to successful security programs.

Describe the role of the agency’s Public Affairs Office.

Explain how to partner, network, build, and sustain loyalty.

Differentiate security specialist’s ideas from the ideas of their audience.

Demonstrate security specialist’s ability to effectively advocate and communicate a position through oral and written communication.

Develop an effective security policy.

Create high impact presentations to support security programs and initiatives.

Construct security messages tailored to specific audiences.

Compose communication tailored to specific nationalities and cultures to support security messages.

Construct security messages following communications protocol for individuals within and outside of DoD.

Formulate communication which sponsors and spreads change throughout the organization successfully.

Demonstrate effective use of narratives and stories to communicate a security message.

Explain how to overcome objections and handle problem people and/or situations.

January 4, 2013 Page 5

2.5 Delivery Method/Course Requirements

This is a graduate-level distance-learning course in understanding the principles of effective communication and how these principles can be applied in the DoD security environment. The focus of the course is to develop a students’ understanding of leadership skills which facilitate in-depth analysis of complex issues related to effective communication to support DoD security programs. The course will consist of readings, class discussion, response papers, research papers, and student presentations.

The assigned course readings will draw from a variety of resources; books, case studies, authoritative readings (legislation, policies, plans, and strategies), and implementation readings (government products that are responsive or attempt to fulfill the requirements of authoritative documents). Students are expected to familiarize themselves with the assigned topic and readings each week and should be prepared to discuss and debate them critically, as well as analyze them for biases and multiple perspectives.

2.6 General Course Requirements

Class participation is both important and required. If, due to an emergency, students are not able to respond to a discussion prompt in the week it is assigned, they must contact the instructor by e-mail and will be expected to post their response in the following week.

It is expected that assignments will be submitted on time (by 2359 the day they are due).

However, it is recognized that students occasionally have serious problems that prevent work completion. If such a dilemma arises, students should contact the instructor in a timely fashion to work out a new game plan.

2.7 Grading

The following provides an approximate breakdown of how each assignment contributes to the overall performance in the class.

Participation 15%

Assignment 1: Analysis of Security Messages 5%

Assignment 2: Construct Security Messages 5%

Assignment 3: Analysis of Security Policy 5%

Research Paper 1: Develop a Persuasive Argument on Security 15%

Research Paper 2: Effective Leaders and Communicators 10%

Presentation: Effective Leaders and Communicators 10%

Marketing Plan – Part I (Outline) 5%

Marketing Plan – Part II (Paper) 10%

Marketing Plan – Part III (Presentation) 10%

Marketing Plan – Promotional Product 10%

January 4, 2013 Page 6

A letter grade will be assigned to each graded assignment, following the grading scale below:

A = 90% – 100%

B = 80% – 89%

C = 70% – 79%

D = 60 – 69%

F = 59% and below

Evaluation criteria for each graded assignment are listed below.

[Note from Curriculum Manager: The use of grading criteria and rubrics will be an ongoing program development endeavor. The chart below is a placeholder for the criteria ultimately deemed useful by the instructor.]

ASSIGNMENT EVALUATION CRITERIA

Uses complete sentences

Uses proper grammar structure

Responses reflect depth of thought and critical thinking skills

Integrates material from class/readings into responses

Provides coherent and reasoned responses to all questions

Integrates real world examples into responses

Meets submission timeline

January 4, 2013 Page 7

2.7.1 Participation (15%):

Participation includes contributing to the class discussion forum and conducting peer reviews.

Discussion Forum Participation

To achieve full credit for participation in discussion forums, students must submit initial posts early in the session. For satisfactory participation students should respond to the posts of two other learners throughout the duration of the session. For exemplary participation students should respond to the posts of more than two other learners throughout the duration of the session. The goal is to have a dynamic discussion around the topic that lasts throughout the entire session.

Posts and responses should be thorough and thoughtful. Just posting an "I agree" or

"Good ideas" will not be considered adequate. Support statements with examples, experiences, or references. When relevant, add to the discussion by including prior knowledge, work experiences, references, web sites, resources, etc. (giving credit when appropriate).

The following discussion rubric will be used to assess the quality and quantity of participation in discussion forums.

DISCUSSION EVALUATION CRITERIA

Criteria Unsatisfactory

(3 points)

Satisfactory

(3.75 points)

Exemplary

(5 points)

Total

Possible

Points

(20 points)

Quantity and

Timeliness

Does not submit at least one initial response early in the session and/or does not submit at least two peer responses closer to the end of the session.

Submits at least one initial response early in the session, and at least two peer responses closer to the end of the session.

Submits one initial response early in the session, and two or more thoughtful peer responses early in the session, and more than two peer responses closer to the end of the session.

Spelling and mechanics

Does not submit posts that are in complete sentences. Or two or more of the complete sentences are grammatically

Submits posts that have one or more grammatically incorrect sentences and two

Submits posts that contain grammatically correct sentences without any spelling errors.

