Columbia University School of Professional Studies
Delivering the Strategic Message Business K5225
Thursdays 6:10 pm-8:00 pm
Number of credits: 3
Instructor: Liza Gross, Lecturer in Professional Studies, mg3698@[Link], 786-282-5638
Office Hours: By appointment
Response Policy: Preferred means of communication is e-mail. Response should be expected within 24 hours. Available
during the workweek only.
Course Overview
Positioning and articulating a message successfully in an essential need for individuals to achieve sustained advancement in their
professional endeavors and for organizations to grow profitably.
The goal of this elective course is to teach students to identify the key elements of a message and articulate a successful delivery
through the most effective and appropriate channels to engage audiences, maximizing the impact of their narratives in their
individual operating realities. Each lecture and practical exercise will reinforce these objectives to ensure students understand the
strengths and limitations of different tools in order to enrich their ability to deliver their strategic message in a variety of settings
and in the context of a reality in which new technologies are dramatically empowering the emergence of new ways to connect
with consumers and influence their behavior.
A key characteristic of this course is the heavy focus on crafting and delivering the message through oral, visual and audiovisual
means. This course is meant to develop presentation and delivery skills within the appropriate context.
Through historical reference, case studies, textbook chapters, videos and examples drawn from the real world, course participants
will be presented with a variety of practices and challenges, and will be expected to develop and deliver effective messages
geared to achieve successful connections with their audiences.
Learning Objectives
By the end of the course, students will be able to:
- L1. Understand the complexity of audiences and learn how to read and assess them
- L2. Demonstrate how to build effective messaging
- L3. Develop a personal delivery style actionable in a variety of settings
- L4. Identify the appropriate mechanism to maximize the value of their messaging the specific challenges of various
operating landscapes
- L5. Understand the value of failure and experimentation as a means to obtain success
Readings and viewing materials
This course includes required readings and video watching as well as recommended readings. Most of the readings and viewings
can be easily downloaded using the links provided below. It is strongly recommended that the textbooks suggested be purchased.
Students are required to read and view all material prior to class.
Resources
Library
Columbia University Library
Columbia’s extensive library system ranks in the top five academic libraries in the nation, with many of its services and
resources available online: [Link]
Columbia’s Business and Economics Library
Located in Uris Hall, it is an excellent resource. Much of the material is accessible to students online. Research librarians are
available by appointment to consult in person with individual students on how best to locate relevant information
([Link]
Writing Center
The Writing Center in Philosophy Hall helps Columbia students who drop in or request appointments. Skilled consultants will
work one on one with students who could use extra help to write clearly and concisely. [Link]
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Adapted from: The Course Syllabus: A Learning-Centered Approach, 2nd Edition, Judith Grunert O'Brien, Barbara J. Millis, Margaret W. Cohen. ISBN:
978-0-470-60539-4. Available as an E-Book by Jossey-Bass at: [Link]
Columbia University School of Professional Studies
SPS Academic Resources
The Office of Student Life and Alumni Relations (SLAR) provides students with academic counseling and support services such
as online tutoring and career coaching: [Link]
Course Requirements (Assignments)
Students will complete
4 brief written assignments (1 to 3 pages), supporting L 1, L2, L4
1 Mid-Term Oral Presentation, supporting L1, L3, L4
1 Final Individual Oral Presentation, supporting L1, L2, L3, L4, L5
1 Final Team Oral Presentation, supporting L1, L2, L3, L4, L5
Evaluation/Grading
Final grades will be calculated using the following percentages
1) Attendance/participation (15%): Attendance to all sessions, as well as timely arrival, are expected. Participation
offers students the opportunity to reinforce learned concepts and to present unique perspectives. Participation is
graded on the quality of the intervention (whether in the form of comments, questions or feedback) as it relates to
furthering the dialogue meaningfully. The assigned readings and videos are presented as a source of information, but
also as launching pads for thoughtful interaction. Respectful disagreement emerging from challenging viewpoints
and multiplicity of standpoints is welcome.
Monopolizing the conversation or remaining a passive observer are not acceptable behaviors.
