Group Speech-250 points

1. Group Speech-250 points “What’s The Plan?” 20 minute speech 4-5 people Verbally cite sources Powerpoint

2. Overview of course objectives for this assignment • Research and organizational skills • Create set of computer-generated slides for 20-minute group speech demonstrating six steps of Standard Agenda (Reflective-thinking Process) discussed in chapter 13 of textbook • Verbal and nonverbal presentation skills • Deliver extemporaneousgroup speech using slides as your primary visual aid—DON’T READ YOUR SPEECH!

3. Objectives & Goals • Critical thinking and listening skills • Peer evaluate a group speech • Self evaluate your group and participation • Knowledge of oral communication theory • Complete any portfolio entries

4. To be eligible for “C” or higher grade • Submit hard copy of slides prior to speaking • 6 slides per page format • Deliver group speech with all members participating on scheduled day • Maintain at least 50% eye contact throughout delivery • Use computer-generated slides as primary type of visual aid • Orally cite all sources throughout delivery

5. Additional five (5) percent deductions include: • Not meeting time limit • 2-minute over/under grace period • Wearing ball cap or hat at lectern • unless part of group image and/or identity strategy) • Chewing gum, candy, etc., at lectern

6. Additional tips • While class time will be allotted for working on project, chances are high that you will need to meet outside of class.

7. “Sally doesn’t do anything” • Each group has option of enacting “turkey clause” which means you may say “you’re fired” to any member of your group if he/she MIA, not following norms/rules established by your Team Contract, or not fulfilling project requirements • This student will receive zero (0) for assignment and it is unlikely that the student will complete the course • You must, however, give this student (and inform your professor) 24 hours notice to “make good” before enacting

8. Textbook chapter to be covered • Chapter 13 – Working in Teams • Video>storming, forming, and norming • Chapter 5--Communicating Interpesonally • Chapter 6--Conflict resolution

9. The standard agenda – p.228-234 • Reflective-thinking Process (see ppt example from packet) • Step 1: Understanding the charge • Step 2: Understanding and phrasing the question • Step 3: Fact finding • Step 4: Establishing criteria • Step 5: Discovering and selecting solutions • Step 6: Phrasing and presenting the final report

10. Step1understanding the charge – p.229 Q. What is the goal of the group? • To solve a problem demonstrating the reflective-thinking process Q. Who formed the group and why? • Students/Speech faculty – it’s the “final exam” Q. What resources are available to the group? • Same as speeches plus more class time Q. When must the group make its final report? • Last day of class & Final exam day Q. What form must the report take? • 20-minute group speech supported by slides Q. Who gets the report? • Professor

11. Step 2understanding and phrasing the question – p.229/230 • Guidelines for effective discussion question (notice color-code) • Identify problem – issue that requires decision • Specify who should do what about what • Set foundation without offering solution • What recommendation can we make to the Arkansas Dept. of Educationto improve the learning environment in our public high schools?

12. Stop for the day 1. Outrageous! assignment: who was in your group and what was that person’s assignment? (One sheet/group) FINAL SPEECH Determine group members Who is your Audience? Find the Problem, Question, and Solution

13. Problem? What problem? • Ineffective – assumes solution, but doesn’t identify problem • What recommendation can we make to the UAFS administration to improve parking? • Improving parking is possible solution, but what is problem? • Effective – identifies problem, but doesn’t assume solution • What recommendation can we make to the UAFS administration to reduce morning traffic congestion on campus? • Many possible solutions can now be considered – carpooling, more afternoon classes, shuttle buses, etc.

14. Step3fact finding – p.230 • Duration • How long has problem existed? • What has been done to solve problem in past? • Is anything being done currently to solve problem? • Is problem likely to continue in future if nothing done?

15. Causes • What are major causes of problem? • How certain are you that these are actual causes?

16. Effects • What are effects of problem? • How significant are effects? • Who is most affected by problem? • How significantly are they affected by problem? • Is problem causing other problems? • How important are these other problems?

17. Step 4establishing criteria – p.231/232 • Define and Prioritize • May be value, then practical • Improve learning environment example • Value • Increase security (first priority) • Increase test scores • Increase retention • Practical • Low cost • Easy to implement

18. May be practical, then value • Hiring new faculty example • Practical • PhD in communication-related field (first priority) • Two years full-time college-level teaching experience • Value • Proven curriculum development • Proven technology use • Proven excellence in teaching

19. Step 5discovering and selecting solutions – p.232-234 • Brainstorm • List as many solutions as you can come up with • Do not criticize any suggestions at this point • Evaluate each solution against the criteria • Make chart so you can apply each solution to criteria to determine best solution

20. Step 6preparing and presenting the final report – p.234 • Present best solution • Describe how it meets criteria • Describe how and when it will be implemented

