Welcome! Course syllabus http://www.park.edu/syllabus/list.aspx SEE ASSIGNMENT LINK with dropboxes AT MID-LEFT OF eCOLLEGE SCREEN. Course planning page has everything in eCollege in one place so you can use your computer or browser "Find" function (control F) if needed. This will also allow you to work ahead, click here. Dr. J. Aitken, Professor, Communication Arts joan.aitken@park.edu Email me, and I'll send your my home and cell phone number. Please telephone me with your questions. TEXTBOOKS Katcher, B. L. (2010). An insider's guide to building a successful consulting practice.  New York:  AMACOM. ISBN 10 0814414362 OR Beebe, S., Mottet, T., & Roach.  (2012).  Training & development: Communicating for success, 2/E ISBN-10: The beautiful, engaging, and thought-provoking art gracing this course is available for purchase from AllPosters.Com. They hold the copyright to the pictures.  I also enjoy animal pictures, which are sent to me from students (source unknown).  If any are copyrighted and should be taken down, please contact me, and I will do so.

This online information is directly quoted or closely adapted from course textbooks and textbook support materials, and protected by the textbook author's copyright.  Materials are for use by students who have purchased the books and enrolled in this course.   AllPosters.Com

Tentative Schedule	TRAINERS Weekly Objectives	TRAINERS Beebe Chap. Reading and Assignments	CONSULTANTS Weekly Objectives	CONSULTANTS Weiss Reading & Assignments
Week 1 Overview	Adapt to Adult Learners through Active Learning and Collaborative Learning. Analyze and Use Course Management Strategies, Including E-Course Environments, Student Behavioral Expectations, Using Syllabi Systems, and Discussion.	Read Ch. 1-3 If you will be doing a training unit, Begin reading a content text you bought--or library or online materials--for Public Speaking, Interpersonal, Public Relations, or Kouzes & Posner. See the appropriate workshop link at lower left of the course screen.	Evaluate the nature of being a consultant. Write a grant or business proposal.	Read chapter 13 and 1 Begin writing a proposal that will lead to business.  That will be the core assessment for the course.
Week 2 Plan	Analyze Instructional Best Practices In Teaching Public Speaking, Interpersonal Communication, and Leadership Communication. Conduct a Needs Assessment and Task Analysis. Develop Objectives and Designing Curriculum.	Read chapters 4-5 PROJECT ITEM DUE: Bibliography and task analysis of content for instructional unit--interpersonal, public speaking, PR, or Kouzes & Posner leadership principles--which will be part of the core assessment project for this course  (due by Sunday, Wk 2 in Assignment link dropbox) ONE CONTENT AREA EXAM DUE (select the one relevant to your instructional unit for the core assessment).	Evaluate the Economic Realities of Independent Consulting Focus your business in a specific niche. Select a Business Model	Read Chapter 2, 3, and 4 Submit evolving project.
Week 3 Train	Develop Training Content. Use Training Methods.	6-7 PROJECT ITEM DUE: Needs Analysis of the individuals you will teach/train, including content pretest or needs assessment measure and results (Wk 3 in Assignment link dropbox)	Establish Your Credibility Develop and Implement a Marketing Plan	Read chapter 5 & 6. Submit evolving project.
Week 4 Present	Use Technology and Presentation Aids in Training. Develop Training Plans.	8-9 PROJECT ITEM DUE: (a)Behavioral objectives.  (b) Learning activities designed to engage students/trainees, instructional materials, handouts, learning games, visual aids, PowerPoint, and other supporting materials.  Include the Participant’s Guide/Workbook containing all training handouts and materials for your unit.  (c) Test/assessment measure of objectives (Wk 4 in Assignment link dropbox).	Develop a marketing plan. Sell your consulting business.  Select free or low cost strategies, such as email, Weblog, Twitter, and cold calls.  Find a free blog, you can conduct a Google search.  Use Social Media sites to begin to build a presence.	Read Chapters 7 through 12 Submit evolving project.
Week 5 Assess	Deliver the Training Session. Manage Conflict in the Training Classroom.	10-11 No major assignment due. Synthesize your 2-hour training unit on communication (interpersonal communication, PR, public speaking, or K & P leadership).		No assignment due. Finalize your business plan and business proposal.
Week 6 Teach	Assess Learning Outcomes. Evaluate trends and Career Opportunities in Training and Development.	No new reading PROJECT DUE by Sunday. Put all weekly materials together with your latest work into ONE FILE YOU SUBMIT AS THE CORE ASSESSMENT PROJECT. (Wk 6 in Assignment link dropbox)  No required discussion board.	Create a plan for a consulting business.	No new reading PROJECT DUE by Sunday. Put all weekly materials together with your latest work into ONE FILE YOU SUBMIT AS THE CORE ASSESSMENT PROJECT. Submit a complete project proposal.  This can be your capstone project something you plan to do on your own.  Include the proposal information in chapter 13.  Include your business plan/model. No required discussion board.
Week 7 Consult	Present instructional units. Work as a Teaching or Training Consultant	Read Chapter 12 Actually give the Training/Teaching Presentation to live audience.  Upload a segment of your Presentation for peers to see and discuss each other's work.  No required discussion board.	Formulate ideas about how you will actually operate your consulting business.	Read Chapters 14 through the end of the book
Week 8 Reflect	Present instructional units. Work as a Teaching or Training Consultant	Final Exam or Submit Unit to ERIC for publication--due by Friday. Core Assessment Revision due by Friday, if needed. Self-Reflection Essay Week 8		Final Exam--Submit Unit to ERIC for publication Core Assessment Revision due by Friday, if needed. Self-Reflection Essay Week 8

Week 1 Overview to Teaching, Training, and Consulting

Chapter 1

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Objectives
1. Define training.
2. Compare training with the processes of education, development, motivation, and consulting.
3. Describe three approaches to consulting.
4. Define and describe the communication process.
5. List skills that are frequently presented in communication, leadership, and management training seminars and workshops.
6. Identify and describe the nine steps involved in designing and presenting a training workshop.

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Chapter Overview
This chapter presents an overview that compares training to education and other methods of enhancing organizational effectiveness. Training may be part of the overall process of organizational development when the need is for employees to develop certain skills in order to more effectively perform a specific job or task.
The needs centered model of communication training is described.

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Chapter Lecture
I. Training is the process of developing skills in order to more effectively perform a specific job or task.
A. Communication, leadership, and management training involves teaching “people skills”.
1. A skill is an ability to do something as opposed to knowing something.
2. The goal of communication training is the performance of an observable and measurable skill that can be assessed in some way.
3. Over $200 billion dollars is spent annually on organizational training.
B. Education is the process of imparting knowledge or education.
1. Emphasizes knowledge.
2. Emphasizes achieving often in comparison to the knowledge level of others.
3. Emphasizes an open system perspective where there are many ways to achieve the goal.
a. Emphasizes knowledge that is not linked to a specific job or career.
b. Emphasizes an open ended approach where not every step in the process is described.
C. Training is the process of developing skills for a specific job or task.
1. Emphasizes doing rather than knowing.
2. Emphasizes achieving a certain level of skill attainment.
3. Emphasizes a closed system perspective with specific right and wrong ways of performing a skill.
4. Emphasizes a comprehensive listing and description of the skills required to perform a specific behavior.

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II. Motivation is useful for change.
A. Motivation is an internal state of readiness to take action or achieve a goal.
1. Motivation speakers seek change by using emotions to encourage people to take action to achieve a worthwhile goal.
2. Trainers seek change through teaching skills.
B. Change may require more than an emotional state of readiness.
1. Motivational messages may not have staying power.
2. Listeners may still need strategies and skills to enact change.

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III. Organizational development is linked to both training and human resources.
A. Development is any behavior, strategy, design, structuring, skill or skill set, strategic plan or motivational effort that is designed to produce growth or change over time.
1. Development encompasses education and training.
2. Combining training and development suggests training is designed to achieve a broader function than performing a specific skill.
3. Organizations may hire consultants to offer insight, advice, wisdom, research, or experience based intervention strategies to help solve the organization’s problems.
B. Communication or management consultants provide advice about some aspect of the organization’s communication or leadership.

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IV. There are three different approaches to consulting.
A. The Purchase approach is used when a member of the organization has diagnosed the problem and purchases a solution from the consultant.
B. The Doctor-Patient approach is used when the consultant diagnoses the problem and recommends a solution.
C. The Process approach uses a variety of assessment measures to determine the overall vitality of an organization and recommend strategies for improvement.
V. Understanding “Soft Skills”
A. “Soft Skills” are skills that focus on managing people, information, and ideas.
B. Communication and leadership skills are “soft skills” that are valued in the workplace.

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VI. Defining Communication
A. Human communication is the process of making sense out of the world and sharing that sense with others by creating meaning by verbal and nonverbal messages.
1. It is inescapable.
2. It is irreversible.
3. It is complicated.
4. It emphasizes both content and relationships.
5. It is governed by rules.

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B. Communication is described as a transactive process in which both sender and receiver of a message simultaneously express and respond to messages.
1. The sender is the originator of the message.
2. The receiver is the person who decodes or makes sense of the message.
3. The message is the written, spoken, and unspoken elements of communication to which we assign meaning.
4. The channel is the pathway through which messages are sent.
5. Noise is interfering messages that decreases the accuracy of the communication.
6. Feedback is response to the message.
7. Context is the physical and psychological communication environment.

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VII. Communication, management, and leadership training is designed to teach people specific skills that will enhance the quality of messages and human relationships.
A. Helping people enhance the quality of communication is a positive, direct way of helping an organization become more effective.
B. Understanding communication as a transactive process helps learners understand and learn the skills taught in communication training.

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VIII. The needs-centered model of communication training.
A. Identify and understand the needs of the organization and the specific trainees.
1. Learn what the trainees need to know.
2. Analyze what the organization needs to achieve its mission.
3. Determine how training can help address those needs.
B. Analyze the training task.
C. Develop training objectives.
D. Organize training content.
E. Determine training methods.
F. Select training resources.
G. Complete training plans
H. Deliver training.
I. Assess training.

Chapter 2

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Objectives

1. Define and explain learning.
2. List and explain the three general laws of learning.
3. Differentiate andragogy from pedagogy.
4. List and explain the five principles of andragogy.
5. Define learning style.
6. Differentiate visual, aural, and kinesthetic learners and explain how trainers can
accommodate these types of learners.
7. Differentiate reflective and impulsive learners and explain how trainers can
accommodate these types of learners.
8. Differentiate whole-part and part-whole learners and explain how trainers can
accommodate these types of learners.
9. Differentiate divergers, assimilators, convergers, and accommodators and explain
how trainers can accommodate these types of learners.
10. Differentiate the matching, bridging, and style-flexing approaches to training.

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Chapter Overview

This chapter helps students understand the three general laws of learning that are relevant to the training practitioner, explains and compares the concepts of pedagogy and andragogy, explains different learning styles, and offers suggestions on how to apply this information to a training session.

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Chapter Lecture

I. Learning is a change in individuals, due to the interaction of the individuals and their environment, which fills a need and makes them more capable of dealing adequately with their environment.
A. After trainees have learned something, trainers should be able to recognize changes in the trainee’s behavior and attitudes.
B. Change addresses the need or reason for training.
C. New behavior or attitude allows trainees to more effectively manage their environment.

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II. A law of learning is a statement that describes the condition that must be met in order for trainees to learn.
A. The law of effect states that people learn best under pleasant and rewarding circumstances.
1. Create a pleasant physical environment.
a. Classrooms that are well lighted, temperature controlled, and clean promote learning.
b. Large table and chairs arranged in a horseshoe or circle invite interaction and allow trainees room to spread out.
2. Accommodate the trainees’ work schedule by allowing trainees to choose from a list of training times.
3. Schedule appropriate breaks to allow for a change of scenery and/or refreshments after about 90 minutes.
B. The law of frequency suggests that the more often you practice a trained behavior, the more likely you will continue using the trained behavior.
1. Make sure trainees are practicing the correct skills.
2. Use “plus-one” mastery technique to learn a process one step at a time while adding a new step to the steps already mastered.
3. Have trainees train the trainer by switching roles.
C. The law of association suggests that every new fact, idea, concept, or behavior is best learned if you can relate it to or with something you already know.
1. Use analogies
2. Compare and contrast with other familiar processes.

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III. Teaching and training adults is not the same as teaching and training young students.
A. Pedagogy is the science and art of teaching children.
1. Children learn for learning’s sake.
2. Children have limited life experience on which to build (limited schema).
3. Children are motivated by external rewards or punishment.
4. Children are more dependent on others for what they “should” know.
5. Children are learning to learn and approach learning subject by subject.
B. Andragogy is the science and art of teaching adults.

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IV. Applying the five assumptions of andragogy.
A. Adult learners need to see the meaning and relationship of what they are learning to their lives and experience.
1. A needs assessment will identify what learners do not yet know or the important or necessary skills they can’t yet perform.
2. Train employees for their “in baskets” - those action items that need immediate attention.
B. Adult learners will use their own experience and information in the classroom.
1. Get information from trainees about how training can be applied immediately.
2. Negative experience can be used in a positive way.
a. Acknowledge their less than positive experiences and empathize with trainees.
b. Suggest that training can be used to reduce the number of negative experiences.
c. Ask trainees how new training content might address some negative experiences.
d. Place the negative experiences in context.
C. Adult learners tend to be self or internally motivated.
1. They are motivated by increased job satisfaction, self esteem, sense of accomplishment, and quality of life issues.
2. Job promotions or terminations may provide motivation to learn.
3. Challenge employees to focus on the task.
4. Set realistic expectations and provide constant support, praise,
encouragement, and constructive feedback.
D. Adult learners are self directed and know their learning deficiencies.
1. Make training “needs based” or “learner centered”.
2. Encourage self directed learning to allow trainees to target their specific problems and control their own stop and start times.
3. Make training timely by providing smaller chunks of “just in time” information when it is needed.
4. Coach trainees through mistakes by providing a safe environment and address performance deficiencies using specific behavioral and descriptive terms.
E. Adult learners are task or problem centered.
1. Group trainees by years of experience or types of problems experienced.
2. Ask trainees to forward problems ahead of time so they can be addressed in training.
3. Provide trainees with a bibliography or set of resources.
4. Provide trainees with a series of training classes ranging from basic to more complex.

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V. Learning styles are the ways individuals perceive, organize, process and remember information.
A. Perceptual differences (modalities) include auditory, visual, or kinesthetic learners.
1. Learners may prefer learning in one, two, or all three modalities.
2. Visual and mixed visual and auditory are the most common modalities with
each accounting for 30% of the U.S. population.
3. 25% of the population prefers using the auditory modality.
4. 15% prefers the kinesthetic or tactile modality.
C. Visual learners learn by reading or viewing.
1. Training for visual learners will provide modeling, an opportunity for observation of appropriate behavior by others.
2. Use of prepackaged materials, handouts, flip charts, chalkboard and electronic presentation software will be preferred.
a. Set realistic expectations for trainees.
b. Model real, true to life behavior.
c. Praise models for their behavior: acknowledge and reward successful work.
d. Use models that are similar to trainees.
D. Aural (or auditory) learners learn though hearing or speaking.
1. They clarify their understanding by articulating what they learn.
2. Use peer presentations, lectures, audiocassettes and sound tracks.
E. Kinesthetic learners learn by touching and doing.
1. They are partial to action and prefer to be engaged in movement.
2. Engage learners by using simulations, case studies, role playing, and demonstrations.

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VI. Learning styles can be approached by looking at learning time differences.
A. Reflective learners take time to process information and are concerned with accuracy and precision.
1. Allow ample time for trainees to complete work.
2. Set realistic learning objectives.
B. Impulsive learners quickly process information and complete tasks and are less concerned with accuracy and precision.
1. Discourage impulsive learners by not rewarding quantity over quality.
2. Limiting time may encourage quantity.

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VII. Learning styles can be approached by looking at information processing differences.
A. Whole-part learners prefer having the big picture before moving into the details of the concept or idea.
1. These learners need a schema or way to organize big ideas before receiving detailed information.
2. Training applications include showing the trainees what the product will look like when completed before breaking it down into its various parts.
3. Use demonstrations or other visual representations.
B. Part-whole learners prefer learning the small parts or details before learning the big picture.
1. Show the trainees the various parts that make up the whole product.
2. Use demonstrations of other visual representations.

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VIII. The Kolb Learning Style Inventory can be used as a diagnostic instrument to identify a learning style preference.
A. Divergers prefer observing a situation rather than taking action.
1. They are innovative, imaginative, and concerned with personal relevance.
2. They need to know how new information relates to prior experiences before learning new information.
3. Make use of buzz groups, brainstorming, and mentor/mentee relationships.
B. Assimilators learn by listening to experts and prefer sequentially ordering information into logical forms.
1. Make use of lectures, presentations by experts, and assigning individual research projects.
C. Convergers learn by analyzing problems and doing the work themselves.
1. They prefer to find solutions by thinking logically through problems.
2. Introduce new problem-solving processes, demonstrate these processes, and
use “problem based” training methods such as case studies, simulations, and
role plays.
D. Accomodators learn by “hands on” field experience and by trial and error.
1. Conduct experiments
2. Place trainees in the field or in an internship program.

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IX. Applying the learning styles information to develop and present training programs.
A. Don’t assume everyone learns like you do.
B. Don’t always train in the way you were trained.
C. Use a variety of training techniques and methods to tap into all learning styles.
1. Matching involves using the trainees’ preferred learning style.
2. Bridging includes accommodating individual trainee’s learning styles when they are having difficulty.
3. Style-flexing accommodates and challenges trainees by learning in ways that are different from their preferred learning styles.

Chapter 3

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Objectives

1. Explain why a needs assessment is crucial to developing a successful training program.
2. List, describe, compare and contrast the affective, cognitive, and psychomotor domains of learning.
3. Develop a well-worded needs-assessment survey.
4. Conduct interviews to assess learner needs.
5. Use appropriate observation methods to assess learner needs.
6. Describe and use appropriate assessment tests to identify learner needs.
7. Write an effective task analysis of a skill appropriate for training.

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Chapter Overview

This chapter presents the initial steps in designing a training workshop by describing the process of developing needs assessments for the three domain of learning and developing a task analysis of skill to be taught.

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Chapter Lecture

I. A needs assessment is a systematic method of determining what skills or deficiencies are needed in order to design an effective training program.
A. Identify what learners do not yet know or the important or necessary skills they can’t perform.
B. Identify what skills and information learners already possess.
C. Assessing trainee needs is the primary way to pinpoint the problem.
D. Confirm that a problem really exists, and develop solutions that may involve training to help manage the problem.

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II. Training may involve different domains of learning.
A. The cognitive domain emphasizes remembering facts, knowledge, principles and theories.
B. The affective domain focuses on changing attitudes, feelings, enhancing motivation, and on enhancing the value or appreciation for something.
C. The psychomotor domain focuses on teaching people behavior or skills.

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III. Conducting a needs assessment may involve several methods.
A. Surveys (or questionnaires) are a series of written questions or statements to gain responses from others to learn about their knowledge, attitudes, or behavior related to your training topic.
1. They may be tailor-made to suit your specific training topic.
2. It is critical to develop clear unbiased questions in order to get accurate information.
B. Surveys can utilize several formats.
1. Likert scales offer a statement and then ask to what degree a respondent agrees, is undecided, or disagrees with the statement.
2. These can be used to measure attitudes, behavior, or skill level.
3. Check lists provide a list of skills and knowledge and asks respondents to indicate their degree of need for the information.
4. Yes and no responses may be used when you need a direct response.
5. Rank order is used to allow respondents to indicate the importance of specific skills and behaviors.
C. Multiple choice questions allow a limited number of choices for a respondent to select.
1. The stem is the question or statement to which you want respondents to select their responses.
2. The foils are the choices following the stem.
D. Open ended questions provide no structure for a respondents’ response.
E. 360 Survey method seeks information from the employee and the employees colleagues, subordinates, and supervisors.
F. Interviews are oral interactions structured to gather information.
1. A focus group interview is conducted by a moderator who asks open ended questions to allow group members to share their views.
2. Interviews may provide richer information because the trainer can ask follow up questions and probe for more detailed explanations.
3. Interviews require more time and skill than other survey methods.
a. The opening of the interview should put the interviewee at ease and develop rapport.
b. The middle of the interview should address the essence of the information.
c. The end of the interview can provide the respondent with a chance to provide general comments or ask questions.
d. Interviews should not be taped or recorded without the consent of the respondent.
G. Observation Methods can be used to assess needs by observing the respondents performing skills you will cover in training.
H. Assessment tests can identify proficiencies or weaknesses in job skills.
I. Results of needs assessments should always remain confidential unless the people completing the assessment instruments give you permission.

