BBe ver. 2 |
Speech Assignment Sheet [be sure to read this item in its entirety] updtd & edited 3/30/09
/GROUPINGS & TOPICS ALREADY FINALIZED/
ASSIGNMENT &
INFORMATION SHEET
Group Panel Presentations |
{ "...an aspect about an aspect about A TOPIC..."}
[[
This document contains the list of groups & the detailed assignment sheets for
upcoming group activity. Think of it as a user's manual to guide you.]] T
<< It is quite detailed and attempts to answer all questions you
might have as you work on this
semi-independent study into WORKING-IN-GROUPS. Read carefully.
You may find that you can figure most things out on your own >>
Project Overview
The
first thing you should do in order to prepare for this unit is to carefully
read Chapters 10 & 11 in
your text
[12e]
-- so that you will understand the communication principles underlying your activities, as you work within groups.
The goal of this activity is to use an immersion type of experiential learning for developing a preliminary understanding of another facet of Oral Communication: GROUPS & INTERPERSONAL COMMUNICATION. The interpersonal side of communication is actually what most businesses & corporations mean when they say they are seeking employees with good communication skills.
Mostly, you will be learning-by-doing--via the planning sessions as well as via the actual presentation. This kind of experiential learning is an effective way to develop your group competency skills -- but you are forewarned: this way of learning can be frustrating at times because you will be studying group dynamics and processes via a series of activities-- not just by reading about them in the text and/or lecture notes. Grading Criteria Presentations will be graded based on the quality of each group's submitted materials and on the quality of the oral presentation itself. In general, everyone in group receives the same grade. However, if participation levels are clearly uneven, grades will be based on individual performance instead.
Group Procedures
Together with 4-5 of your
classmates, you will plan and complete this class unit which is designed to help you experience &
explore the dynamics & procedures of interpersonal / group communication:
> the planning procedures [click to go directly to this information sheet] > the topic [click to go directly to this section] > the extra credit Reaction Journal [click to go directly to this section] > the submission deadlines click to go directly to this section]
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ABOUT THE Panel Discussion/Presentation: |
RATIONALE:
Most professional contexts now involve group work. For business majors, this activity is especially helpful since, in the near future, you will have to complete group projects/presentations as part of your major's competency requirements. In addition, studies continue to indicate that professional/career success in contemporary U.S. culture is tied to one's ability to communicate effectively with another person. (The Economist, p.60, 7/27/2002)
In addition, this presentation is being structured in a way to help develop your skills of FOCUS & SUCCINCTNESS. The amount of time available for the actual presentation is limited for several reasons ( # of people in the class, an overall shortened semester, , etc.) However, this time limitation is actually desirable since so many class members are still working toward the ability to be more AUDIENCE/LISTENER-centered & less INFORMATION-centered.
PRESENTATION FORMAT:
When these discussions are presented in front of the class [see course syllabus for specific dates], each one will consist of three segments. The TOTAL presentation time per group is only 15-17 minutes+1 minute set-up time. This means that the group members will need to plan very carefully in order to ensure that:
The three segments of the 15-17 minute presentation are:
Segment 1 {the
Symposium} [approx
5-6 minutes] -
Some members of the group will extemporaneously present OBJECTIVE,
INFORMATIVE , BACKGROUND material based on his/her portion of the
research. Because the groups are all relatively large, it may not be
possible for each individual to speak in this segment. |
Segment 2
{the Panel}
[approx
5-7minutes]
-
Next, the group members will subjectively interact
AMONG themselves - discussing their respective viewpoints on the topic &
on the researched data that was presented in Segment 1.
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Segment 3
{the Forum} [ approx
4-5 minutes]
- Next, the subjective discussion will be opened up to
questions & comments from the audience members.
|
TOPIC:
Please keep in mind that the structure & procedures of this activity put the emphasis on learning about the group process rather than trying to explore any given topic in depth.
Out of the very general topic area of: "CONTROVERSIAL ISSUES OF-THE-DAY", each group should select an aspect of an aspect --- of a specific topic to present. {e.g. select a focused aspect of an already narrowed topic: Globalism, NAFTA, CEO's + Conflict-of-Interest, Glass ceiling for women & minorities, Interpersonal skills in the changing Workplace, Sexual Harassment , Crisis Management, Media Monopolies , Millionaire politicians, White Collar Crime, Managing a Diverse workforce, How should today's college students handle the economic situation, etc.}
Since each presentation will need to include some discussion/debate/exploration of differing perspectives, it's best to choose a topic on which there is already some DISagreement among the group members. Also, you may want to approach the topic using the "problem solving" process outlined in your text.
