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A) Reflect on a recent team experience in your work, or outside of work, and address the following questions

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A) Reflect on a recent team experience in your work, or outside of work, and address the following questions. Please copy and paste the questions in your document and place your answers beneath:

1) First, very briefly describe the team you were part of so that I can get a sense of sense: include the size of team, the purpose and goal of the team, and the time frame. Choose an experience that did not go perfectly well.

2) Rate your group's Communication Effectiveness on each of the team measures, below, on a scale of 1 (Not Well) to 5 (Very Well). Please list these as bullet points along with the scale/score. For example:

· Define or clarify the task = 3

• Define or clarify the task
• Exchange and share information
• Encourage expression of various points of view
• Evaluate and analyze data
• Use the best decision-making approach (consensus, majority rule, etc.)
• Focus on tasks, not individuals
• Demonstrate respect for all
• Encourage feedback
• Encourage expression of opinion
• Build on others' ideas
• Ask for clarification of ideas
• Demonstrate equality
• Address disagreements or misunderstandings
• Stay on task

3) Describe the top two strengths and top two weaknesses of your team and give one example each.

4) What was an area of strength that you brought to the group? An area where you could have improved?

5) When you are in a group and you see some of the weakness that you mentioned above, what can you do?

Submit a 4-page write-up (double-spaced) in the course submission. Remember to copy and paste the questions in your document and place your answers beneath.

Your write-up should be in clear, readable English. If you struggle with English writing, consider consulting GGU’s OWL service, which helps students strengthen their written English. Also, be sure to run Spelling and Grammar check in Microsoft Word or other document tool to correct any glaring mistakes.

B. Journal assignment.

Please choose one of the following key terms below from Chapters 9, 10, or 11. In your journal entry, provide your insights, experiences, challenges, etc. on the topic. Your journal entry must be 1 full page, single-spaced (Any titles or headings in your journal such as your name, name of the class, instructor or journal title are not considered part of the 1 full page entry).

Write in standard English writing style; that is, using complete sentences and paragraphs. The journal should consist of a reflection upon your own experience with the key term identified in this week's readings. Make it personal, remember that this is a reflection. Draw from examples and observations from your life and experience. See the Syllabus for more detailed guidelines.

Key Terms to choose from:

· Cause-effect pattern

· Graph (can provide multiple explanations of graphs)