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IV. Strategies to assess needs without using the time and money for a formal needs assessment.
A. Make the first training event of the training session a needs assessment activity about the trainee’s experiences.
B. Contact trainees prior to the workshop to ask what they would like to learn.
C. Ask the person who hired or invited you to train what they can share about the trainees’ needs, interests, and attitudes.
D. Ask arriving trainees about their background and interest in the training topic.
E. Ask attending trainees what they would like to learn and demonstrate at the end of training and how these topics have been addressed.
F. Develop a pre-session questionnaire to cover the trainee’s background, experience, or expectations for the training.

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V. Analyzing the training task requires a task analysis that provides a step by step outline of the behaviors and knowledge that are needed to perform the desired behavior. 

A task analysis is a step-by-step procedure that the student will learn. The task analysis describes all mental and physical characteristics. Use complete sentences so the ideas are clear. An annotated bibliography gives a paragraph description of each source.

A. You become knowledgeable about the skill you are teaching by conducting research.
B. The skills should be organized in the order they will be taught and performed.
C. The needs assessment will help determine what is included in the training based on
knowledge and level of need.

Here are some web resources that will provide additional information about task analysis;

http://classweb.gmu.edu/ndabbagh/Resources/Resources2/taskanalysis2.htm

http://www.valdosta.edu/~jhummel/psy310/!bos&ta.htm

Here is an example Task Analysis for writing as essay if you miss a weekly assignment in this course.

Assignment:  Write an additional essay of 750-100 words to accompany your late assignment.

1.  Select the topic for your essay: 

    a.  Sequential learning,

    b. The value of learning over time,

    c. The value of providing prompt feedback to learners/training, or

    d. The ethics of fair treatment of students/trainees.

2. Use the ERIC database or Wilson Education Index (if you have access) to find several peer-reviewed, scholarly articles on the topic of your choice.

3.  Select research-based information from 5 sources you plan to use in your essay.

4.  Write the body of the essay, using about three key ideas, an organizing the sources according to those ideas. 

5.  Use APA citation style to indicate the source of quoted or paraphrased information.

6.  Write and introduction to the essay, which concludes with the thesis statement.

7.  Write the conclusion to the essay.

8.  Use the word count function to check the number of words for the essay to see if it has between 750-1000 words, and adjust accordingly.

9.  Add a page titled References at the end of the essay and include an APA reference listing for each source cited in the essay.

Week 2 Plan

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What will your expectations be?

Chapter 4

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Chapter Objectives

1. Write training objectives that are observable, measurable, attainable, and specific.
2. Organize training curriculum according to the principle of chronological order.
3. Organize training curriculum according to the principle of teaching simple skills
before complex skills.
4. Teach a skill by showing, inviting, encouraging, and correcting.
5. Perform a set induction for a training session.
6. Use examples of stimulus variation.
7. Provide closure to a training session.

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Chapter Overview

This chapter discusses the importance of developing and writing clear training objectives, organizing and constructing your training curriculum, and strategies for teaching skills.

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Chapter Lecture

I. Training objectives provide the direction for the training presentation by identifying what the trainees should be able to do when they complete the training.
A. A training goal is a more general statement about what you want to accomplish.
B. A training objective is a precise, specific outcome you are tying to achieve.
C. Training objectives are selected based on the results of the needs assessment.
II. Training objectives should meet the criteria of being observable, measurable, attainable, and specific.
A. An objective is observable if someone could verify whether the desired behavior did or did not occur.
B. An objective is measurable if you can assess how accurately or effectively the behavior was performed.
1. An objective is attainable if it is realistic to expect that trainees can achieve a level of competency based on the trainees’ background, ability, and the amount of time for training.
2. An objective is specific if it includes a criteria based objective or specific guidelines to describe what the trainees should do.

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III. Designing curriculum requires the trainer to identify the overall plan for presenting the information and teaching the skills in the training program.
A. Teach skills in chronological order (organizing information in a time sequence).
B. Teach simple skills before more complex skills so trainees can build on their skills.

IV. Training methods for teaching skills involve the steps of tell, show, invite, encourage, and correct errors.
A. Tell trainees what you want them to do.
1. Describe the skill in a short lecture.
2. Have trainees read a short description of the skill.
3. Have an expert describe or perform the skill.
4. Describe the skill in chronological order or from simplest to most complex.
B. Show trainees the skill by performing or demonstrating.
C. Invite trainees to perform the skill by planning a role play, case study, simulation, or group or individual practice.
1. Trainees appreciate working on an actual project that will transfer to their job.
2. Have trainees practice easy skills first to build confidence and gain
proficiency.
D. Encourage trainees by pointing out what they are doing correctly before offering
what they are doing wrong.
1. Correct trainees by offering specific suggestion for improving their
performance.
a. Feedback can come from trainees themselves, trainees’ observers, or by
providing examples of the skill.
b. Trainees should receive both encouraging and corrective feedback.

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V. Learning is more likely to occur when learners are actively involved in material that directly relates to them.
A. Set induction is a technique that helps get your trainees ready to learn.
1. You must determine what will motivate listeners to learn.
2. The goal is to have the trainees verbally or mentally respond that they are ready to learn.
3. Motivation to learn comes from the promise that learners’ needs will be met by the training.
4. Use a demonstration, analogy, story, quotation, cartoon, statistic, or rhetorical question to open the set.
B. Vary the stimulus to keep trainees’ attention and involvement in the training.
1. Move to a different method or learning activity every twenty minutes.
2. Strategies can be used to provide stimulus variation.
a. Movement
b. Verbal focusing
c. Nonverbal focusing
d. Change interaction style
e. Use pauses
f. Reading
g. Visual aids
h. Audio aids
C. Closure provides a conclusion to one element of the lesson and points to what is next.
1. Summarizes what has been discussed.
2. Provides a psychological conclusion to what was learned.
a. Values the material
b. Shows how new information and skill can be beneficial.
c. Points trainees to the next phase of the training.

Chapter 5

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Chapter 5 Objectives

1. Identify and locate credible sources of training topics, content, and materials.
2. Identify criteria to evaluate training resource material obtained from the Internet.
3. Explain advantages and disadvantages in internal and external content sources.
4. List and describe implications for training about copyright laws, citing sources, and
how to obtain permission for information used in training sessions.
5. Develop a content outline for a training session.

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Chapter Overview

This chapter offers strategies for using training objectives as starting points for developing training content by using internal sources from experience and external sources from research.

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Chapter Lecture

I. Developing content for training involves a systematic process to find and develop information from a variety of sources.
A. Internal sources include what you already know from experiences, ideas, and knowledge.
B. External sources cover research, knowledge, and experience you don’t personally have.
C. Internet sources can be found through search engines or specific training sites.
1. Critically evaluate information found on websites.
a. Accountability
b. Accuracy of information
c. Objectivity
d. Date
e. Usability
2. Over reliance on using websites may omit sources that have not been published on the web.
D. Library sources
1. Books and textbooks
2. Periodicals and periodical indexes
3. Full text databases
4. Newspapers
5. References resources for statistics, quotations, and definitions.
6. Government documents
E. Expert resources
1. Professionals
2. Educators
F. Commercial sources
1. Published training books, manuals, and websites.
2. Carefully consider if the training is based on research.
3. Be mindful of ethical and copyright issues when using material.

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II. Processing external materials involves refining and assessing the raw material you have gathered.
A. Evaluate the quality of the material
1. Is it relevant to your training objectives?
2. Is it appropriate for the amount of time you have for training?
3. Is it appropriate for the culture and background of your training group?
4. Is it appropriate for the knowledge level and educational level of the trainees?

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III. Consider whether material is covered under copyright laws.
A. Written permission of the copyright holder is necessary when using material that has been published.
1. Plagiarism is the use of ideas, words, and work of others as if it were your own.
B. Fees may be charged for using information if you are using it to make a profit.
1. Contact the publishing company who holds copyright to material.
2. Obtain a signed release form to keep in your files.
C. Make use of public domain materials, materials you develop, or obtain written permission to use copyrighted material.
D. Give credit for material that was written by someone else.
1. Bibliographies
2. Footnotes

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IV. Preparing training content outlines
A. Present an overview of steps needed to enhance the skills being taught.
B. Emphasize skills rather than theory.

Classroom Management

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There are an array of administrative details, grading, record keeping, and behavior management details, which you will need to figure out for your teaching or training work.

How will you weight grades? Keep attendance? Submit attendance? Advise students or employees? Will you use mastery learning so that people can revise their work? Will you dock grades if assignments are late? What if students fail to complete assignments? What if you expect a round of speeches and no one is ready? How will you know you have more than enough to do in each class so you don't have dead time? What will your backup plans be?

What will your policy be on accepting late work.  Faculty typically use one or more of these policies:

• No late work accepted.
• No late work accepted unless the student has worked out arrangements in advance of the due date.
• Automatic points or percentage deduction.
• A physician's excuse for the absence required.
• An additional assignment required in addition to the original late assignment.
• A course or instructor-specific solution.

VIDEO--WHEN THE CHIPS ARE DOWN

One of the biggest problems when a person has a learning disability is managing the student's or employee's behavior. Effective teachers and supervisors have a knowledge base about how these students or employees function and why they do what they do. First, you need to develop a guiding philosophy so you can pull it close when you're in trouble.

Develop an understanding of positive versus negative feedback. Positive feedback changes behavior. Negative only stops--does not change--behavior.

Changing behavior doesn't happen as quickly as we'd like. Successive approximations. Students and employees with learning disabilities probably won't learn behaviors as quickly as everyone else. Think about how a student or employee learns language. We reinforce each step toward the goal. As we reinforce the behavior, it grows and improves. Use the same approach in changing other behaviors.

REINFORCE THE STEPS TOWARD THE DESIRED BEHAVIOR.

Performance inconsistency. What's important is how we as adults deal with that inconsistency. Know that people with disabilities often have an inherent inconsistency they cannot totally control. This good day--bad day thing is distressing for the student or employee.  Recognize as part of the profile instead of evidence for the prosecution.

THINGS THAT DON'T WORK

Corporal punishment. Any physical contact with a student or employee. Don't take the person by the arm, for example. Don't get in their space. You don't know what the student or employee is going to do. Don't touch the student or employee.

Forced apology doesn't work, but you can remind that it's a good idea to apologize.

Sarcasm doesn't work. These students or employees are extremely literal.

Cheap shots don't work. Avoid "gotcha."

THINGS THAT WORK.--PREVENTIVE DISCIPLINE

We are too reactive with students. We aren't proactive enough with our students.

Guide student in advance. Take preventive measures to prevent the problem from occurring in the first place.

Students or employees with a learning disability (LD) are change according to the environment, so if you change the environment in supportive ways, they will adapt more easily. Set up an environment where the student or employee can succeed. Most students or employees with LD can't plan and bring structure to their world as easily as you can. They have little internal structure, so you need to provide a predictable structure. They need to have a knowable environment. They don't deal well with surprises. Expectations need to be clear.

Set the agenda. Have structures and routines for everything because most people are comfortable with structure. You will change the dynamic by putting up agenda. You and the students or employees can work against the list to complete the list. You can bring a sense of urgency, "Come-on, we're only on item three and we only have 20 minutes left." You'll want to place the most popular things last on the list.

Use your voice to manage people. Never yell. A student or employee with LD only hears the yelling, not the message.

Broken record technique is a good technique with student or employee who argues. Students or employees may argue for power and control, attention, reinforcement from others, or to derail the lesson or training.  The broken record technique always works if you give an appropriate response with a rationale.  Calmly. . .

You'll want to participate so you can apply the material you are trying to learn.

You'll want to participate so you can apply the material you are trying to learn.

You'll want to participate so you can apply the material you are trying to learn.

You'll want to participate so you can apply the material you are trying to learn.

You'll want to participate so you can apply the material you are trying to learn.

You cannot overestimate the effectiveness of praise with students or employees. There are descriptive and evaluative praise. Sometimes we use too much evaluative praise. Use praise in a creative way. "I'm taking a moment of my time to compliment." Collective punishment is NO, NO, NO, but collective reward does work.

Use effective conferencing techniques. Think about the conversation. Begin positively and end positively. Put negative in the middle. Always pick the right time to talk. Wait until the moment is right. Pick "where" carefully. Hold the meeting in my office, where say "I'm in charge." For free-flowing exchange, go to neutral turf.

Remember that for the person with a learning disability, behavior will be inconsistent. Inconsistency is part of the LD profile. They have good days and bad days, which is why it's so hard to keep motivation.

BUILD student or employee SELF ESTEEM

Think of self esteem in terms of poker chips. Need lots. Poker chips pile up when good things happen to a student or employee. Lose poker chips when bad things happen. Students or employees with LD doesn't have enough chips to get in the game. Might play recklessly (bet the whole thing, I don't care) or conservatively (I don't want to do anything). Most students or employees with LD are afraid to risk.

GIVE THEM POKER CHIPS. You find the island of competence, the one thing the student or employee does well, and celebrate that. Be a talent scout and find things the student or employee does well. Your job is to make sure every student or employee you deal with has more poker chips at the end of the day. Take away as few as possible and give as many as possible.

USING TASKS TO MANAGE LEARNING

Motivation will improve if the teacher or trainer shifts practices so that students or trainees learn to identify, work on, and master their own goals. This orientation involves modifying six dimensions of the classroom learning environment, called TARGET.

TARGET Area		Strategies (Au, Mason, & Scheu, 1995, p. 196)
Task		· Design tasks for novelty, variety, individual challenge, and active involvement. · Help students or trainees set realistic, short-term goals. · Help students or trainees develop organizational skills for task completion.
Authority		· Involve students or trainees in decision-making and leadership roles. · Help students or trainees develop self-management and self-monitoring skills.
Recognition		· Recognize individual progress and improvement. · Assure equal opportunities for rewards.
Grouping		· Use flexible and heterogeneous group arrangements. · Involve students or trainees in group learning.
Evaluation		· Give opportunities to improve. · Use criteria of individual progress, improvement, and mastery. · Involve students or trainees in self-evaluation.
Time		· Adjust time or task requirements. · Use flexible scheduling. · Help students or trainees organize and manage their work.

Volitions. Volition is a belief that students or trainees can learn, have an interest in learning, and feel a willingness to put forth effort to learn. Volition may not be sufficient to sustain all students or trainees. Some students or trainees need help to understand how to work effectively and successfully.

Cognitive activities of selecting, comprehending, remembering, integrating, and monitoring are components in the process of learning.

SELECTION ACTIVITIES

1. Where will I find materials that fit my goals?

2. What information do I need?

3. How will I record the information?

4. How will I use the information?

COGNITIVE ACTIVITIES		APPLICATION (Au, Mason, & Scheu, 1995, p. 200)
SELECTION Activities that facilitate focusing selectively on material		· Seeking out criterion information · Differentiating important from unimportant information · Recording important information · Organizing and highlighting information
COMPREHENSION Activities that enhance understanding of the material		· Previewing the material · Noting hard-to-understand points · Using context cues · Consulting resources and references
MEMORY ENHANCEMENT Activities that enhance the memorability of the material		· Reviewing the material · Using mnemonic strategies · Using self-testing methods · Making memory aids 9cahrts, flashcards) · Matching study strategies to memory demands of the test
INTEGRATION Activities that promote integration and the construction of relations		· Putting material in one's own words · Construct ideas/answers that go beyond the information given · Using relational aids (diagrams, time lines) · Relating information across sources · Relating course content to prior knowledge
COGNITIVE MONITORING Activities that serve to monitor learning and evaluate progress		· Knowing what you haven't yet mastered · Keeping track of personal strengths and weaknesses in processing skill.
SELF-MANAGEMENT ACTIVITIES
TIME MANAGEMENT Activities that provide the opportunity to learn		· Establishing sufficient time to complete activities · Keeping track of time · Scheduling time · Meeting time commitments · Distributing time over tasks
EFFORT MANAGEMENT Activities that serve to promote and maintain the disposition to learn		· Establishing a productive study environment · Setting learning and achievement goals · Initiating effort · Securing the necessary materials · Maintaining attention and avoiding distractions · Providing incentives to learn
VOLITIONAL MONITORING Activities that serve to monitor and evaluate the productivity of one's study or work habits		· Keeping track of the adequacy of time and effort management activities · Monitoring attention · Assessing strengths and weaknesses in study habits
		Source for this section: Au, K. H., Mason, J. M., & Scheu, J. A. (1995). Literacy instruction today. New York, NY: Harper Collins College Publishers.

Week 3 Train

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Chapter 6

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week 5

Objectives

1. Recall the strengths and weaknesses of the lecture, experimental activity, and facilitated group discussion training method.
2. Explain the concepts of relevance, organization, schema, redundancy, immediacy, and engagement and demonstrate how you would develop and present a lecture/discussion using each.
3. Compare and contrast case studies, simulations, role-plays and demonstrations.
4. Describe what occurs in each stage of planning, preparing, presenting, and unpacking an activity.
5. List and explain the four steps of the unpacking process including Experience, Description, Inference, and Transference.
6. List prompts or probing questions that will help trainees unpack the Description, Inference, and Transference stages of the E*D*I*T process.
7. Provide examples of leading, factual, direct, general, controversial, provocative, redirect, yes/no, and why/how questions.
8. Describe what happens in the stages of facilitating a group discussion including
presenting stimulus, providing ground rules, and facilitating group interaction.
9. Demonstrate how the threaded and round robin techniques are used when facilitating a
group discussion.
10. Recall and explain the significance of the four questions a trainer must answer in order to determine which training method is most appropriate.

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Chapter Overview

This chapter reviews the popular categories of training methods (lecturing, conducting experiential activities, and facilitating group discussions) and discusses the advantages and disadvantages of using each method.

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Chapter Lecture

I. Training methods are procedures used to present information and demonstrate behaviors you want trainees to learn.
A. Lecturing uses verbal messages to impart large amounts of prepared information using one way communication.
1. Advantages
a. Allows you to cover a lot of material in a short amount of time.
b. Gives you command of what happens in the classroom.
c. Flexible for different size groups.
2. Disadvantages
a. Can be trainer centered rather than trainee centered
b. Can fail to engage trainees in the learning process
c. Can be boring for trainees.
B. Lecture/Discussion conveys a lot of new and prepared information in a short amount of time and is perceived as being interactive.
1. Make lecture content relevant.
2. Organize lecture content by chunking information into manageable and meaningful units.
3. Develop or provide a schema to help trainees organize information.
4. Build in redundancy by repeating and reiterating information.
a. Highlight important information by using feedforward messages.
5. Use an immediate style of delivery
a. Use people’s names
b. Be nonverbally responsive
c. Use appropriate self disclosure.
6. Use engagement strategies to encourage trainees to reflect on or interact with the information they are receiving.
a. Stimulus prompts are partial statements or questions that trainees can complete.
b. Rhetorical questions allow trainees to reflect on their lives and work experience.
c. Personal thought inventories (PTI) engage trainees and get feedback for the trainer.
d. Journal, Lecture, Diagnose, Recommend
C. Experiential activities require trainees to involve themselves physically or psychologically with the training content.
1. Case studies use hypothetical problems to apply the training content.
2. Simulations use role-play or enactments to resolve a communication related problem.
3. Project based learning (PBL) uses actual work based problems.
4. Role-plays allow trainees to act out a particular part they have developed.
5. Demonstrations allow trainees to show the class how a particular behavior
can be used and applied.
D. Advantages of conducting experiential activities
1. Engages trainees.
2. Increases trainees self confidence.
3. Helps trainees transfer training content.
E. Disadvantages of conducting experiential activities
1. Underdeveloped activities may lack clear direction or run out of time.
2. Activities may not be unpacked so trainees understand the value and relevance of the activity.
3. Artificial
4. Trainees can perceive them as threatening.

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II. There are five stages to conducting experiential activities.
A. Planning to make your learning objectives be observable, measurable, attainable, and specific.
B. Preparing by brainstorming possible activities.
1. Develop a clear set of instructions.
2. Gather all instruction materials.
C. Presenting the information.
1. Write out all instructions step by step and provide all trainees with a copy.
2. Ask trainees to paraphrase instructions to ensure understanding.
3. Provide time guidelines
4. Manage the activity by monitoring the trainees.
D. Unpacking asks trainees to make sense out of the experience.
1. Allow 25% of total activity time to unpack.
2. Use E*D*I*T to have a guided discussion
a. Experience the activity.
b. Describe the experience.
c. Infer what trainees have learned from the activity.
d. Transfer experiences and new knowledge and behaviors to trainees’ personal and professional lives.
E. Assess if you reached your learning objectives.