January 4, 2013 Page 8

Criteria Unsatisfactory

(3 points)

Satisfactory

(3.75 points)

Exemplary

(5 points)

Total

Possible

Points

(20 points) incorrect and have greater than 2 spelling errors.

spelling errors

Critical

Analysis

Discussion postings show little or no evidence that readings were completed or understood. Postings are largely personal opinions or feelings, or "I agree" or "Great idea", without supporting statements with concepts from the readings, outside resources, relevant research, or specific real-life application.

Discussion postings repeat and summarize basic, correct information , but do not link readings to outside references, relevant research and do not consider alternative perspectives or connections between ideas.

Sources are not cited.

Discussion postings display an excellent understanding of the required readings and underlying concepts by mentioning specific points from the articles and readings.

Discussion is at a critical level – not just a recitation of facts from the article.

Postings integrate an outside resource, or relevant research, to support important points.

Generates learning within the community

Discussion postings do not contribute to ongoing conversations or respond to peers' postings. There is no evidence of replies to questions or comments or as new related questions or comments.

Discussion postings contribute to the class' ongoing conversations as evidenced by affirming statements or references to relevant research or, asking related questions or, making an oppositional statement supported by any personal experience or related research.

Discussion postings actively stimulate and sustain further discussion by building on peers' responses including building a focused argument around a specific issue or asking a new related question or making an oppositional statement supported by personal experience or related research. Posts take the discussion deeper.

Total

January 4, 2013 Page 9

Peer Review

Throughout the course students will be required to give specific, constructive feedback when conducting peer reviews of other students’ writing and presentations. To earn full credit for participation, students must complete required peer review forms completely, giving examples of strengths and weaknesses of peer work and recommendations for improvement. Peer review should not be overly harsh or critical but respectful, constructive, and helpful with specific ways for improvement.

2.7.2 Response Papers (Assignments 1-3) (15%):

There will be three required response papers during the course. These assignments will provide students with the opportunity to analyze specific examples, documents or readings .The goal of these assignments is to provide an opportunity for students to apply what they’ve learned about effective analysis and writing techniques by developing several types of writing products that security professionals commonly produce including memorandum, official letters, background and position papers, read aheads, briefings and electronic communication. Each assignment is worth 5% of the total cumulative grade for the course. These assignments will each be reviewed and graded to ensure student understanding of problem areas or need for further work.

2.7.3 Research Paper: Effective Leaders and Communicators (10%) and

Presentation (10%)

Each student will be required to select and analyze one leader, from the past or present, who has exhibited effective leadership and communication skills when faced with the challenges of communicating in complex wartime or peacetime environments. Further instructions will be given to students on writing structure and intermediate deadlines.

Papers will be approximately 7 pages long, double spaced using Times New Roman, font size 12.

From this paper, each student will prepare and record a 5-8 minute audio narration to a visual presentation using software such as PowerPoint or Microsoft Producer. Students will be provided resources for recording and adding narration to a PowerPoint slideshow

Title Source

Record and Add Narration to a PowerPoint SlideShow.

Microsoft Office http://office.microsoft.com/en-us/powerpoint-help/record-and-add-narration-and-timings-to-a-slide-show-HA010338313.aspx

Powerpoint Tutorial- Record

Narration for Slideshow http://www.youtube.com/watch?v=QFmntINu_cI http://office.microsoft.com/en-us/powerpoint-help/record-and-add-narration-and-timings-to-a-slide-show-HA010338313.aspx http://office.microsoft.com/en-us/powerpoint-help/record-and-add-narration-and-timings-to-a-slide-show-HA010338313.aspx http://office.microsoft.com/en-us/powerpoint-help/record-and-add-narration-and-timings-to-a-slide-show-HA010338313.aspx

January 4, 2013 Page 10

This multimedia work will be presented in an asynchronous format. The presenter will upload the completed, narrated presentation to the group discussion forum. Classmates will then review presentations and complete a specific peer review form giving feedback to two classmates. Additional instructions regarding this presentation will provide a rubric of criteria for assessing these presentations.

2.7.4 Research Paper: Develop Persuasive Argument on Security (15%)

Each student will be required to perform research and write an 8-10 page analytical paper on a substantial security issue, such as; introduction of a new security policy or a new resource available to the security community related to his or her work or installation. In this paper, students must effectively persuade his or her target audience to adopt and support the new security policy or resource. In this research paper students must include a thesis statement and support their position with specific and convincing evidence, including credible primary and secondary sources. The paper should anticipate potential objections from the target audience and provide counter-arguments. Students must apply persuasive strategies to convince the target audience to support security.

Students will use this research paper as the basis for developing a marketing plan (see

2.7.5). Further instructions will be given to students on writing structure and intermediate deadlines.