21. When does reflective thinking yield a bad solution – p.234 • When Members don’t • accurately assess problem • gather all necessary facts • accurately analyze facts • construct good set of criteria • systematically apply solutions to criteria

22. Meeting dos and don’ts – p.235 • Be on time • Stick to topic • Leave personal issues behind • Be prepared • Have handouts ready, if appropriate • Give update of where you are on project • Be positive when you ask questions of other members • Remember, goal is to stay on task

23. Remember difference between being critical of idea and criticizing idea or person • Don’t keep critique to yourself to appear to be popular • Use proper tone when being critical of idea • Be honest about what you can/can’t do • Follow through • If having difficulty, say so as early as possible, so other members can help you

24. Types of group presentations – p.235/236 • Symposium • Each person gives part of prepared speech • Introduction, body, conclusion, transitions • Roundtable • Moderator and members having actual discussion • Members must be prepared to discuss entire topic • Panel • Experts discuss in roundtable • Experts fully informed • Forum • Any of above when audience allowed to have input and/or ask questions

25. An effective beginning – p.216-218 • First impression • Skills • Goals

26. Members’ needs – p.219/220 • Encouragement • Self-satisfied • In charge • Organization • Goof off

27. Team contract – p.220-221 • Six sections • Goal • What each member will do • What each member will not do • Penalty points – “turkey clause” • Roles of members • Strengths of members • Others

28. Styles of leadership – p.221 • Authoritarian • Tells people what to do • Doesn’t ask a lot of questions • Doesn’t get much input • Makes all the decisions and expects people to follow their orders

29. Laissez-faire • Laid back • “hand off” letting group do as it pleases • Not involved much in decision making • Doesn’t synthesize needs and ideas

30. Democratic • Solicits ideas and synthesizes feedback • Attends to people’s needs • Keeps group on task • Reaches decisions that consolidate concerns of each member

31. Selecting a leader – p.222-224 • How • We appointed • One emerged • Why • Initially doesn’t want to • Initially desires to • Initially exhibits appropriate skills

32. Task versus social elements of teamwork – p.224/225 • Task elements • Information and opinion seeker • Offers facts, opinions, ideas, feelings, and whatever elseto help discussion • Direction and role definer • Gives directions by calling attention to tasks needing to be done, offers procedures for completing them • Summarizer • Summarizes others contributions, integrates other’s actions into unified whole

33. Information and opinion seeker • Ask for facts, information, opinions, ideas, and feelings from others to use everyone’s resources to complete task • Checker for understanding • Asks others to explain answers and conclusions to ensure everyone comprehends and understands what’s going on • Energizer • Gives group energy by trying to get everyone excited about achieving goals

34. Social elements • Communication facilitator • Paraphrases other’s statements in a way that facilitates understanding and good communication among everyone • Interpersonal problem solver • Promotes open discussion of conflicts to resolve disagreements among others, mediates when others seem unable to resolve conflicts easily • Tension reliever • Tells jokes, makes amusing comments to make everyone laugh to increase fun of working together

35. Supporter and praiser • Expresses support, acceptance and liking for others, gives appropriate recognition and praise when others have taken constructive action • Encourager of participation • Encourages everyone to participate, tries to give everyone confidence to contribute actively, lets them know their contributions valued • Process observer • Observes way group works, makes contributions about how everyone can work together better • Johnson, D.W. and F.P. Johnson. Joining Together. Allyn and Bacon. 2000

36. Counterproductive • Aggressor • Expresses negative evaluation of actions and feelings of members, attacks group or ideas being considered • Blocker • Provides negative feedback, disagreeable, opposes other members or suggestions regardless of merit • Recognition seeker • Tries to focus attention on self rather than task, boats about his/her accomplishments • Self-confessor • Expresses own feelings and personal perspectives rather than focusing on group

37. Playboy/playgirl • Jokes around without any regard for group process • Dominator • Tries to run group by pulling rank, flattering members or acting role of “the boss” • Help seeker • Expresses insecurity or confusion, deprecates self, tries to gain sympathy from others • Special interest pleader • Disregards goals of group, pleads case for own interests • DeVito, Joseph A. Human Communication: The Basic Course. Allyn and Bacon. 2009.

38. Keeping proper records – p.225/226 • Meeting agenda • Start time • Correction and acceptance of previous minutes • Announcements • Reports from group members • Unfinished business from previous meetings • New business that must be accomplished • Ending time

39. Motivating team members – p.226 • Motivation • Shared individual goals • Worked diligently • Took responsibility for motivating self • Satisfied with final project • Interpersonal harmony • Additional motivation

40. Planning for meetings – p.227-228 • Out-of-classroom meeting(s) • Selecting appropriate space • Technology • Set things • Lighting • Electrical outlets • Temperature • Permission • Other