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III. Facilitating Group Discussion allows the trainer to guide the discussion of three to ten trainees toward specific learning objectives.
A. Ask probing questions.
1. Ensure all group members participate equally
2. Bring out difference so opinion.
3. Note areas of agreement and disagreement
4. Provide internal summaries
B. Advantages
1. Involves all trainees.
2. Allows trainees to learn from others’ experiences, attitudes, beliefs, and values.
3. Perceived to be a safe environment.
4. Appropriate for learning objectives that focus on the affective dimension of learning.
C. Problems that can arise due to unskilled facilitators
1. Ability to keep the discussion focused on learning objectives.
2. Not having equal participation of all group members.
3. Inability to manage group members’ emotions.

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IV. Facilitating group discussions begins with a learning objective.
A. Stimulus is used to provoke a reaction from trainees.
1. Trigger questions deal with claims of value, policy, or process.
2. Review the questions with trainees to ensure understanding.
3. Ask trainees to interact and reflect on stimulus.
4. Trainees journal responses to trigger questions.
B. Create a safe environment by setting ground rules and be sure they are followed.
C. Facilitate group discussion by asking additional questions and redirecting conversation to meet your learning objectives.
1. Monitor nonverbal communication behaviors to pull out those who may disagree.
2. Encourage reticent speakers.
3. Carefully shut down those who are too willing to communicate.
4. Provide a final summary.

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V. Use Bloom’s taxonomy to help formulate questions based on levels of learning.
A. Open questions that are more ambiguous and don’t have a single correct or incorrect
response (higher level cognitive learning) tap into higher forms of cognitive learning.
1. Evaluation is determining the value of something based on learned criteria.
2. Synthesis is creating something new based on information and principles
learned.
3. Analysis is breaking information learned into separate parts.
B. Closed questions that require the recall of specific information (lower order cognitive learning) may inhibit trainees’ responses unless they know the correct answer.
1. Application is using information learned to solve a problem or relate information learned to a new context.
2. Comprehension is summarizing information in a way other than how it was originally learned to confirm the information was understood.
3. Knowledge is recalling information as it was learned.
C. Questions can be used to tap into the broad spectrum of Bloom’s taxonomy.
1. Leading questions suggest the answer.
2. Factual questions seek facts, data, information.
3. Direct questions are directed at a specific person.
4. General questions are directed at the entire group.
5. Controversial questions have two or more answers.
6. Provocative questions are used to incite an answer.
7. Re-directed questions are directed at the facilitator but returned to the group.
8. Yes and no questions call for a yes or no response.
9. Why and how questions probe for additional responses following yes or no responses.

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D. Facilitation techniques help discussions flow more smoothly.
1. Suggestions for asking questions.
a. Allow ample wait time after asking a question.
b. Don’t answer your own questions.
c. Probe for additional information when appropriate.
d. Accept and dignify responses.
2. Use threaded discussions
a. Ask an open question.
b. Integrate the response into your next question.
c. Pose the question to the same person or another group member.
3. Use Round Robin techniques
a. Ask a question.
b. Ask each group member in turn for a response. E. Use a computerized channel to facilitate discussion. D. Selecting the best training method considers several variables.
1. Your trainees
2. Your learning objectives.
3. Advantages and disadvantages of each method.
4. Your level of comfort.

Chapter 7

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Chapter 7 Objectives

1. List and explain the four purposes of using presentational aids.
2. Discuss and implement five strategies of using presentational aids.
3. List and describe two advantages of two disadvantages for using the following types of presentational aids: handouts, posters and flipcharts, dry erase boards, overhead projectors, and the Internet.
4. Discuss two advantages and two disadvantages regarding the use of the Internet in presentational aids.
5. Describe three strategies for designing and delivering computers to generate presentational aids.

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Chapter Overview

This chapter looks at using presentational aids and technology in training by focusing on why presentational aids should be used, the basic principles for their uses, and suggestions for using different types of aids.

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Chapter Lecture

I. Presentational aids can be used to influence how people attend and respond to the message.
A. Promote interest and capture attention.
B. Illustrate and clarify complex concepts.
C. Demonstrate a principle or action.
D. Enhance retention by helping trainees remember information once the training is
over.
E. Motivate trainees to change ineffective behaviors.
F. Provide a context for the skills they are learning.

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II. Presentation aids can be used successfully by following some fundamental principles.
A. Keep it simple by relating it to a training objective.
1. Use key words or bullet points.
2. Use the appropriate fonts for printed or electronic materials.
B. Talk with trainees and not your presentational aids.
1. Maintain eye contact with trainees.
2. Arrange presentational aids in the appropriate order for your presentation.
3. Make sure all equipment is fully functioning and focused.
4. Establish rapport with trainees before using presentational aids.
C. Make presentational aids large enough to be seen easily by those on the last row.
1. Confirm the number of trainees.
2. Confirm the size and shape of your training classroom.
3. Have handouts available and ready to distribute if needed.
D. Be ready to present without presentation aids if problems arise.
1. Don’t make your presentation dependent on presentational aids.
2. Carry the original copy of the presentational aids with you.
3. Anticipate problems or failure of technology.
E. Practice with your presentational aids prior to training.
1. Get the feel of the classroom.
2. Ensure the ease of using the equipment.
3. Ensure the ease of smooth transitions.

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II. Using presentational aids.
A. Handouts are documents you design, copy, and distribute to your trainees.
1. Make sure handouts are free of errors.
2. Distributing handouts while you are speaking is distracting for everyone.
3. Instruct trainees when to view handouts.
4. Consider the advantages and disadvantages.
B. Posters and flipcharts
1. Use with small groups and in small rooms.
2. Write large enough for all to see.
3. Use display and hide techniques to cover material until you are ready to use it.
4. Place the tripod and flipchart in the corner of the classroom.
5. Use quality materials.
6. Practice so presentational aids can be used with ease and comfort.
7. Consider the advantages and disadvantages.
C. Dry erase boards (white boards) are panels that allow trainers to use markers.
1. Use appropriate markers and erasers.
2. Bring your own dry erase markers and erasers.
3. Use markers correctly.
4. Consider advantages and disadvantages.
D. Overhead projectors use transparencies to project large images onto a screen.
1. Place the projector in the appropriate place.
2. Turn the projector off when not in use.
3. Take spare overhead projector lamps with you to the training classroom.
4. Bring an extension cord.
5. Use color when possible.
6. Consider the advantages and disadvantages.
E. Videotape and DVD
1. Use brief clips and excerpts
2. Provide guiding questions.
3. Cue your clip.
4. Provide instructions or context.
5. Consider the advantages and disadvantages.

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III. Designing your computer generated presentation
A. Don’t clutter images by having more than one or two design features.
B. Balance images for symmetry.
C. Use minimal animation and transitions.
D. Use sound effect strategically.
E. Use preprogrammed color schemes and formats.
F. Avoid design shock from garish colors, poor contrast, or limited visibility.
G. Strive for uniformity and consistency.
H. Regulate and coordinate the number of visuals so you present one to two slides per minute.

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IV. Delivering your computer generated presentation
A. Plan for early set up and testing of the equipment.
B. Control the lighting in the training classroom to control ambient light.
C. Turn off the screen saver on the presentation computer.
D. Prepare handouts in case there is a technical problem or to provide a schema for taking notes.
E. Develop a contingency plan in the event you are unable to use the computer.
F. Prepare a closing to the training presentation.

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V. Using the internet as a presentation aid.
A. Advantages
1. Websites can be projected on the screen for the entire group.
2. Provides real time or live information.
3. Allow individual trainees to visit preselected websites relevant to the training content.
4. Can make us of simulations, threaded discussions, or group interactions that provide hands on experience.
B. Considerations
1. Visit the websites beforehand
2. Set up internet connections prior to presentation.
3. Consider the speed of you r internet connection.
4. Consider the possibility of high internet traffic that might slow you presentation.
5. Be prepared to work without the internet if the system is down.

Week 4 Present

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Chapter 8

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Objectives
1. Describe the key purposes of a training plan.
2. Identify and perform the key steps in writing a training plan.
3. Develop and use three different types of training plan formats.
4. Write a training plan using four practical training planning tips.
5. Identify, describe, and implement three models of testing the quality of a training plan.

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Chapter Overview
This chapter discusses how to prepare the written training plan containing (1) the objectives, (2) a description of the training content, (3) a description of the training methods, and (4) a detailed description of presentation aids and resources.

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Chapter Lecture
I. A training plan is a written description of a training session.
A. Connects what the trainees need to learn (needs assessment) with the training objectives.
B. Connects the training objectives with training methods.
II. Preparing to write a training plan
A. Conduct research to find the most up to date information for your training presentation.
B. Develop training content.
1. Identify key action steps or skills that trainees need to master.
2. Focus your research using your training objectives.
C. Determine training time frames.
1. Typical time frames range from two hours to full day sessions.
2. Training modules are specific blocks of training that focus on a particular skill or concept for one to two hours without a break.

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III. Determine training methods by considering the amount of time and the size of your audience.
A. Adult learners prefer to be actively involved in solving problems that affect them.
B. Choose interactive activities appropriate for the number of trainees.
IV. Select training materials
A. Consider audiovisual needs.
B. The participant’s guide will contain all handouts and other information needed during training.

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V. Drafting your training plan
A. Elements include training objectives, training content, time needed for each activity, training methods to be used, and materials needed.
B. Formats
1. The descriptive format presents the information using a narrative style using subheadings and paragraphs to describe each training element.
2. The outline format organizes content using an annotated outline.
3. Multicolumn training plan format utilizes columns for time, content,
method and materials.

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VI. The Participant’s Guide contains handouts, work information, worksheets and activity
instructions from the workshop.
A. Draft content that relates to each learning objective.
B. Include a table of contents.
C. Include a brief list of information or skill steps.
D. Include page numbers.
E. Include bibliographical citations.

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VII. Practical training planning tips
A. Draft participant’s guide first.
B. Plan for a change of method or activity every 20 minutes.
C. Build in the skill training sequence of tell, show, invite, encourage, correct.
D. Plan for contingencies for slowing down or speeding up the training session.
E. Revise, revamp, and reconstruct the training prior to presentation.
F. Test the effectiveness of your plan.
1. Use a focus group to get feedback.
2. Conduct a pilot test or trial run.
G. Invite a subject matter expert to review the training material.

Chapter 9

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Chapter 9 Objectives

1. Deliver a training session that considers the physical and psychological needs of the trainees.
2. Identify and analyze and appropriately use environmental factors to enhance the training sessions.
3. Describe four characteristics of seating arrangements as they relate to training delivery and response.
4. Describe and use nonverbal techniques that promote nonverbal immediacy during a training session.
5. Describe and make language choices that promote verbal immediacy during a training session.

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Chapter Overview

This chapter offers a discussion of perspectives, skills, and rationale for effective delivery. It includes suggestions on how to plan for the delivery of a training presentation that enhances trainer credibility and facilitates learning.

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Chapter Lecture

I. Planning the delivery of your training session
A. Consider your trainees
1. Consider the physiological needs such as access to food and water.
2. Vary training methods to allow for an attention span of about 20 minutes.
3. Adopt an extemporaneous approach that allows you the flexibility to adapt to
your audience.
B. Consider your physical training environment
1. Where the training will take place.
2. Access to services and facilities.
3. Other activities taking place in the same building.
4. Room temperature, lighting, and audiovisual controls.
5. Seating arrangements determine the amount of interaction you’ll receive during training.
a. Choose row and column for lecture.
b. Choose horseshoe or circle for interaction and discussion.
6. Consider your position in relation to your audience and your use of visual aids.
7. Potential sources for distraction could come from rules, regulations, activities, or events.
8. Ask trainees to turn off cell phones.
C. Consider your psychological training environment
1. Assess the organizational culture to identify norms, rules, policies, practices, values, history and organizational characteristics.
2. Assess the mindset of your trainees.

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II. Establishing nonverbal immediacy when delivering training
A. Immediacy is the degree of physical or psychological closeness between people (Me Arabian).
B. Instructors who are perceived as immediate enhance student learning, motivation, and ratings of instruction.
C. Verbal immediacy includes the way you use words to convey a sense of interest and involvement with others.
D. Nonverbal immediacy focuses on the unspoken aspects of how you present yourself.
1. Nonverbal communication is more loaded with emotion than verbal communication.
2. Nonverbal communication is more believable than verbal.
3. If there is a discrepancy between the verbal and nonverbal message, trainees will almost always believe the nonverbal.

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III. Nonverbal channels can be used to promote immediacy
A. Your personal appearance affects how your audience will respond to you and your message.
1. Strive for a professional but approachable look.
2. Dress at the same level or slightly more formal than your trainees.
3. Your grooming and attire should be crisp, clean, and professional.
B. Positive, concerned, and sincere facial expressions produce more immediacy.
C. Make sure all trainees receive eye contact during the training.
1. Use an eye scan to start at one side of the room and sweep inclusively to the other side.
2. Use a spot scan to systematically look at specific zones in the room.
3. Garner depth of eye contact to ensure personal visual contact with trainees.
D. Use appropriate gestures and movement.
1. Repeating uses gestures to repeat what you are saying.
2. Make sure your verbal gestures do not contradict with your nonverbal gestures.
3. Substitutions take the place of verbal messages.
4. Complementing uses gestures to add emphasis to your spoken message.
5. Emphasizing can underscore an important point.
6. Regulating gestures and nonverbals can help regulate the interaction between you and your trainees.
7. Movement should be consistent with the verbal content and not distracting.
8. Posture should convey poise, confidence, and professionalism.
E. Monitor adaptors of both you and your audience.
F. Be aware of appropriate use of space
1. Use social and public zones when presenting information during training.
2. Consider appropriate use of social or personal space during breaks.
G. Vocal cues can convey emotions and interest in a topic.

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IV. Establishing verbal immediacy during the training
A. Use personal pronouns that reference you and your trainees as a team.
B. Actively involve trainees in discussion.
C. Use personal examples.
D. Address trainees by their first names.
E. Ask questions and inquire about feelings about the requests and assignments.
V. Strategies for evaluating and improving your training delivery
A. Identify your strengths and weaknesses by viewing a videotape of your training.
B. Pay careful attention to trainee responses on evaluation forms.
C. Evaluate your credibility.
1. Be confident.
2. Be well marinated in your material.
3. Be authentic.
4. Be responsive to trainee comments and needs.
5. Be polished in your delivery.
6. Be open to new perspectives.
7. Be professional.
8. Be prepared.
9. Be on time.
10. Be relevant.

Week 5 Assess

AllPosters.Com

Syllabus or Agenda Preparation

AllPosters.Com

You will want to begin preparing your syllabus or agenda now, although it is not due until week 5.  The syllabus or agenda will need to reflect your teaching philosophy, management plan, and many details that require thinking.  Below are templates for three courses and some syllabus content from other faculty. 

CA 103 Public Speaking--8 Week Online Course Template

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Mission Statement: The most resent mission statement would be added.

Vision Statement: The most resent vision statement would be added.

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Course	CA 103  Public Speaking
Credit Hours	3

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Textbook:
Lucas, Stephen E. The Art   of Public Speaking. 9th ed. Boston: McGraw-Hill. 2007. ISBN: 0-07-322865-6.

Be aware that this textbook, even if purchased used, should come with 2 Student CDs. Your instructor may direct you to various files on those CDs as part of the course requirements.

Special Course Equipment and Software Requirements:
In addition to Park's Standard Tech Requirements for Online courses (see online course technical requirements at http://www.park.edu/online/requirements.asp?c=online) students will need to meet the following special requirements.

1. Each student must have access to a digital video camera and tripod.

2. Each student must record each of four speech presentations, in front of an audience of at least 6 adults, and submit their recordings for viewing by the class.

3. Video recordings must be submitted as digital video files uploaded to the Doc Sharing section of your online classroom. (Digital video files may be submitted by mail, on CD, at the student's expense, in the event that problems arise with uploading.) 

Each student will need one or more of the following free video player applications in order to complete various class assignments throughout the term.

· RealPlayer. You can download RealPlayer at http://www.real.com/player/ . Please be sure to click the "Free RealPlayer" button, not the "Download Now" button. The "Download Now" button is for a 14-day free trial of a deluxe version, which you will not need for this class.

· QuickTime Player. You can download QuickTime at http://www.apple.com/quicktime/.

· Windows Media Player. You can download Windows Media Player at http://www.microsoft.com/windows/windowsmedia/player/10/default.aspx.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

Course Description:
 A development of the ability to speak clearly and express ideas effectively before an audience. Students plan, compose, and deliver various kinds of speeches and talks. Principles of effective rhetorical presentation are related to basic purposes and forms of public speech-communication.

Core Learning Outcomes:
This will be updated with the most recent Core Learning Outcomes in the system when faculty members create their syllabi.

Core Assessment:
This will be updated with the most recent Core Assessment in the system when faculty members create their syllabi.

Link to Class Rubric

Class Assessment:
You will be graded on:

· Weekly Discussion - 10% of course grade

· Weekly Quiz - 10% of course grade

· Homework Assignments - 10% of course grade

· Speech 1 (Instructor-assigned speech) - 10% of course grade

· Speech 2 (Informative Speech) - 20% of course grade Speech

· 3 (Persuasive Speech) - 20% of course grade

· Speech 4 - Final Exam/ Core Assessment (Persuasive) - 20% of course grade

Weekly Discussion: 80 points (10 points for each week of the term). Due weekly.

To receive all 10 points for discussion in a given week, you must show appropriate participation in the online discussion including:

· Responding to all parts of the discussion topics fully, understandably, and in a timely manner;

· Contributing to an ongoing discussion by posting at least two significant replies to a classmate's message.

Weekly Quiz - 80 points (10 points for each week of the term). Due weekly.

Each weekly quiz will be worth 10 points total. You may retake the exam as often as you wish during the week. However, your last score will determine the number of points you receive for the week.

Homework Assignments: 80 points (10 points for each weekly assignment). Due weekly.

To receive all 10 points for an individual homework assignment, the student must:

· Follow all directions for the assignment;

· Demonstrate a thorough knowledge of the material being addressed in the assignment;

· Exemplify practices of good writing, punctuation, and grammar (where appropriate);

· Clearly identify specific items being addressed;

· Meet submission requirements, including deadline, submission location, and format.

Speech 1 (Instructor-assigned speech): 80 points. Due (recorded and submitted) during Week 2.

Speech 2 (Informative speech): 160 points. Due (recorded and submitted) during Week 3.

Speech 3 (Persuasive speech): 160 points. Due (recorded and submitted) during Week 5.

Speech 4 – Final Exam / Core Assessment (Persuasive): 160 points. Due (recorded and submitted) during Week 7.

Criteria Used for Evaluating Speeches:

· The average speech (grade C) should meet the following criteria:

· Conform to the kind of speech assigned -- informative, persuasive, etc.

· Be submitted by the assigned date

· Conform to the time limit

· Have a clear specific purpose and central idea

· Have an identifiable introduction, body, and conclusion

· Show reasonable directness and competence in delivery

· Be free of serious errors in grammar, pronunciation, and word usage

· Be delivered according to the specifics of the assignment

· Adhere to all recording specifications as covered in the Course Policies section of the syllabus

The above average speech (grade B) should meet the preceding criteria and also:

· Deal with a challenging topic

· Fulfill all major functions of a speech introduction and conclusion

· Display clear organization of main points and supporting materials

· Support main points with evidence that meets the test of accuracy, relevance, objectivity, and sufficiency

· Exhibit proficient use of connectives -- transitions, internal previews, internal summaries, and signposts

· Be delivered skillfully enough so as not to distract attention from the speaker's message

The superior speech (grade A) should meet all the preceding criteria and also:

· Constitute a genuine contribution by the speaker to the knowledge or beliefs of the audience

· Sustain positive interest, feeling, and/or commitment among the audience

· Contain elements of vividness and special interest in the use of language

· Be delivered in a fluent, polished manner that strengthens the impact of the speaker's message

The below average speech (grade D or F) is seriously deficient in the criteria required for the C speech.

Proctored Final for CA103: Public Speaking is unique in the online courses offered by Park University. Because the instructor sees the student completing the final -- a recorded speech -- the identity of the student is the only factor that requires authentication. Therefore, students in CA103 will not complete the standard Proctor Request Form. Instead, the student will mail to the instructor clear copies of two picture forms of legal identification (drivers license, school ID, military ID, etc.) so the instructor can match the ID with the student on the speech recording. Your instructor will provide details in the online classroom about submitting proper identification.

Grading:
A = 90- 100% (or 720 points to 800 points)
B = 80-89% (or 640 to 719 points)
C = 70-79% (or 560 to 639 points)
D = 60-69% (or 480 to 559 points)
F = < 60% (or 479 or fewer points)

Course Topic/Dates/Assignments:

COURSEWORK BY WEEK

Week 1

Introduction to Public Speaking
Common Fears
Selecting a topic and purpose
Extemporaneous speaking

Assigned Readings:
Online Lecture(s); Chapters 1, 4, 5, 6 & Appendix for Part 1 ("Giving Your First Speech").