2.7.5 Marketing Plan (25%)

Students will develop and present an effective marketing plan to disseminate a substantial security policy or new resource to a specific audience. The completed paper will include:

Background and significance of security policy/resource

Goals and objectives

Audience analysis

Behavior analysis

Marketing strategies (including the 4 Ps- product, place, price, promotion – and branding/tag line)

Budget (costs, decision-makers, persuasive strategies)

Conclusion

Students will deliver a 10 minute presentation to his or her classmates. The presentation must provide supporting information, evidence and arguments to convince the audience to approve his or her marketing plan. It should also include samples of marketing strategies selected (i.e. branding). For this presentation students will record an audio narration to a visual presentation using software such as PowerPoint or Microsoft

Producer.

Students will be provided resources for recording and adding narration to a PowerPoint slideshow including the following:

January 4, 2013 Page 11

Title Source

Record and Add Narration to a PowerPoint SlideShow.

Microsoft Office http://office.microsoft.com/en-us/powerpoint-

This presentation will be uploaded to the group discussion forum. Classmates will review and post comments and peer reviewer feedback through the asynchronous discussion forum and peer review forms.

2.7.6 Marketing Plan Strategy: Promotional Product (10%)

Students will create a sample of a promotional product (poster, brochure, web banner, refrigerator magnet or other material) for marketing their selected security policy/resource/initiative. In order to create this product, students will describe:

The steps they will take to find the right promotional item for marketing their security policy/resource

Description of the promotional item

The purpose of the promotional item

How the effectiveness of the promotional item will be evaluated

Students will have the opportunity to receive feedback from their peers on the effectiveness of their promotional product in conveying the security message.

http://office.microsoft.com/en-us/powerpoint-help/record-and-add-narration-and-timings-to-a-slide-show-HA010338313.aspx http://office.microsoft.com/en-us/powerpoint-help/record-and-add-narration-and-timings-to-a-slide-show-HA010338313.aspx http://office.microsoft.com/en-us/powerpoint-help/record-and-add-narration-and-timings-to-a-slide-show-HA010338313.aspx

January 4, 2013 Page 12

2.7.7 Final Grade Calculation

A final numeric (percentage) score for each student who completes the class and the dates of attendance will be recorded in the student's training record in CDSE's "STEPP" learning management system. The record in STEPP will also indicate that students who achieve a final score of 80% or higher passed the course.

2.8 Incorporation of Feedback

The course instructor will provide multiple opportunities for students to provide constructive feedback on course delivery and content over the period of the course.

Students will be afforded the opportunity to provide written feedback following each assignment, to include general feedback on the course or specific feedback on an individual assignment. Online feedback is also encouraged throughout the course, either through e-mail or through the course discussion forum. Finally, the instructor will provide written feedback to the students on all assignments within five days of submission.

2.9 Course Textbooks

The following texts will be used in whole or in part during the course:

Maxwell, John C. (2007). The 21 Irrefutable Laws of Leadership. Nashville, Tennessee:

Thomas Nelson Publishing.

Phillips, Donald T. (1992). Lincoln on Leadership. New York: Business Plan.

The following text is optional:

Adler, Ronald. Rodman, G. & Hutchinson, C. (2011). Understanding Human

Communication. 11 th edition. Oxford University Press.

Detailed Course Design Document (Draft)Janu

January 4, 2013 Page 13

2.10 Course Outline

The following table outlines the 16-week course agenda. Graded assignments are in bold. Items in italics are ungraded but are required for a later, graded assignment.

Lesson/

Week Topics Instructional Method(s) Student Assignments Due

Course overview

Principles and core components for effective communication

Types of security messages, policies, initiatives

Audiences for security messages

Asynchronous presentation

(recording)

Reading

Discussion

Students do assigned reading

Decision-makers and stakeholders key to successful security programs

Tailoring security messages for specific audiences

Reading

Discussion

Assignment 1 Due: Analysis of

Security Messages

Students do assigned reading

Discussion posts

Communications protocol for

Individuals within and outside the

DoD

Communications with other nationalities and cultures

Reading

Asynchronous presentation

Discussion

Assignment 2 Due: Construct

Security Messages

Elements of Effective Security

Policy

Reading

Asynchronous presentation

Discussion

January 4, 2013 Page 14

Lesson/

Week Topics Instructional Method(s) Student Assignments Due

Further analysis: developing an

Effective Security Policy

Reading

Discussion

Assignment 3 Due: Analysis of

Security Policy

Persuasive strategies and techniques

Selling ideas: how to convince others to adopt ideas, concepts and policies

Reading

Asynchronous presentation

Discussion

Further analysis: selling ideas

Differentiate your ideas from the ideas of your audience

Using narratives and stories to communicate a security message

Case studies

Reading

Asynchronous presentation

Discussion

Research Paper: Develop

Persuasive Argument on

Security

Students do assigned reading

Discussion posts

Leadership principles: How to partner/network, build and sustain loyalty

How to successfully sponsor and spread change throughout the organization

Discussion

January 4, 2013 Page 15

Lesson/

Week Topics Instructional Method(s) Student Assignments Due

Further analysis: Leadership principles

Effectively advocating and communicating a position through oral and written communication

