Communication Principles For A Lifetime 6th Edition Steven A. Beebe, Susan J. Beebe, Diana K. Ivy - Solutions

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=+a. What are the principal problems that need to be resolved before biomass (such as switchgrass) can become a viable energy source for cars and trucks?
=+issues might focus on in her research. Translate each of these academic questions into a workplace question that your company might need to answer.
=+1. Imagine you are an executive working for a company that distributes books to bookstores in the Seattle, Washington, area. Your company, with a 20,000-squarefoot warehouse and a fleet of 15 small delivery vans, employs 75 people. The following are three questions that an academic researcher
1.1 Consider what your life was like growing up in your family of origin.Did your parents plaster rules to the refrigerator and the bathroom mirrors?Did you receive long lectures about what to do and what not to do? Or did your parents even talk to you? Make a list of fi ve spoken (explicit) or
1.2 Read each of the following statements pertaining to some aspect of communication or interaction in small group problem solving. Then indicate whether you agree or disagree with the statement using the ratings below. Respond to each statement based on what you think about your communication
1.3 In your small group, share your fi ndings to Exercise 1.2. Prepare a oneor two-minute statement summarizing your response to this exercise;highlight three strengths and three weaknesses you see in yourself.When others share their responses and lists, refrain from judging or evaluating
1.4 Go online and type in the name of a country or culture that is different from your own. Select a website that gives background information on that country or culture’s communication behavior or customs. Spend a few minutes reading about how their communication behavior is different from your
2.1 Have someone who knows you well, such as a family member, coworker, or friend, review your responses to Inventory 4 in this chapter. Briefl y explain the inventory. Then have this person comment on your responses to each statement. Withhold judgment as you listen. Let the person talk about how
2.2 Based on the responses you received in Exercise 2.1 and your own thoughtful consideration of your responses to Inventory 4, list three specifi c behaviors you would like to improve.1. ________________________________________________________________ 2.
2.3 Make copies of Inventory 4 for members of a group you are working with. Ask group members to complete the inventory. When they have fi nished, make copies of each inventory and distribute them to group members. Distribute your inventory as well. One by one, have group members provide feedback
2.4 Go online and post an invitation on your Facebook page to solicit communication feedback from friends. This invitation takes courage, but the feedback can be very enlightening. You might use the seven items provided in the small group communication behavior list from this chapter or make up
3.1 Think back to your family of origin and see if you can identify who may have played the roles of controller, blamer, pleaser, distractor, or ghost during times of stress or crisis. Identifying family members and their roles is not meant to blame them, but to discover patterns of
3.2 This chapter discussed I-statements and levels of communication.The assumption is that disclosure of your thoughts and feelings is important for others in their attempts to work with and understand you. It’s even more important for you to get a sense of who you are. You achieve this sense of
3.3 Have your group members take 20–30 minutes to discuss their perceptions and feelings about speaking in a group. What uncertainties, anxieties, and fears do they have? Are there similarities in your perceptions and feelings? Have the members of the group share any previous speaking experience
4.1 The next time you’re talking with a friend, try listening the wrong way—a non-understanding listening style. Don’t tell your friend what you are doing. Listen for your ego. Judge everything your friend says in terms of whether you agree with her or not. Try not to be too obvious or
4.2 With a different friend, try listening for understanding (active listening)during a conversation for four or fi ve minutes. Don’t tell your friend about your experiment. Simply slip into an active-listening style of communicating without verbally noting the change. Carry on your part of the
4.3 In the next week, invite a fellow student, coworker, or neighbor from another culture out to coffee or lunch (your treat). Take the twenty to thirty minutes to ask questions about that person’s culture and perceptions and feelings about American culture. Remember to be warm, friendly, and
5.1 The beauty of the problem-solving agenda is its applicability to your personal life as well as to groups. Examine a problem or confl ict you are experiencing (or have experienced) in your personal life. It doesn’t matter whether it’s a relationship problem, an employment issue, or a living
5.2 Now that you’ve analyzed this problem of yours, try to brainstorm fi ve possible solutions. I know you’ve been over this a million times, but most likely you’ve proposed the same two or three solutions over and over. This time, get crazy. Brainstorm some wild and ridiculous ideas! Give
5.3 Have your group attempt to proceed through the fi rst three steps of the problem-solving agenda: check-in, problem analysis, and brainstorming.Here’s a hypothetical problem that your group can explore using these fi rst three steps: “What should be done about communication studies students
6.1 Select a problem of at least statewide importance that you feel strongly about, such as the rising cost of education, air pollution, hate groups on the Internet, child abuse, or rising gas prices. Construct a question of policy for the problem you have selected and brainstorm fi ve possible
6.2 Have your group select one communication behavior that all group members feel they should improve. Listening, clarifying messages, summarizing ideas, resolving confl icts, and encouraging low-verbal members to contribute are some examples of these behaviors. Once a topic is selected, have each
6.3 Have the members of your group take twenty to thirty minutes to discuss what it means to be an ethical group member. Begin by having each group member share a personal experience when he or she was not entirely ethical in a work, school, or family situation, and to briefl y describe the outcome