Quiz:
Complete the Quiz under Week 1 in the online classroom. You may take the quiz as many times as you wish during the week.

Discussion:
Respond to the discussion topics in the Discussion area under Week 1 in the online classroom.

Homework Assignment:
Complete the homework assignment as directed in the Homework area under Week 1 in the online classroom.

Week 2

Organization of main points
Introduction
Conclusion
Speaking to Inform

Assigned Readings:
Online Lecture(s); Chapters 8, 9, 10, & 14.

Quiz:
Complete the Quiz under Week 2 in the online classroom. You may take the quiz as many times as you wish during the week.

Discussion:
Respond to the discussion topics in the Discussion area under Week 2 in the online classroom.

Homework Assignment:
Complete the homework assignment as directed in the Homework area under Week 2 in the online classroom.

Activity:
Speech 1
Compose and deliver a speech as specified in the online classroom by your instructor.

Week 3

Analyzing and understanding audiences
Non-verbal communication

Assigned Readings:
Online Lecture(s); Chapters 11, 12, 13, & Appendix for Part 2

Quiz:
Complete the Quiz under Week 3 in the online classroom. You may take the quiz as many times as you wish during the week.

Discussion:
Respond to the discussion topics in the Discussion area under Week 3 in the online classroom.

Homework Assignment:
Complete the homework assignment as directed in the Homework area under Week 3 in the online classroom.

Activity:
Speech 2
Compose and deliver an Informative Speech. (See Chapter 14 for details on speaking to inform.) This speech should be 3-5 minutes long and should be delivered extemporaneously. Follow the directions in the syllabus for delivery and recording.

Week 4

Conducting research
Providing support
Persuasive speaking

Assigned Readings:
Online Lecture(s); Chapters 7, 15, & 16.

Quiz:
Complete the Quiz under Week 4 in the online classroom. You may take the quiz as many times as you wish during the week.

Discussion:
Respond to the discussion topics in the Discussion area under Week 4 in the online classroom.

Homework Assignment:
Complete the homework assignment as directed in the Homework area under Week 4 in the online classroom.

Week 5

Persuasion

Assigned Readings:
Online Lecture(s); Chapters 2 & 3.

Quiz:
Complete the Quiz under Week 5 in the online classroom. You may take the quiz as many times as you wish during the week.

Discussion:
Respond to the discussion topics in the Discussion area under Week 5 in the online classroom.

Homework Assignment:
Complete the homework assignment as directed in the Homework area under Week 5 in the online classroom.

Activity:
Speech 3
Compose and deliver a Persuasive Speech. (See Chapters 15 & 16 for details on speaking to persuade.) This speech should be 5-7 minutes long and should be delivered extemporaneously. Follow the directions in the syllabus for delivery and recording.

Week 6

Delivery Skills
The Power of Words

Assigned Readings:
Online Lecture(s).

Quiz:
Complete the Quiz under Week 6 in the online classroom. You may take the quiz as many times as you wish during the week.

Discussion:
Respond to the discussion topics in the Discussion area under Week 6 in the online classroom.

Homework Assignment:
Complete the homework assignment as directed in the Homework area under Week 6 in the online classroom.

Week 7

Who is persuading YOU?

Assigned Readings:
Online Lecture(s).

Quiz:
Complete the Quiz under Week 7 in the online classroom. You may take the quiz as many times as you wish during the week.

Discussion:
Respond to the discussion topics in the Discussion area under Week 7 in the online classroom.

Homework Assignment:
Complete the homework assignment as directed in the Homework area under Week 7 in the online classroom.

Activity:
Speech 4
Compose and deliver a Persuasive or Informative Speech (Your instructor will specify persuasive, informative, or offer you a choice.). (See Chapters 15 & 16 for details on speaking to persuade.) This speech should be 5-7 minutes long and should be delivered extemporaneously. Follow the directions in the syllabus for delivery and recording.

Week 8

Evaluating your progress/development

Assigned Readings:
Online Lecture(s).

Quiz:
Complete the Quiz under Week 8 in the online classroom. You may take the quiz as many times as you wish during the week.

Discussion:
Respond to the discussion topics in the Discussion area under Week 8 in the online classroom.

Homework Assignment:
Complete the homework assignment as directed in the Homework area under Week 8 in the online classroom.

DUE DATES:
All assignments are due by Midnight Sunday night of the week for which they are assigned except as noted by your instructor in the online classroom.

Academic Honesty:
The most recent catalog page number would be inserted here.

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.

2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.

3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".

4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.

5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.

6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

The most recent catalog page number would be inserted here.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:
DETAILED REQUIREMENTS FOR RECORDING SPEECHES:

Every student must arrange to have each speech presentation recorded before a live audience of at least six peers. Recording should begin with the camera showing the audience, followed by the speech, and concluding with showing the audience once again. This recording must be continuous from start to finish; any recording with pauses or edits, or one that fails to show the required audience will receive a zero. The integrity of our course depends on being certain that you are fulfilling the requirements for delivering your speeches under the appropriate conditions.

About the audience:

It is the student's responsibility to arrange for at least 6 adults to serve as an audience, as well as a presentation space with adequate lighting. Some possible audience participants might include coworkers/supervisors, local rotary/toastmaster groups, or members of volunteer/church organizations to which you belong. If you have any questions about the appropriateness of your audience, please contact your instructor for guidance before recording your speech.

Before the speech:

· check the audio to be sure the speaker is audible and clear;

· make sure the speaker will be visible against the background and that the background and environment are as distraction free as possible.

At the beginning of the speech:

· Have the camera operator pan the audience so all audience members are shown on the recording;

· Zoom in on the speaker so that he/she is shown from the waist to just a couple of inches above their head. This tight shot ensures the speaker is close enough for their arm movements and facial expressions to be clearly seen on screen.

During the speech:   

· Keep the camera steady and focused on the speaker, not on the audience. The audience should only be shown immediately before and immediately after the speech.

After the speech:   

· Review the recording closely. If there is no audio or if the audio is not understandable, the instructor will have no choice but to fail the speech.

· Redo speeches that are inaudible or where the speaker is not clearly visible.

· Remember, the evaluation of each presentation depends on what the instructor is able to view on the recording, not what the speaker may have intended. Even if your speech is wonderful, the instructor can not give it a good grade if they can not see it or hear it clearly.

RECORDING TIPS:

· The clearer your recording is, in both audio and video, the better your evaluation can be. Good lighting focused on you from the front against a non-reflective background usually gives the best video picture.

· If at all possible, make a backup copy of your speech.

· Recordings become the property of Park University and/or the instructor and will not be returned to the student.

GENERAL INFORMATION ABOUT YOUR SPEECHES:

· Speeches endorsing a particular viewpoint of a political issue, a political party, or a political candidate are not permitted. Leave that to the politicians.

· Speeches endorsing a particular religion or religious belief are not permitted. This is not your place of worship.

· Sales talks, or speeches promoting a product or service, are not permitted. This is not a commercial.

· Be extremely cautious about the use of slang, "street talk," "off-color" language, sexist language, or any other language which might be offensive to your audience and/or classmates. The use of nonstandard English is not appropriate for most situations and may lower your grade significantly.

· Be cautious about becoming overly personal in your speeches. While relaying personal experience may be very appropriate in the context of certain speeches, avoid making your speech a "tell-all" session or an open confessional. This is not a television talk show.

· Be judicious in your use of humor. It's fine to use humor in your speech, but be careful that you don't become lost in "entertaining" your audience when the purpose of the speech is to inform or persuade them.

· Observe the specified time limits. Failing to meet the minimum time limit, or exceeding the maximum, will result in major point deductions.

· Be sure to follow the specified format for the type of speech you are delivering.

· Avoid merely "reading" your speech; all speeches are to be given extemporaneously. Verbatim reading of your speech, in and of itself, may reduce your speech grade by as much as two letter grades.

Rubric
This will be updated with the most recent Rubric in the system when faculty members create their syllabi.

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:12/17/2007 2:58:09 PM

CA 103 Public Speaking -- 16 Week Onground

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Mission Statement: The most resent mission statement would be added.

Vision Statement: The most resent vision statement would be added.

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Course

CA 103  Public Speaking

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Textbook:

Lucas, S. E.  (2004 or latest edition).  The art of public speaking.  Boston, MA:  McGraw-Hill. ISBN: 0005617391 or latest edition.

Video-recording Access

A digital video recorder with sound is required in all online sections and may be required in onground or onship sections.  The Department of Communication Arts encourages all students to digitally record their speeches, view those speeches, and use what they learn to improve their presentation skills. Your instructor may ask you to record your speech in your planning or record your speech during the actual presentation. Digital video-recording of final speeches is required by the Department of Communication Arts for assessment purposes. Talk to your professor to find out what format you may need for your section.

Your tentative course syllabus is located here:  http://www.park.edu/syllabus/list.asp

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

APA Citation Information: http://owl.english.purdue.edu/owl/resource/560/02/

APA Reference List Information: http://owl.english.purdue.edu/owl/resource/560/06/

Handouts for Public Speaking Students at Park: http://ourwayit.com/CA103/Handouts/

Resources for Public Speaking Students at Park: http://ourwayit.com/PS/

Writing, Citing, & Reference List Help from Park: http://www.park.edu/support/writing.asp

Outline Format

See your Lucas textbook. Many communication courses use APA style for citations and reference list. See Park information: http://www.park.edu/support/writing.asp

SPECIFIC PURPOSE:

INTRODUCTION

I. State an attention device in one complete sentence.

II. State your interest in this topic in one complete sentence.

III. State the behavioral objective of your speech in one complete sentence.

BODY

I. State the first main point in one complete sentence.

A. In one complete sentence, provide supporting evidence and cite the source of the information in APA style (Author, Year).

B. In one complete sentence, provide supporting evidence and cite the source of the information in APA style (Author, Year).

II. State the second main point in one complete sentence.

A. In one complete sentence, provide supporting evidence and cite the source of the information in APA style (Author, Year).

B. In one complete sentence, provide supporting evidence and cite the source of the information in APA style (Author, Year).

III. State the third main point in one complete sentence.

A. In one complete sentence, provide supporting evidence and cite the source of the information in APA style (Author, Year).

B. In one complete sentence, provide supporting evidence and cite the source of the information in APA style (Author, Year).

CONCLUSION

I. Summarize your speech in one complete sentence.

II. Tell the audience exactly what you want them to do in one complete sentence.

III. State a memorable device in one complete sentence.

REFERENCES

Provide 5 quality references in APA style, including at least two peer-reviewed quality from EBSCO or other quality data base. For information about how to use APA style, see http://www.park.edu/support/writing.asp

FIRST PAGE OF EACH REFERENCE (Copy or electronic format)

Outline and Speech Planning Documents

For a quality speech, you will want to provide advance planning document. You can demonstrate your preparation through the following items:
1. A typed speech outline, typically with 3-5 key ideas and supporting materials.
2. A reference list in American Psychological Association (APA) style that contains 4 or more sources. quality references, which reflects database--not Internet--research. You can access APA style information here http://www.park.edu/support/writing.asp or http://www.apastyle.org/ or here http://owl.english.purdue.edu/handouts/research/r_apa.html#Your%20Reference%20List , and other APA style elements. There are also online sources available to help you, such as http://owl.english.purdue.edu/handouts/research/r_apa.html .
3. Hardcopy of the first page of each source used.

College-level quality research needs to use library databases. Please use scholarly databases http://www.park.edu/library/ (peer-reviewed and non peer-reviewed articles). Provide three sources to make sure you find multiple perspectives to support your speech. Print a copy of the html or PDF file of each source used--at least the first page--and attach the printout to your outline and reference list you submit to your professor at the time of your speech presentation. The Internet is NOT considered an appropriate source for college level research, so please do not use regular Internet websites as sources for your speeches. Use 4 or more quality references for all planned speeches, except the eulogy if you discuss a friend or family member. Here is a tutorial your professor prepared for conducting database research: http://ourwayit.com/LibraryTutorial/

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

Course Description:

Educational Philosophy:

Public speaking is a performance course designed to improve your public communication skills. This means that students need to be actively engaged in both the speaking and listening process. For onground sections, attendance is a high priority so you can participate in speaking to the class as a speaker and responding as an effective listener.

Below are principles good instructional practice:

1. Respects for diverse talents and ways of learning.

2. Student-faculty contact and interaction.

3. Student cooperative learning.

4. Active student learning.

5. Prompt feedback for student.

6. Time on task for student.

7. High expectations for student.

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.

Core Learning Outcomes:
This will be updated with the most recent Core Learning Outcomes in the system when faculty members create their syllabi.

Core Assessment:
This will be updated with the most recent Core Assessment in the system when faculty members create their syllabi.

Link to Class Rubric

Class Assessment:

Assignments guidelines will vary by instructor.

Minor Assignments

Attendance, Discussion, Participation, Online Discussion, Speech Critiques/Feedback, Self-reflection Analysis Paper, Minor Assignments, Weekly Quiz, Tests, Final Exam

Major or Planned Speeches

Minimum of 3 speeches presented before the core assessment (final speech) as determined by the instructor.

These speeches need planning with full-sentence outlines or planning documents.  

Major speeches are typically 5-15 minutes, with no more than 5 additional minutes for the setup and question-answer period.

• Speech of Introduction Follow your instructor's specific requirements. 

Typically, in this speech you will introduce yourself or a classmate. Usually the speech is brief--such as 3-5 minutes--with no external sources or visual aid required. You may want to use an interesting quotation in the beginning or end of the speech (orally cite the source).

· Minor Speeches. Follow your instructor's specific requirements. 

Many teachers require multiple brief speeches (e.g., narrative, impromptu, practice with a microphone, toast).

• Informative. Follow your instructor's specific requirements. 

Typically, you will present a 5-15 minutes speech that informs the audience about a topic, process, idea, or event. Include a question and answer period. No more than 5 additional minutes for setup and question and answer period. 4 quality sources and a visual aid are required.

· Special Speech. Follow your instructor's preferences and instructions.

Many teachers require a demonstration, eulogy, celebratory speech, or debate.

Typically, the demonstration speech is a 5-15 speech, for example, shows the audience how to make something or how to do something. If you are expert on the topic, no sources need be used in this speech, although they are always welcome. The focus should be on offering clear directions about some sort of process. Examples include the following: How to make lasagna, how to arrange flowers, how to decorate a dorm room, how to take a good picture. Visual aid required.

Typically, the eulogy is a 3-7 minute speech in which you celebrate the life of a lost loved one. No external sources and visual aids are needed, but are welcome.

• Persuasive. Follow your instructor's preferences and instructions.

Typically in a 5-15 minute speech, you will use ethical, emotional, and logical appeals and evidence to motivate the audience to action on a topic of interest. Include a behavioral objective of what you want the audience to think and do at the end of the speech. Orally cite and reference four high-quality sources. Advance complete sentence outline or planning documents required. A maximum of an additional 5 minutes can be used for set-up and a question and answer period.

· Core Assessment. Follow your instructor's preferences and instructions. Required Final Speech (typically persuasive).

Typically, you will present a 5-15 minute persuasive speech, which cites and references 5 high-quality sources.

Park University has signed an agreement to support positive steps toward environmental protection and conservation. Your instructor may select a theme--such as "the environment"--where all student speeches work together as a motivational whole.

For all sections, a minimum of 70% of the final course grade is based on speech presentations.

Grading:

90-100% A

80-89.99% B

70-79.99% C

60-60.99% D

0-59.99% F

Speeches & speech outlines or planning documents: 50%

Final Speech (Core Assessment): 20%
Other Assignments: 30%

Late Submission of Course Materials:

Be On-time

Because of the unique performance nature of this course, students need to be prepared to present speeches when scheduled. Obviously, in the real world, if a person fails to show to a public speaking situation, the opportunity is gone. Faculty may prohibit make-up speeches.

Please avoid walking in late and interrupting a student speaker.

Classroom Rules of Conduct:

· Be on time and engaged in the entire class meeting. Onground students cannot make up in-class participation assignments because they are just that--in class participation where you learn collaboratively. Online students need to be active in the course environment each week.

· Contribute to the learning community consistently throughout the course. Onground students need to turn off cell phones during presentations. Use of Blackberries, text messaging, and similar behaviors are inappropriate during class. When in the classroom, please focus on learning and effective communication. Online students will want to engage multiple times each week. Park University expects instructors to take and report attendance each week.

· Turn in your assignments on time. Some instructors do not accept makeup work. For onground students, plan to submit written assignments as a hardcopy at the beginning of the class meeting. Speeches are due when your instructor calls on you. Online students can access the course here: http://parkonline.org/ with your OPEN password. If you have forgotten your User ID or Password, or if you need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024. If eCollege doesn't work correctly, you need to contact eCollege. For technical assistance with the Online classroom, email eCollegeHelpDesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). Please do NOT email assignments to your instructor unless he or she tells you otherwise.

· No animals in the classroom please.

· Use appropriate nonverbals for presentation. Competent communicators are careful about the messages of their appearance and vocal qualities as nonverbal communication. Speak loudly and clearly so that you can be heard by everyone, including an audience member who has a hearing loss. Remember, you must be heard to be understood. Convey a passion or enthusiasm for your topic and message via your voice. Research says that more formal clothing and appearance increases a speaker's credibility. At the minimum, professionalism suggests no hats, no pajamas, no rubbery flip-flops, no shorts, no bare midriff/chest, and no outdoor jackets. If your appearance distracts or creates a weak impression with the audience, you will lose effectiveness. For a skilled approach, look and sound like a professional.

· Show Respect. Respect is a reciprocal relationship. Be sensitive and adaptive toward your audience.

Course Topic/Dates/Assignments:

Tentative Schedule 16 Weeks	Topic	Speech Assignments Due Follow your instructor's specific schedule in the course syllabus located here: http://www.park.edu/syllabus/list.aspx	Lucas Reading Assignment
1	Introduction	Brief speeches Speech 1 outline or planning document due	Chapter 1: Speaking in Public Chapter 2: Ethics and Public Speaking Chapter 3: Listening Appendix: Giving Your First Speech
2-3	Fundamentals of Public Speaking	Present Speech 1 Speech 2 typed outline or planning document due Present brief speeches as time allows.	Chapter 4: Selecting a Topic and Purpose Chapter 5: Analyzing the Audience Chapter 6: Gathering Materials Chapter 7: Supporting Your Ideas
4-5	Organizing and Presenting Speeches	Present Speech 2 Speech 3 typed outline or planning document due Present brief speeches as time allows.	Chapter 8: Organizing the Body of the Speech Chapter 9: Beginning and Ending the Speech Chapter 10: Outlining the Speech Chapter 11: Using Language Chapter 12: Delivery
6-7	Informative Speeches	Midterm test/speech over readings to date. Present brief speeches as time allows.	Chapter 13: Visual Aids Appendix: Using PowerPoint Chapter 14: Speaking to Inform
8-9	Persuasive Speaking	Present Speech 3 Speech 4 typed outline or planning document due Present brief speeches as time allows.	Chapter 15: Speaking to Persuade Chapter 16: Methods of Persuasion
10-11	Special Occasions and/or Group Presentations	Present Speech 4 Final Speech typed outline or planning document due Present brief speeches as time allows.	Chapter 17: Speaking on Special Occasions Chapter 18: Speaking in Small Groups
12-15	Speech Analysis and Skill Building	Present Final Speech Present brief speeches as time allows.	Appendix: Speeches for Analysis and Discussion
16	Course Closure & Final Exam	Final Speech

Academic Honesty:
The most recent catalog page number would be inserted here.
Students need to orally cite the sources of information during their speeches. In addition, outlines and planning documents need all sources to be cited in the body of the speech and a reference list included at the end.

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.

2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.

3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".

4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.

5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.

6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

The most recent catalog page number would be inserted here.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:

Example Brief Speeches and Learning Activities

Model Building

Complete this learning activity collaborating with other students in the class. Each student needs to be actively engaged and carry his or her share of the work responsibility. Create A Model of The Speech Communication Process, which contains the following:

Speaker (You)

Message (Impromptu or planned speech)

Channel (sound, sight, smell, touch, taste)

Listener (Audience, also you)

Feedback (Nonverbal responses, question and answer period)

Interference (Distractions that are internal or external)

Situation (Context, occasion)

Impromptu Speech about the World.

Let's begin by thinking about other places in the world. Write down the names of ten of the largest cities in the world. What did you name?
Why are there different answers? How is that difference important to us as analytical speakers and listeners?

I'll project a map of the world on the board.

