oumh 1303-oral communication (assigenment)

5/24/2018 Oumh 1303-Oral Communication (Assigenment)

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JUNAINAH BT MAHAMOOD @ MOHD/ DAYANG NURUL ASYIKIN UMI KHALTOM

OUMH1303-ENGLISH FOR ORAL COMMUNICATION (OUM)

2.3 SMALL GROUP COMMUNICATION.

2.3.1 Definition of a small group communication.

The first important research study of small group communication was performed by

social psychologist Robert Bales and published in a series of books and articles in the

early and mid 1950s. First, group discussion tends to shift back and forth relatively

quickly between the discussion of the group task and discussion relevant to the

relationship among the members.

2.3.2 How small group communication is organized.

A sociological and sociopsychological concept designating the simplest form of social

group in which direct personal contacts exist among all members. These contacts

become established through the emotional relationships of likes and dislikes and the

groups specific values, goals, and norms and rules of behavior. Generally, the small

group includes between two and 15 members (the family or work team); when the

group has a stable composition, it may include several dozen people, for example, a

class of schoolchildren.

The small group is common to all spheres of human activity. If the small group is the

local unit of a labor, educational, military, sports, social, or other organization, the

relationship of whose members is regulated by rules established by the respective

bylaws, statutes, and other documents, it is called a formal group. If it arises primarily

on the basis of personal preferences (a group of friends), it is called informal. One or

several informal groups may arise within a formal small group.


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2.3.3 Group member roles.

Every member of a group plays a certain role within that group. Some roles relate to

the task aspect of the group, while others promote social interaction. A third set of roles

are self-centered and can be destructive for the group.

Task-Oriented Roles

Researchers Benne and Sheatidentified several roles which relate to the completion of

the group's task:

Initiator-contributor: Generates new ideas.

Information-seeker: Asks for information about the task.

Opinion-seeker: Asks for the input from the group about its values.

Information-giver: Offers facts or generalization to the group.

Opinion-giver: States his or her beliefs about a group issue.

Elaborator: Explains ideas within the group, offers examples to clarify ideas.

Coordinator: Shows the relationships between ideas.

Oriented: Shifts the direction of the group's discussion.

Evaluator-critic: Measures group's actions against some objective standard.

Energizer: Stimulates the group to a higher level of activity.

Procedural-technician: Performs logistical functions for the group.

Social Roles

Groups also have members who play certain social roles:


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Encourager: Praises the ideas of others.

Harmonizer: Mediates differences between group members.

Compromiser: Moves group to another position that is favored by all group members.

Gatekeeper/expediter: Keeps communication channels open.

Standard Setter: Suggests standards or criteria for the group to achieve.

Group observer: Keeps records of group activities and uses this information to offer

feedback to the group.

Follower: Goes along with the group and accepts the group's ideas.

Individualistic Roles

These roles place the group member above the group and are destructive to the group.

Aggressor: Attacks other group members, deflates the status of others, and other

aggressive behavior.

Blocker: Resists movement by the group.

Recognition seeker: Calls attention to himself or herself.

Self-confessor: Seeks to disclose nongroup related feelings or opinions.

Dominator: Asserts control over the group by manipulating the other group members.

Help seeker: Tries to gain the sympathy of the group.

Special interest pleader: Uses stereotypes to assert his or her own prejudices.


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2.3.4 Questions and answer strategies.

2.4 PUBLIC COMMUNICATION (OR PUBLIC SPEAKING)

Public speaking is the process of speaking to a group of people in a structured,

deliberate manner intended to inform, influence, or entertain the listeners. It is closely

allied to "presenting", although the latter has more of a commercial connotation. In

public speaking, as in any form of communication, there are five basic elements, often

expressed as " who is saying, what to, whom using, what medium, with what

effects?"

The purpose of public speaking can range from simply transmitting information, to

motivating people to act, to simply telling a story. Good orators should be able to

change the emotions of their listeners, not just inform them. Public speaking can also

be considered a discourse community.

