Growing evidence suggests that tomorrow's workers face challenges interacting with one another competently and compassionately (Turkle, 2011). Meanwhile, young adults increasingly struggle to maintain meaningful relationships and hold emotionally competent conversations (Barnwell, 2014). Despite the importance of relational communication competence in the workplace, life activities provide decreasing opportunities for its practice. This is why organizational communication courses are essential for creating future employees who understand and can practice or negotiate compassion, emotional labor, conflict negotiation, workplace bullying, and emotional intelligence. In this essay, we propose an ontological-phenomenological-phronetic-transformative (OPPT) approachsomething we call OPPT-in-for providing students with access to engage in relational organizational communication in live, real-time experience. This approach differs from the traditional approach evidenced in most textbooks and syllabi.To create a picture of current practice, we conducted a Google search for organizational communication course syllabi from the past 5 years. From this list, we selected 17 syllabi as a maximum variation sample (Tracy, 2013) and

Workplace bullying occurs when one or more individuals is the target of a barrage of negative attacks over time. It is different from incivility and conflict due to both the intensity of the negative behaviors and the perception of the intent to cause harm. Research on workplace bullying originated in Scandinavia, though a number of scholars in the United States now study this phenomenon. To understand workplace bullying, one must examine the roles played by bullies, their accomplices, witnesses, and the targets themselves. Although workplace bullying can be difficult to stop once it begins, a number of strategies are available to targets and witnesses to help put a stop to the behavior.