Each person will go to the map and discuss a location he or she knows something about. Give an impromptu speech about someplace in the world--where you are from, a place you have traveled, or a place you want to visit--and mark an x on the board.

Sunglasses Speech

Wear sunglasses while you give a minor speech. First, learning speakers often find it easier to talk when they don't have or feel direct eye contact. Second, I want you to think about the importance of eye contact. We'll talk about how you feel talking and listening with sunglasses on after the speeches are over.

Introduce a Classmate Speech

1. Give person's name and a kind method for helping us remember.

2. Tell something interesting about person.

3. Build the person's credibility for upcoming speeches. This semester, you may hear Janet talk about the topics of . . . or . . . . She knows about these topics because. . . And she deeply cares about these topics because . . . .

Wallet Speech

Pull out at least three items from your wallet (book bag, purse). Discuss what they tell about you. What can you learn from the items about the people who will be in your audience?

Toast

Examples:

Love is composed of a single soul inhabiting two bodies. -Aristotle

I see the love you both have in each other's eyes and as your love grows for one another, may you look back on this day and know this is when you loved each other the least.

Remember the love you feel today. Look back on it daily and measure how much it has grown.

May the Best of Your Yesterdays

Be the Worst of Your Tomorrows

My Greatest wish for the two of you is that through the years your love for each other will so deepen and grow, that years from now you will look back on this day, your wedding day, as the day you loved each other the least.

Here's to the groom, a man who keeps his head though he loses his heart.

To the lamp of love - may it burn brightest in the darkest hours and never flicker in the winds of trial.

Daniel Monroe Tuttle

Radio Speech

Write a statement in which you strongly believe. Pretend you are calling in to a radio talk show and make your statement. Either the teacher or a student can role-play the talk show announcer.

Keys Speech

Take out your keys. Tell us about yourself by relating to something on your keys.

Introduction of Classmate

Prepare a Speech of Introduction for Another Person in the Class (the Next Speaker)

Learning Outcomes: Design a message with a particular audience/situation in mind. Effectively support ideas using evidence, sources, and sensory aids.

Assignment: Prepare and give a 3-minute speech of introduction for a classmate. Interview the classmate to find out interesting information you can use in the speech about her or him. In preparing your speech, you may want to include an interesting anecdote, something about the person's accomplishments or qualifications--build credibility, a realistic compliment and the person's name. Find something interesting, unique, or memorable to tell about your partner. Spend some time interviewing the person and doing some real investigative work.

When introducing a speaker, you might tell an interesting anecdote about the person, identify a few key items from her or his resume, and give the person's name. In formal situations, the audience is there to hear the key speaker, not the person making the introduction. Your job is to warm up the audience, orient them to the speaker, help build the speaker's credibility. The speech of introduction keeps to this point and then lets the key speaker take over. To organize a speech of introduction, consider the following components:

Outline:

Introduction: Interesting anecdote

A. Key Idea 1: Person's accomplishments or qualifications--build credibility about speeches he or she will give during the course.

B. Key idea 2: Realistic compliment

Conclusion: Person's name

Formal Speech of Introduction Grading Rubric

Mastery level needs 4/5 competencies below.

Please revise (3 or fewer competencies)

Interesting anecdote or fact about the person.

Build credibility about speeches he or she will give during the course (show he or she has knowledge and interest about topics of upcoming speeches).

Realistic compliment

Person's name

Appropriate delivery (e.g., show composure, audience can hear, look at audience and person discussing)

Feedback Sheet

Name of listener: ________________________________ Name of speaker: ________________________________

Name of person being introduced: ________________________________

1. Do you know more about the person introduced than you did before the introduction? Yes: ___ No: ___

2. Could you hear the speaker adequately? Yes: ___ No: ___

3. What is the person’s interest and expertise about each topic you may hear this person discuss during this course?

Brief Narrative

Learning Outcomes: Design a message with a particular audience/situation in mind. Demonstrate accurate, clear and expressive use of language, nonverbal communication, and voice. Evaluate and use unique, original materials and sources.

Assignment: Tell a story that conveys a message. This story can be from personal experience or a fable. If untrue, be sure to tell us at the end whether it actually happened to you.

“Languages differ in the very assumption of how information should be organized, of what is to be or not to be described and expressed” (Maynard, 1996). In other words, as we develop our language skills we hear ideas presented in certain patterns. If concepts are presented in an alternative pattern it can cause listener problems. Korean presentations, for example, are characterized by indirectness and nonlinear development. Memory research shows that “Koreans have more difficulty recalling information when that information is presented in a linear rhetorical style” (Jaffe, 1998). Also, because of their language backgrounds, Arabic speakers value telling a story or a series of parables and letting the listener figure out the moral of the narrative. This indirect presentational style, with little structure, often confuses English speaking US Americans who are used to a direct format in which a statement is made and evidence is presented to clarify the proposition.

Brief Speech about Silenced Voices

Learning Outcomes: Use effective language strategies for oral presentations. Design a message with a particular audience/situation in mind.

Assignment: The US American experience has included the silencing of the voices of women and minorities. In most nations today, as in the past, societies tend to silence some groups and hear others. Effective public speakers are aware of this fact and are responsive to the needs of all their listeners. Select one of the following web sites or one of your choice to explore further and obtain information that you will use to outline a brief speech on “silenced voices.”

Azerbaijanis under the Soviets: www.azer.com/aiweb/categories/magazine/61_folder/61_articles/61_rafibeyli.html

Female Voices in Picture Books: www.scils.rutgers.edu/~kvander/Feminist/fempic.html

Children’s Holocaust Diaries: www.thejewishweek.com/news/newscontent.php3?artid=5965

African-American Voices: s

Although you may be able to generalize about audiences, you need to understand the uniqueness that each individual brings to the public communication situation. One way to look at the situation, then, is to identify your target audience. Out of the people present, to whom will you gear your message? Whom do you think will want to learn about what you have to say? Who will do what you are proposing? Is there one representative or typical individual to whom you are speaking. Is your focus a particular person? Imagine you are giving a wedding toast to your best friend.

Brief Oral Reading

Learning Outcomes: Apply principles of good public speaking, including consistent eye contact with all audience members and having no distractors (um, uh, like, and). Design a message with a particular audience/situation in mind. Organize ideas in a purposeful, cohesive sequence which meets audience expectations and needs. Demonstrate accurate, clear and expressive use of language, nonverbal communication, and voice.

Assignment: Find a speech from US history. Explain to the class the significance, context, and speaker's perspective, then read a segment from the speech in the way you think the speech would have been presented.

Brief Toast

Learning Outcomes: Demonstrate a brief toast for a celebratory situation. Apply principles of good public speaking, including consistent eye contact with all audience members and having no distractors (um, uh, like, and). Utilize language strategies for effective oral presentations. Demonstrate accurate, clear and expressive use of language, nonverbal communication, and voice. Use advanced, professional-level vocabulary and grammar.

Assignment: A toast is a wish to a person at a celebration. Traditions require the person to stand and hold a glass high (there doesn't need to be anything in the glass). The speaker gives a brief and eloquent wish to the speaker, then sits down. The person receiving the toast typically remains seated, but thanks the speaker. An eloquent quotation is often used. "In the words of. . . "

How would you gear a message to the best friend as your target, but also to the many people in attendance? How will you achieve eloquence in your language?

Surprise Topic Impromptu

Learning Outcomes: Organize content into seamless, easy-to-follow introduction, body, and conclusion. Effectively support ideas using evidence, sources, and sensory aids. In the Keys Speech: Use audio-visual resources to help the audience understand the speech.

Assignment: The student will receive a topic or topic choice from which he or she will give a speech with about one minute preparation time.

Job Interview Presentation

Learning Outcome: Convey positive content and nonverbals in an interview context.

Assignment: Imagine that you have applied for an internship or job you hope will translate into long-term employment. A job interview is sometimes a public communication situation. You may be at a job fair where you have a mini interview in front of others. You may find yourself interviewed by a panel of people, who include your possible supervisors, coworkers, department heads, and human resources staff. You may find yourself on a telephone interview where several people are listening. You can improve your effectiveness through practice and role-playing. In this case, your instructor may set up an individual interviewer or a panel interview. The teacher or students will role-play the interviewer(s), while each student takes turns answering questions. Remember to role-play with appropriate posture, hand position and gestures, eye contact, and other nonverbal communication. Your instructor may have students call each other on their cell phones for practice, for example, with one student playing the role of interviewer and another playing the role of interviewee.

You or your instructor may find other sources of common interview questions. The questions below are quoted directly from the following sources, retrieved September 20, 2007. Career Consulting Corner – JobInterviewQuestions.org - Quintessential Careers

1. Are you good at delegating tasks?

2. Are you seeking employment in a company of a certain size? Why?

3. Are you willing to relocate?

4. Are you willing to travel for the job?

5. Can you describe a time where you have been required to perform as part of a team? What was the situation? What part did you play in the team and what was the outcome of the exercise?

6. Can you explain this gap in your employment history?

7. Can you explain your salary history?

8. Can you work well under deadlines or pressure?

9. Describe a time when you had to deal with conflicting demands. How did you deal with this situation and what was the outcome?

10. Describe the best job you've ever had.

11. Describe the best supervisor you've ever had.

12. Describe the most rewarding experience of your career thus far.

13. Describe the relationship that should exist between the supervisor and those reporting to him or her?

14. Describe the workload in your current (or most recent) job.

15. Describe your management style.

16. Do you consider yourself a leader?

17. Do you have a geographic preference? Why?

18. Do you have any hobbies? What do you do in your spare time?

19. Do you have any question for me? (See Questions for the Interviewer that you might want to ask below).

20. Do you have plans for continued study? An advanced degree?

21. Do you have your reference list with you? (Remember don't give it out unless it is asked for).

22. Have you ever been fired or forced to resign?

23. Have you ever had difficulty with a supervisor? How did you resolve the conflict?

24. Have you kept up in your field with additional training?

25. How did you do in school?

26. How do you determine or evaluate success?

27. How do you establish a working relationship with new people?

28. How do you plan to achieve your career goals?

29. How do you work under pressure?

30. How does this assignment fit into your overall career plan?

31. How long would it take for you to make a meaningful contribution?

32. How much do you expect if we offer you this position?

33. How well do you adapt to new situations?

34. How well do you work with people? Do you prefer working alone or in teams?

35. How would a good friend describe you?

36. How would you describe yourself?

37. How would you describe yourself?

38. How would you evaluate your ability to deal with conflict?

39. How would your boss describe you?

40. How would your colleagues describe you?

41. If you took the job what would you accomplish in the first year?

42. If you were hiring a job-seeker for this position, what qualities would you look for?

43. Imagine that you are a member of a small team responsible for the development and production of an internal publication. Your team is dependent on another workgroup to provide the data which will form the basis of your publication. The deadline for completing this project is not able to be relaxed. (a) What factors do you think might affect the team's ability to meet the publication deadline? (b) What could the team do to ensure the project is completed on time?

44. In what kind of work environment are you most comfortable?

45. In what ways do you think you can make a contribution to our company?

46. Is there an achievement of which you are particularly proud? What is it? Why is it significant?

47. Tell me about a challenging situation you have faced. What was the situation and how did you cope with it?

48. Tell me about yourself? (try to hold your response to 2 minutes)

49. The ability to work independently within a structured team is essential to the position. This will require the successful applicant to be self-starting, able to prioritize tasks, be a good communicator, as well as showing considerable initiative. Can you give us some examples where you have worked within a team environment and demonstrated these abilities?

50. The research project and facilities the successful applicant will be involved with receives considerable attention from the general public. Therefore, a component of the job will involve liaising with the general public and media. This requires the delivery of information in a simple precise manner. How confident do you feel you are in delivering sometimes complex information in a simple manner?

51. What are the attributes of a good leader?

52. What are the key elements of measuring performance and how can you establish whether an outcome represents a success? (Answer this in terms of your own work or study experience.) More specifically, what do you think might be some key indicators of the successful performance of a national agency?

53. What are the most important rewards you expect in your career?

54. What are your career goals?

55. What are your expectations regarding promotions and salary increases?

56. What are your long range and short range goals and objectives?

57. What are your long range career objectives?

58. What are your strong points?

59. What are your weak points?

60. What can you do for us that someone else can't?

61. What can you tell us about our company?

62. What computer programs are you familiar with, and more specifically, what programs would you use to write a report, enter research data, and to prepare a poster or seminar.

63. What criteria are you using to evaluate the company for which you hope to work?

64. What do you believe is the most difficult part of being a supervisor of people?

65. What do you consider to be your greatest strengths and weaknesses?

66. What do you expect to be earning in five years?

67. What do you feel is the potential for aquaculture in Australia and what are some of the major impediments to its development? What are some of the major aquaculture species cultured in freshwater? As well as the position involving general maintenance of the aquaria and pond facilities, a significant component will involve participation in scientific experiments through the collection and collation of research data. Can you describe previous experience you have had in the day to day running of scientific experiments?

68. What do you know about our company?

69. What do you know about our competitors?

70. What do you look for in a job?

71. What do you really want to do in life?

72. What do you see yourself doing five years from now? Ten years from now?

73. What do you think it takes to be successful in a company like ours?

74. What do you think of your present or past boss?

75. What have you accomplished that shows your initiative and willingness to work?

76. What have you learned from your mistakes?

77. What interests you about our products?

78. What kind of hours are you used to working or would like to work?

79. What major problem have you encountered and how did you deal with it?

80. What makes you qualified for this position?

81. What motivates you to go the extra mile on a project or job?

82. What other positions are you considering?

83. What particular skills and qualities do you bring to the workforce? What other skills would you like to develop in the future?

84. What position do you expect to have in 2 to 5 years?

85. What qualifications do you have that make you successful in this career?

86. What qualities should a successful manager possess?

87. What questions didn't I ask that you expected?

88. What skills and qualifications are essential for success in the position of ______?

89. What specific goals other than those related to your occupation, have you established for yourself for the next ten years?

90. What two or three accomplishments have given you the most satisfaction? Why?

91. What two or three things are most important to you in your job?

92. What was wrong with your current or last position?

93. What were the five most significant accomplishments in your career so far?

94. What were the five most significant accomplishments in your last assignment?

95. What would your last boss say about your work performance?

96. What’s more important to you -- the work itself or how much you’re paid for doing it.

97. What’s the most recent book you’ve read?

98. What's one of the hardest decisions you've ever had to make?

99. Where do you expect to be in 5 years time? What will you do if you are not successful in gaining this position?

100. Which is more important: creativity or efficiency? Why?

101. Why are you looking for a new career?

102. Why did you choose this career?

103. Why did you decide to seek a position in this company?

104. Why did you leave your last job?

105. Why do you think you might like to live in the community in which our company is located?

106. Why do you want to work for us?

107. Why should I hire you?

108. Why should we hire you?

109. You have demonstrated in your CV that you have knowledge of entomology. Could you please expand on your experience and tell us what you think your strengths are in this field. An important component of the position will be the maintenance of water quality parameters within acceptable limits for the species. Can you outline your experience in water quality testing? What do you feel are the most important water quality variables?

110. You have had an opportunity to look at the statistical table from the publication (this was supplied before the interview). (a) Imagine you were asked to write a commentary on the information in the table. Are there any significant or curious or interesting features revealed by the data which you think should be highlighted, and if so, what might you say about them? Can you offer any suggestions to explain these features? (b) What is your opinion of the general layout of the table? How might it be improved?

Group Assignment

Learning Outcome: The purposes of the assignment is to demonstrate collaboration and presentational skills. Your instructor may expect one or more of the following: (a) increase your sense of belonging and community in this class, (b) increase knowledge of and interaction with people in the class, and (c) increase knowledge and application of effective public speaking and listening skills, (d) prepare you for a test over the textbook, and (e) gain knowledge and practice in using presentational (audio visual) aids.

Group Project 1:

Assignment: Each student will collaboratively work on an informative presentation on one chapter from your textbook. This will provide an excellent preview at the beginning of the course or review at the end of the course. You can divide the workload in a way that works for you or provide a roundtable discussion. Use a PowerPoint in your presentation or some other visual aid.

Presentational format: The format for the presentation is up to your group, but be creative and engage the class. You will teach the class that day, and you are encouraged to use a variety of teaching approaches. You can divide the class and have each group member work with a small group in the class to review the material. You can invite each individual in the class up to come up front to help demonstrate the presentational aid. You may want to use a game. You can ask questions, which the class answers. You can give a quiz, which students answer in groups, then ask each group to report out what their answers. You could have members of the class give impromptu speeches about different topics in the chapters you are reviewing. You could provide some kind of learning activity for the class to do in a collaborative group. There are many options available to you.

Time length: Time length should be 20-30 minutes.

Group Presentation 2:

Assignment: You need to attend a Park University or local event together as a group this semester in preparation giving a group speech with the purpose: "To persuade the audience of the value in attending Park University events." During the semester, attend a Park University event together (e.g., play, musical event, sporting event). You need to figure out something where everyone can attend together, so check the Park U. events calendar, and see what you can arrange. Here is the arts calendar: http://www.park.edu/ata/ And the athletic calendar: http://www.parkathletics.com/news/dept/all_events.shtml And, of course there are other options listed through the Park U events websites.

Rubric
This will be updated with the most recent Rubric in the system when faculty members create their syllabi.

Copyright:

This material is protected by copyright and cannot be reused without author permission.

Last Updated:2/25/2008 2:22:22 PM

CA 218 Public Relations

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Mission Statement: The most resent mission statement would be added.

Vision Statement: The most resent vision statement would be added.

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Course

CA 218  Public Relations

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Textbook:

Public Relations: The Profession and the Practice
By Dan Lattimore, Otis Baskin, Suzette Heiman,  Elizabeth Toth, and Jim Van Leuven
2003 or latest edition: McGraw-Hill ISBN: 0072935316

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

Educational Philosophy:
The Communication Arts Department at Park University combines theoretical learning, skills mastery, and practical experience for students.  This course emphasizes effective writing and professionalism for public relations.

Core Learning Outcomes:
This will be updated with the most recent Core Learning Outcomes in the system when faculty members create their syllabi.

Core Assessment:
This will be updated with the most recent Core Assessment in the system when faculty members create their syllabi.

Link to Class Rubric

Class Assessment:

Attendance and participation-10%

PSA-15%

Writing assignments: 2-4 News Releases (Broadcast and Print) and attention letter-30%

Midterm-20%

Final project-Media Campaign group project and media kit-25%

Grading:

Late Submission of Course Materials:
Public relations professionals need to meet deadlines.

Course Topic/Dates/Assignments:

16 Week Format	8 Week Format
1	1	What is PR?; History of PR; PR theory
2	1	The PR professional; The PR firm; Corporate, Government, Nonprofit PR
3	2	PR media—Newspapers, TV, Radio, Advertising, Internet
4-5	3	PR writing-print—(letters, news releases)
6-7	4	PR writing-broadcast and Internet (broadcast style news release)
8	5	Midterm; PSAs
9	5	PSAs continued; Websites as PR tool
10	6	Websites as PR tool
11-12	6	Market, audience demographics, research
13-14	7	The PR media campaign
15	8	Newsletters; Press conferences
16	8	Final Exam as scheduled

Academic Honesty:
The most recent catalog page number would be inserted here.

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.

2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.

3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".

4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.

5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.

6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

The most recent catalog page number would be inserted here.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Rubric
This will be updated with the most recent Rubric in the system when faculty members create their syllabi.

Copyright:

This material is protected by copyright and cannot be reused without author permission.

Last Updated:9/8/2008 2:17:27 PM

CA 318 Public Relations II

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Mission Statement: The most resent mission statement would be added.

Vision Statement: The most resent vision statement would be added.

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Course	CA 318  Public Relations II
Prerequisites	Public Relations I

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Textbook:
The New Rules of Marketing and PR: How to Use News Releases, Blogs, Podcasting, Viral Marketing and Online Media to Reach Buyers Directly by David Meerman Scott
 ISBN-10: 0470113456
 ISBN-13: 978-0470113455

 How to Work a Room, by Susan RoAne
 ISBN-10: 0061238678
 ISBN-13: 978-0061238673

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Alger, G., & Burnette-Lemon, J. ([YEAR]). ETHICS IN THE REAL WORLD. Communication World, 23(2), 28-29.

Areni, C., & Sparks, J. (2005). Language power and persuasion. Psychology & Marketing, 22(6), 507-525.

Baker, S., & Martinson, D. (2001). The TARES Test: Five Principles for Ethical Persuasion. Journal of Mass Media Ethics, 16(2/3), 148-175.

Baker, S., & Martinson, D. (2002). Out of the Red-Light District: Five Principles for Ethically Proactive Public Relations. Public Relations Quarterly, 47(3), 15.

Bartlett, J. (2005). Strategic Use of Media in Public Relations: Relationships Between Media Coverage, Public Relations and Organizational Strategy. Conference Papers -- International Communication Association.