How to overcome objections and handle problem people

Case studies of effective leaders

Asynchronous presentation

Discussion

Research Paper: Effective

Leaders and Communicators

Students do assigned readings

Discussion posts

Student presentations – Effective

Leaders and Communicators

Reading

Asynchronous student presentations

Discussion

Presentation: Effective Leaders and Communicators

Students do assigned readings

Marketing and communication principles

The role of your Public Affairs

Office

Case studies and samples

Reading

Asynchronous presentation

Discussion

Peer Review of Presentation:

Effective Leaders and

Communicators

Discussion Posts

Further analysis: Marketing and communication principles

Creating high impact presentations

Reading

Asynchronous presentation

Discussion

Part I of Marketing Plan:

Brainstorming and Outline

January 4, 2013 Page 16

Lesson/

Week Topics Instructional Method(s) Student Assignments Due

Creating high impact presentations

Advantages of peer review

Persuasive strategies

Reading

Asynchronous presentation

Discussion

Part II of Marketing Plan:

Completed Paper

Marketing Plan Presentations

Peer Review Guidelines

Reading

Asynchronous presentation

Discussion

Part III of Marketing Plan:

Presentation

Creating a promotional product as part of marketing strategy

Asynchronous student presentations

Discussion

Peer Review of Marketing Plan

Presentation

Promotional Product Presentation

Wrap Up Asynchronous student presentations

Discussion

Peer feedback on promotional products

January 4, 2013 Page 17

3 Content Outline

3.1 Week 1: Overview of Effective Communication

1. Lesson Goals/Objectives:

At the end of this lesson, students will be able to:

Explain why effective communication skills are essential for security professionals

Identify the principles and core components of effective communication

Explain different types of communication including written, oral, interpersonal and intrapersonal

Identify the main barriers to effective communication

Describe main audiences for security messages

Analyze the main factors for effective communication including purpose, audience, type of communication, and style of language

Explain the factors to consider when developing effective communication

Identify the most common purposes for communication on security issues

Describe the types of audiences for communication on security issues

Analyze security messages for purpose, audience and effectiveness

Identify and apply leadership principles to students’ own experience

2. Rationale:

This class aims to introduce and review the core components of communication and establish the overall themes and motivation for this course.

3. Discussion Questions:

Discussion 1: Self-introduction

Please introduce yourself to the class, including your name, position, and organization. Please share what you hope to learn from this class.

Discussion 2: Communication Purposes in Security Work

Identify the most common audience for your security work.

What is the most common writing purpose in your work in security?

January 4, 2013 Page 18

4. Class Agenda:

Activity Duration

Review the syllabus and Course

Overview lecture

30 minutes

Core Components of Communication lecture

20 minutes

Analyzing the Audience for Your

Message lecture

20 minutes

Review readings 20 minutes

Discussion 20 minutes

Total 110 minutes

[Note: These estimated durations will be further refined as the instructor proceeds with course materials development.]

5. Lesson Presentations:

Course Overview

Core Components of Communication

Analyzing the Audience for Your Security Message

6. Required Reading:

Introduction to Communication Skills. Why Communication Skills are So Important.

Mindtools. http://www.mindtools.com/CommSkll/CommunicationIntro.htm

Air Force Guidance Memorandum to AFH 33-337, The Tongue and Quill, Chapter 3 pages 17-24

Phillips, Donald T. Lincoln on Leadership, Chapter 13: Master the Art of Public

Speaking, pages 145- 153

Maxwell, John. C. The 21 Irrefutable Laws of Leadership. Chapters 1 and 2, page 1-22.

7. Additional Recommended Reading:

The Chicago Manual of Style, 16

Edition, Chicago: University of Chicago Press, 2010.

Adler, R., George, R. & Hutchinson, C. (2011). Understanding Human Communication.

edition. Oxford University Press. Chapters 1 -4.

8. Deliverables for this Week:

None.

http://www.mindtools.com/CommSkll/CommunicationIntro.htm http://www.e-publishing.af.mil/shared/media/epubs/afh33-337.pdf

January 4, 2013 Page 19

9. Assignment for Next Time:

Complete Assignment 1 – Part 1: Analysis of Security Messages. Review the series of security messages on the assignment sheet. Analyze each message describing its purpose, intended audience, type of communication. Based on your reading of The Tongue and Quill (Chapter 3) analyze the effectiveness of each communication based on the core principles of communication. If you feel there are weaknesses in the way the message was communicated, describe what these weaknesses are and how you would address them.

