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Devry SPCH 277 Entire Course-Latest 2015

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Question

Discussion 1

The words we choose when we communicate with others can have a profound impact on whether or not our communication is successful. We often fail to consider the importance of word choice until it is too late, and our communication has failed. Think of a time when the words you selected contributed to your miscommunication with another person. How did your word choice impact the miscommunication? What could you have done differently? Discussion 2 Getting off to a strong start with the course project, the Communication Change Challenge (CCC), is important. Please take some time early this week to review the following and to post any specific questions you may have about how to proceed with the project to this week's Q & A thread.

· Under Week 1: the Course Project Tab – CCC Part 1.

· Under Course Home: the introduction in the Course Project tab and the screen cast tutorial: Communication Change Challenge.

Begin by defining interpersonal communication. Then, think of an instance you want to share where your interpersonal communication habits or behaviors got in the way of successful communication between you and another person. Describe the behavior, and tell us why it was a problem. week 2 Discussion 1This week we will explore how we use nonverbal communication. Please refer to Chapter 5 in your course textbook.Essentials of Human Communication,when responding to this Discussion topic. The chapter explains how nonverbal behavior complements our verbal messages and the impact nonverbal behaviors have on the meaning and emotional content of our messages.Give examples of how you use nonverbal behaviors to communicate what you really mean in your messages. How do you use yourtone of voice,eye contact,posture,gestures, and othernonverbal behaviors to let the person you are talking to know how you feel about something? Discussion 2 The average person speaks at a rate of 125 - 175 words per minute but can process what they hear (called "thought speed") at a rate of 500 - 600 words per minute. This means that we are capable of listening far faster than the person speaking to us can say their words. Whatnegative impact could this have on how you listen to another person? On the other hand, how could you use thought speed to help you be a better listener? wee 3 week 3

The Ladder of Inference (graded)

This is a written assignment in lieu of the threaded discussions. Have a cover page, a reference page, and one page for this topic for a total of 3 pages. This assignment is due onMonday, September 21, in class. Bring a hard copy of the assignment to give directly to your professor. An aspect of interpersonal communication not addressed in your text is the "Ladder of Inference," a metaphor that illustrates how quickly we jump to conclusions with little data and minimal thought process – as if we are climbing up a ladder in our minds. This is a concept identified by Chris Argyris and described in his book Overcoming Organizational Defenses (1990, Prentice Hall). The ladder of inference is also described inThe Fifth Discipline Fieldbook by Peter M. Senge, Art Kleiner, Charlotte Roberts, Richard B. Ross, and Bryan J. Smith, 1994, as well as in many other resources in print and online.

Do a quick on-line research on the concept of "The Ladder of Inference." In class, we will watch a video about this concept. After you research it, define the concept of "The Ladder of Inference, then write an example from your experience when, upon reflection, you recall how you climbed up your ladder of inference. How could things have turned out differently if you had not climbed that ladder? According to your research, what can you do to avoid making hasty, false assumptions and avoid climbing your own ladder of inference? Be specific and detailed.

Conflict Management Stategies (graded)

Interpersonal conflict is when the needs or ideas of one person are at odds (disagree) with the needs or ideas of another person. Interpersonal conflict is something we all experience in our life and it is neither good nor bad. How we resolve conflict may have good or bad effects on our relationships however.

Read pages 161 - 162 in Chapter 8 of your course e-Book, Essentials of Human Communication to learn about five strategies for dealing with conflict. Describe interpersonal relationship situations (either your own or another couple) where the conflict was dealt with through each of these five strategies described in the book: competing, avoiding, compromising, accommodating, or collaborating. Write a short, two-to-four sentence description of each situation where each of these conflict management strategies were used.

week 4 Discussion 1 We've all worked in groups that had one or more members that caused problems and made it difficult for all group members. Here is a short list of these problem group members:

1. The know-it-all: This person has a lot of information but only wants to tell the rest of the group what to do. He or she does not listen to what the other group members have to say. They are convinced that their way is the only way to do things.

2. The slacker: This person shows up part of the time, but never quite manages to get their work done. You can't depend on assignments being completed.

3. The quiet one: This group member seems to have good ideas but he or she does not like to volunteer and often sits silently through discussions and brainstorming sessions.

4. The do-it-all: This person takes charge of the project and would prefer to do it alone without feedback or contributions from the rest of the group.

5. The disappearing teammate: This person attends the first group meeting but is not seen or heard from afterwards. E-mails go unanswered.