Beaubien, G. (2006). Writing for the reader: How to improve corporate communications. Public Relations Tactics, 13(2), 23-23.

Boyd III, H. (2006). Persuasive Talk: Is It What You Say or How You Say It?. Journal of Advertising Research, 46(1), 84-92.

Cai, D., & Ni, L. (2005). Anxiety and Uncertainty Management in an Intercultural Setting: The Impact on Organization-Public Relationships. Conference Papers -- International Communication Association,

Choi, Y., & Cameron, G. (2005). Overcoming Ethnocentrism: The Role of Identity in Contingent Practice of International Public Relations. Journal of Public Relations Research, 17(2), 171-189.

Cooper, T., & Kelleher, T. (2001). Better Mousetrap? Of Emerson, Ethics, and Postmillennium Persuasion. Journal of Mass Media Ethics, 16(2/3), 176-192.

Davis, B. (2006). CRISIS COMMUNICATION PRACTICES AT AN INTERNATIONAL RELIEF AGENCY. Business Communication Quarterly, 69(3), 329-337.

Dees, C. (2005). Little things matter in customer communications Don't try this at work: Yo, Bob - thx 4 the e-mail!!!. Public Relations Tactics, 12(2), 25-25.

Dwyer, K. (2006). There's no such thing as a run-of-the-mill press release. Business Journal (Central New York), 20(41), 20-24.

Edgett, R. (2002). Toward an Ethical Framework for Advocacy in Public Relations. Journal of Public Relations Research, 14(1), 1-26.

Fisher, B. (2003). Ethics of Target Marketing: Process, Product or Target?. Conference Papers -- International Communication Association,

FIVE FAST WAYS TO: Work with Generation Y. (2006). Business Communicator,

Gissen, W. (2005). How to edit your employees writing, 30 easy rules. Fairfield County Business Journal, 44(29), S19-S22.

Goldsborough, R. (2006). How do you begin and end an e-mail? Keeping your online missives in top form. Public Relations Tactics, 13(2), 26-26.

Goldsborough, R. (2006). When writing e-mails, pay attention to the details. Public Relations Tactics, 13(2), 26-27.

Golladay, E. (2004). Making journalists your friends. Public Relations Tactics, 11(5), 18-18.

Gray, A. (2005). How to keep track of contacts. Fairfield County Business Journal, 44(22), 10-10.

Gray-Grant, D. ([YEAR]). Asking the right questions and then some. Communication World, 23(6), 34-37.

Gregory, J., & McNaughton, L. ([YEAR]). Brand Logic: A Business Case for Communications. Journal of Advertising Research, 44(3), 232-236.

Grunig, J. (1993). Public relations and international affairs: Effects, ethics and responsibility. Journal of International Affairs, 47(1), 137.

Hanington, B. (2006). Don't go it alone: Finding a better system to manage the writing process. Public Relations Tactics, 13(2), 21-21.

Hershkowitz-Coore, S. (2005). E-mail: Toxic or Terrific?. Journal for Quality & Participation, 28(2), 11-14.

Knowles, S. (2006). Under pressure? Deadline looming? What to do when writing panic sets in. Public Relations Tactics, 13(2), 20-21.

Likely, F. ([YEAR]). Ten things we should know about evaluation. Strategic Communication Management, 8(5), 14-19.

Lim, S., Goh, J., & Sriramesh, K. (2005). Applicability of the Generic Principles of Excellent Public Relations in a Different Cultural Context: The Case Study of Singapore. Journal of Public Relations Research, 17(4), 315-340.

Marken, G. (2006). Losing Our Most Precious Asset. Public Relations Quarterly, 51(1), 45-46.

Martinez, A. ([YEAR]). Turning the Camera on Communications Careers. Careers & Colleges, 26(3), 20-22.

Mathews, W. ([YEAR]). 'What Should I Tell Them?'. Communication World, 21(3), 46-60.

McFarland, R., Challagalla, G., & Shervani, T. (2006). Influence Tactics for Effective Adaptive Selling. Journal of Marketing, 70(4), 103-117.

McLellan, D. (2005). Make the right impression with your first contact. Des Moines Business Record, 23(23), 25-25.

Meussling, V. (1986). PRACTICAL PROFESSIONAL EXPERIENCE IN PUBLIC RELATIONS: TAKING THEORY INTO THE COMMUNITY. Communication Education, 35(3), 290.

Molleda, J., Connolly-Ahern, C., & Quinn, C. (2005). Cross-national conflict shifting: expanding a theory of global public relations management through quantitative content analysis. Journalism Studies, 6(1), 87-102.

O'Brien, T. (2006). What makes a good PR writer? Necessity is the mother (in-law) of good PR writing. Public Relations Tactics, 13(2), 28-28.

Padgett, R. (2006). Better Public Relations on Websites. Education Digest, 71(5), 54-55.

Puglisi, G. (2006). With a high-profile restaurant opening, students get taste of real-world public relations. Public Relations Tactics, 13(10), 29-29.

Qiu, Q., & Cameron, G. (2005). A Public Relations Perspective to Manage Conflict in a Public Health Crisis. Conference Papers -- International Communication Association,

Sadler-Trainor, G., & Sadler-Trainor, G. (2005). A Visual Overdose? Visual Communications in Public Relations. Public Relations Quarterly, 50(4), 7-9.

Smith, J., & Turner, P. (1993). A Survey of Communication Department Curriculum in Four-Year Colleges and Universities. Journal of the Association for Communication Administration.

Smith, R. (1993). Psychological Type and Public Relations: Theory, Research, and Applications. Journal of Public Relations Research, 5(3), 177-191.

Steward, H. (2005). GOOD WRITING IS GOOD PUBLIC RELATIONS. Public Relations Quarterly, 50(4), 41-45.

Sturaitis, L. (2004). What's the big idea?. Public Relations Tactics, 11(12), 11-15.

Sung, M. (2003). Managing Global Public Relations from an Agency Perspective. Conference Papers -- International Communication Association,

Torrisi-Mokwa, J. (2006). How the best recruit the rest: Building a culture driven by employee referrals. Public Relations Tactics, 13(8), 17-17.

Wallace, J. (2004). Warning!: poor writing skills may be hazardous to your career. Public Relations Tactics, 11(4), 22-22.

Wilkins, L., & Christians, C. (2001). Philosophy Meets the Social Sciences: The Nature of Humanity in the Public Arena. Journal of Mass Media Ethics, 16(2/3), 99-120.

Wise, K. (2005). The Importance of Writing Skills. Public Relations Quarterly, 50(2), 37-48.

Wylie, A. (2006). Write Web headlines that reach readers online. Public Relations Tactics, 13(2), 27-27.

You Are What You Write: Six Ways to Ensure That Your E-Mail Makes -- Not Breaks -- Your Career. (2005). Public Relations Quarterly.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

Course Description:

Educational Philosophy:
The Communication Arts Department at Park University combines theoretical learning, skills mastery, and practical experience for students.  This course emphasizes writing preparation for work as a public relations professional.

Core Learning Outcomes:
This will be updated with the most recent Core Learning Outcomes in the system when faculty members create their syllabi.

Core Assessment:
This will be updated with the most recent Core Assessment in the system when faculty members create their syllabi.

Link to Class Rubric

Class Assessment:

· Participation and Writing Assignments (40-55%)

· Campaign or Collaborative Project (10%)

· Individual Public Relations Portfolio (Total 30%) 

· Final exam (10-25%)

Grading:
90-100% equals A.
80-89.99 equals B.
70-79.99 equals C.
60-69.99 equals D.

Late Submission of Course Materials:
Public relations professionals meet deadlines.

Classroom Rules of Conduct:

· Be on time.

· Prepare in advance and engage in class.

· Contribute to a learning environment with professionalism and respect.

Course Topic/Dates/Assignments:

Schedule 16 Week Format	8 Week Format	Reading for Scott & RoAne	Reading for Newsom & Haynes.	Lecture Write about our Park radio station, a real topic related to Park University or your current employment.	Writing	Teamwork, Peer Review, and Re-Writing	Discussion
Unit 1 Week 1 The PR Web Persuasive Principles	Week 1	Skim course booklet. Scott Text Chapters 1 & 2  New Rules Chapter 3 Web-based communications to reach buyers directly	Ch 1 & 2	Define Public Relations Ethics Persuasion and the Compliance Gaining Process	Writing assignment:  Bring ID login information for eCollege.  Send email to class members, which discusses key principles of compliance gaining.	Peer Assessment & Rewrites Discuss Introduction to the course The PR Professional's Portfolio Assign teams/groups.	Preview Blogs
Week 2	Week 1	Chapter 4 & 17	Ch 3, 4, & 12	Conducting Research Blogs Visual Design	Writing assignment:   Bring research needed and create a Google blog. In-class writing assignment: Create your blog about one of these topics: (a) public relations, (b) communication arts at Park University, or (c) our student radio station. Send eCollege email to invite class members to participate in your blog.		Preview news releases and newsletter.
Unit 2 Week 3	Week 2	Scott Text Chapter 5 & 14	Ch 5, 6, 9	General Writing Principles News Releases	Writing assignment:  Write a standard one-page (250 words) news release about Park University's radio station.  You can write for or about  KGSP-FM  Conduct an interview and bring research needed to write the news release.	Peer review and rewrite news release. Post your news release to a student blog or other online forum.	Preview radio advertising and audio messages.
Week 4 Feb. 4 Audio Message	Week 2	Scott Text Chapter 6	Ch 13	Advertising copy Audio Content, Podcasting	Writing assignment:  Write a 30 sec. radio or Internet audio ad. Bring research needed to write and record the audio ad.  You can write for KGSP-FM	Peer review and rewrite audio advertisement. Participate in each student's blog at least once over the next few weeks.	PRSSA Preview Forums, Wikis, Facebook
Week 5	Week 3	Scott Text Chapter 7	Ch 7	Forums, Wikis, Facebook, Emails & More	In-class writing assignment:  Bring research needed and create an online research survey.	Peer review and rewrite your survey.  Send emails for survey participation. Post your new release to an online forum.	Preview Going Viral and more about newsletters.
Week 6	Week 3	Scott Text Chapter 8	Ch 17	Going Viral	Writing assignment: Bring research needed and begin to write a 4-page newsletter.Bring materials needed to create and print or order a business card.  Example.		Peer review and rewrite newsletter.  Preview WebPages.
Week 7	Week 4	Scott Text Chapter 9 Web Site	Ch 14	Webpage	Writing assignment: Bring research needed to create, write, and upload a webpage.  You need your Park ID information.  Students can have their own web pages at click here and you can request the web page at click here there are a few standards that Park has to avoid problems. You can use Microsoft Word to create the page through the save function.	Peer review and rewrite newsletter and webpage. Upload your webpage.	Preview PR plan and backgrounder.
Week 8	Week 4	Scott Text Chapter 10 PR Plan Chapter 11 Leadership Chapter 12 Writing Effectively	Ch 8	PR Plan Campaigns	Writing assignment: Bring research needed and write a backgrounder or position policy.	Peer review and rewrite newsletter, webpage, and backgrounder.	Preview creating a brochure.
Spring Break
Week 9	Week 5	Scott Text Chapter 13 Chapter 15 Chapter 16	Ch 15 & 18	Campaigns Media Room Pitches Brochures	Writing assignment: Bring research needed and create a brochure.	Peer review and rewrite brochure.	Preview PR and broadcasting.
Week 10	Week 5	Scott Text Chapter 18	Ch 10 & 11	Broadcast News Video	Writing assignment: Bring research needed and write a news release or script for video use.	Peer review and rewrite video news release or script.
Week 11	Week 6	Scott Text Chapter 19 Chapter 20  Chapter 21	Ch. 16	Social Networking Using Search Engines as PR	Writing assignment: Bring research needed and materials, and create an action research table-top display. · Public Relations Concentration. · Organizational Communication Concentration. · The Stylus · KGSP Radio Take photo of your display for your portfolio.	Begin Group Project. Peer review and rewrite display project.  Complete needed forms.	Preview social networking and RoAne readings.
Week 12 April 7	Week 6	RoAne Text Chapters 1-6	Ch 19	Social Networking Part 1. Magazines & Reports Social roadblocks Being there Charm and Chutzpah Working the "virtual room"	Final Course Project--Core Assessment--due as hardcopy at the beginning of class. Writing assignment: Bring research needed to write and pitch a campaign i ACEI media kit NASA media kit USIP media kit Idea 1 Crisis plan:  Idea - Idea 2 - Idea 3	Peer review portfolio. Finish your tabletop display. Post PR display photo to your facebook.com account. Begin group collaboration research and PowerPoint on assigned topic.	Independent Group Workday:  Prepare group PowerPoint and begin Tabletop  presentation on assigned topics.
Week 13	Week 7	RoAne Chapters 7-13	Ch 20	Crisis Communication Social Networking Overcoming shyness Planning Buddy system Conversation Audiences Etiquette		Work in preparing group presentations.	Group Collaboration Presentations
Week 14	Week 7	RoAne Chapters 14-18		Social Networking Cocktail party Reunion Trade show Technology Diversity Transportation	Core Assessment Revision due Session 1 of Week of individual portfolio due Session 1 of Week. Group Collaboration Presentations	Pass out business cards at cocktail party. Discuss professional organization membership.	Individual Portfolio Presentation and Interview 10 minute work session for poster presentation
Week 15	Week 8			Individual Portfolio Presentation and Employment Interview	Poster Presentation at Research & Creative Arts Symposium	Work session for poster presentation	Course closure. Review for final exam. In-class PR assignment:  Bring your cell phone, phone numbers, and make a cold call to encourage people to attend an event at Park University.
Week 16 Final Exam Week	Week 8			Final Exam as scheduled

Academic Honesty:
The most recent catalog page number would be inserted here.

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.

2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.

3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".

4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.

5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.

6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

The most recent catalog page number would be inserted here.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:

What College Grads NEED to Know and Do To Be Smart, Savvy and Employed  Susan RoAne, The Mingling Maven® and author of one of your course books.

I am constantly awed at the talent, intelligence and knowledge that many college students possess. I am equally amazed at how naive many of them are.

·

You must have work and study habits as well as a laser focus--all of which translate into good job/work habits.  Be in class and actively engaged, be on time, meet deadlines, go beyond the requirements.  Faculty are references.

·

You must avail yourself of school services: Career Center, Alumni Center, job search workshops.

·

MANNERS count and there is no way around it.

·

Yes, write that thank you in a timely way after you are given a lead, an interview or an introduction.

·

Ask for Help: From family and friends, alumni, instructors or current practitioners in your chosen field.

·

Apply for internships and work as smart and hard as you can.

·

Don't waste a minute of your time worrying about the fairness of the "who you know" aspect of life or jobs. Just be sure that the people you know want to know, recommend, hire and mentor you.

Rubric
This will be updated with the most recent Rubric in the system when faculty members create their syllabi.

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:9/8/2008 2:02:32 PM

CA 104 Interpersonal Communication I

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Mission Statement: The most resent mission statement would be added.

Vision Statement: The most resent vision statement would be added.

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Course

CA 104  Interpersonal Communication I

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Textbook:

Verderber, K. S., Verderber, R. F., & Berryman-Fink, C. (2006). Inter-act: Interpersonal communication concepts, skills, and contexts. (10th or latest ed).  New York: Oxford University Press.  

You will find helpful resources at the textbook's publisher website:  http://www.us.oup.com/us/companion.websites/019516847X/

You can access the detailed website through your CD-ROM in the back of the book. 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

Course Description:
An introduction to the knowledge and skills of interpersonal communication. The course content includes facilitation of more effective and supportive behavior, reduction of communication barriers and development of increased skill and confidence in relationships.  Focus will be on the following:

· Using interpersonal communication concepts

· Analysis of interpersonal communication skills

· Evaluation of interpersonal communication strategies

· Application of research-based communication theories to real world situations

· Critical thinking that demonstrates the ability to conduct research.

Educational Philosophy:
COMMUNICATION ARTS DEPARTMENT PROGRAM GOALS RELEVANT TO CA 104

	Professionalism	Intercultural Sensitivity	Critical Thinking	Ethics	Free Speech	Symbolic Acuity
1. Identify the fundamental elements of the communication process.		Intercultural Sensitivity				Symbolic Acuity
2. Illustrate how self-concept influences communication.		Intercultural Sensitivity	Thinking	Ethics
3. Explain how perception affects communication.	Professionalism	Intercultural Sensitivity
4. Demonstrate effective listening habits and skills.	Professionalism	Intercultural Sensitivity				Symbolic Acuity
5. Explore why language can create communication problems.	Professionalism					Symbolic Acuity
6. Illustrate why nonverbal cues can create communication problems.	Professionalism					Symbolic Acuity
7. Contrast methods of resolving communication problems caused by verbal and nonverbal communication.			Thinking			Symbolic Acuity
8. Formulate personal strategies for developing effective intercultural communication.		Intercultural Sensitivity				Symbolic Acuity
9. Describe theories of relationship development.			Thinking
10. Select appropriate strategies for maintaining healthy interpersonal relationships.	Professionalism	Intercultural Sensitivity	Thinking	Ethics	Free Speech	Symbolic Acuity
11. Evaluate the effectiveness of methods of resolving conflict.			Thinking			Symbolic Acuity
12. Demonstrate how to develop a supportive communication climate.	Professionalism	Intercultural Sensitivity	Thinking	Ethics	Free Speech	Symbolic Acuity

Core Learning Outcomes:
This will be updated with the most recent Core Learning Outcomes in the system when faculty members create their syllabi.

Core Assessment:
This will be updated with the most recent Core Assessment in the system when faculty members create their syllabi.

Link to Class Rubric

Class Assessment:

Assignments	Weight by Percentage
Participation, Discussion, Participation, Oral Presentations	30%
Personal Reflections	10%
Research Paper on Interpersonal Communication Principles Using Film	20%
Portfolio	20%
Testing	20%
Total	100%

Research paper of on interpersonal communication principles using film.

Instructions:  The goal of this assignment is to write a research report about interpersonal communication principles, in which you define principles in your own words use examples from a feature film to illustrate each principle.   In your research report--in which you cite and reference quality sources--you will want to explain the importance of various influences on communication.  You also may want to analyze the process that occurs as a relationship is established, grows, and changes.  In this context, relationship means being inter-related or connected.  Use one movie/feature film to illustrate the principles you research.  Movies present excellent case studies for analysis of specific relationships.  The textbook's website gives example movies and information, which you may use.  Here is an example of Inter-Act with Movies for chapter 2:  http://www.us.oup.com/us/companion.websites/019516847X/studentresources/ch2/film/?view=usa Type a research paper that identifies the communication phenomena you saw occurring (e.g., perception, nonverbal communication, empathetic listening).  Use APA style (see http://owl.english.purdue.edu/owl/resource/560/01/ ).  Cite at least four sources in the body of your paper--whether paraphrased or directly quoted--such as your textbook, a library book, and two peer-reviewed journal articles from EBSCO.  Make sure you do the following:

· Define several interpersonal communication concepts in your own words.

· Analyze interpersonal communication skills

· Evaluate interpersonal communication strategies

· Apply research-based communication theories to a real world situation, including how you personally can improve your interpersonal skills.

GRADING RUBRIC FOR RESEARCH-BASED APPLICATION PAPER

Competency	Exceeds Expectation--All required for grade of A.	Meets Expectation--Minimum required for grade of C.	Does Not Meet Expectation--Minimum required for grade of D.	No Evidence--Grade of F or required revision.
Analysis Outcomes Outcomes CLO1-12	Discussed cause and effect, development stages, and free of content mistakes.	Shows concept complexity, but makes 1-2 content mistakes or fails to discuss cause-effect.	3 content mistakes or no analysis.	Analysis could have been written before IC course.
Evaluation Outcomes Outcomes CLO 1-12	Discussed communication success, good-bad evaluation, and how to fix problems.	Lacks success discussion or research-based improvement strategies, but contains evaluation.	No success and no improvement discussion, has evaluation of communication.	Evaluation could have been written before IC course.
Concepts Outcome CLO 1-12	Discussed 9 or more IC concepts in own words.	Discussed 6-8 IC concepts in own words.	Discussed less than 6 IC concepts in own words or used textbook only to describe.	Discussed concepts irrelevant to IC or not from communication studies.
Application Outcomes Outcomes CLO 1-12	Discussed multiple change strategies, no errors.	Discussed multiple change strategies, with 1-2 errors.	Discussed ineffective change strategies, not supported in the field of communication studies.	Application could have been written before IC course.
Critical Literacy Outcomes	At least 4 IC related CA evidence in reference list of different kinds. No Internet, no trade books, no popular press books.	Makes sense and included at least 3 IC related CA evidence in reference list of different kinds (journal articles, IC textbooks).	Not all sources are IC related CA evidence, or lack peer-reviewed journal articles, or lack textbook.	No reference list, or used Internet/popular press sources, or could have been written before IC.