PROCEDURAL GUIDELINES
:1 -> Choose a leader/moderator. This person will be responsible for ensuring that certain tasks get done both Before & During the presentation. These tasks include ( but are not limited to)
>> |
ensuring the completion of the prelim. & final agenda/outlines |
>> |
overseeing the research assignments |
>> |
overseeing the symposium assignments |
>> |
moderating the discussion during the panel & forum segments |
>> |
maintaining the timing - per segment & overall |
>> |
making transitions between the 3 segments, etc. etc. etc. |
2 -> All group members should participate equally. Although
the leader/moderator
will double check on things, it is Everyone's responsibility to make sure all of
the tasks get done.
Everyone should be familiar
with what your text says about Leadership & about member's responsibilities.
3 -> On
the next, linked page ... you will see
a step-by-step review of the group
organizational procedure [click
to go directly to procedures sheet] .
It will
help you put the text's
guidelines to work.
4 -> Required Submissions For the actual DISCUSSION/PRESENTATION :
[a] Preliminary Agenda/Outline: |
Each
group will submit one copy of their
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[b]Revised-Final Agenda/Outline: |
Each group will submit one hardcopy of its revised, final Agenda/Outline on the day of presentation, BEFORE delivering the presentation. |
[c] extra credit--Reaction Journal: |
Any group member can submit a follow-up Reaction Journal which is IN ADDITION TO the work done via group collaboration. If you're interested in this option, keep a 4-5 entry computer journal. { Each dated entry = 1-2 paragraphs.} This journal will consist of your thoughts & reflections about being involved in the group process. At the end of this unit, e-mail your journal to me. [No later than: W 4/15] |
PLANNING GUIDELINES
[ For the group
DISCUSSION/PRESENTATION]
2.
Overall, your
laptops will be very helpful for several aspects of the meeting &
planning
process, including:
3. For the most part, your meeting-and-planning time for this activity will be concurrent with the round of Combo Presentations [ i.e. the Combo presentation assignment[individual speakers] is TOTALLY separate from the Group Presentation assignment[ groups] except that we will be doing the former while planning the latter]
PROCEDURES & GUIDELINES
for your MEETING &
PLANNING
{ Verderber-12e}
DURING YOUR GROUP
PLANNING SESSIONS {which will occur both in & out of classtime}, BE SURE TO
ACCOMPLISH THESE TASKS:
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S09 BB - GROUPS:
Group #1 |
Tom WYMAN , Ryan AUGUSTOWSKI , James
CURRAN , Karen JIN , Vince SPINELLI in-class planning sessions for this pres. = 3/23 & 3/25 & 3/27 ] [major group presentation on Fri 4/3
____"Should celebrities be held accountable for their questionable actions or get special treatment based on social status and wealth?"? A/0 rcd =Q-of-POLICY
|
Group #2 |
Adam
McHALE , David RIND , Kate MALONEY , John VALENTOVIC , Rob YATES
, Joe TESTA n-class planning sessions for this pres. = 3/23 & 3/25 & 3/30 ] [major group presentation on Fri 4/3 __Is the death penalty morally justifiable for a person who committed murder? A/0 rcd =Q-of-VALUE
|
Group #3 |
Mike RUZEK , Chris CARL , Phil NUFRIO , Chris MANZ , Danaia WILLIAMS , Octavio ISAZA
[ n-class planning sessions for this pres. = 3/23 & 3/27& 3/30 ] [major group presentation on Mon 4/6__What is NAFTA and how does it affect you?? A/0 rcd Q-of-FACT |
Group #4
|
Emma DOWNING , Dicota BROWN , Jackie RODRIGUEZ , John SWEETMAN , Ryan HANDEL n-class planning sessions for this pres. = 3/25 & 3/27 & 3/30 [major group presentation on Mon 4/6_ Is it necessary to teach children sexual education and if so at what age should it start? _? A/0 rcd - Q-of-POLICY |
last updated 3/27/09