Speech Chapter 1 While Taking Notes Would Also Pause The Recording Needed Extra Time Was

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while taking notes. I would also pause the recording if I needed extra time. It was very helpful

CASE STUDY 2: Student email

You are a professor of an online public speaking class, which requires students to upload videos

of their speeches. At the end of the second week, several days after the first video was due, you

receive the following email from a student enrolled in your class:

<<hey teacher now i can get in the page the you gave us ,,the other day that you help us

CASE STUDY 3: No shared enthusiasm

Last week I started my first nursing internship. I was really excited, because as soon as I

complete these hours, I’ll graduate from nursing school. But I was also nervous, because finally

the time had come to rely on myself making critical decisions. My mom is a nurse, so I knew she

would understand how I felt. I called her on my way to my first shift. She reassured me that

everything was going to be okay. She said to call after my shift was over to tell her all about it.

After my thirteen–hour night–shift was over, I called her. There was no answer. At first, I didn’t

mind much because I was exhausted. I slept for a couple hours. Then I called her again. Still no

answer. Instead I received a text, “That is great your shift went well” and that was all it said. I

could not help but get upset inside because I thought she would have had a little more interest in

INSTRUCTIONS FOR APPLICATION EXERCISE 2:

Review the communication model, as explained in your text. Use the table below to assess the

communication elements from one of the case studies below or from a communication scenario in your

own life.

After you complete the Table below, write a paragraph describing in your own words what

“communication is a process” means. Submit both the completed Table and the paragraph to your

instructor.

DATA TABLE FOR APPLICATION EXERCISE 1.A

Element of Comm

Model

Specific Example

Did this element

hinder shared

communication?

If so, how?

How could this element

be modified to improve

shared meaning?

Message (as encoded by

sender)

Message (as decoded by

receiver)

Channel (how was the

message sent)

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Environmental Noise

Physical Noise

Psychological Noise

Feedback

3. Formal Communication Flow

Contact two or three people who work as supervisors or managers in various organizations. Ask the

supervisors to give examples of the kinds of information they communicate with their subordinates

(downward communication), with their upper level managers (upward communication), and with their

peers (horizontal communication).

After you gather this information, use the three tables below to classify these types of information as

Part 1: Downward Communication Flow

Function of

Message

Example

What might make this

message effective?

What might make this

message ineffective?

Job

instructions

Job rationale

Why management

will be changing our

billing process again.

If management provides

an honest reason that

employees can relate to.

If management gives a fake

reason, when we know there’s

another reason behind it that

management wants to hide.

Feedback

Indoctrination

Part 2: Upward Communication Flow

Function of

Message

Example

What might make this

message effective?

What might make this

message ineffective?

What

subordinates

are doing

Unsolved

Work

problems

Suggestions

For

improvement

How

Subordinates

feel about

each other

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and the job

Part 3: Horizontal Communication Flow

Function of Message

Example

What might make

this message effective?

What might make this

message ineffective?

Coordinating tasks

Solving problems

Sharing information

Resolving conflicts

Building rapport

(harmony)

4. Ethical Dimensions of Communication

To complete this exercise, choose one of the case studies below OR use a communication scenario from

your own life. For this exercise, you will submit a completed table, plus a paragraph.

CASE STUDIES FOR APPLICATION EXERCISE 4:

CASE STUDY 1: The time clock.

At my workplace, one day I noticed two co–workers (I’ll call them Amy and Beth) leaving

CASE STUDY 2: The spaceman

I stated a few times in a report that I was giving in front of a class, when talking about astronauts,

the term ‘spaceman’. I received a good grade on my report; however, I was pulled aside by the

male teacher and was informed that ‘spaceman’ wasn’t the correct term to use. He said that the

term could be considered demeaning to our female astronauts. ‘Astronaut’ or ‘spaceperson’ was a

better term to use. I didn’t really think about sexist terms like that because I had heard it said so

many times by people that I looked up to that it didn’t enter into my mind that what I was saying

CASE STUDY 3: The “borrowed” shirt

I had a really great date for the school dance. I was excited to go. But the dance was a dress–up

occasion. I looked through my closet and couldn’t find a good shirt I liked. I looked in my wallet

and couldn’t find much cash … only enough to buy groceries for the week. I already owed my

brother $60, so I couldn’t ask him for a loan.

The day of the dance, I went to Wal–Mart and used the rest of my cash to buy a shirt I really

INSTRUCTIONS FOR APPLICATION EXERCISE 4:

Review the ethical dimensions of communication as explained in your textbook. Use the table below to

assess ONE communication scenario THREE times (that is, from THREE differing ethical views

[dimensions]). This ability to view an interaction from more than one perspective will help you improve

your “other–orientation,” a skill that is critical for effective communication. You may assess one of the

case studies below or a communication scenario in your own life.

