Fundamentals of Communication CMUN 5

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Fundamentals of CommunicationCMUN 5

• Welcome!

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Leadership

• The ability to influence others
• Positively / negatively
• Effective leaders
• perform task/maintenance roles
• demonstrate role versatility
• Designated leader
• Achieved leader

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Leadership Exercise

• Divide into four equal groups
• Use prepared tables with Tinker Toys
• Rules
• You must follow the instructions of the assigned
  leader completely
• You will have five minutes to create something
  that works, has a purposeas a group
• Be prepared to present your created item to the
  class, with comments concerning the group process

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Leadership Exercise

• What happened in your groups?
• Was the leadership effective?
• Why/Why not?
• What characteristics did the leader of your group
  display?
• What would have worked better?
• How did the leadership style impact the end
  result?

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Leadership Styles

• Autocratic/controller
• Laissez-faire
• Democratic leadership
• Type X Performer who masquerades as a leader.
• Type Y The Transformer

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Autocratic/Authoritarian

• Controls ALL aspects
• end result is predictable.
• Team needs secondary
• Responsibility is not shared.
• Information is not shared
• personal tool for success
• Decisions leader only.
• No Leader no work
• Appropriate application
• Generals/Admirals
• Size of group

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  Laissez-faire Leader

• Little-to-no direction
• No vested interest
• Decisions No critical thinking
• No news is good news
• solutions /decisions made w/o leader
• reactive to problems
• Hallway delegation
•  

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  Democratic Leader

• Democratic process equal voice.
• Information freely shared.
• Authority is delegated
• Responsibility is shared .
• No leader work continues
• Small group best
• collaborative work
• time is available.
•  

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Leadership Styles
Type X - The Performer a transactional
leader who does not trust group members, and are
not concerned with their personal achievement
Type Y - The Transformer more of a risk
taker, more trusting of the group, and is
concerned with their personal achievement
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Type X - The Performer

• Does ALL of the work
• No confidence in the ability of the group.
• Only concerned with their own grade, or
  evaluation
• leader communication lack of confidence for
  group Reactive leadership that often responds to
  problems in a punitive manner
• Emergency situations require performers

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Type Y The Transformer

• Transformational leaders
• risk taker
• trusting of group
• personal achievement of all important
• Proactive-not reactive
• Charismatic leadership
• inspires exceptional performance
•  

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Theories of Leadership

• Trait theory born to lead
• Situational theory depends on the situation
• Adapting leadership style to the need of the
  group.
• accurately assessment key.

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Key Role for the Leader

• The key role for the leader is setting the
  context, or the environment, where the
  organizations strategic goals and objectives are
  incorporated into all aspects of the daily work,
  and team activities.

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Circle of Leadership
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• Exercising leadership requires defining the
  difference between
• leadership and authority
• technical and adaptive work.

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Power and Gender

• Do men and women have different power bases in
  our society?
• How does culture impact the issue of power and
  gender?

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Power Bases

• Legitimate Power
• Those elected/chosen
• Referent Power
• Those we allow to have power because we admire
  them
• Expert Power
• Those with knowledge/experience
• Reward Power
• Those able to reward others performance (grades)
• Coercive Power
• Those able to use threats/blackmail

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Authority

• An agreement where individuals are allowed a
  degree of power and influence over others to meet
  certain goals and objectives for the
  organization.
• The issue of authority impacts technical and
  adaptive work environments
• It also impacts the knowledge base of those
  making decisions, and those responding to the
  needs of those performing the actual work.

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Authority

• The proper use of authority requires the
  decision maker to adapt needed responses to the
  situation at hand
• Such decisions are best left to those who have
  the know-how to respond beyond the issue of
  technical knowledge and those who have the wisdom
  to adapt and meet the challenge successfully.

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Trust

• Trust must be earned
• Trust develops when you can predict how another
  will behave under certain circumstances-and they
  do as expected
• Trust is always a gamble
• Previous experiences in small group settings will
  influence how you are able to trust others to do
  tasks as agreed

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Group AssignmentReview

• Please break out into groups as assigned
• Read assignment sheet
• When making decisions, the final choice must have
  the support and commitment of ALL
• All are in agreement
• NOT majority vote
• no coercion to persuade/force agreement with
  ideas
• Begin working on assignment- GIVE YOUR GROUP A
  NAME Techno Inc.
• Document your group process as you work (use
  journal method)
• The stages of your group development
• Roles assumed by members

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Presentation Techniques
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Public Speaking requires

• A Purpose
• A Plan
• Practice
• Perseverance
• Try, try again!
• Directly impacts your fear of speaking!

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The FEAR of Public Speaking

• Many people are fearful of speaking in public
• Why?
• ?