Complete Assignment 1 – Part 2: Lessons in Leadership. After completing the required readings on Leadership, respond to the following questions:

o Phillips describes Lincoln as “one of the best extemporaneous speakers the nation has ever known.” What evidence is used to support his claim? What was Lincoln’s philosophy on public speaking?

o Lee Iacocca said “the only way you can motivate people is to communicate with them.” Do you agree or disagree? Why? Give examples from your personal/professional experience or from current or past events.

Complete discussion posts

January 4, 2013 Page 20

3.2 Week 2: Tailoring Messages for Your Audience

Identify decision-makers and stakeholders that are key to successful security programs

Define what it means to tailor a message to an audience

Explain what a stakeholder analysis is and how to use it to prioritize and tailor messages to stakeholders

Explain specific techniques for tailoring messages to an audience

Review examples of security messages tailored to decision-makers and stakeholders

Construct security messages tailored to specific audiences

The goal of this lesson is to provide tools, strategies, and tips for tailoring communication about security messages to an audience. This lesson also identifies, describes, and analyzes decision-makers and stakeholders including how to motivate and tailor messages to them effectively.

3. Discussion Question:

There is one discussion post this week:

Discussion 1

Think about a situation where you tailored a security message to a specific audience.

Describe o the context of how the message you communicated relates to your work o the type of communication you used o the characteristics of your audience o the purpose of your message o methods you used to “tailor” your message

After reviewing the tailoring strategies in this lesson, if you delivered the same security message now, would you use any additional strategies or improve your use of tailoring strategies for the situation you described; if so, how;?

Tailoring Security Messages for Your

Audience

30 minutes

January 4, 2013 Page 21

Review readings 40 minutes

Discussion Questions 20 minutes

Total 90 minutes

5. Lesson Presentations

Tailoring Security Messages for Your Audience

Air Force Guidance Memorandum to AFH 33-337, The Tongue and Quill, 1 August 2004, Chapter 2 pages 9- http://www.e-publishing.af.mil/shared/media/epubs/afh33-337.pdf

Know Your Audience. The Total Communicator, Volume II, Issue 4, Fall 2004 http://totalcommunicator.com/vol2_4/knowaudience.html

You Talkin’ To Me? The Total Communicator, Volume I, Issue 4, Fall 2003 http://totalcommunicator.com/vol1_4/audience_article.html

Assignment 1: Analyze Security Messages

Discussion Forum Posts

Assignment 2: Construct Security Messages

Part 1

This assignment requires you to select a security policy, directive, initiative that has been a concern or issue within your specific area of security. You will create a security message that you plan to communicate to an audience made up of individuals from various departments within your organization. You can select the type of communication (oral or written), the format (for example: email, briefing, or other format), language and style that is appropriate to your unique audience. As you create the security message complete the following steps:

Describe the security message you plan to communicate and the context of this security message.

Analyze your audience (using the rubric provided) http://www.e-publishing.af.mil/shared/media/epubs/afh33-337.pdf http://totalcommunicator.com/vol2_4/knowaudience.html http://totalcommunicator.com/vol1_4/audience_article.html

January 4, 2013 Page 22

Design a purpose statement

Select strategies

Identify the format/type of communication you plan to use and why

Create your message

Analyze your message

Part 2

Describe the decision makers in your organization. Include characteristics, motivations, and other factors that you know about these decision makers.

When tailoring communication to these decision makers in your organization, what steps would you take to decide how to tailor your communication?

Part 3

Read the following excerpts from a speech by U.S. Defense Secretary Leon

Panetta about CyberSecurity. You can find the complete transcript on the U.S.

Department of Defense site http://www.defense.gov/transcripts/transcript.aspx?transcriptid=5136

This speech was presented to the Business Executives for National Security, New

York City, in October 2012. Research this audience, and, after exploring their website http://www.bens.org/, briefly describe who they are, their mission, and other issues you feel would be important to know when preparing to present to this audience. According to your research, for example, what do they care about and what expectations would they have from someone presenting to them?

Based on your analysis of the audience, and your understanding of how to tailor a message to an audience o What is the tone of the message?

o What is the purpose of the message?

o Based on the speech, what are Panetta’s expectations of his audience?

What words or phrases did he use that support your view?

o What strategies did Panetta use to tailor this message? Describe how

Panetta used each strategy you identify with specific citations from the speech o Do you think Panetta’s speech is effective for this audience? Why or why not?