2.4.1 Social context where public speeches occur and functions.

Interpersonal communication and public speaking have several components that

embrace such things as motivational speaking, leadership/personal development,

business, customer service, large group communication, and mass communication.

Public speaking can be a powerful tool to use for purposes such as motivation,

influence, persuasion, informing, translation, or simply entertaining. A confident

speaker is more likely to use this as excitement and create effective speech thus

increasing their overall ethos.

In current times, public speaking for business and commercial events is often

done by professionals, with speakers contracted either independently, through

representation by a speakers bureau or via a new crowd sourced model such as the

speaker wiki.


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2.4.2 Making an oral presantations

Greet the audience (for example, 'Good morning, ladies and gentlemen'), and tell them

who you are. Good presentations then follow this formula:

tell the audience what you are going to tell them, then tell them, at the end tell them what you have told them.

Keep to the time allowed. If you can, keep it short. It's better to under-run than over-

run. As a rule of thumb, allow 2 minutes for each general overhead transparency or

PowerPoint slide you use, but longer for any that you want to use for developing

specific points. 35mm slides are generally used more sparingly and stay on the screen

longer. However, the audience will get bored with something on the screen for more

than 5 minutes, especially if you are not actively talking about it. So switch the display

off, or replace the slide with some form of 'wallpaper' such as a company logo.

Stick to the plan for the presentation, don't be tempted to digress - you will eat up time

and could end up in a dead-end with no escape!. Unless explicitly told not to, leave

time for discussion - 5 minutes is sufficient to allow clarification of points. The session

chairman may extend this if the questioning becomes interesting.

At the end of your presentation ask if there are any questions - avoid being terse when

you do this as the audience may find it intimidating (i.e. it may come across as any

questions? - if there are, it shows you were not paying attention). If questions are slow

in coming, you can start things off by asking a question of the audience - so have one

prepared.


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The material of your presentation should be concise, to the point and tell an interesting

story. In addition to the obvious things like content and visual aids, the following are

just as important as the audience will be subconsciously taking them in:

i) Your voice- howyou say it is as important as what you say

ii) Body language- a subject in its own right and something about which much has been written

and said. In essence, your body movements express what your attitudes and thoughts reallyare.

iii) Appearance- first impressions influence the audience's attitudes to you. Dress appropriately

for the occasion.

As with most personal skills oral communication cannot be taught. Instructors can only point

the way. So as always, practice is essential, both to improve your skills generally and also to

make the best of each individual presentation you make. Enjoy yourself. The audience will be on

your side and want to hear what you have to say!

2.4.3 Creadibility of speakerand related qualities

Three creadibility of speaker.

i) COMPETENCE -knowledge and expertise the audience thinks the speaker possess.

knowledge and expertise speaker thought to have the more knowledge one appears to have the more believable -e.g. doctor/lawyer has

perceived competence through experience/study

competence is subject specific we may assume if person competent in politics, person is competent in general-halo

effect

however there is also a reverse halo effect-not competent in one field-not competentgenerally

one must demonstrate competence to audience-be seen as expert


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METHODS TO DEMONSTRATE COMPETENCE

Tell listeners of your competence-tell your experiences related to topic education/experience,

etc.

Cite a variety of research sources(credible sources)

Stress the competencies of sources-what have they done?

Demonstrate Confidence-be comfortable at ease-be familiar with visuals-what ,when, how

Avoid Apologizing-don't call attention to inadequacies

ii) CHARACTER- the intentions and concern of the speaker for the audience .

We perceive speaker credible if he/she is of high character-honest -can we trust this person? Ask

what motives or intentions does person have determine if intentions are thought to be good vs

being paid.

