Communications test 3

Be able to identify the 5 principles of communication when speaking to persuade

-Appropriately adapt your message to others -Be aware of your communication -Effectively use and interpret verbal messages -Effectively use and interpret nonverbal messages -Listen and respond thoughtfully to others

Be able to differentiate brainstorming and the nominal group technique

-Brainstorming- technique for generating many possible solutions to a problem by withholding evaluation while group members suggest ideas. -Nominal(silent) group techniques- method of generating creative ideas, group members brainstorm individually and write down their ideas before meeting together to share them

Be able to identify examples of words in a speech that enhance verbal delivery

-Concrete words: Refers to an object or action -Unbiased words: Does not stereotype or discriminate -Vivid words: A colorful word -Simple words: Known to most people who speak the language -Correct words: Means what the speaker intends

Be able to explain and differentiate the trait, functional, styles, situational, and transformational approaches to understanding leadership

-Trait approach-characteristics, attributes or traits that make leaders. if you are born with these traits, you'll be a leader. -functional approach- leaders influence others through two primary functions 1) task function 2) process function -styles approach-suggests that leaders operate in one of three primary styles. 1.authoritarian 2. democratic 3. laissez-faire. -situational approach-leadership is an interactive process in which a leader adapts his or her approach based on factors like: quality of group member relationships, nature of the task, and time limitations -transformational approach-influences others by developing a shared vision and using listening and relationship-building skills to create a climate of trust

Be able to define norms and explain how an individual can identify a group norm

-noticing when someone breaks a norm - monitor group norms

Be able to recall and explain Fisher's four phrases of group talk: Orientation, Conflict, Emergence, Reinforcement

1) Orientation-members become adjusted to one another and to the group tasks's. Primary tension. 2) Conflict- members experience some degree of disagreement about social and task issues 3) Emergence- conflict or disagreement is manages, decisions are made, and group problems begin to be solved 4) Reinforcement- Group members become more unified and express positive feelings toward one another and toward the group

Be able to identify the 5 Principles of Communication when delivering a presentation ******

1) be aware of your communication with yourself and others ex: use microphone -aware of speaking rate -don't rely on notes -pay attn. to nonverbal comm 2) effectively use and interpret verbal messages ex: phrase ideas so they can be clear, accurate, and memorable. use concrete, unbiased, vivid, simple, words 3) effectively use and interpret nonverbal messages ex: eye contact, use gestures, loudly, articulate words clearly, move 4) listen and respond thoughtful to others ex: use eye contact, rehearse 5) Appropriate adapt messages to others ex: watch for offensive lang, make interesting, adapt volume and appearance

Be able to identify and explain six types of groups: Primary, Study, Therapy, Problem Solving, Focus, and Social

1) primary- fulfills the basic human need to socialize or just be together EX: family group or social group, friends 2) social- type of PRIMARY group, meet just for enjoyment with or without structure 3) study-secondary group, meets to learn new ideas and info. EX: genetics study group 4) therapy. type of secondary group, provides solution to a problem EX: AA 5) problem solving- type of secondary group, meets to seek a solution to a problem and achieve a goal EX: business and employer groups 6) focus- meet to discuss a topic or issue to see how the general population will response to the topic or issue EX: companies have focus groups before they release a product

Be able to identify how the following components enhance the nonverbal delivery of a presentation:

1. eye contact- look ppl in eye 2. physical delivery- a persons gestures , movements, and posture, which influence how a message is interpreted. 3. vocal delivery- volume, pitch 4. facial expressions-face movements 5. appearance- dress nicely / groomed well

Be able to identify three steps to managing meeting structure:

1.) Determine your meeting goals ex: give information, discuss information, and take action. 2.) Identify what needs to be discussed to achieve the goal ex: what topics will be covered, what information do you need, what issues do you need to focus on, brainstorm ideas 3.) organize the agenda ex: Organize the agenda around your meeting goals, use subheads, considering putting your most important agenda first.

Be able to recall and identify ways to motivate an audience*****

1.) Dissonance: Presented with information that is inconsistent with your current thoughts/feelings and you experience mental discomfort called cognitive dissonance. 2.) Needs: One of the best. The more you understand what the listener needs, the better you can adapt to them and greater the chance you can persuade them 3.) Fear Appeals: One of the oldest ways. Scaring your audience into compliance. 4.) Positive Appeals: Good things will happen if the audience follows the speakers advice. Must know what your listeners value. 5.) Elaboration Likelihood Model: Shows how you can be persuaded peripheral and indirectly. Factors such as delivery, appearance, General impression, preparedness. More audience-centered model. Helps you understand how you've been persuaded.