Part 4

Read the following: Phillips, Donald T. Lincoln on Leadership, Introduction, Chapter 1: Get out and Circulate. Explain how Lincoln’s principle of personal contact can be used to tailor communication to an audience.

http://www.defense.gov/transcripts/transcript.aspx?transcriptid=5136 http://www.bens.org/

January 4, 2013 Page 23

3.3 Week 3: DoD Communication Protocol

Identify DoD manual references and military guidelines governing communications protocol

Describe types of DoD communications including memorandums, letters, background papers, position papers, read aheads, briefings, electronic communication

Explain communication protocol for types of DoD communications

Differentiate when to use various types of DoD communications (for example when to use a memorandum versus when to use a letter)

Explain purpose and preparation process for communications

Review sample DoD communications following DoD communication protocol

Identify types of DoD Issuances and corresponding templates and standards

Describe writing style and preferred usage for DoD Issuances

Identify and explain differences in verbal and nonverbal communication between individuals in United States versus individuals in other nationalities and cultures

Describe factors distinguishing cultures from one another such as high versus low context, perceptions of time, power distance, individualist versus collectivist

Explain how to use your understanding of differences in verbal and nonverbal communication to tailor communications to individuals in other nationalities and cultures

The goal of this lesson is to provide guidance for developing DoD written communications, including memorandum, letters, and electronic communications, using

DoD manual and regulations. The lesson also provides an opportunity for students to examine the differences in verbal and nonverbal communication between individuals in the United States versus individuals in other nations and provides guidelines for using an understanding of cultural differences to tailor communication effectively.

There are 2 posts for this week.

Discussion 1:

An article on CNN (November 12, 2012) poses the following question “When the

CIA director cannot hide his activities online, what hope is there for the rest of us?”

http://www.cnn.com/2012/11/14/tech/petraeus-email-privacy/index.html

What does the Patraeus scandal say about digital spying and your email? What are the main security issues regarding the Patraeus scandal?

Should all online communications be thought of as public, until proven otherwise?

http://www.cnn.com/2012/11/14/tech/petraeus-email-privacy/index.html

January 4, 2013 Page 24

Should all online communications be monitored to protect any potential security risks? Why or why not?

Discussion 2:

1. Visit the Defense Language Institute on Foreign Language http://fieldsupport.lingnet.org/index.aspx

2. Select a country that was not discussed in lecture 3.2. Review the Nation “in

Perspective” section. Look through the topics on the chapter on “Security.”

Answer the following questions:

What nation did you choose to research? Why were you interested in this nation/culture?

Based on your review, what are the main security issues in this nation?

Describe the relationship between this nation and the U.S. and why. (strained?

stable? Volatile?)

3. Now perform a comprehensive review of the nation’s culture in the section on

“Cultural Orientation” Defense Language Institute on Foreign Language http://fieldsupport.lingnet.org/index.aspx paying special attention to dress codes, gender issues, dos and don’ts. For additional information visit the Canadian Center for Intercultural Learning (http://www.intercultures.ca/cil-cai/countryinsights-apercuspays-eng.asp) . This site gives a wealth of information on communication styles, displays of emotion, personal space and other cultural events from a

Canadian and local perspective.

How does this nation’s communication protocol, including verbal and non-verbal communication, differ from yours? Give specific examples.

Create and share a “Dos” and “Don’ts” list for your nation/culture.

In addition to the “Dos and Don’ts List” how can you use the information you learned to communicate more effectively with an individual or groups of individuals from this nation/culture?

Review: Communications Protocol –Part I lecture

60 minutes

Review Communications Protocol – Part II -

Non-U.S. Nationalities and Cultures lecture

20 minutes

Review Readings 30 minutes

Discussion 30 minutes

Total 120 minutes http://fieldsupport.lingnet.org/index.aspx http://fieldsupport.lingnet.org/index.aspx http://www.intercultures.ca/cil-cai/countryinsights-apercuspays-eng.asp http://www.intercultures.ca/cil-cai/countryinsights-apercuspays-eng.asp

January 4, 2013 Page 25

Communications Protocol – Part 1

Communications Protocol – Part 2

Regulations, Guidelines on Communications Protocol

DoD Manual for Written Material: Correspondence Management (DoDM

5110.04-M-VI)

DoD Manual for Written Material: Examples and Reference Material (DoDM

5110.04-M –V2)

Air Force Guidance Memorandum with The Tongue and Quill (AFH33-

337_AFGM1.2 )

Army Protocol for Correspondence (DA Memo 25-52)

Navy Correspondence Manual (SECNAVINST5216.5)

Communicating with Other Nations and Cultures

Velazquez, Lisa. Cultural Awareness and Effective Communication.

http://ezinearticles.com/?Cross-Cultural-Awareness---How-to-Effectively-

Communicate-Across-Cultures&id=2530424

Assignment 2 Due: Construct Security Messages

Complete two discussion posts.

http://ezinearticles.com/?Cross-Cultural-Awareness---How-to-Effectively-Communicate-Across-Cultures&id=2530424 http://ezinearticles.com/?Cross-Cultural-Awareness---How-to-Effectively-Communicate-Across-Cultures&id=2530424

January 4, 2013 Page 26

3.4 Week 4: Developing an Effective Security Policy – Part 1

Define and describe how DoD security policy is developed

Summarize the main concerns and policies related to personnel, physical, information security, industrial security

Identify the elements and characteristics of effective security policy

Review DoD guidelines, regulations, templates and other standards for developing security policy

Define Plain Language according to Federal Plain Language guidelines

Describe the Federal Plain Language guidelines and how these apply to developing security policy

This lesson examines the elements and criteria of well written, effective DoD security policy using DoD and Federal Plain Language guidelines.