2) Written Assignments:
- Assignment #1 10%
- Assignment #2 10%
- Assignment #3 10%
- Assignment #4 10%
These four assignments aim to reinforce what was learned through course discussion, reading and presentation practice.
Drawn from the assigned readings and viewings, the main objective of all four assignments is to promote the ability to
articulate viewpoints and arguments clearly and logically using the written word as a fundamental base for successful oral
delivery. In addition to emphasizing critical thinking and structure, these assignments will focus on attention to grammar and
syntax.
3) Mid-Term Presentation (15%): the goal of this oral presentation is to showcase each student’s individual
presentation skills in a 5 minute speech. This presentation will not include support material. The main purpose of
this exercise is to demonstrate quality presentation skills and the ability to engage audiences through interactive
personal persuasion --body language, energy level of the delivery, voice projection and clarity, and use of pause for
dramatic effect. Regarding content, original insights and innovative views will be preferred to descriptive narratives.
This presentation should reflect competent application of the skills and tools presented so far in this course.
4) Final Team Presentation (15%): the goal of this oral presentation is to showcase the ability to deliver an effective
message as a team in a 9 to 10 minute speech. Students will select a brand/product/service organization and will
create an oral and visual presentation. Students are encouraged to consider not only for profits businesses, but also
non-profits and causes, as they select their brand/product/service organization. In addition to personal presentation
style, students will be evaluated on their level of mutual interaction during delivery and the quality and relevance of
their support materials.
5) Final Individual Presentation (15%): the goal of this oral presentation is to showcase the ability to deliver an
effective message by applying all learnings over the course in a 6 to 7 minute speech. Students may use PowerPoint
or alternatives (such as Prezi, Keynote and PowToon), videos, music or any other form of support tool to enrich the
oral presentation. Students will select a brand/product/service organization and will create an oral presentation.
Students are encouraged to consider not only for profits businesses, but also non-profits and causes, as they select
their brand/product/service organization. In addition to personal presentation style, students will be evaluated on the
quality and relevance of their support material. This final presentation should showcase the successful integration of
skills and tools acquired over the course.
Page | 2
Adapted from: The Course Syllabus: A Learning-Centered Approach, 2nd Edition, Judith Grunert O'Brien, Barbara J. Millis, Margaret W. Cohen. ISBN:
978-0-470-60539-4. Available as an E-Book by Jossey-Bass at: [Link]
Columbia University School of Professional Studies
Grading guidelines
Definition of letter grades
A+/98-100% = Excellent work, beyond expectations. Extremely accomplished
A/93-97.9% = Great work, representing what was required of the assignment
A-/90-92.9% = Very good, but requires minimal tweaks
B+/87-89.9% = Good work, meeting major expectations but could be improved
B/83-86.9% = Solid achievement, meeting most expectations, but would be greatly improved by some reworking
B-/80-82.9% = Fair achievement, evidencing a broad understanding of requirements, but needing substantive editing or
restructuring to meet expectations
C+/77-79.9% = Below what is generally expected. Key points missed, requiring substantial reworking to meet expectations
C/73-76.9% = Significantly substandard. Would need major reworking to meet basic expectations
C-/70-72.9% = Comprehensively substandard. Demonstrates effort along the lines of the expectations, but would need complete
reworking to meet expectations.
D/60-69.9% = Assignment submitted, but demonstrates general failure to understand what was required.
F/59.9% and below = Assignment not done
Course Policies
Grades Graded written work will be returned to students within two class sessions. The grade for oral assignments will be posted
within one week.
Participation and Attendance
Students are expected to do all assigned readings, attend all class sessions, and engage with others in discussions. Participation
will require answering questions, defending points of view, and challenging the point of view of others. Any planned absence
should be discussed in advance.
Late work
Assignments must be submitted on the day required to be eligible for full credit. Written assignments not submitted by the start of
class on the due date will be automatically marked down one half grade per day overdue. Students unable to attend a class session
must submit assignment via e mail to the instructor by 6 pm the day the assignment is due. Assignments not submitted will be
marked with an F.