BLANK TABLE FOR YOUR USE:

Data Table – Situation Analysis Using Ethical Dimensions of Communication

Ethical Guideline

Meaning of this guideline

– in your own words

Your Ethical Words

EXAMPLE OF A COMPLETED DATA TABLE AND EXPLANATION FOR APPLICATION

EXERCISE 4 (don’t use this example; use a different scenario):

Sample Ethics Scenario: You work in the Human Relations Department of a large company.

Your CEO has informed you that the firm is about to deliver a huge number of totally unexpected

layoff notices. She admonishes you that your job will be in jeopardy if you tell anyone about

these layoffs ahead of time. You know that one of your co–workers is signing a purchase

agreement tomorrow on an expensive home with a large mortgage payment. You would like to

warn him that he might be losing his paycheck soon, but you are afraid.

Sample Data Table – Situation Analysis Using Ethical Dimensions of Communication

Ethical Guideline

Meaning of this guideline

– in your own words

Your Ethical Words

Rights Approach

“Never tell a lie” is an absolute

principle.

“My boss told me not to tell anyone, but I can’t lie

to you, even if it’s a lie of omission. Our

firm is having a lot of layoffs next month,

so maybe you should wait until we hear

more.”

Fairness Approach

Don’t favor one group (such as

Talk to my boss: “I know these layoffs are

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managers) over another

(such as lower level

employees).

confidential, but I think we should warn

some of the employees ahead of time, to

give them some time to adjust.”

Professional Ethic

In business, employees are

expected to keep

confidential information

secret.

Ask my boss: “Does this information have to be

strictly confidential?” If the answer is yes,

and there is a good reason, then I am

obliged not to say anything.

Sample Explanatory Paragraph for Ethics Analysis:

In this situation, I would prefer to use the Fairness Approach to decision–making. I don’t know if

my boss would buy off on it, but at least I could try. It’s least likely that I would use the Rights

Approach, because then I might jeopardize my job. I could be the next person on the chopping

block. That wouldn’t help any of us. From this exercise, I learned how helpful it can be to think

about situations from several viewpoints before I decide what to do. There isn’t just one right or

Video Activities

1. Principles of Communication

Objective: Students will become more familiar with principles of communication by viewing and

analyzing examples.

Procedure: Divide the class into groups. Assign to each group one principle of communication to

Discussion: Ask each group to present their findings to the class. Elicit additional examples from the

class.

2. Model of Communication

Objective: Students will become more familiar with elements of communication by identifying them in a

video scenario.

Discussion Questions: Stimulate discussion about the applicability of the communication model with

questions such as:

• Describe the physical, social, chronological, and cultural context of this interaction.

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• Given this context, how effective were each sender’s choices (words, nonverbals, and

3. The Nature of Communication: Review

Objective: This exercise gives students an opportunity to review the elements and principles of

communication.

Procedure: Divide the class into groups. Assign each group a topic from the chapter (e.g., the

communication model or one of the principles of communication). Show a clip from a film such as The

Class Discussion: After showing the clip, give each group five minutes to:

• define their assigned concept in their own words.

• identify examples of their assigned topic from the scene they viewed.

• evaluate the examples in terms of their communication effectiveness.

4. “The Phone Message”

Objective: After viewing this Seinfeld clip, students should be able to better understand the various

characteristics that are often associated to the qualities of communication. You can locate this clip at

http://www.tv.com/shows/Seinfeld/episodes/. From the Episode Guide tab, type The Phone Message in

the search box.

Procedure: Before showing the clip, write the discussion questions on the whiteboard. Have students

take notes so they can answer the questions afterward.

Synopsis: “The Phone Message” (aired 2/13/91) can help students understand how the principles of

communication apply to interpersonal interactions. In the beginning of this episode of Seinfeld, George is

just finishing up a date with a new girlfriend who asks him to accompany her up to her apartment for

coffee. George declines because he doesn’t drink coffee at night; it keeps him awake. While driving

home, he realizes what her true intentions were, which leads into a discussion with Jerry and Elaine about

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Discussion Questions:

• In this video clip, identify an example to illustrate each of the principles of communication

from your text.

• Are there times when communication can be reversed?

• What characteristics of George’s communication undermined his desired identity

5. Communication from the Linear Perspective

Objective: After viewing this short clip from the film Uncle Buck (1989, Universal Studios, directed by

John Hughes), students should obtain an understanding of what human communication would consist of if

the linear perspective/model were representative of everyday communication.

Procedure: After a brief discussion of the linear model, show the clip that starts as Uncle Buck (played

by John Candy) walks into the principal’s office of his niece’s elementary school and ends as he leaves

the office. Ask students to be prepared to discuss the impersonal communication that results and to apply

the example to similar situations they have encountered within their own work experience when dealing

Discussion Questions:

• In what way does this clip suggest that the linear perspective is an effective method for

communicating with others?