Grading:

90 - 100%   A

80 - 89.99%   B

70 - 79.99%   C

60 - 69.99%   D

0 - 59.99%   F   

Late Submission of Course Materials:
Submit all assignments on time or make arrangements with your instructor in advance of the due date.

Classroom Rules of Conduct:
The Department of Communication expects students to behave in ways consistent with the program goals.
Professionalism:  Be present and actively engaged in the course, be on time, submit work on time.

Intercultural Sensitivity:  Respect others and value diversity.

Critical Thinking:  Conduct effective research, analysis, evaluation, and application.

Ethics:  Be honest, credit the works or others whether paraphrasing or quoting.

Free Speech:  Respect the opinions and rights of everyone in the course.

Symbolic Acuity:  Employ effective writing, speaking, and listening skills.

In addition, your instructor may have additional expectations.

Course Topic/Dates/Assignments:

8 Week Format	Topics and Learning Outcomes Note learning outcomes often overlap.	Verdeber et al Reading	Assignments
1	Orientation to Interpersonal Communication.  Forming and Using Social Perceptions.  Intercultural Communication. Outcomes: ·         Identify the fundamental elements of the communication process.  ·         Formulate personal strategies for developing effective intercultural communication. · Identify the fundamental elements of the communication process.	Read chapters 1 & 2.	Discussion and weekly learning activities.
2	Communicating in Relationships.  Perception.  Listening.  Verbal Communication. Outcomes: ·         Explain how perception affects communication.  ·         Explore why language can create communication problems. · Describe theories of relationship development.	Read chapters 3 & 4.	Discussion and weekly learning activities.
3	Communicating Through Nonverbal Behaviors.  Holding Effective Conversations. Outcomes: ·         Illustrate why nonverbal cues can create communication problems. · Hold a successful conversation with a stranger.	Read chapters 5 & 6.	Discussion and weekly learning activities.
4	Listening Effectively.  Responding with Understanding and Comforting Others Outcomes: · Demonstrate effective listening habits and skills. · Demonstrate how to develop a supportive communication climate.  · Select appropriate strategies for maintaining healthy interpersonal relationships.	Read chapters 7 & 8.	Mid-term test.
5	Self.  Sharing Personal Information:  Self-Disclosure and Feedback.  Using Interpersonal Influence Ethically Outcomes: ·         Illustrate how self-concept influences communication. · Select appropriate strategies for maintaining healthy interpersonal relationships.  · Use persuasion ethically.	Read chapters 9 & 10.	Submit your research paper draft,  in which you analyze interpersonal communication principles through a film.
6	Managing Conflict Outcomes: · Contrast methods of resolving communication problems caused by verbal and nonverbal communication. · Evaluate the effectiveness of methods of resolving conflict.	Read chapters 11 & 12.	Discussion and weekly learning activities.
7	Communicating in Intimate Relationships:  Friends, Spouses, and Family.  Communicating in the Workplace. Outcomes:  · Document improvements to the quality of your communication in personal and professional contexts. ·         Demonstrate how to develop a supportive communication climate.	Read chapters 13	Submit final version of your research paper, in which you analyze interpersonal communication principles through a film.
8	Electronically Mediated Interpersonal Communication and Course Closure		Final exam.

Academic Honesty:
The most recent catalog page number would be inserted here.

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 87
In your research paper, you need to cite the source of all information, including paraphrased information.  Give the page number for all direct quotations.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.

2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.

3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".

4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.

5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.

6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

The most recent catalog page number would be inserted here.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:





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Conducting Research

You will want to use high quality sources such as peer-reviewed journal articles in communication, from the Park library's scholarly databases. A scholarly journal is a periodical, where the editor asks three experts to read each article to determine whether the quality is high enough for publication. These articles are primary sources, so they are considered more valid than secondary sources. In interpersonal communication studies, avoid articles more than ten years old.

Park University has excellent online scholarly databases appropriate for undergraduate research and study. Please use scholarly, peer-reviewed journal articles for your work in this course. You can access the library's EBSCO Communication and Mass Media Complete here: http://www.park.edu/library/  Here is a tutorial about using the database: http://ourwayit.com/LibraryTutorial/

Sometimes students want to use Internet sites for research, but websites are generally inappropriate or suspect for college-level research. Never use Wikipedia, for example, which is a wiki where anyone can write the material. If your instructor allows the use of websites, make sure the website is a US government site or provided by a valid University or educational institution. Below is a very high quality website created by a University of Kentucky professor, where he describes the basic idea of several key interpersonal communication theories. You may find this useful in your research report. Lane, D. (2001). Communication theory workbook: Interpersonal contexts. Lexington, KY. Accessed July 28, 2008 from http://www.uky.edu/~drlane/capstone/interpersonal/

Rubric
This will be updated with the most recent Rubric in the system when faculty members create their syllabi.

Copyright:

This material is protected by copyright and cannot be reused without author permission.

Last Updated:9/8/2008 1:28:44 PM

Performance Indicators:

1.         Participation Activities (80 points)

            Attendance and participation are the most critical components to your success in this course.  The majority of course content is conveyed through class lecture and group activities.  It is virtually impossible to make-up these experiences.  Therefore, you are encouraged to attend class on a regular basis.  While in attendance, you are expected to participate in class discussions as both a listener and contributor.  You will have many opportunities throughout the semester to complete in-class and take-home assignments which will accrue participation points.

            If you miss a class session in which a participation activity is held, you may make up 70% of participation points by completing a make-up assignment related to the topic covered in class.  Instructions for make-up assignments will be posted on the Blackboard site as each topic is covered.  Make-up assignments are due one week from the date of the absence.  No individual student may submit more than 3 make-up assignments. 

            On your third absence from class, you must contact the instructor for an appointment to discuss your options for continued participation in the course.

2.         Reflective Threaded Discussion (40 points)  

            Each student will participate in 2 reflective threaded discussions during the course of the semester.  You will be placed in a Threaded Discussion group based on the initial letter of your last name.  To participate in a threaded discussion, you must post your own response to the topic in a 750-word reflection and respond to 4 other posted reflections.  Points will be awarded based on (a) the reflective quality of your entry and (b) the responsiveness of your comments to other participants and (c) adherence to the assignment requirements.  A scoring guide is posted on the Bb site under "Assignments".

Other Relevant Course Information:

BLACKBOARD:

A portion of this course will be taught using the Blackboard program.  Each student will be required to obtain and use his/her UMKC email address to access and participate in online activities.  Procedures for the use of Blackboard will be presented during a class session early in the semester and additional help is available through any of the campus computer centers.

SOE Teacher Education Principles Addressed in this Course:

Principle #2: The beginning teacher understands how children learn and develop, and can provide opportunities that support their intellectual, social, and personal development.

Principle #3: The beginning teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principle #9: The beginning teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others and actively seeks opportunities to grow professionally.

LATE ASSIGNMENTS:

Late assignments will be accepted only with prior approval of the instructor.  All late assignments will be reduced by 10% of the total points possible each class session the assignment is late.

USE OF PERSONAL DEVICES (cell phones, blackberries, pagers)

As a courtesy to your colleagues, please turn off all electronic devices prior to the beginning of class.  If you must receive a message, please set your device to vibrate and leave the room prior to answering.  Please do not send or receive text messages during the class period.

TE 404:  Education of the Exceptional Child and Youth

August 18	Welcome Team Assignments Educating Peter:  An Introduction to Disability	No Readings
August 25	Syllabus Overview Historical Perspectives in Special Education	Chapters 1 & 2
September 1	NO CLASS    Labor Day Holiday	No Readings
September 8	Procedures and Services in Special Education Guest Speaker:  Dr. Maura Linas	Chapters 14 & 15
September 15	Learning Disabilities Threaded Discussion #1 Opens	Chapter 3
September 22	Attention-Deficit Hyperactivity Disorder Threaded Discussion #1 Closes	Chapter 4
September 29	Behavioral and Conduct Disorders	Chapter 5
October 6	Emotional Disturbance	No Readings
October 13	Midterm Exam
October 20	Gifted and Talented One Child Project (begins in class)	Chapter 12 One Child Book
October 27	Intellectual Disabilities/Mental Retardation	Chapter 6
November 3	Pervasive Developmental Disorders Graduate Project Due	Chapter 7
November 10	Physical Disabilities One Child Project Due Threaded Discussion #2 Opens	Chapters 8 & 9
November 17	Other Health Impairments Threaded Discussion #2 Closes	Chapters 10 & 11
November 24	No Class   Thanksgiving Holiday
December 1	Graduating Peter:  A Look Back at Inclusion	No Readings
December 8	Final Exam

In the unlikely event that classes are cancelled, scheduled activities will roll over to the following class date. 

Disability, Academic Honesty, English Proficiency, & Attendance Policies

Students with Disabilities. To obtain disability-related accommodations and/or auxiliary aids, students with disabilities must contact the Office of Services for Students with Disabilities (OSSD) as soon as possible at 816-235-5696. Once verified, OSSD will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. In addition, individuals who feel they may need some instructional modifications to complete course requirements due to a disability have the responsibility of making the instructor aware of this as soon as possible.

Academic Honesty. It is the philosophy of the University of Missouri-Kansas City that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University.

English Proficiency. Students who encounter difficulty in the course because of English proficiency of the instructor should speak directly with their instructor. If additional assistance is needed, students may contact the UMKC Help Line at 816-235-2222.

Attendance Policy. Students are expected to attend and participate in the class. However, excused absences may be permitted and applied in a non-discriminatory manner. Excused absences may include absences due to illness of the student, illness of an immediate family member for whom the student must care, death of an immediate family member, religious observance (where the nature of the observance prevents the student from being present during class), representation of UMKC in an official capacity, and other compelling circumstances beyond the student’s control. Students should notify the instructor of excused absences in advance, when possible. Provide the documentation upon request to substantiate the excuse. Students who have an excused absence are expected and responsible to make arrangements with instructors for alternative or make-up work, such arrangements should be made in advance of the absence, where possible. Unexcused absences should be avoided and may result in the lowing of a student’s grade.

Civility

Without exception, all electronic communication devices including, but not limited to pagers, cell phones, and blackberries should be turned off during class.

If you have a grievance or concern

The School of Education has policies in place for assisting students with concerns and grievances.  The procedure for a grade appeal may be found at:_________________  If you have other concerns, you should follow a similar process.  The first step is to meet with the course instructor.  If there is no satisfactory resolution of the problem, you may bring your concern to the Division chairperson.  We recommend that you send the chairperson your concern in writing and request a meeting.  If the chairperson is unable to resolve the issue, your next step would be to contact Dr. Ginny Miller, Assistant Dean.  Once again, we recommend that you send your concern in writing and follow-up with a request for a meeting.

Grading

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Probably no element is more crucial to student or trainee satisfaction than your grading policies. You will want to give serious thought to how you will grade.

If you are going to teach at Park University, you will need to provide a division of the percentage and points for the course assignments. To make it simple, you will have more accuracy by using fewer point. If you artificially expand the grade through a point system, then collapse it to A, B, C, D, F, you can introduce error by using a large number of points.

Read this information from Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993. http://teaching.berkeley.edu/bgd/grading.html

Here are some grading systems to consider.

10 A+ 9  A- 8  B- 7 C- 5 D-	5 A+ 4 A 3 B 2 C 1 This system tends to lower grades because faculty are reluctant to give an A+.	POINT VALUES There are 100 points possible in the course. 100% = 100 points. A typical way of approaching grading is to use percentages. 90-100 = A 80-89.99 = B 70-79.99 = C 60-69.99 = D Below 60 = F If you just use whole numbers, you will need to explain how you do rounding.	279-300             =          A 270-278             =          A- 261-269             =          B+ 249-260             =          B 240-248             =          B- 231-239             =          C+ 219-230             =          C 210-218             =          C- 201-209             =          D+ 189-200             =          D 180-188             =          D- 179 and below               =          F
15A+ 14 A 13 A- 12 B+ 11 B 10 B- 9 C+ 8 C 7 C- 6 D+ 5 D 4 D- 3 F+ 2 F 1 F-	Mastery Options: Any grade under 80% should be revised. Any grade under 90% can be revised. Any grade can be revised. If revised, the student can gain 1/2 of the missed points.	Your grade needs to convert to this kind of system in the end. This is NOT a percentage basis. 4 = A 3 = B 2 = C 1 = D	If using a percentage basis, then it looks like this based on a 4 point scale. 4 = A+ 3.6 = 90% or A- 3.2 = 80% B- 2.8 = C- 2.4 = D-
	How do you figure a percentage? Multiply the percentage times the number of points. .80 or 80% times 7 possible points is 5.7 points	If the test has 75 questions and the student received 67, divide 75 into 67 for the percentage. Always divide the smaller number by the larger number to obtain the percentage = 89%. If the test is worth 12 points, then multiply .893 x 12 = 10.72 points. If you leave the fractions, the grading will be more accurate.

Students will understand your system better if the system is easy to understand.

Some additional sources worth reading.

Grading interpersonal communication http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/35/2a/e0.pdf

Grading speeches http://www.siue.edu/SPC/SPC_Portfolio/standards.html

Grading papers http://isites.harvard.edu/fs/html/icb.topic58474/GradingPapers.html

Grading groups http://www.evergreen.edu/washcenter/resources/acl/b5.html

Chapter 10

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Chapter 10 Objectives

1. Identify strategies to manage quiet, talkative, “big headed”, negative, and aggressive trainees.
2. Describe three conflict management styles and discuss how to select an appropriate style for managing conflicts during training sessions.
3. Use conflict management skills appropriately and effectively during a training session.
4. Reduce conflict during a training session by using appropriate affinity-seeking, nonverbal and verbal immediacy, and pro-social behavior alteration techniques.
5. Manage and eliminate trainer misbehaviors.

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Chapter Overview

This chapter discusses the management of conflict in training sessions by covering how to anticipate and minimize unproductive conflict during training, examining conflict management styles, identifying conflict management skills, and offering strategies to prevent or reduce conflict.

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Chapter Lecture

I. Interpersonal conflict occurs between two people and is the result of one person blocking the achievement or goals of at least one other person.
A. Consider the underlying interpersonal needs of trainees.
1. Inclusion
2. Affection
3. Control
B. Trainees expect trainers to reduce or manage distractions in the training environment.

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II. Anticipate problem trainees
A. Quiet trainees rarely talk and are often misperceived as lacking interest, being a slow
learner, being apathetic, or being aloof.
1. Avoid consistently calling on quiet trainees.
2. Avoid assigned seating to allow quiet trainees to find their comfort zone.
3. Avoid evaluating trainees based on how much they have participated in the training classroom.
B. Make communication a rewarding experience.
1. Avoid ambiguity, novelty, and evaluation.
2. Increase trainees control over their success.
3. Use the think, pair, share technique to ask trainees to answer questions individually and pair with another to share ideas prior to sharing with the entire group.

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C. Talkative trainees are compulsive communicators who like to hear themselves talk and dominate training classroom discussion.
1. Use regulatory statements to curb talk.
2. If necessary, discuss trainees’ dominant communication style using conflict management skills.
D. Bigheaded trainees are all proclaimed experts who have done and seen it all.
1. Meet their control, inclusion, and affection interpersonal needs.
2. Reduce your communication with them.
3. Move away from them physically.
4. Use their expertise but channel it so it is not disruptive.
E. Negative trainees find the fault in everything you and others do.
1. Make the training relevant to their needs.
2. Give trainees some options.
3. Manage negative trainees negative experiences.
F. Manage aggressive trainees who lack social skills and go on the attack by using conflict management skills.

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III. Using conflict management skills
A. Understand that individuals have different conflict styles.
1. Nonconfrontational style fails to manage the conflict by avoiding it or giving in to the other’s requests.
2. Confrontation style is a win-lose approach where one wins at the expense of others.
3. Cooperative style views conflict as a win-win: a set of problems to be solved rather than a competition.
B. Manage the emotions
1. Take time to cool off and collect your thoughts.
2. Select an appropriate time and place to address the conflict.
3. Remain nonverbally responsive, interested and open to them and their communication.
4. Plan the meeting, outlining your outline and goal for the conversation.
C. Describe behaviors rather than evaluate the person
1. Identify and describe the problematic behaviors.
2. Use “I” messages rather than “you” messages.
D. Paraphrase content and emotions
1. Ask the problem trainee to paraphrase the content of the conflict conversation.
2. Ask the problem trainees to paraphrase the emotional content of the conflict conversation.
E. Adapt communication accordingly based on the trainee’s understanding of the problem.

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IV. Relational power is granted to instructors by students who like and respect them.
A. Affinity seeking is the process by which individuals attempt to get others to like and feel positive about them.
1. Assume equality
2. Comfortable self
3. Conversational rule keeping
4. Dynamism
5. Elicit other’s disclosure
6. Facilitate enjoyment
7. Optimism
B. Trainees are more willing to do what is asked of them if they like the instructor

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V. Use immediacy behaviors
A. Nonverbal immediacy behaviors
B. Verbal immediacy behaviors

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VI. Use pro-social behavior alteration techniques
A. Behavior alteration techniques are communication strategies that control and direct student behavior.
1. Pro-social techniques are positive and grounded in constructive relationships.
a. Immediate reward from behavior
b. Reward from others
c. Self esteem
d. Responsibility to others
e. Normative rules
f. Altruism
g. Peer modeling
h. Positive trainer-trainer relationship
i. Trainer modeling
j. Expert trainer
k. Trainer feedback
2. Anti-social techniques are negative and grounded in destructive
relationships.
a. Punishment from others
b. Guilt
c. Negative trainer-trainee relationship
d. Legitimate higher authority
e. Debt

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VII. Eliminate trainer misbehaviors
A. Make sure the trainer is not the source of conflict.
B. Identify potential problem behaviors and seek assistance.

Chapter 11

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Chapter 11 Objectives

1. List and explain two reasons why assessment is important.
2. Develop a series of a Likert-type and semantic differential scale items that assess trainees’ affect or liking for their trainer, training content, and trained behavior.
3. Develop multiple-choice, matching, and essay items to access cognitive learning outcomes.
4. Differentiate between atomistic, analytic, and holistic or general impression levels of behavioral assessments.
5. Develop a behavioral assessment instrument for a communication behavior that includes
behavioral items, skill ranges, and skill criteria.
6. Explain the importance of inter-rater reliability.
7. Differentiate between pre-post test, pre-post test with control group, post-test only with
control group, and repeated measure designs.
8. Explain the advantages and disadvantages of pre-post test, pre-post test with control
group, post-test only with control group, and repeated measure designs.
9. Explain the importance of triangulation.
10. Explain he significance of the cost benefit ratio.

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Chapter Overview

This chapter reviews the importance of assessment, how to measure affective, cognitive, and behavioral learning outcomes, presents various assessment designs, and discusses how to interpret assessment information.

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Chapter Lecture

I. Training assessment is a systematic process of evaluating training programs to ensure that they meet the needs of the trainees and organization.
A. Develop learning objectives that describe the outcomes you want at the end of the training program.
B. Measure learning outcomes by using surveys and interviews.
C. Interpret the assessment data.
D. Use data to modify and improve your training program.

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II. The importance of the assessment process
A. Assessment allows trainers to demonstrate they make a difference by increasing profits and decreasing expenses.
B. Assessment allows trainers to get and use feedback from trainees to ensure they are meeting the learning objectives.

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III. Measuring cognitive learning outcomes: Did they learn it?
A. Multiple choice exam items challenges trainees to decipher between three to five possible choices to a particular question.
B. Multiples choice exam items are made up of two parts.
1. Stems are the incomplete statement.
2. Foils are the alternative choices following the stem.
3. The keyed response is the correct answer.
4. Distractors are incorrect answers.
C. Advantages
1. Inexpensive when compared to other assessment instruments.
2. Require minimal time to administer and score.
3. Flexible and easily adaptable and revised.
D. Disadvantages
1. Correct answer can be deciphered through process of elimination.
2. May assess test taking abilities rather than cognitive learning outcomes.
3. May require rote memorization rather than application.
E. Suggestions for writing multiple choice questions.
1. Avoid making the correct answer too obvious.
2. All foils should be similar in length, parallel in construction, and precise in expression.
3. Keyed responses should be evenly distributed throughout the letters and the test items.
4. Avoid negatively worded or double negative stems an/or foils.
5. Avoid grammatical cues that give the correct answer away.
6. Avoid using “all” or “none of the above” foils.