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Speech Apprehension The FEAR of Public Speaking

• What is your worst nightmare concerning public
  speaking?
• What is the worst thing that could happen to you
  if you make a mistake while speaking?

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Speech Apprehension

• Being nervous is normal, even preferred
• A commentator asked Tiger Woods if he was nervous
  during the golf tournament this past weekend.
• He replied, Of course I was nervous!
• He went on to say that being nervous was an
  essential part of his success.
• When I am no longer nervous, I will know it is
  time to quit golfing professionally.

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Speech Apprehension

• So, being nervous is normal, even preferred
• Despite being nervous, you can make it through a
  presentation
• The audience is not likely to recognize your fear
• The better prepared you are, the better you will
  cope with your nervousness
• The more experience you have speaking, the better
  you can cope
• Experienced speakers learn to channel their
  emotions productively

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What do you see?
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Speech Behaviors to Control Nerves

• Visualize successful speaking experiences
• You must practice for this to make a difference
• Remind yourself that your speech is well
  structured and it is an interesting topic
• FOCUS ON THE TOPIC, NOT YOURSELF
• Give yourself positive affirmations as you
  approach the podium
• If you find yourself saying, I am scared-day
  instead, NO! I am excited!
• If you find yourself saying, I am afraid I will
  make mistakes-say instead, I have prepared and
  practiced. If I make a mistake, it is okay.

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Speech Behaviors to Control Nerves

• Pick a topic with which you are comfortable
• Take the time to prepare and fully practice
• Try to schedule your speech at a time that is
  psychologically the best for you (1st, last,
  etc.)
• Control your intake of beverages and food
• A big meal can make you loggy
• Avoid stimulants sugar caffeine
• Avoid drinking milkmucus that can affect your
  vocal chords
• DO
• Drink water to moisten your mouth
• Suck on a mint just before your presentation
  begins

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Speech Behaviors to Control Nerves

• For those who have persistent nervousness
• Deep muscle relaxation
• Tensing and relaxation of different muscle groups
  to learn to recognize the difference between the
  two states.
• Then, while in a relaxed state, you imagine
  yourself preparing and giving a successful
  speech.
• Rethinking your fear Encouragement to identify
  beliefs you hold about communication-past
  experiences in particular

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Speaking With Style

• Speech Delivery
• Verbal communication
• Non-Verbal Communication
• Visuals
• Types
• Design
• How to Use

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Speaking With Style

• Speech Delivery
• how you say what you say
• Verbal
• Nonverbal
• Structure
• Use presentation guide
• Outlining worksheet on website
  www.gavilan.edu/comm

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Group Connection

• Introduction of members
• Transitions
• Attention even when not speaking

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Speaking With Style

• Verbal communication
• Choice of words
• Jargon
• Slang
• Grammar
• Enunciation
• Speech Fillers
• Vocal variety (pitch/volume)
• Speedy speakers

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Confused Communication

• UM
• UH
• OKAY
• You Know
• So then
• Alright
• Now
• Like
• .

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Speaking With Style

• Non verbal Communication
• What are you doing with your body?????
• Body language speaks volumes
• Posture
• Hand gestures
• Facial expressions
• Eye contact
• Dress/appearance
• Body movement/use

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Speaking With Style

• Non verbal Communication
• What are you doing with your body?????
• NO TOUCHING YOUR BODY
• No fig leaf stance
• No tapping fingers/toes
• Dont clutch podium

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Speaking With Style

• Non verbal Communication
• Eyes
• Full Audience, NOT
• out the window
• on the floor
• ..on a spot on the wall
• on your nails
• Note cards (no more than 3)
• Loss of eye contact minimal
• Hands
• Emphasis your points
• Visual Aid use
• Use to keep place on notes
• NO PAPER NOTES!
• Use themes, not sentences

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Speaking With Style

• Visuals
• Charts
• Models
• Objects
• Electronic Media
• Power Point Presentation
• HTML
• DVD/Video
• Pictures (scanned/Internet)
• Drawings

Your visual aid for this presentation will be
your box
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Speaking With Style

• Preparing/Designing Visuals
• Size
• Can everyone see it?
• Photo
• Object
• Lettering style/size
• Power Point Presentation
• Size 24 Font Minimum
• Slide design
• KISS Keep It SimpleSimon

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Speaking With Style

• Preparing/Designing Visuals
• Use
• Support/clarify topic
• make visual your topic
• Fluid use
• should support speech
• not the centerpiece
• Look/talk to audience, not visual
• Turn off/cover when not in use
• DO NOT PASS VISUAL AROUND THE ROOM

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Speaking With Style

• Professional style is key
• NO HAND PRINTED POSTERS
• NO LAST MINUTE, HURRY UP AND GET IT DONE
  OBJECTS/MATERIALS

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Speaking With Style

• Take time TODAY to try out classroom equipment
• Projector
• Computer
• Remote Mouse
• Overhead
• DVD
• Video

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• End of presentation

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Fundamentals of CommunicationCMUN 5

• Welcome!