Citation & Submission
All written assignments must use full citation (author, publisher, publication year as well as page number)
Assignments must be double spaced, paginated, with standard margins and using 11 point font. Title page must include:
Title of the assignment
Date
Student’s full name, phone number and Columbia University’s e mail address
Plagiarism
Plagiarism in any form is grounds for dismissal from the program.
Course Schedule/Course Calendar
Date Topics and Activities Assignments (due on this date)
Class 1 Introductions, Syllabus Review
January 18
Class 2 The Audience
January 25
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Adapted from: The Course Syllabus: A Learning-Centered Approach, 2nd Edition, Judith Grunert O'Brien, Barbara J. Millis, Margaret W. Cohen. ISBN:
978-0-470-60539-4. Available as an E-Book by Jossey-Bass at: [Link]
Columbia University School of Professional Studies
Class 3 Building Effective Presentations (1) Assignment #1: Applying the concepts
February 1 The EMU Model learned in class and in the assigned
readings, analyze the characteristics of
the audience in the 3 scenarios provided.
Include one paragraph on two points you
will need to research further to build
your presentation.
Class 4 Building effective presentations (2): Non-graded assignment: Be prepared to
February 8 Strategic Storytelling discuss a piece of personal storytelling
associated with a commercial brand or an
institution of particular relevance to you.
Class 5 Building effective presentations (3): Assignment #2: Applying the concepts
February 15 Strategic Storytelling (cont.) learned in class, critique, compare and
contrast the presentations in the TED
Talk and the sales pitches from “Mad
Men.”
Class 6 Building effective presentations (4):
February 22 Structure and Improvisation
Class 7 Finding your personal style:
March 1 Use of voice, body language, posture
Guest Lecture: John Whitley-Gibson
Discussion of Mid-Term Presentation
Class 8 Mid-Term Individual Presentations
March 8
Class 9 Effective visual and audio messaging: Non-graded assignment: Bring to class
March 22 Guest Lecture: Dr. Mario Garcia an image (photograph, illustration, chart)
that you find particularly compelling and
be prepared to explain why.
Class 10 Reorienting the delivery of the strategic Assignment #3: Applying the concepts
March 29 message and increasing your impact learned in class, describe the visual
using new technologies elements you will design for the 2
scenarios provided and your rationale for
your choices.
Class 11 Delivering a strategic message in a
April 5 global context
Class 12 Crisis Communications Assignment #4: Visualization of
April 12 A Brief Introduction to Agnotology Individual Presentations
Class 13 From one to many: working as a team Non-graded assignment: Visualization of
April 19 Discussion of final Presentation Team Presentation
Class 14 Final Individual Presentations
April 26
Class 15 Final Team Presentations
May 3 Overall Review and Course Takeaways
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Adapted from: The Course Syllabus: A Learning-Centered Approach, 2nd Edition, Judith Grunert O'Brien, Barbara J. Millis, Margaret W. Cohen. ISBN:
978-0-470-60539-4. Available as an E-Book by Jossey-Bass at: [Link]
Columbia University School of Professional Studies
Reading and Viewing Materials Due Dates ( links included)
- January 25
HBR Guide to Persuasive Presentations, Nancy Duarte, Harvard Business School Publishing Corporation, 2012, Section 1, pp. 3-
23
- February 8
HBR: Persuasive presentations, Duarte, pp.27-60
Life lessons from an ad man”, Rory Sutherland, Ted Global talk, 2009
[Link]
64C887ACFA48DDF&FORM=VIRE3
Kodak Carousel ad pitch, Mad Men, Season 1, Episode 13, “The Wheel”
[Link]
C912DA2854DE66B806A8C912&FORM=VIRE1
Lucky Strike ad pitch, Mad Men, Season 1, Episode 1, “Smoke Gets in Your Eyes”
[Link]
CA335C5E5312F2C6CA81CA3&FORM=VIRE3
Belle Jolie lipstick ad pitch, Mad Men, Season 1, Episode 8, “The Hobo Code”
[Link]
F86D9BBBFD58BE2C36CEF86D9&FORM=VIRE5
- February 15
“Storytelling that Moves People,” Bronwyn Fryer, Harvard Business Review (HBR), 2003
[Link]
“The 4 Truths of a Storyteller,” Peter Guber, Harvard Business Review (HBR), 2007.