Be able to identify and explain some of the communication skills to managing meeting interaction

1.) Gatekeeping skills: a gatekeeper encourages less-talkative members to participate and tries to limit long-winded contributions by other group members. 2.) Metadiscussion: discussion about discussion help group focus on goals 3.) Sensitize group: be sensitive to the time the group is spending on an issue. 4.) using stratagies: manage interaction for example writing before speaking or silent brainstorming

Be able to identify the 6 function effective group members perform

1.) Identify a Clear, Elevating Goal 2.) Develop a Results-Driven Structure 3.) Gather and Share Appropriate Info 4.) Develop Options 5.) Evaluate Ideas 6.) Develop Sensitivity towards Others 7.) Develop a Positive Personal Style

Be able to recall the five steps to John Dewey's reflective thinking process to group problem solving

1.) Identify and Define the Problem: Phrase the problem as a policy question. Use the Journalist's Six Questions (Who? What? When? Where? Why? How?) to help define the issues. 2.) Analyze the problem: Develop clear criteria that clarify the issues and can help in evaluating others. 3.) Generate Several Possible Solutions: Brainstorming 4.) Select Best Solution: Reach consensus by being goal-oriented, listening, and promoting honest dialogue 5.) Take Action: Develop a clear action plan. Make a written list of who should do what.

Be able to identify examples of the following types of logical reasoning:

1.) Inductive Reasoning- Using specific instances or examples to reach a probable general conclusion. ex: reasoning by analogy. 2.) Deductive Reasoning- Moving from a general statement or principle to reach a certain specific conclusion. ex: syllogism (three part argument: major premise, minor premise & conclusion) 3.) Casual Reasoning- Relating two or more events in such a way as to conclude that one or more of the events caused the others. ex: cause to effect & known effect to the cause.

Be able to identify and differentiate four methods of speech delivery

1.) Manuscript speaking: Reading a presentation from a written text (rarely done well) 2.) Memorized speaking: Developing a speech word for word from memory using notes (sounds stiff and recited) 3.) Impromptu speaking: Delivering a presentation without advanced preparation (have solid grasp of topic) 4.) Extemporaneous speaking: Delivering a well developed, well organized, carefully rehearsed speech without having memorized the exact words

Be able to identify the following organizational patterns for persuasive messages.

1.) Problem/Solution Organization ex: Reading is a dying activity ; Teach children that reading as an activity has worth and beauty. 2.) Cause/Effect Organization ex: The foster care system is in crisis; Children in foster care are at risk. 3.) Refutation: you identify likely objections to your proposition and then refute those objections wit arguments and evidence. 4.) Motivated Sequence- Alan Monroe/integrates the problem-solution method with principles that have been confirmed by research and practical experience. Has 5 steps: Attention, need, satisfaction, visualization, action

Be able to to differentiate propositions of fact, value, and policy

1.) Proposition of Fact: Claim that something is or is not the case or something did or did not happen. ex: Asbestos exists in our elementary school. 2.) Proposition of Value-Claim that calls for the listener to judge the worth or importance of something. ex: Closing the school to remove asbestos is safer than having the work done with the school open. 3.) Proposition of Policy- Claim advocating a specific action to change a regulation, procedure or behavior. ex: We should close the elementary school for six moths while asbestos is removed from the building.

Be able to identify strategies for persuading receptive, neutral, and unreceptive audiences

1.) Receptive Audience-Emphasize similarities, common interests, tell them what you want them to do, use emotional appeals 2.) Neutral Audience-Gain attention. Appeal to them early, Appeal to common ground, appeal to interests, limit your appeals 3.) Unreceptive Audience- Don't tell audience you are going to convince them. Present strongest argument first, acknowledge opposing view points, use appropriate gestures

Be able to differentiate attitudes, beliefs, and values

Attitude- Learned predisposition to respond favorably or unfavorably to something; like or dislike. ex: At the end of my speech, the audience WILL AGREE/ FAVOR making downtown streets one-way to regulate traffic flow. Belief- Sense of what is true or false. ex: At the end of my speech, the audience WILL ACKNOWLEDGE/ TESTIFY that ghosts exist. Value-An enduring conception of right or wrong or good or bad. ex: At the end of my speech, the audience WILL SUPPORT/ CAMPAIGN for the Democratic ticket in the upcoming election.

Be able to explain group cohesiveness and its relationship to group productivity.