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Organizing the Body

• Outlining principles
• Main ideas speechs subtopics
• Subordinate ideas function as amplification for
  subtopics

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Outline Format

• I. Introduction
• II Body
• A. First Main Idea
• 1. Sub Idea
• a. Quote
• 2. Sub Idea
• a. Quote
• 3. Transition
• B. Second Main Idea
• 1. Sub Idea
• a. Quote
• 2. Sub Idea
• a. Quote
• 3. Transition
• III Conclusion

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Outline

• Every paper/outline has a THESIS
• Combine the two assigned topics into one sentence
• Body main ideas in same order as thesis
• Group Assignment
• Group Process

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Organizing the Body

• Outlining principles
• Main ideas speechs subtopics
• Subordinate ideas function as amplification for
  subtopics

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Organizing the Main Ideas

• Each main idea has subordinate ideas that support
  it
• Example
• 1st Main idea Group Assignment
• Subordinate idea Criteria
• Subordinate idea Personnel
• Subordinate idea Choice

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Outline

• First Main Idea
• Topic sentence
• Our ability to make a decision in this scenario
  required that we first develop our criteria for
  selection, review the candidates, and make our
  final choice.
• Sub idea 1 Criteria for selection
• Sub idea 2 Review of candidates
• Sub idea 3 Choice

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Outline

• Using quotes
• Our ability to make a decision in this scenario
  required that we first develop our criteria for
  selection, review the candidates, and make our
  final choice.
• Sub idea 1 Criteria for selection is an
  important step in the decision making process.
• In the textbook, we learn that criteria
  includes, standards or goals for an acceptable
  solution (p. 267). Being able to articulate
  criteria aids in the selection process.
• Sub idea 2 A review of candidates based on our
  criteria is the next step.
• Quote/paraphrase
• Sub idea 3 When we finally made our choice,
• Quote/paraphrase

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First Main Idea

• Our ability to make a decision in this scenario
  required that we first develop our criteria for
  selection, review the candidates, and make our
  final choice. Criteria for selection is an
  important step in the decision making process.
  In the textbook, we learn that criteria
  includes, standards or goals for an acceptable
  solution (p. 267). Being able to articulate
  criteria aids in the selection process. Once we
  had formal criteria, we moved on to a review of
  candidates based on our criteria.
  Quote/paraphrase. Our choice was based on
  __________, and not personal preferences. When we
  finally made our choice, Quote/paraphrase.

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Transitions between speakers

• You must introduce the next idea (main or sub).
• Our ability to make a decision in this scenario
  required that we first develop our criteria for
  selection, review the candidates, and make our
  final choice. Criteria for selection is an
  important step in the decision making process.
  In the textbook, we learn that criteria
  includes, standards or goals for an acceptable
  solution (p. 267). Being able to articulate
  criteria aids in the selection process.
• transition to the next speaker

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Organizing the Body

• Outlining principles
• Main ideas speechs subtopics
• Subordinate ideas function as amplification for
  subtopics

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• Introduction
• Attention getter
• Introduce members
• Overview
• Thesis

• Conclusion
• Restate thesis
• Expand final thoughts on main ideas
• Clincher

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• Introduction
• Attention getter
• Overview
• Thesis

Have you ever thought about how it would feel
to be forced to lay off fellow employees at work?
We were given that task, and found it a
formidable task. Let me introduce our group at
this time The decisions we make is often a
result of the situation and the people involved.
It could be as simple as choosing a new copy
machine, to being required to discharge an ally.
Yet, this is what we accomplished We will
discuss the group assignment and final choice,
and then our process by which our group
functioned while working on this assignment.
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Conclusion Restate thesis Expand final
thoughts on main ideas Clincher
We discussed the group assignment and final
choice, and then our process by which our group
functioned while working on this assignment.
Our choice was based on a specific criteria,
which we applied to the candidates, and made our
final selection. Our group process clearly
showed the use of the five stages of group
development. If communication is a
transactive process (lecture), then each of us
must pay our dues and learn how to negotiate each
part of the small group process.
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Remember Outline Format

• I. Introduction
• II Body
• A. First Main Idea
• 1. Sub Idea
• a. Quote
• 2. Sub Idea
• a. Quote
• 3. Transition
• B. Second Main Idea
• 1. Sub Idea
• a. Quote
• 2. Sub Idea
• a. Quote
• 3. Transition
• III Conclusion

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Group Activity

• The Human Speech

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Outlining Worksheet

• Website has needed documents
• Examples
• Worksheet
• Work now on your group assignment

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• End of Presentation