Share an experience where you encountered a group member that fit one of the descriptions above. How did your group or team deal with them? Did the problem team member create problems for you? Discussion 2 In class for Week 4 we will discuss several ways to catch your audience's attention when you begin your presentation. You will also receive a handout on Speech Introductions in class, which can be found in Doc Sharing under Robert's Handouts. 1. How can a speaker catch your attention in their speech introduction? 2. How can they hold your attention during the speech/ 3. How do you plan to start your PowerPoint Presentation in Week 6? 4. What attention grabbing method do you plan to use? 5. Why do you think this method will work? week 5 Discussion 1 Why is knowing your audience an important part of capturing and maintaining their attention? What aspects of your audience should you consider before you speak that might influence what you present? How will you make your presentation relevant and interesting to your audience? Discussion 2

If you have not already done so, read the Presentation tab under Course Home and review the PowerPoint narration tutorials. There are more tutorials in this week’s lecture. Practice using your microphone and volume controls on the computer that you will be recording with, and learn to use the PowerPoint narration feature. You are required to use PowerPoint for your narrated speech PowerPoint presentation, which is due next week, Week 6.

You will be doing your PowerPoint presentation on October 5th (Week 6). Have you ever experienced "death by PowerPoint" when a speaker bored you with their presentation? Why was their presentation so bad? What are some common PowerPoint mistakes that you should avoid with your presentation?

week 6 Discussion 1 So far, we have talked a lot about speech content and organization. Which do you think is more important to the success of a presentation: good content or good delivery? (Make an argument for one or the other.) Why? Discussion 2 What is the purpose of effective informative speaking?What is the purpose of effective persuasive speaking?What are the differences between informative speaking and persuasive speaking?How would you organize your speech differently to persuade rather than to inform? week 7 week 7

Giving and Receiving Criticism (graded)

Part One: Review information in your course e-book, pages 254 - 259, for giving criticism on another person's speech. What are some important things to consider when giving and receiving criticism? Part Two: How can you create an effective climate when discussing matters of importance with coworkers, clients, vendors, superiors, and employees. What factors should be considered when creating that climate? How can creating the right communication climate help you to achieve positive outcomes?

This section lists options that can be used to view responses. diss 2

Speech Presentations Feedback (graded)

Last week you gave interesting and informative PowerPoint presentations. You received my evaluation of your presentation in class on Oct. 12. Please give each of your fellow classmates at least one positive comment regarding their PP presentation. Make this your own view point. Don't repeat what another student says about any particular presentation.

Part I: Communication Competence Analysis Review the Communication Competence summary on pages 22–23. Complete the checklist and write a response in three parts that addresses the following using clear headings:

1. Pick two to three competencies from the listing for which you feel you are currently strong, and describe why you feel that way.

2. Pick two to three competencies from the listing for which you feel you currently need improvement,and describe why you feel that way.

Each section should be written with at least three paragraphs (with a minimum of three to four sentences each) of commentary, which is in addition to any quoting from the listing you may choose to do. It may be helpful to explain your thought process and provide examples to give explanation to your descriptions of why you feel that way. This is not a formal paper, but college-level spelling, grammar, and syntax are expected.

Part II: General Improvement Strategy Using one of the competencies you felt needed improvement in Part I, develop an improvement strategy that follows the Communication Improvement Strategy Table in the weekly lecture. You may choose to format this into a table or write it in paragraph form. With whichever option, you should include your work in the same Word file (.docx) as Part I and have clear labels for the four main areas: problem, goal, plan, and test of measurability.

Use this information to begin the Communication Change Challenge (CCC) Course Project below.

Submit your assignment to the Dropbox located on the silver tab at the top of this page. For instructions on how to use the Dropbox, read thesestep-by-step instructions or watch this Tutorial Dropbox Tutorial.

See the Syllabus section "Due Dates for Assignments & Exams" for due date information.

week 2

Homework

week 3

Topic Selection for Individual Speech Presentation

Review this week's lecture. Think about a communication topic that you would like to learn more about. Look at the Table of Contents in your textbook for more ideas. E-mail your instructor early in the week to obtain speech topic approval for an informative or persuasive speech. Research your topic and create a good thesis statement. Write at least three sentences for the main ideas concerning your topic. You will continue with this next week. Nothing is due yet in the Dropbox for your speech. Presentations are due in Week 6.

Note: Notify your instructor now by e-mail if you do not understand how to choose a speech topic.

Assignment: Conflict Analysis

Conflict Analysis Part 1: Observe an instance that you are not personally involved with where conflict is present (you will need to be a bit of a covert operator to accomplish this). Answer the following:

In several detailed paragraphs, describe the conflict scene.