· Extemporaneous presentation

· Memorized presentation

Chapter 9: Developing and Organizing the Presentation 1 © 2013 McGraw-Hill Higher Education. All rights reserved. Business Presentations • Pervasive • Can be formal or informal • More important as career progresses • May affect acceptance of ideas • Internal or external audiences • Different kinds and demands 2 © 2013 McGraw-Hill Higher Education. All rights reserved. Analyzing the Situation • Audience – Key members – How much they know – What they want to know – Personal preferences 3 © 2013 McGraw-Hill Higher Education. All rights reserved. Analyzing the Situation • Audience – Significant demographics • • • • Gender Age Cultural background Economic status 4 © 2013 McGraw-Hill Higher Education. All rights reserved. Analyzing the Situation • Audience – Group size – Attitudes • Toward speaker • Toward subject 5 © 2013 McGraw-Hill Higher Education. All rights reserved. Analyzing the Situation • Yourself as speaker – Your goal – Your knowledge – Your feelings about topic 6 © 2013 McGraw-Hill Higher Education. All rights reserved. Analyzing the Situation • Occasion – Facilities – Time • Hour of day • Length of presentation – Context • Other speakers • Current events 7 © 2013 McGraw-Hill Higher Education. All rights reserved. Setting Goal & Developing a Thesis • General Goals – Informative – Persuasive – Entertain 8 © 2013 McGraw-Hill Higher Education. All rights reserved. Setting Goal & Developing a Thesis • Specific Goals – Goal statement • Whom to influence • What they should think or do • How, when, where – Describe reaction you seek – Be specific 9 © 2013 McGraw-Hill Higher Education. All rights reserved. Setting Goal & Developing a Thesis • Thesis statement – Single sentence – Summarizes message – Using in the presentation • In introduction • In body (several times) • In conclusion 10 © 2013 McGraw-Hill Higher Education. All rights reserved. Organizing the Body • Two steps – Identifying key points – Deciding on organization • Brainstorming ideas – Helps identify key points – Helps identify support 11 © 2013 McGraw-Hill Higher Education. All rights reserved. Organizing the Body • Basic organizational plan – Introduction – Body • Minimum of 2 points • Maximum of 5 points – Conclusion 12 © 2013 McGraw-Hill Higher Education. All rights reserved. Organizing the Body • Identify main points and subpoints – From brainstorming – From research 13 © 2013 McGraw-Hill Higher Education. All rights reserved. Organizing the Body Choose best organizational pattern • For informative presentations: – Chronological – Spatial – Topical – Cause-effect 14 © 2013 McGraw-Hill Higher Education. All rights reserved. Organizing the Body Choose best organizational pattern • For persuasive presentations: – Problem-solution – Criteria satisfaction – Comparative advantages – Motivated sequence 15 © 2013 McGraw-Hill Higher Education. All rights reserved. Organizing the Body • Choose best organizational pattern • Motivated sequence steps – Attention – Need – Satisfaction – Visualization – Action 16 © 2013 McGraw-Hill Higher Education. All rights reserved. Organizing Body Rules for Main Points • Stated as claims • Develop thesis • Use 2 to 5 • State in parallel structure • Contain one idea 17 © 2013 McGraw-Hill Higher Education. All rights reserved. Planning Introduction & Conclusion Functions of Introduction • Capture listeners’ attention • Give audience reason to listen • Set tone for topic and setting • Establish qualifications • Introduce thesis and preview presentation 18 © 2013 McGraw-Hill Higher Education. All rights reserved. Planning Introduction & Conclusion Types of Opening Statements • Ask question – Rhetorical – Overt response • Tell story • Present quotation • Make startling statement 19 © 2013 McGraw-Hill Higher Education. All rights reserved. Planning Introduction & Conclusion Types of Opening Statements • Refer to audience • Refer to occasion • Use humor – Appropriate to topic – Appropriate to occasion – Appropriate for audience 20 © 2013 McGraw-Hill Higher Education. All rights reserved. Planning Introduction & Conclusion Functions of Conclusion • Review – Review thesis – Summarize main points • Closing statement – Create favorable impression – Give sense of completion 21 © 2013 McGraw-Hill Higher Education. All rights reserved. Planning Introduction & Conclusion Types of Closing Statements • • • • Use techniques used for gaining attention Return to theme of opening statement Appeal for action End with challenge 22 © 2013 McGraw-Hill Higher Education. All rights reserved. Adding Transitions Functions of Transitions • Promote clarity • Emphasize important ideas • Keep listeners interested 23 © 2013 McGraw-Hill Higher Education. All rights reserved. Adding Transitions Characteristics of Effective Transitions • Refer to preceding and upcoming ideas • Bridge between points • Call attention to themselves 24 © 2013 McGraw-Hill Higher Education. All rights reserved. Chapter 10: Verbal and Visual Support in Presentations 1 © 2013 McGraw-Hill Higher Education. All rights reserved. Functions of Supporting Material • Anything that backs up claims in presentation • Functions: – Clarity – Interest – Proof 2 © 2013 McGraw-Hill Higher Education. All rights reserved. Verbal Support • Definitions • Examples – Most effective when several used together • Stories – Fictional – Hypothetical – Factual 3 © 2013 McGraw-Hill Higher Education. All rights reserved. Verbal Support • Statistics – Most common – Use sparingly – Round off numbers – Use visual aids to explain 4 © 2013 McGraw-Hill Higher Education. All rights reserved. Verbal Support • Comparisons – Figurative – Literal • Quotations 5 © 2013 McGraw-Hill Higher Education. All rights reserved. Verbal Support Citing your sources • Method – State point – Identify source – State content – Explain importance 6 © 2013 McGraw-Hill Higher Education. All rights reserved. Verbal Support Citing your sources • Guidelines – Cite in manner that adds credibility – Cite sources that have credibility – Restate point of long citations 7 © 2013 McGraw-Hill Higher Education. All rights reserved. Visual Aids • Make presentations more effective • Are easier to understand than words alone • Make statistics easier to understand • Add interest • Boost image 8 © 2013 McGraw-Hill Higher Education. All rights reserved. Visual Aids Functions • Show how things look • Show how things work • Show how things relate • Emphasize important points 9 © 2013 McGraw-Hill Higher Education. All rights reserved. Visual Aids Types • Objects and models • Photographs • Diagrams 10 © 2013 McGraw-Hill Higher Education. All rights reserved. Visual Aids Types • Lists and tables – Pie charts – Bar charts – Column charts – Pictograms – Graphs 11 © 2013 McGraw-Hill Higher Education. All rights reserved. Visual Aids Types • Video – Used to show action – Using amateur footage can be risky 12 © 2013 McGraw-Hill Higher Education. All rights reserved. Visual Aids Media for Presenting • Chalk boards • Dry-erase marker boards • Flip charts • Poster boards 13 © 2013 McGraw-Hill Higher Education. All rights reserved. Visual Aids Media for Presenting • Transparencies • Photographic slides • Computer displays • Handouts 14 © 2013 McGraw-Hill Higher Education. All rights reserved. Visual Aids Presentation Software • Advantages – Customize materials – Professional quality – Create variety of materials – Can be very effective 15 © 2013 McGraw-Hill Higher Education. All rights reserved. Visual Aids Presentation Software • Dangers – Poorly conceived messages – Design over content – Overly complex presentations 16 © 2013 McGraw-Hill Higher Education. All rights reserved. Guidelines for Using Visual Aids Selection • Use with purpose • Keep slide shows brief • Match sophistication of visuals to audience 17 © 2013 McGraw-Hill Higher Education. All rights reserved. Guidelines for Using Visual Aids Design • Large enough to see • Simple design • Few words (Rule of 7) • Horizontal printing • Label all items 18 © 2013 McGraw-Hill Higher Education. All rights reserved. Guidelines for Using Visual Aids Presentation • Display visual only when discussing it • Ensure visuals work in meeting room • Practice using visuals 19 © 2013 McGraw-Hill Higher Education. All rights reserved. Chapter 11: Delivering the Presentation 1 © 2013 McGraw-Hill Higher Education. All rights reserved. Types of Delivery • Style – Monologue – Guided discussion – Interactive presentation 2 © 2013 McGraw-Hill Higher Education. All rights reserved. Types of Delivery • Manuscript – Don’t read presentation • Memorized – Memorize essential parts 3 © 2013 McGraw-Hill Higher Education. All rights reserved. Types of Delivery Extemporaneous • Speaking notes should be: – Brief – Legible – Unobtrusive 4 © 2013 McGraw-Hill Higher Education. All rights reserved. Types of Delivery Impromptu • Anticipate when you may be asked to speak • Focus on audience and situation • Organize your thoughts 5 © 2013 McGraw-Hill Higher Education. All rights reserved. Types of Delivery Impromptu • Present reasons, logic, or facts to support • Don’t apologize • Don’t ramble 6 © 2013 McGraw-Hill Higher Education. All rights reserved. Guidelines for Delivery Visual Elements • Dress effectively – Consider audience • Step up to speak with confidence and authority 7 © 2013 McGraw-Hill Higher Education. All rights reserved. Guidelines for Delivery Visual Elements • Get set before speaking • Begin without looking at your notes • Establish and maintain eye contact 8 © 2013 McGraw-Hill Higher Education. All rights reserved. Guidelines for Delivery Visual Elements • Stand and move effectively • Don’t pack up early • Pause, then move out confidently 9 © 2013 McGraw-Hill Higher Education. All rights reserved. Guidelines for Delivery Verbal Elements • Use oral-speaking style – Short sentences – Personal pronouns – Active voice – Contractions – Names 10 © 2013 McGraw-Hill Higher Education. All rights reserved. Guidelines for Delivery Verbal Elements • Don’t emphasize mistakes • Use proper – Vocabulary – Pronunciation – Enunciation 11 © 2013 McGraw-Hill Higher Education. All rights reserved. Guidelines for Delivery Vocal Elements • Speak with enthusiasm and sincerity • Speak loudly enough to be heard • Avoid disfluencies • Vary your speech • Use pauses effectively 12 © 2013 McGraw-Hill Higher Education. All rights reserved. Question-and-Answer Sessions When to Answer Questions • During presentation – Allow for extra time – Promise to answer premature questions later • After presentation 13 © 2013 McGraw-Hill Higher Education. All rights reserved. Question-and-Answer Sessions When to Answer Questions • Start session • Anticipate likely questions • Clarify complicated or confusing questions 14 © 2013 McGraw-Hill Higher Education. All rights reserved. Question-and-Answer Sessions When to Answer Questions • Treat questioners with respect • Keep answers focused on your goal • Buy time when necessary 15 © 2013 McGraw-Hill Higher Education. All rights reserved. Question-and-Answer Sessions When to Answer Questions • Address answer to entire audience • Follow last question with summary 16 © 2013 McGraw-Hill Higher Education. All rights reserved. Speaking with Confidence • Speech anxiety is common • Apprehension isn’t as visible as you think 17 © 2013 McGraw-Hill Higher Education. All rights reserved. Speaking with Confidence • Accept moderate amount of nervousness • Speak more often 18 © 2013 McGraw-Hill Higher Education. All rights reserved. Speaking with Confidence • Rehearse presentation – On your feet in front of audience – Expect talk to be 20% longer – Focus on introduction & conclusion – In real setting • Focus on topic and audience, not self 19 © 2013 McGraw-Hill Higher Education. All rights reserved. Speaking with Confidence • Think rationally about presentation – Myths: • Presentation must be perfect • Possible to persuade whole audience • Worst will happen 20 © 2013 McGraw-Hill Higher Education. All rights reserved.