understand the sequence of oral presentation assignment components learn how to develop explanations...
TRANSCRIPT
• Understand the sequence of oral presentation assignment components
• Learn how to develop explanations for assigned material– Listen to lecture on Rowan– Start preparing your slides
• Practice oral skills– Peer introduction task
Learning Goals
Process for Oral Presentation Assignments
Submit slides for professor’s feedback
Do Final Presentation
Make slides on assigned material (check course website for assignments)
Practice: Video record, evaluate yourself, chosen peer evaluates
Read Rowan article (handout)
• Presenting to ‘inform’ or ‘excite’ not for understanding – Emphasis on hooking the audience
• Gain audience attention
• Establish audience’s need for information
• Not contingent on material; too focused on form – Not all material is best explained via examples,
visual aids, frameworks, charts,
The old way
• Emphasis on explaining
• Presentation should answer the question: – How? OR
– Why? OR
– What does this mean?
The NEW way
• Inform – Create awareness of latest information on some
topic (E.g., News reports)
• Explain• Improve understanding of something audience is
aware of but does not fully grasp
• Explaining helps deepen understanding or master a skill
Explaining vs. Informing
• Learning Check: What is the difference between… – Finding
• Similar to informing
– Hypothesis
What explaining is or is not
• View oral presentation as a process of anticipating & overcoming potential misunderstandings– What is the confusion?– What is the strategy for explaining the confusion?
The new way
• Analyze audience’s source of ‘confusion’– What can the audience be confused about?– Why the audience might not understand info?
• Identify good, empirically supported techniques (explanations) for overcoming audience confusion– Rowan article
When presenting to explain
Concepts are difficult
Audience Confusion
Ideas are hard to believe
Processes are difficult to visualize
1. Concept is difficult• e.g., documenting vs. evaluating
2. Processes are difficult to visualize• e.g., Extraversion & non verbal skills
3. Ideas are hard to believe • e.g., pay can lead to decreased motivation
3 Sources of Audience Confusion
• Define concept by listing its essential features– Distinguish between essential & associated features
• Define contrasting concept
• Give examples of concept
• Show how to differentiate examples from non examples by looking for essential features
• Give non-examples that are mistaken for examples
When explaining a concept….
• Documenting behavior vs. Evaluating performance
– E.g. class participation is documented rather than evaluated
– Doing the practice presentation (i.e., submitting video) is documented, not evaluated
– Final presentation is evaluated
Examples of concept & contrasting concept
• Define non-verbal communication skills – Ability to perceive & interpret emotions accurately
• How are non verbal communication skills (NV) different from interpersonal skills? (IP)– IP =Establish relationship with other vs. NV =
convey emotional information with other– IP=Control emotional expression vs. NV=express
& interpret emotions– IP= Higher order vs. NV= lower order skills
Interpersonal vs. non verbal communication skills
C24 fall05 Student Paper
1. Define the concept
2. Identify the contrasting concept (via non examples)
3. Give examples that illustrate the concept
4. Give examples of the contrasting concept (non examples) that can be confused with examples of the concept
To define a concept well, you need to…
1. Concept is difficult
2. Processes are difficult to visualize
3. Ideas are hard to believe
3 Sources of Audience Confusion
• Help audience mentally model or ‘picture’ key dimensions of a complex phenomenon– Have clear main points and connections b/w them
Processes difficult to visualize
• Two main obstacles1. Creating a good general impression
2. Conceptualize parts
Processes difficult to visualize
• Provide a good general impression of phenomenon via….
• Graphics/Models• Verbal strategies
• Structure suggesting titles – Five dimensions of personality
• Organizing analogies – An organization is like a jazz quartet
• Model suggesting topic sentences – Need fulfillment works like a pyramid
• Note: Models/analogies should be commonly shared
1st step to explaining a process that is difficult to visualize
• Help audience conceptualize parts, processes, inter-relations via
• Transitional phrases, previews, summaries & explicit statements of relationships that help in refining mental models
• Do not use short sentences and sacrifice words like “because” and “for example”
• Repeat/recreate initial comparisons
2nd step to explaining a process that is difficult to visualize
• Decide on…1. Why evaluate performance
2. How to evaluate performance A. Who evaluates performance?
– Train rater
B. Method of performance evaluation1. Pick dimensions
2. Pick rating scale
3. Document performance
4. Evaluate performance
Example ProcessBefore giving feedback…(linear)
Before giving feedback…(model)
Why evaluate performance
Who evaluates performance
Dimensions to evaluate Type of rating scale to use
Train evaluator
Document Performance
Evaluate Performance
• Differences in social experiences– Extraverts…
• Seek out interactions which help refine & develop NV skills
• Have more social experience which enables more practice
Why are extraverts more skilled at non verbal communication?
Linear explanation from C24 fall05 Student Paper
• Why GPA–performance correlation decreases after first year on the job?– Chalkboard drawing– http://cnx.rice.edu/content/m11196/latest/
Using a graph to illustrate range restriction
1. Concept is difficult
2. Processes are difficult to visualize
3. Ideas are hard to believe
3 Sources of Audience Confusion
1. State implausible idea– Participation does not lead to setting more
difficult goals
2. Discuss audience’s implicit theory
3. Demonstrate limitations of audience’s theory
4. State the more empirically valid theory and illustrate its effectiveness
Ideas are hard to believe
1. State implausible idea– E.g., Participation does not lead to setting more
difficult goals
2. Discuss audience’s implicit theory – How does it explain the commonly believed idea?
• E.g., Participation results in more difficult goals being set because subordinates want their supervisors to believe that they are highly capable and so choose more difficult goals than those that may be assigned to them by the supervisor
Ideas are hard to believe
C24 fall05 Student Paper
3. Demonstrate limitations of implicit theory– Identify inadequacy with familiar examples or
data• Assumes that all subordinates want to demonstrate
superior abilities to their supervisors
• Assumes that supervisors do not know the abilities of the subordinates and so assign easy goals
4. State the more empirically valid theory and illustrate its effectiveness
• When supervisors know the abilities of subordinates, participation does not result in more difficult goals
Ideas are hard to believe
C24 fall05 Student Paper
• Pay does not lead to increased motivation
• Implicit theory: – Pay reinforces behavior
• Assumptions– Pay reinforces all behaviors
• New findings– Pay does not reinforce behaviors that are
intrinsically motivated
Another Hard to believe idea
• Identify why subject is confusing to audience• Introspect, ask peers
• Classify confusion• Is it a concept?• Is it a difficult to visualize process/structure• Is it a ‘hard to believe’ idea?
• Then generate an explanation that best overcomes the confusion
To formulate a good explanation