[Link]
- March 1
The Articulate Executive, Granville Toogood, Chapter 14, pp. 87-89
The Articulate Executive, Granville Toogood, Chapter 20, pp. 110-118
- March 22
Guide to Information Graphics, Donna Wong, Dow Jones and Co. Inc., 2010, Chapter 1, pp. 19-46
“Creating Presentations for Venture Capitalists”
[Link]/pdfs/Venture Capital Slide [Link]
“Messages in the Music: A History of Propaganda and Symbolism in Popular and High Art Music,” Javan Green, 2010
[Link]
gh_Art_Music
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Adapted from: The Course Syllabus: A Learning-Centered Approach, 2nd Edition, Judith Grunert O'Brien, Barbara J. Millis, Margaret W. Cohen. ISBN:
978-0-470-60539-4. Available as an E-Book by Jossey-Bass at: [Link]
Columbia University School of Professional Studies
- March 29
Pitch, Tweet or Engage on the Street, Kara Alaimo, Routledge, NY, 2017, pp. 182-213
Crisis Communications, Fearns-Banks, Chapter 5, pp 69-99
“15 Viral marketing examples over the past 5 years,” Craig Carter
[Link]
- April 5
Pitch, Tweet or Engage on the Street, Alaimo, Chapters 1 and 2, pp 1-60
- April 12
Crisis Communications-A Casebook Approach, Kathleen Fearn-Banks, Routledge, NY, 2017, Chapter 2, pp.17-34.
Crisis Communications, Fearn-Banks, Chapter 6, pp. 101-123
Crisis Communications, Fearn-Banks, Chapter 12, 303-328
“Busted nonprofit Brand: Anatomy of a Corporate Sponsorship Meltdown,” Nancy Schwartz, Getting Attention Blog
[Link]
- April 19
Deliver group presentations. The Unified Team approach
[Link]
School Policies
Copyright Policy
Please note -- Due to copyright restrictions, online access to this material is limited to instructors and students currently
registered for this course. Please be advised that by clicking the link to the electronic materials in this course, you have read and
accept the following:
The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions
of copyrighted materials. Under certain conditions specified in the law, libraries and archives are authorized to furnish a
photocopy or other reproduction. One of these specified conditions is that the photocopy or reproduction is not to be "used for
any purpose other than private study, scholarship, or research." If a user makes a request for, or later uses, a photocopy or
reproduction for purposes in excess of "fair use," that user may be liable for copyright infringement.
Academic Integrity
Columbia University expects its students to act with honesty and propriety at all times and to respect the rights of others. It is
fundamental University policy that academic dishonesty in any guise or personal conduct of any sort that disrupts the life of the
University or denigrates or endangers members of the University community is unacceptable and will be dealt with severely. It
is essential to the academic integrity and vitality of this community that individuals do their own work and properly
acknowledge the circumstances, ideas, sources, and assistance upon which that work is based. Academic honesty in class
assignments and exams is expected of all students at all times.
SPS holds each member of its community responsible for understanding and abiding by the SPS Academic Integrity and
Community Standards posted at [Link]
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Adapted from: The Course Syllabus: A Learning-Centered Approach, 2nd Edition, Judith Grunert O'Brien, Barbara J. Millis, Margaret W. Cohen. ISBN:
978-0-470-60539-4. Available as an E-Book by Jossey-Bass at: [Link]
Columbia University School of Professional Studies
standards. You are required to read these standards within the first few days of class. Ignorance of the School's policy
concerning academic dishonesty shall not be a defense in any disciplinary proceedings.
Accessibility
Columbia is committed to providing equal access to qualified students with documented disabilities. A student’s disability
status and reasonable accommodations are individually determined based upon disability documentation and related
information gathered through the intake process. For more information regarding this service, please visit the University's
Health Services website: [Link]
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Adapted from: The Course Syllabus: A Learning-Centered Approach, 2nd Edition, Judith Grunert O'Brien, Barbara J. Millis, Margaret W. Cohen. ISBN:
978-0-470-60539-4. Available as an E-Book by Jossey-Bass at: [Link]