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F. Matching exam items asks trainees to connect or attach two words and/or phrases together.
1. Useful when assessing a lot of content or when space is limited.
2. Poorly written items allow students to select answer through process of elimination.
3. Suggestions for using matching items.
a. Make sure the two sets remain similar in terms of content.
b. List of stimuli should be no longer than eight items with the response 50% longer.
c. List of possible responses should include plausible answers.
G. Essay items are asked to generate the correct response by recalling, explaining or organizing information into the correct response.
1. Advantages
a. Eliminates the possibility of guessing and focusing on rote memorization.
b. Allows trainees to apply information directly to their personal and professional lives.
2. Disadvantages
a. Require more time to read and evaluate.
b. Quality of the answer may only be as good as the quality of the question.
3. Suggestions
a. Define the task presented in the essay question.
b. Focus the essay question.
c. Write clear and specific directions.
d. Allow ample time for trainees to answer all essay questions. H. Guidelines for writing and administering exams
1. Write exams that cover each aspect of the training program making sure exam items are proportionate to the amount of time invested in each training concept.
a. Group items by chapters or units.
b. Include a variety of items to assess all levels of cognitive learning.
c. Write items in a way that remains consistent with how the content was presented.
d. Pilot the exam by asking colleagues to take it before you administer it to trainees.
2. Administer the exam in the same environment where students learned the content.

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IV. Measuring affective learning: Did they like it?
A. Affect is the degree of liking, appreciation, respect, and/or value one has for something.
B. Measure affective learning using a survey or questionnaire to measure how the trainees like, value, respect the content, behaviors, you, and the likelihood they will use the skills they learned.
1. The Likert scale asks trainees to respond to a statement indicating their level of agreement or disagreement.
2. The semantic differential measures attitudes by asking people to choose between two opposite positions.

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V. Measuring behavioral learning: Can they do it?
A. Behaviors can be assessed at three different levels.
1. Atomistic assessment determines if the behaviors were performed.
2. Analytic assessment determines how well each of the individual behaviors was performed.
3. Holistic or general impression assessment measures the overall quality of the skill performance.
B. Determine who will be completing the behavioral assessment.
1. 360-survey method
2. Customers
3. “phantom” customers
C. Include the behavioral items, skill ranges, and skill criteria in assessment instrument.
1. Skill ratings are a series of numbers or a scale that indicates the level or quality of performance.
2. Skill criteria describe behaviors for each skill rating.
3. Instrument must be reliable to be useful.
a. Criteria allows team of assessors to have inter-rater reliability.
b. Problems come from unclear skill rating criteria and poor training of the assessment team.
D. Quantitative assessment design for measuring training objectives.
1. Pre/post test design is used to measure trainees before and after the training to see if there is a change in knowledge, attitudes, and/or behaviors.
2. Pre/Post test with control group design compares trainees who have completed the training with another similar group who has not been exposed to the training.
3. Post test only with control group design uses post tests to measure both the control group and the group completing the training.
4. Repeated measure design uses pre and post tests as well as other tests at various intervals throughout the training program to determine where changes in knowledge, attitudes, or values occur.
a. Allows for trainers to make informed decisions about programs that don’t negatively affect learning outcomes.
b. Repeating testing at a later date would determine the long term effect of the training.

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VI. Qualitative assessment design is used to describe learning outcomes.
A. Focus groups utilize informal, focused discussion following the training program to
identify patterns or themes in the discussion that reflect learning outcomes.
B. Standardized interviews with randomly selected trainees can be analyzed for patterns
or responses or themes.
C. Interpreting assessment information
1. Analyze assessment data against the learning objectives.
a. If objectives were met, refine the program for improved outcomes.
b. If objectives were not met, diagnose the weakness and limitations of the training.
D. Reporting Assessment data using the cost benefit ratio to determine return on investment in training.

Survey Monkey

Below is a task analysis that will take you through the process step-by-step.

You may want to use Survey Monkey to pre-assess the people you plan to train or to post-assess. If you use SurveyMonkey, you will want to write your questions in advance so you have an idea of what you need to ask. You'll want to decide whether to ask open-ended or close-ended questions or both. Here is some information about types of questions from San Diego State University:

How Do I Know Which Type to Use?

Type of question...	Best Used for...
Open-ended	Breaking the ice in an interview; when respondents' own words are important; when the surveyor doesn't know all the possible answers.
Closed-ended	Collecting rank ordered data; when all response choices are known; when quantitative statistical results are desired.
Likert-scale	To assess a person's feelings about something.
Multiple-choice	When there are a finite number of options (remember to instruct respondents as to the number of answers to select).
Ordinal	To rate things in relation to other things.
Categorical	When the answers are categories, and each respondent must fall into exactly one of them.
Numerical	For real numbers, like age, number of months, etc.

SurveyMonkey.com is a free service for data collection. More sophisticated data collection and analysis can be purchased, but you'll be able to do an array of work with the free service. Everything is kept confidential on data collection so you don't know who says what. Click here to go to SurveyMonkey. I've never had any problem with the service.

Step 1: Create an account.

Step 2: Create your survey.

The key link tabs are at the top. Select "Create Survey."

To create the survey, start from scratch.

First select the colors.

Then enter questions you want to ask in the order you want to ask them. Keep it short. Ask ONLY questions you need answered. Use the dropdown menu to select the type of question.

Make sure your questions are clear and have a single idea in each question.

Add a introductory page

and thank you page.

You can select the colors you like.

You'll want to proof your survey and make sure it looks like you want.

You might want to have a friend test your survey to see if everything is clear.

When your survey is done and you have previewed it, go to "Collect Responses." You'll need the url so you can collect data. Here is my example, click here.

Step 3: Email people about your survey. This will be a long url because it will go to your specific survey.

Step 4: Analyze the results by going to the "Analyze Results" tab to see the answers.

Week 6 Lecture No new readings or lecture this week. You have enough preparing the core assessment for Sunday.

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Week 7 Consult

Plan or Publication to Replace Content Final Exam  If you are preparing a training unit you want to sell or publish, you may want to do the following.  You can complete this assignment instead of completing the final exam.  You can prepare the materials in an electronic file, but you may also want to publish them in hardcopy.  Take a promotional photo of yourself with the materials, which you can use to sell your unit or yourself.  There is considerable flexibility in how you execute this assignment.

1. Cover letter (may be a cover letter for your teaching application or recruitment information for an employee workshop).
2. Instructional Unit or Workshop title

3. Syllabus for course or Agenda for employee workshop.  Think about what is missing in this course's syllabus and other courses you have taken.  How will you make sure you have covered all important aspects so your students understand what is coming and what you expect?
4. Workshop or unit description for promotional purposes (1-2 paragraphs)
5. Content outline
6. Behavioral objectives (revised from previous assignment)
7. Qualifications of Trainer (1-2 paragraphs). You may want to write a third-person perspective bio something like this. 

Dr. Joan E. Aitken will be the leader of the upcoming Leadership Measurement workshop.  Aitken has taught at four state universities and a private university.  Among her favorite courses in communication studies are research, interpersonal communication, organizational communication, public speaking, and public relations. . . .

Chapter 12

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Chapter 12 Objectives

1. Describe three trends in training and development and the implications for the training and development practitioner.
2. Differentiate teletraining from computer-mediated training be explaining the advantages and disadvantages of both.
3. List and describe the three different types of training jobs.
4. Differentiate training generalists from training specialists.
5. Differentiate the needs-assessment proposal from the training proposal.
6. Write and present a needs-assessment proposal making sure that it includes all of the
necessary sections: Briefing of Problem, Needs Assessment Procedures, Results, and
Conclusions.
7. Write and present a training proposal making sure that it contains all the necessary sections: Introduction of Trainer and Credentials, Title and Description of Training Program, Target Audience, Details of Training Program, Assessment of Learning Objectives, Training Budget, and Return on Investment Report.

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Chapter Overview

This chapter covers the current trends in training, discusses different types of career opportunities in training, and covers how to write and present training proposals.

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Chapter Lecture

I. Trends in training and development
A. Changes in the economy from an industrial society to an information society require more communication and relational skills.
B. Changes in technology require more training in computing and networking potential and effectiveness in mediated communication.
C. Changes in the workplace in adopting and using new technology require training in adapting to and methods for change.
D. Changes from face-to-face delivery to mediated forms of training.

1. Teletraining is training that is broadcast from a studio to others in distant
training locations using two way audio and video interactive technology.
a. Economical delivery when one trainer can reach a number of trainees
via television.
b. Training can be delivered to remote locations.

2. Teletraining has disadvantages that trainers must overcome in order to be successful.
a. Favors cognitive rather than behavioral or affective learning objectives.
b. Favors a trainer centered rather than a trainee centered approach.
c. Requires a different curriculum than is used in the traditional face to face classroom.
d. Doesn’t allow trainers to get trainees’ feedback.

3. Computer mediated training is delivered using the personal computer and the internet.
a. Economical to produce training via a CD-ROM or online.
b. Trainees can access computer mediated training when it accommodates their schedules.
c. Favors cognitive rather than behavioral or affective learning objectives.
d. Not all trainees are self motivated to complete a training program. II. Career opportunities in communication training and development.

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A. Getting a training job
1. Obtain a college education with a focus on courses on training.
2. Complete an internship in a training department to apply classroom learning to the workplace.
3. Join a professional training organization for an opportunity to network with professionals in the training field.
4. Focus less on getting a job in training than on finding a job in an organization that excites you.
5. Develop relationships with continuing education programs in order to meet people and try new training material and content.

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B. Types of training jobs
1. Needs analyst is responsible for conducting needs assessments.
2. Task analyst takes the skills identified by the needs analysis and breaks them down into a step-by-step outline.
3. Program designer translates needs into learning objectives, develops training
curricula, selects appropriate training methods, and develops lesson plans.
4. Media specialist works with the program designer in selecting and/or
designing audio and visual media to support the training.
5. Presenter delivers the training program.
6. Assessment specialist measures learning outcomes.
7. Training and development manger plans, organizes, staffs, controls, and bridges the training department with other organizational units.
8. Training and developments administrator ensures the facilities, equipment, materials, participants, and other components run smoothly.
9. Web based training specialist converts and organizes training curriculum for web based delivery.
a. Organization by topic categorizes by kinds of things.
b. Organization by procedures categorizes information by how it is done.
c. Organization by process categorizes information based on possible contingencies.

C. Effective web based training utilizes basic design principles.
a. Use a consistent and coherent layout style.
b. Use consistent and clear language,
c. Use emphasis techniques sparingly.
d. Use hyperlinks sparingly.
e. Use white space judiciously.
f. Use action statements throughout the website.

D. Training generalists perform all the jobs and tasks related to training.

E. Training specialists specialize in only one area.

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III. Writing and presenting proposals
A. The needs-assessment proposal explains the deficiency that can be solved through training.
1. Use the Introduction to introduce your self and establish your credibility.
2. The Briefing of the Problem describes the problem and explains its significance to the organization and to the organization’s bottom line.
3. The Needs-Assessment Procedure describes the sample, methodology, and data analysis used to identify the need.
4. The Results section clearly and concisely presents your findings.
5. The Conclusion confirms or disconfirms the problem and discusses possible causes and solutions.
6. Presentations may also be presented orally to key decision makers.
a. Provide a briefing summary.
b. Use visual aids to help the audience interpret your results.
c. Be prepared to answer questions.
d. Ask for approval in developing a training proposal.

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IV. Preparing a formal training proposal.
A. Introduction of trainer and credentials.
B. Title and description of the training program.
C. Target audience for the training.
D. Learning objectives for entire program and training modules.
E. Details of the training program.
F. Assessments of learning objectives.
G. Training budget that outlines all anticipated costs to develop, present, and assess training.
H. Return on Investment (ROI) report that examines the cost/benefit ratio of training.

V. Presenting training proposals
A. Present a job talk – a brief demonstration of one of the shorter training modules.
B. Ask for the training job.

Learning Activities

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1. Investigating training resources

At the end of this chapter, the authors offer several resources for trainers including books, web based information, and associations. Locate and evaluate one of these resources to evaluate the abundance of information available. How do other authors present their information? What additional methods are covered? How are these resources different when they do not address communication training topics?

2. Interview a training practitioner

Set up an interview with a training or human resource practitioner to discuss the scope of their job, how they acquired their job, challenges and opportunities, and current topics receiving attention.

3. Attend an ASTD meeting Kansas City ASTD - American Society of Training and Development

Locate a local chapter of ASTD and attend a meeting.

Week 8 Lecture

No new readings or lecture this week. You have enough with project revisions and the final exam (or self-publishing).

Congratulations on completing this course.

Course Learning Outcomes The student will be able to 1. Design course management elements, including behavioral objectives. 2. Analyze and evaluate effective methods of training and development. 3. Prepare, present, and assess training/instruction units, which are organized around a Needs-Centered model of training. 4. Apply best practices in teaching or training content related to communication at the college or adult level. 5. Evaluate contemporary communication education research, which can be applied in organizational contexts. 6. Apply needs assessment questionnaires, task analysis, training plans, or other teaching/training planning and evaluation tools. 7. Demonstrate effective use of instructional technology. 8. Create a business model for contract work in training and development consulting.

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Assignments There is much flexibility in how students may approach this course. Typically, the core assignment in this course is to create one two-hour face-to-face or a comparable online instructional unit or multiple smaller instructional units, where your goal is to teach skill(s). Please adapt the assignment to your learning goals, while making sure it fulfills your professor's expectations. Please use one or more of the following general topic areas. Interpersonal Communication Public Speaking Public Relations Kouzes and Posner Leadership Practices Typically, you will prepare the entire unit by week 6, then actually present the unit at work or to some friends during week 7. Remember, submit your core assessment by week 6, actually present week 7, and reflect week 8. The sublinks in this Assignments link show you supplemental information and step-by-step processes for your work. Because different people in the course have different goals, there is much latitude in the assignment. Maybe you need to prepare a specific training unit for your place of work. Maybe you're a graduate assistant who will teach two class meetings for the regular professor. Maybe you plan to volunteer to teach a leadership workshop at your place of worship. Go for it, but propose your alternative course assignment to your professor week one. Unless you have your professor's approval for an alternative approach, you will need to follow the core assessment topic and assignment requirements. Remember, if you want to work ahead and need to see some content that is not current revealed in the course shell, you can use your computer search function--control F in most cases--to find items on the course planning page.

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Core Assessment The goal in this course for each student to: Prepare and teach/train one 2-hour instructional teaching/training unit. The weekly assignments are steps toward that goal, so that you can simply put together everything into your cumulative week 6 core assessment project. Your core assessment project content can be any relevant topic to your job or future teaching/training needs provided it is clearly in one of the areas used in this course: interpersonal communication, public speaking, Kouzes & Posner leadership, or public relations. Many students in the class would like to teach for Park University, so they are focusing on an area that they may currently or will in the future teach. This assignment is very flexible and can be adapted to individual student interests. If you want, you can create two 1-hour training/teaching units on two different topics. To the extent possible, everything should be real, not fictional. The students will prepare, present, and evaluate these materials. Units should meet standards of Park University instruction or professional consulting in an organizational context.

Are you ready?

Topic

The communication studies topic of your instruction needs to be interpersonal communication, public speaking, Kouzes & Posner leadership, or public relations.  If you need information about that area, buy a textbook for that area (or use appropriate library and Internet sources).

Options

If you want to provide an alternative assignment as your core assessment, please make arrangements with your professor by week two of the course.

Your professor will determine the exact assignments and weighting for this course. Thus, the examples below are simply examples, which may be different for your particular section. Talk to your professor or see "Gradebook" tab at top of screen.

Weekly Steps

Annotated bibliography and task analysis of what you will teach in interpersonal communication, public speaking, Kouzes & Posner leadership, or public relations for the instructional project (Wk 2 in Assignment link dropbox) 

Needs analysis (Wk 3 in Assignment link dropbox) 

Instructional materials including (a)Behavioral objectives.  (b) Learning activities designed to engage students/trainees, instructional materials, handouts, learning games, visual aids, PowerPoint, and other supporting materials.  Include the Participant’s Guide/Workbook containing all training handouts and materials for your unit.

(c) Test/assessment measure of objectives (Wk 4 in Assignment link dropbox).

Week 5, revise and improve instructional materials.

Core assessment (Wk 6 in Assignment link dropbox) Put all weekly materials together with your latest work into ONE FILE YOU SUBMIT AS THE CORE ASSESSMENT PROJECT. A PowerPoint presentation may be a separate file from the rest.

Presentation to live audience AND provide a segment for other students to see.

Self-reflection Week 8 (in week 8 discussion)

Content

You will notice there is a content link on the left for each of these areas.

Core Assessment Grading Rubric	Exceeds Expectations In addition to "Meets Expectations," also includes:	Meets Expectations	Below Expectations	No Evidence
I. Cognitive Skills Learning outcomes 3, 5	Demonstrate depth and breadth of 6 or more, high quality communication sources beyond course materials.	Prepare, present, and assess training/instruction units, which are organized around a Needs-Centered model of training. Evaluate contemporary communication education research, which can be applied in organizational contexts.  Use 4-5 high quality, communication studies sources.	Lack one of more elements required for meetings expectations.	Same quality from before enrolling in this course or fails to submit in required format by original due date or shows no evidence of meeting expectations.
II. Technical or Professional skills Learning outcomes 1, 8	Submit material for professional presentation or publication.	Design course management elements, including behavioral objectives. OR Create a business model for contract work in training and development consulting.	Lack one of more elements required for meetings expectations.	Same quality from before enrolling in this course or fails to submit in required format by original due date or shows no evidence of meeting expectations.
III. Professional Disposition Learning outcomes 2, 4	Write instructional/training unit using an array of teaching/training strategies.	Analyze and evaluate effective methods of training and development. Apply best practices in teaching/training communication content at the college or adult level by using 2-3 interactive teaching/training strategies.	Lack one of more elements required for meetings expectations.	Same quality from before enrolling in this course or fails to submit in required format by original due date or shows no evidence of meeting expectations.
IV. Leadership Skills Learning outcomes 6, 7	Collaborate with most other students in the course.	Apply needs assessment questionnaires, task analysis, training plans, and other planning and evaluation tools. Demonstrate effective use of instructional technology through PowerPoint or other method. Submit all materials together on time.	Lack one of more elements required for meetings expectations.	Same quality from before enrolling in this course or fails to submit in required format by original due date or shows no evidence of meeting expectations.

Instructional or Training Module of Core Assessment Guidelines Due in parts each week.  Entire package as ONE FILE is due Week 6. Write a professional quality two-hour communication training unit appropriate for teaching a college course, providing a training unit at work, consulting, or publication. Synthesize the materials you have prepared to date into a whole unit. This should be substantive (20-75 pages). Include everything you have done so far to build this project into a cohesive unit. You may submit as a hardcopy or electronic file depending on the nature of your work. You are welcome to select a training project you already have done and use this opportunity to substantively improve the quality of your work, provided the work is about research-based principles of communication. You may present to the professor, class, or in a real world context. There is much flexibility on this assignment, if you will receive professor approval early.

Effective teaching and training require much preparation.  You need to have a recipe to follow, but you will want to spice it up your own way.

1. Topic of the teaching/training unit.

2. Task analysis of the specific communication information you will/did teach/train in your 2-hour unit.

3. Annotated bibliography about the content area you will teach.

4.  Needs analysis of the students/trainees.  Describe the function and goals of the organization/institution and the specific group of people you will/did teach/train. Fit this assignment to your work situation.

5.  Measurable learning objectives for your instructional/training unit.  Use those objectives to prepare the assessment measure (test) for the students/trainees.  Each test question needs to be linked to the objectives.

6.  Test for trainees/students and results, which is an assessment measure with all questions directly related to the learning objectives.  Give the test, show the test and results, and interpret the results in your final core assessment report due week 6.

6.  All learning activities designed to engage students/trainees, instructional materials, handouts, learning games, visual aids, PowerPoint, and other supporting materials.  Include the Participant’s Guide/Workbook containing all training handouts and materials for your unit.

You need to take ONE Workshop Content test to show you know the content you will teach AND the course FINAL EXAM over "How to" train/teach. 

The purpose of the content test is twofold. 

First, to make sure you know content information about the communication topic you will teach/train (public speaking, interpersonal communication, public relations, or Kouzes and Posner leadership principles).  So, take the test over the content you will teach. 

Second, to analyze testing of the content you will teach so that you prepare a solid assessment measure.

You are free to take the Workshop Content test over as many times as you want.  Use notes, textbooks, or other people during the exam.

For the Workshop Content test, please take the test by week 2.  Whatever test you take will automatically be the topic area of your core assessment project for the course.

Compare this test to the DeVito exam.  What do you think of the reliability and validity of the two tests?

For additional materials included in this course, see http://ourwayit.com/CATraining/index1.html