DEMONSTRATING CHARACTER

Stress Similarity-emphasize the way you are similar to audience - the more similar, the more

credible

Stress Fairness-if persuasive speech, stress that you have looked at both sides -don't omit parts

of other side as audience will bring them up

Demonstrate Long-term Consistency-we become leery of those who flit from side to side -sayhow long you have believed your point of view

Stress Concern for Audience-make audience aware of your interest in them -don't be out for

yourself


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Stress Concern for Enduring Values-demonstrate concern for lasting truths and general

principles -your beliefs are related to higher order values

iii) CHARISMA- the personality and dynamism of the speaker;

a combination of speaker's personality and dynamism as seen by audience you are perceived as credible if you are liked, friendly pleasant we prefer dynamic vs hesitant shy may be perceived as hiding something -doesn't believe in self

HOW TO DEMONSTRATE CHARISMA

Demonstrate a Positive Outlook-stress pleasure in speaking

Act Assertively-stand up for what you believe

Demonstrate Enthusiasm-be absorbed in speech-learn all you can about subject -ask yourself

how it related to you

Be Emphatic-use emphatic vs colourless language -use clear gestures

CREDIBILITY AND CULTURE

what makes up credibility varies from culture to culture one culture may say competence important in choosing a teacher -another culture may

say morality, goodness or reputation


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2.4.4 Audience analysis for effective communication.

Understanding one's audience is one of the most important elements of effective

communication. Audience analysis can help you gain valuable insight about your

readers, which can help you to choose and develop a relevant, meaningful topic. It can

also help you to create a writing plan that is tailored effectively to your reading

audience, with appropriate tone, style, language and content.

Audience analysis is a process that shapes the preparation, delivery, and

evaluation of any well-thought out speech. It is important to consider your audience

before, during, and after the act of speaking. Before the speech, you will analyze your

audience more than while you are actually presenting the speech.

The first way to evaluate the audience is through demographics.

Demographics are characteristics of the audience such as age, gender, ethnicity,

education, religion, economic status, and group membership

a) Age

Important to consider not only the average age, but the age range as well. Need to use

information that is familiar to the listeners.

b) Gender

Be sensitive so that gender stereotyping does not occur. Men and women share a broad

range of experiences; socialization differences. Topics can be made relevant to both

genders.

c) Ethnicity

The classification of a subgroup of people who have a common cultural heritage with

shared customs, characteristics, language, history, and so on, Avoid ethnic

stereotypes.


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d) Education

People have a variety of educational backgrounds (private school, home school, etc)

and all of these need to be considered. Affects the subject you choose to speak about

and how to approach the topic.

e) Religion

Audience members may be Protestant, Catholic, Jewish, Muslim, Hindu, Buddhist, or

other religious affiliations. People from other countries may practice even different

religion. Do not stereotype based on religion which may cause inaccuracy or harm on

others.

f) Economic Status

Judging the range of incomes may be difficult and is not polite to ask, however it

would be beneficial to construct general profiles of the typical students at the college

you are attending.

g) Group Membership

People join groups to spend time with others that share the same interests. Examples

include honor societies, fraternities/sororities, labor unions, professional associations.

Important to consider political parties or environmental groups such as the Group A or

Group B. If speaking to a specific group, research the group to the best of your ability

h) Types of Audiences

Audience: Group of people who have assembled on their own free will Captiveor

audience: Group of people who are compelled or feel compelled to assemble to listen

to a speaker. Reasons for attending a speech may have significant effect on ones

disposition

i) Size of the Audience


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The number of listeners will often determine how a speaker should approach a topic.

Large groups demand a structure and set of word choices that convey an

acknowledgment of the formality of the occasion; more time to develop credibility and

rapport. Prepare rhetorical questions to get to know listeners from a large group better;

know the demographics language with a large group may become more formal; volume

needs to increase, and facial expressions exaggerated slightly.

When speaking to small groups, one can become closer with the audience and interact

orally through questions/contributions from individual listeners. Specifically ask the

small audience their opinions or attitudes about what you have spoken about a more

relaxed conversational style of delivery is useful when speaking to small groups

because of the informality of the situation.

3.0 CONCLUSION

oumh 1303-oral communication (assigenment)

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