Code
CGFE ENG 4407
Niveau
M1
Population
2ème Année Télécom
Semestre
Spring
Domaine
Anglais
Langue
Anglais/English
Crédits ECTS
2
Heures programmées
24
Charge de travail
50
Coordonnateur(s)
Département
- Langues et Sciences Humaines
Equipe pédagogique
Introduction
Course Introduction: Collaborative Professional Communication (Short Course)
Collaboration is essential for driving progress, fostering innovation, and leading teams through challenges. Managing disagreement and navigating conflict are integral parts of working together toward shared goals.
This course is designed to develop essential skills that enhance learners’ ability to work effectively in teams, lead confidently, and navigate the complexities of collaboration. From active listening to negotiation, feedback to presenting, learners will gain hands-on experience in communication strategies that drive decision-making, foster leadership, and improve teamwork.
At the core of this course is self-awareness— learners’ ability to understand how they communicate, respond to feedback, and adapt to improve. Through reflective journaling and structured debriefing, learners will gain deeper insights into their communication style and learn to continuously evolve their approach.
However, mastering these skills presents challenges. Engaging in active listening, providing constructive feedback, and addressing conflict can provoke defensiveness and discomfort. Yet, these challenges are essential for growth. By confronting mistakes and rethinking them as opportunities, participants will develop the capacity to manage conflict, collaborate more effectively, and build stronger professional relationships.
Indicators of Success: Upon completion, learners will be able to:
• Engage in active listening and respond thoughtfully in professional interactions.
• Give and receive feedback in a constructive and impactful manner.
• Navigate conflict with a focus on finding solutions and fostering collaboration.
• Reflect on and adapt their communication style, continuously improving their interpersonal effectiveness.
This course equips participants with practical tools and strategies to excel in professional communication, enhancing both individual performance and team dynamics across various professional contexts.
Acquis d'apprentissage
ILO17 Communicate and collaborate in different contexts
Contenu
LG5 Global Awareness. Being open (minded) to others and to the world, and looking for positive societal impact
Attentes du cours
(GA11) Decipher expectations (issues, interests) of different partners
(GA12) Use culturally appropriate methods to speak, interact sensitively, and get messages across
(GA14) Produce efficient 'language acts' appropriate to both audience and objective (emails, reports, essays, minutes, presentations, meetings etc.)
Detailed Rubrics
By the end of this course, participants will be able to (in English):
1. Critically evaluate teamwork dynamics by reflecting on personal experiences and analyzing what makes teamwork effective or dysfunctional, with particular attention to the complexities of cooperation, and (optional) emotional reactions in professional contexts.
2. Effectively plan and conduct meetings by applying accountability measures, structuring objectives, setting clear action points, and utilizing tools to enhance team coordination and decision-making.
3. Facilitate and participate in debriefing sessions using structured reflections and active listening to improve team communication and enhance problem-solving capabilities.
4. Give and receive feedback constructively by applying frameworks to help navigate the challenges of receiving critical feedback without defensiveness.
5. Identify and address conflicts in collaboration by engaging in conflict resolution exercises, to foster a more collaborative and productive team environment.
6. Present and defend project outcomes under critical scrutiny, by employing techniques to respondi confidently to hard questioning, evaluating the feedback received, and reflecting on personal presentation skills through 360-degree evaluations.
7. Demonstrate improved self-awareness and adaptability by continuously reflecting on personal communication styles, peer feedback, and by actively revising approaches to teamwork and leadership throughout the project phases.
Evaluation
All Grading will be on a scale of 0 to 20, unless otherwise stated.
The CF makes up 1/3 of the final grade for the module (UV/UE).
The CC makes up 2/3 of the final grade for the module (UV/UE). This CC grade is made up of equal parts ‘PP’ grade (Presence & Participation), and ‘CC*’ Grade (Selected Classroom assignments, as detailed by the teacher).
CC
CC* (indicative, non-contractual)
• CC1: Project Playbook / Self-Assessment & Learning Plan (Written: 1500-2000 words)
Groups will create a project playbook outlining team roles, expectations, tools, and processes, AND (optional) a personal self-assessment and learning plan to guide their progress.
• CC2: Problem-Solving Project Presentation (20-minute presentation, 10 minutes Q&A)
Groups will present their problem-solving project, covering the full journey from the project’s definition and diagnosis, through the set objectives, to the outcomes and proposed interventions or strategies. The presentation should clearly explain the process, decisions made, and the final recommendations, solutions, and/or next steps
• CC3: Reflective Learning Analysis (Written: 1000 words)
Students will submit an individual reflective analysis, examining their learning journey, growth in communication skills, and key takeaways from the collaborative project.
PP
• Presence Grade: Learners will receive credit for attending class regularly, up to a maximum of 1/6 of their total grade. Unjustified absences will thus have a direct impact on a learner’s overall grade.