There are 2 discussion posts this week.

Where does the policy that guides your work derive from? Do you develop or have input into the policy development process for security? If so, how? If not, should you?

Discussion 2:

Review the following statements by the Department of Defense Inspector General about security policy:

DoD security policy is fragmented, redundant, and inconsistent….There are at least 43 distinct DoD security policies covering the functional areas of information security, industrial security, operations security, research and technology protection, personnel security, physical security, and special access programs. The sheer volume of security policies that are not coordinated or integrated makes it difficult for those at the field level to ensure consistent and comprehensive policy implementation.

www.dodig.mil/Ir/reports/DODIG-2012-114.pdf

Outline your own experience and your rationale for agreeing or disagreeing with the IG’s statement on security policy. What recommendations would you make, based on the Inspector General’s report?

http://www.dodig.mil/Ir/reports/DODIG-2012-114.pdf

January 4, 2013 Page 27

Review Elements of Effective

Security Policy lecture

45 minutes

Review readings 45 minutes

Elements of Effective Security Policy

Federal Plain Language Guidelines, March 2011, Rev 1, May 2011

Plain Language http://www.plainlanguage.gov/index.cfm

Law

Guidelines

Examples (Before and After Comparisons, Government Examples, Humor)

Resources

Table of Plain Language Regulations http://www.plainlanguage.gov/usingPL/government/regstable.cfm

None

Assignment 3: Analysis of Security Policy

Students will review excerpts of security policy and analyze them using a rubric identifying characteristics of effective, well written policy. In this assignment, students will have the opportunity to revise and develop samples of regulations applying what they’ve learned about the elements of effective security policy.

http://www.plainlanguage.gov/index.cfm http://www.plainlanguage.gov/usingPL/government/regstable.cfm

January 4, 2013 Page 28

3.5 Week 5: Developing an Effective Security Policy – Part 2

Describe the stages of policy development for DoD issuances related to security

Analyze examples of security policy for effectiveness, using DoD guidelines and

Federal Plain writing guidelines

Compare and contrast examples of security policy before and after revision, based on Federal plain writing guidelines

Develop and revise excerpts of policy, applying Federal plain writing guidelines

Review and discuss the purpose and use of comments matrix guidelines for policy development (SD Form 818)

Define and describe substantive versus critical comments as used on SD Form

Define and explain the purpose of feedback

Explain ways to make feedback constructive and how constructive feedback will facilitate the development of effective security policy

This lesson gives students the opportunity to continue applying what they learned about elements and characteristics of effective security policy by analyzing and revising sample excerpts from regulations using DoD and Federal Plain writing guidelines and comments matrix for DoD Issuances. Since security policy is developed in collaboration with others, students will learn how to give constructive feedback in order to facilitate effective security policy development and reconcile differences.

There are two discussion posts this week:

What experience have you had in collaborating to develop security policy, initiatives, or messages within your organization? What process did you use to give feedback and resolve comments? What were the strengths of the process you used? Were there any strategies that would improve the process?

Discussion 2

Review the Electronic Briefing Books available as part of the Digital National

Security Archive http://www.gwu.edu/~nsarchiv/NSAEBB/index.html

Select an area of security which interests you and examine the articles links to formerly classified documents. Narrow your review to one article/topic.

Describe the topic/area and the main security issue of the article

Identify one or two of the declassified documents that are posted. Explain why these documents are important.

http://www.gwu.edu/~nsarchiv/NSAEBB/index.html

January 4, 2013 Page 29

What do these new documents add to an understanding of the issue?

Does the Digital National Security Archive add to your understanding of the

“big picture” of national security? Why or why not?

5.1 Analyzing and Developing

Security Policy

45 minutes

Review readings 45 minutes

Discussions 30 minutes

Analyzing and Developing Security Policy

U.S. Department of Defense. “DoD Information Security Program: Protection of

Classified Information.” (5200.01, Volume 3 February 24, 2012) DoD Issuances

Website at http://www.dtic.mil/whs/directives.

U.S. Department of Defense. Processing DoD Issuances.

http://www.dtic.mil/whs/directives/corres/writing/DOD_process_home.html

U.S. Department of Defense. Comments Matrix for DoD Issuances.

http://www.js.pentagon.mil/whs/directives/corres/writing/sd818_standards.pdf

Wilhelm, Laurie. Five Steps to Giving Good Constructive Feedback.

http://www.expressyourselftosuccess.com/five-steps-to-giving-constructive-feedback/

Poertner, Shirley and Miller, Karen M. The Art of Giving and Receiving Feedback.