Cohesiveness- degree of attraction that members of a group feel toward one another and the group. (loyalty) They tend to be more effective than uncohesive groups ex: Three Musketeers and inside jokes

Be able to define consensus and recall the primary strategies that may help a group reach consensus.

Consensus- occurs when there is enough agreement that group members will support a decision. 1.) Be goal oriented 2.) Listen 3.) Promote honest dialogue and discussion

Be able to define credibility (ethos) and differentiate its factors: competence, trustworthiness, and dynamism/charisma

Credibility (Ethos)- The credibility is the ethical character of a speaker. The audiences perception of competence, trustworthiness, and dynamism. -Competence: aspect of a speaker's credibility that reflects whether the speaker is perceived as informed, skilled, and knowledgeable. -Trusworthiness: Determines if the speaker is perceived as believable or honest. -Dynamism: Determines if the speaker is perceived as energetic. -Charisma: The speakers talent, charm, or attractiveness.

Be able to identify examples of effective word structures that enhance verbal delivery

Figurative language: Language that deviates from the ordinary, expected meaning of words to make a description or comparisons: 1. metaphor: implied comparison 2. simile: making comparison using like or as 3. personification: attributing human qualities to things Drama: characteristic of speech created when something is phrased in a way that differs from the way the audience expects. 1. omission- leave out word or phrase 2. inversion- reversing the normal word order or sentence 3. suspension- witholding a key word till end of sentence Cadence: rhythm of language 1.parallelism- using the same grammatical structure for two or more clauses or sentences. 1. parallelism- using two + sentences with same grammatical structure. 2. antithesis- contrasting the meanings of the two parts of a parallel structure. 3. repetition- emphasizing a key word or phrase by using it more than once. 4. alliteration- the repetition of a consonant sound (usually the first consonant) several times in a phrase, clause or sentence

Be able to differentiate between a group and a team. Explain what is meant by the phrase "Every team is a group, but not every group is a team."

GROUP roles and responsibilities: Individual responsibilities of group members may not always be explicitly defined. rules: are often not written down or formally developed; rules evolve, depending on the group's needs. goals: Group goals may be discussed in general terms. methods: Group members may or may not decide to divide the work among group members. TEAM roles and responsibilities: Expectations, roles, and responsibilities of team members are clearly developed and discussed. rules: Rules and operating procedures are clearly identified to help the team work efficiently and effectively goals: clearly spelled out goals are the focus of what the team does. methods: Team members develop clear methods of collaborating and coordinating their efforts to achieve the team's goals.

Be able to define groupthink and identify five key communication symptoms that characterize groupthink.

Groupthink- occurs when group members seem to agree but primarily just want to avoid conflict 1. the group feels apathetic about you 2. group members dont expect to be sucessful 3. one group member has a high credibility 4. one group member is very persuasive 5. group members don't usually challenge ideas

Be able to explain the 5 types of power: Legitimate, Referent, Expert, Reward, Coercive

Legitimate- someone elected or appointed you to a position of power. Ex president Referent- People like you Expert- perceived as informed or knowledgeable Reward- people who have the ability to reward Coercive- power to punish others Ex. teachers can lower your grade

Be able to define proof (logos) and differentiate evidence from reasoning

Proof (Logos)-Evidence and reasoning -Evidence- Material used to support a point/premise. ex: illustrations, definitions, statistics, and opinions. -Reasoning-Drawing a conclusion from evidence.

Be able to differentiate between rules and norms by identifying examples of each.

Rules- more explicit, written or verbalized Ex. Any member who does not pay dues on time will pay 5$ extra in dues. Norms- general standards or expectations Ex. its known not to curse during discussions

Be able to differentiate status and power by identifying examples of each

Status- refers to an individual's importance and prestige. Ex. Typically has more influence, talks more, is listened to by group members Power- is the ability to influence others behavior. Ex. Some people have status but do not have power

Be able to differentiate structure and interaction within the group process and explain the relationship between the two.

Structure- The way a group or team discussion is organized, focusing on the groups agenda and the task that needs to be achieved Interaction- The give-and-take discusssion and responsiveness to other group members Key: find the right balace too much interaction = chaos too much structure = loses freedom

Be able to define and differentiate three types of roles within a group: task, social, and individual.

Task- a role that helps a group achieve its goal and accomplish work Social- A role that helps a group manage relationships and affects the group climate Individual- A role that focuses attention on the individual rather that on the group

Be able to define Persuasion

The process of attempting to change or reinforce a listeners attitudes, beliefs, values, or behavior.