• Participation Grade: Learners will be assessed on their participation in class, according to the criteria in ‘classroom expectations’
CF
Each learner will be conducting 2 group presentations as their final exam (CF1)
• CF: "What We Learned" (25-35 minutes total)
In this exam, groups will deliver an audience-centered representation of their learning throughout the semester. This could take various forms such as a skit, a series of short scenes, an organized guided discussion, a brief lesson, or a more traditional presentation followod by Q&A. The focus is on creatively sharing key insights and takeaways from the group’s collaborative processes.
CEFR Grade (A1-C2)
Learners will be continuously assessed as to their language level relative to CEFR criteria.
There is NO DIRECT RELATION between a learner’s CC*/CF/PP and their CEFR level.
Une absence non justifiée au CF1 par le service de scolarité centrale entraîne la note 0/20.
CF2
En cas d’échec (note finale inférieure à 10) au CF1, un Contrôle Final 2 (CF2) est organisé.
A LSH, la note de CF2 ne remplace QUE la note du CF1 et, lorsque votre absence au CF1 n'est pas justifiée par la scolarité centrale de votre école, alors votre note finale de module (UV/UE) est plafonnée à 13/20 (donc CC+CF2).
Pour plus d'informations, voir sur le blog LSH : https://lsh.imt-bs.blog/
Grades are subject to moderation by the course coordinator. The value of grades may increase or decrease.
Learners are expected to show self-respect, respect for others, and give their best at all times.
Learners should be ready for a high degree of interaction: in pairs, groups and in open class environments. Discussion will be the norm and everyone is expected to contribute in every class.
Learners should arrive to class ready to participate with the necessary materials
Use of all electronic devices is forbidden unless indicated otherwise.
Learning Environment Expectations
1. Full presence and respect: Actively engage in all tasks and discussions, contributing to a respectful, open atmosphere that fosters honest exchanges and growth.
2. Psychological safety and solidarity: Ensure a safe environment for yourself and others by balancing personal risk when stepping outside your comfort zone and supporting your peers throughout the process.
3. Honesty and awareness of impact: Be mindful of how your words and actions affect others, being honest, empathetic and respec
Approches pédagogiques
Pedagogical materials (non-contractual):
• Experiential (task) activities: Students engage in real-world tasks that simulate professional collaboration, communication, and problem-solving, developing essential teamwork skills.
• Group project: A long-term collaborative task where students work in small groups on their problem-solving project and in a different group for their process project (focusing on collaborative processes and communication strategies). This matrix structure allows learners to experience various group dynamics and leadership roles, contributing additional insights to journaling, feedback, and debriefing.
• Feedback and journaling: Regular feedback from peers and instructors helps students reflect on their performance, while journaling tracks progress, self-awareness, and responses to feedback.
• Learning from experience and debriefing: After tasks, structured debriefs allow students to reflect on successes and challenges, learning from both individual and team experiences.
• Course content on communication and language use: Lessons focus on key communication strategies such as active listening, negotiation, and giving feedback, tailored for professional and intercultural settings.
• Experimental activities (role-plays, forum theatre): Role-plays and forum theatre provide hands-on practice in handling conflict, experimenting with communication styles, and exploring multiple solutions in a safe environment.
• Discussion and debates: Structured debates and discussions encourage students to articulate ideas, engage in critical dialogue, and practice managing disagreement constructively.
• Autonomous student-led research and organization: Students take charge of researching, planning, and managing their group projects, developing leadership and organizational skills while applying communication strategies in real-time.
• Peer-assessment: Students evaluate each other’s contributions and performance, promoting accountability, providing diverse feedback perspectives, and encouraging self-improvement based on peer insights.
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Programme
Programme Ingénieur
Plan du cours
(Please note that this sequence is subject to change. Learners should consult their email and the class Moodle page regularly to stay aware of changes)
Block 1: Key Skills and Architecture for Teamwork
Session 1: Introduction to the course, Small talk (+Self-Assessment IPMQ)
Session 2: Managing meetings: interruptions and arguments.
Session 3: Facilitating, brainstorming, and decision-making (informal formative assessment).
Session 4: Mastering Meeting: Roles, Accountability, and Actions
Intersession: (CC1) Project Playbook
Block 2: Collaborative Competences
Session 5: Active listening as Problem-Solving.
Session 6: Feedback: critical & constructive.
Session 7: Managing Conflict 1: Relationships first
Session 8: Managing Conflict 2: Watch your words
Session 9: Integrative activities (formative assessment, sessions 5-8).
Session 10: Managing a defence: Difficult Questions.
Session 11: (CC2) Project Presentations & Defence.
Block 3: Integrating Learnings
Session 12: Full Project Debrief / 360° Evaluation (towards CC3).
Session 13: Supporting the reflective learning analysis
Intersession: (CC3) Reflective Learning Analysis.
Session 14: Public Speaking 1: Get Organised (+CF Expectations)
Session 15: Public Speaking 2: Get Free (Improvisation)
Session 16: Final Exam (CF)