Chapters 1-4.

http://www.trainingsolutions.com/pdf/feedback.pdf http://www.dtic.mil/whs/directives http://www.dtic.mil/whs/directives/corres/writing/DOD_process_home.html http://www.js.pentagon.mil/whs/directives/corres/writing/sd818_standards.pdf http://www.expressyourselftosuccess.com/five-steps-to-giving-constructive-feedback/ http://www.expressyourselftosuccess.com/five-steps-to-giving-constructive-feedback/

January 4, 2013 Page 30

Assignment 3: Analysis of Security Policy

January 4, 2013 Page 31

3.6 Week 6: Persuasive Strategies & Techniques

At the end of this lesson students will learn how to:

Define the purpose of persuasion

Identify persuasive strategies in written communication

Describe persuasive techniques used in advertising and marketing

Explain the steps used in developing and supporting a persuasive argument

Analyze persuasive writing, evaluating effectiveness of persuasive techniques

Describe how to convince others to adopt ideas, concepts and policies

Develop persuasive argument, using persuasive strategies and techniques

In this lesson students will learn about different persuasive strategies and how they are used in persuasive writing, speeches and in advertising.

There are two discussion posts for this week:

Read the following: Phillips, Donald T. Lincoln on Leadership, Chapter 3 – Persuade

Rather than Coerce.

Review the letters and excerpts of letters by Lincoln the author uses as examples of how Lincoln used persuasive communication to influence others.(Phillips, page 43). Identify the persuasive tactics used by Lincoln. Do you think these tactics can be successful with your own audience for security messages? Why or why not?

Read Maxwell, The 21 Irrefutable Laws of Leadership. Chapter 14: The Law of Buy-

In.

What is the level of buy-in for people you lead or the team you work with? List the key players who influence the team. Now rate each person’s buy-in on a scale of 1 to 10. (A 1 means they have a very low level of buy-in. A 10 means they will follow you into battle).

What communication strategies can you use to increase buy-in for people you lead or the team you work with?

January 4, 2013 Page 32

Review Persuasive Strategies and

Techniques lecture

60 minutes

Review Readings 40 minutes

Persuasive Strategies and Techniques

Persuasive Writing Strategies

Persuasive Writing.

http://www.elc.edu.sa/portal/modules/courses_list/PDF/ENG101/PART2/Topic_7

.pdf

Developing Strong Thesis Statements. Purdue Online Writing Lab.

https://owl.english.purdue.edu/owl/resource/588/01/

Persuasive Speaking

Lecture Notes. Introduction to Persuasive Speaking. Iowa State University.

http://www.public.iastate.edu/~aslagell/spcm212/lect_persuasion.html

Iman, Steve. Persuasive Speech Tips.

http://www.csupomona.edu/~sciman/classes/324/organizer/persuaSpeech.html

Gladen, Naomi. Advertising and Persuasive Strategies.

http://suite101.com/article/advertising-persuasion-techniques-a52647

Phillips, Donald T. Lincoln on Leadership, Chapter 3 – Persuade Rather than Coerce, p.38

Maxwell, Chapter 14: The Law of Buy-In http://www.elc.edu.sa/portal/modules/courses_list/PDF/ENG101/PART2/Topic_7.pdf http://www.elc.edu.sa/portal/modules/courses_list/PDF/ENG101/PART2/Topic_7.pdf https://owl.english.purdue.edu/owl/resource/588/01/ http://www.public.iastate.edu/~aslagell/spcm212/lect_persuasion.html http://www.csupomona.edu/~sciman/classes/324/organizer/persuaSpeech.html http://suite101.com/article/advertising-persuasion-techniques-a52647

January 4, 2013 Page 33

Dlugan, Andrew. Speech Analysis of Martin Luther King’s I Have A Dream Speech.

http://sixminutes.dlugan.com/speech-analysis-dream-martin-luther-king/

Winston Churchill Speech – We Shall Fight Them on the Beaches.

http://www.presentationmagazine.com/winston-churchill-speech-we-shall-fight-them-on-the-beaches-8003.htm

Assignment 4: Develop Persuasive Argument

For this persuasive paper you will write a 4-5 page paper (double-spaced) using persuasive strategies to convince your readers to adopt your opinion. You will include in-text citations and a works cited page. Follow the steps below:

Step 1: Think of a problem that you feel strongly about. Consider top issues in national security or your area of security. Define the problem and state your opinion. If you are unable to think of a topic, consider those on the attached assignment sheet.

Step 2: Make a list of opposing viewpoints. Make counter-arguments to each opposing viewpoint.

Step 3: Research your topic. Find two online sources and print the info you will use. Read this material. Take notes. Write down information from each source that you’ll need for your citations (authors, titles, date of publication, place of publication, publisher, URL, etc.)

Step 4: Create an outline of your essay.

Step 5: Write a rough draft. Make sure you have:

o A strong thesis statement o An interesting attention-grabbing opening (using one of the strategies in the presentation such as humor, quote, question, interesting fact) o Main points supporting your thesis and facts to support your points o In-text citations crediting your sources o Works…