1a.Who was involved in the conflict? What was the relationship between the participants prior to the conflict? Did it appear as if the relationship between the participants had any impact on how either person responded to the conflict?

1b.When and where did it take place? Was it formal or informal? Planned or unplanned? What impact did the location and time have on the outcome?

1c.What transpired? (Be specific.)

Many times when we face conflict, there is a surface-level problem and an underlying problem. The surface-level problem acts only as a symptom of the real problem. Consider both.

1d.What was the surface problem?

1e.What was the underlying problem, or the real problem? If this is unclear, what might you speculate the real problem to be?

There are many conflict management strategies that can be employed when dealing with conflict. Consider which were present in this conflict.

1f.Which conflict management strategies were employed by each of the participants? Did the conflict management strategies change during the course of the conversation? How do you know?

1g.What was the outcome? Was there a winner? A loser? Did there appear to be an impact on the relationship? If so, what was that impact?

1h. Looking back, describe at least two variables that could be changed in this scene to alter the outcome.

Conflict Analysis Part 2:Much of the learning in this course requires you to draw conclusions about your experiences and observations based on the concepts we have read about and discussed. Take this into consideration:

2a., 2b. List two specific things you learned about conflict as a result of this exercise. Reference material from the text, discussions, lecture, terminal course objectives, and so forth. Answers that demonstrate application of the course material and effective critical thinking will earn the greatest number of points.

Your submission should be approximately one page in length: one paragraph per item for 1a.–1h., and 2a. and 2b.

See the Syllabus section "Due Dates for Assignments & Exams" for due date information.

week 4

Homework

week 5

Homework

week 6

PowerPoint Presentation with Narration

Objectives

Project Overview

Assignment 1: Outline Guidelines

Assignment 2: Speech Guidelines

Milestones

To summarize your presentation project

Step 1

Explore possible topics for a speech related to communication. Your topic should be something you are interested in learning more about.

Step 2

Select and submit a speech topic, general goal, and specific goal by e-mail to your instructor for approval. The general goal and the specific goal should detail the purpose of your speech (To inform? To persuade?) and meet the needs of your audience (Who are they?).

Step 3

Research your approved topic. Look for five or six resources and put them in APA format. You might not really want to use all of them for your outline and/or speech.

Step 4

Organize your notes. Create a rough draft outline based on your research. Write sentences for the body of the outline.

Step 5

Revise your outline and create a final draft outline with all required items included: cover page, table of contents, final outline (general goal, specific goal, thesis statement sentence, introduction paragraph, full sentence outline), conclusion paragraph, description of visuals (images for PowerPoint), and APA references in alphabetical order and with hanging indents. Note: Press F1 in MS Word for help with hanging indent paragraphs, or tab or space over for all lines except the first one.

Step 6

Create a PowerPoint Presentation. Study the tutorials provided in the lectures and under presentation areas.

Step 7

Evaluate your presentation. What could you have done better? What will you do differently next time?

Grading Rubrics

The PowerPoint presentation and final outline will be graded using the rubric in Doc Sharing. Outlines and presentations will be graded on content such as relevance and quality of topic research information; organization and cohesiveness; formatting and visual appeal; editing such as spelling, grammar and sentence structure; APA documentation; and use of citations as required. For a detailed list of criteria, see the rubric provided in Doc Sharing.

Best Practices

The following are the best practices for creating your speech outline and presentation:

Objective

Guidelines

Milestones

CCC Project Examples

Problem 1:

A 20-something woman recognizes that she appears to frown and/or has a negative facial expression when communicating interpersonally. Others often misread her as a result.

Outcome 1:

She set the goal of using a positive facial expression when communicating interpersonally. She was more successful at work and received significantly more attention in her personal life as well. She made many new friends and broke off a long-term, unhealthy relationship with her boyfriend as a result of the increased attention.

Problem 2:

A 40-something woman with a successful career recognizes that she does not accept criticism well. Generally, she jumped to the defense and never heard, nor considered, the merit of the feedback.

Outcome 2:

She set the goal of changing her response to receiving criticism. She found that she was able to learn from constructive feedback and was recognized in her review for the positive change in her behavior.

Problem 3:

A 30-something man recognizes that he is taken advantage of by his co-workers because he does not know how to say no. He often does the work of several employees and is sometimes even mocked by the co-workers who know that he has this deficit.

Outcome 3:

He set the goal to clearly evaluate requests from co-workers and say "yes" to those that are appropriate and to say "no" to those that are unreasonable. The co-workers were surprised at first and continued to challenge him for a time, but ultimately he won their respect and improved the working relationships significantly.

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