• What problems with the linear model are presented in this clip?

• What would the conversation be like if a more transitional perspective were used?

• Does the structure of an organization suggest that the linear model should be used to help

6. Hudsucker Communication Network

Objective: After watching this clip from the film The Hudsucker Proxy, (1994, Warner Home Video,

directed by Joel Coen), students should have a better understanding of the various types of

communication networks that exist within an organizational structure. Students will also be able to

understand the implications of the use of written versus oral communication.

Synopsis: The appropriate clip to use starts with the credits and ends almost 20 minutes into the film,

once Paul Newman falls out the window. In the Hudsucker Proxy, Tim Robbins plays a new college

graduate who takes a job in the mailroom of Hudsucker Industries on the day that Mr. Hudsucker has

killed himself. While learning the procedures and rules to the mailroom from both formal and informal

Class Discussion:

• In what ways does downward communication occur in this organization?

• Is the way that superiors communicated with subordinates effective or ineffective?

• Does this organization foster methods of upward communication?

• How does the informal network function in Hudsucker Industries?

Additional Resources

Print

Communication for careers: Oral communication competencies needed by community college graduates

entering careers. NCA. (See address below)

This pamphlet lists very specific communication skills reported by career advisory committees as

critical for various careers.

Joinson, A.N. (2001). Self–disclosure in computer–mediated communication: The role of self–awareness

and visual anonymity. European Journal of Social Psychology, 31, 177–192.

A commentary on the relationship between anonymity and self–disclosure.

Kaplan–Leiserson, E. (2004, April). Workforce of tomorrow: How can we prepare all youth for future

Morreale, S.P., Osborn, M.M., & Pearson, J.C. (2000). Why communication is important: A rationale

for the centrality of the study of communication. Journal of the Association of Communication

Administration, 29, 1–25.

This article summarizes reasons for studying communication.

Stringer, and Cassiday. (2003). 52 activities for exploring value differences. Boston: Nicolas Brealey

DVD

Communication in a Wired World: Be Smart, Be Safe. (2009) 20 min. Learning Seed Video.

A “Davey Award” Winner. Shows how unwise online posts can harm reputations. Addresses the

pitfalls of multitasking. Gives tips for wise use of e–mail and social networking.

Ethics 4 Everyone.15 min. CRM Learning.

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Presents ethical dilemmas in which individuals sense of what’s right conflicts. Provides an action

test to help students decide which decisions are most ethical.

Manners at Work. (2006) 20 min. Learning Seed Video.

Good manners at work give you a competitive edge. Includes cubicle courtesy and electronic

etiquette.

Perception: The Art of Seeing. (1997) 24 min. Learning Seed Video.

Demonstrates how we create our own realities through our perceptions. Includes several

Social Media: Reduce the risk. 21 min. CRM Learning.

Discusses the impact of new technologies in the workplace. Provides suggestions for managing

the risks engendered by these new technologies.

Ten Powerful Networking Skills (2007) 18 min. Insight Media.

Shows how networking builds career and personal success. Depicts differences among passive,

Undeliverable: Email Etiquette for Today’s Workplace. 40 min. CRM Learning.

Teaches etiquette and clarity for writing effective workplace e–mails

When the Phone Rings: Telephone Skills for Better Service. (2009) 20 min. Insight Media.

Telephone skills for effective customer service.

Workplace Communications. (1993) 40 min. RMI Media

Overview of communication that focuses on the need for sending and receiving messages in the

Web

ABC News Medical Errors, Past and Present

http://abcnews.go.com/Health/story?id=3789868&page=1

Examples of medical errors resulting from poor communication.

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Business Week online

http://www.businessweek.com

Center on Education and Training for Employment (CETE)

http://www.cete.org/

The goal of CETE is to help individuals gain valuable work skills.

Central States Communication Association (CSCA)

http://www.csca–net.org

Certification Magazine

http://www.certmag.com/

Type “communication skills” into the Search Box to find articles on the need of engineering

personalities for interpersonal skills.

Comparison of Communication Models

The following sites are helpful in helping students understand differences among various

communication models:

http://www.uri.edu/personal/yanma/544/models.html#Laswell%27s

http://extension.missouri.edu/publications/DisplayPub.aspx?P=CM109

http://www.shkaminski.com/Classes/Handouts/Communication%20Models.htm#DancesHelicalSpiral196

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Open the dilemmas tab for access to dozens of fascinating real–life ethical dilemmas.

International Association of Business Communicators (IABC)

http://www.iabc.com

IABC provides resources for public relations; employee, business, and marketing communication;

and public affairs.