6.4 Go online and type in “Small Group Time Management Skills.” You’ll fi nd scores of web articles on how to manage your time more effectively in a small group. Select one of the articles that appeals to you and read it, right now. Might as well make good use of your time. Anyway, see if the
7.1 Use one or two of the task-guiding behaviors from this chapter and implement them in your relationships with others. For instance, you might want to ask people more questions (requesting or clarifying information), compromise your positions (negotiating), or think more critically
7.2 Form groups of fi ve in class and hold a twenty-minute meeting to plan a hypothetical class picnic. During the meeting, decide on where the picnic will be held, how long the picnic will last, what to bring, who is to bring what, a list of six fun class activities or games, who is to lead each
7.3 This exercise will teach your body (not your mind) how to follow another person. The exercise will require another person to provide the fi nger your fi nger will follow for three minutes. You and your partner are to sit comfortably in chairs facing one another, close enough so your knees can
8.1 Select a leader you have worked with in the past or present who you feel is an effective leader. This individual could be a project manager, a committee chairperson, a supervisor at work, a coach, a personnel director, a scoutmaster, the president of your PTA, and so on. Arrange for a fi
8.2 Have your group work on a simple problem-solving task (such as planning a group picnic or constructing a midterm exam) and select one group member to role play an autocratic leader for ten minutes. Then have the same individual role play a laissez-faire leader during the next ten minutes.For
8.3 It’s time to put all those neat leadership skills to some practical use. In this exercise, you are to actually lead a small group meeting of at least twenty minutes in length using the suggestions presented in this chapter.Find a very small, specifi c problem-solving task at your work, place
9.1 Refl ect on your personal life and notice the eighty percent that is working well. From the list of things in your life that are going smoothly, select one individual who is currently contributing to this process. Perhaps it’s a friend who occasionally calls just to see how you’re doing.
9.2 When the members of a new problem-solving group meet for the fi rst time and chart out their initial plans and agendas for the work that lies ahead, they often neglect the social dimension of the group. They will fail to consider and become aware of the personal needs and goals of the
9.3 Have your group attempt to solve a mini-problem, and once the group begins to reach consensus on a proposed solution, have one of the members play the role of devil’s advocate. The role player should question the reasoning and opinions of the majority membership. The devil’s advocate should
10.1 Communicate a boundary to an individual whose behavior is unacceptable to you. Select someone from your personal life (spouse, parent, child, best friend, or acquaintance) or professional life (coworkers, supervisor, or employee) who did or said something that bothered you. Arrange a two- or
10.2 Have your group use some of the procedures outlined in this chapter the next time it experiences either a procedural or substantive confl ict.Assign one group member to identify any procedural confl ict the group experiences and act as the facilitator to resolve the confl ict. Assign another
10.3 Have a group member role play one of the fi ve dysfunctional behavior roles in a problem-solving activity. After the role player has played his part in the problem-solving activity, the other group members attempt to modify his behavior using the interventions suggested. Have each group member
A.5 Explain how to conduct an interview.
A.4 Identify and describe how to be interviewed in an informationgathering interview
A.3 Identify and describe how to be interviewed for a job, including how to develop a well-worded resumé.
A.2 Describe the three phases of a well-structured interview.
A.1 Define what an interview is, and identify five different kinds of interviews.
6. What are three topics that would make a good persuasive speech for an audience of your communication classmates?
5. You are hoping to persuade members of your communication class to buy snacks from the campus World Environment Club, whose members donate the profits to save South American rainforests. Most of your classmates don’t even know or care much about rainforests half a world away and some have
4. You want your listeners to support a local ordinance that will restrict noise after 10:00 P.M. in your community.Using the motivated sequence, identify a way to catch their attention, establish a need, identify a solution, visualize the benefits of this proposal, and present a specific action
3. Imagine you are giving a speech to your classmates near the end of the term. What specific strategies can you use to enhance your credibility with this audience?
2. State an attitude, a belief, and a value that you hold related to the topic of transportation. Use your attitude, belief, and value to develop a proposition of fact, a proposition of value, and a proposition of policy that could each be a central idea for a persuasive speech.
1. Describe a time you experienced cognitive dissonance, whether as a result of persuasive communication or not, and explain how you resolved the feeling.
• If your audience is unreceptive, advance your strongest arguments first.
• With an unreceptive audience, focus on areas of agreement.
• Be realistic about what you can accomplish with neutral and unreceptive audiences.
• Show a neutral audience how your topic affects them and the people they love.
• To persuade a neutral audience, appeal to universal beliefs and concerns.
• Use emotional appeals with a receptive audience.
• If your audience is receptive, state your speaking objective overtly, tell your listeners exactly what you want them to do, and ask them for an immediate show of support.
• Make the most of your opportunity to speak to a receptive audience by identifying with them.
• Establish common ground with your audience.
• If you are speaking to a neutral audience, emphasize the attention, need, and visualization steps of the motivated sequence.
• If you are speaking to a knowledgeable, receptive audience, do not spend a great deal of time on the need step of the motivated sequence; instead, emphasize the satisfaction and action steps.
• In the action step of the motivated-sequence speech, suggest a specific action your listeners can take to solve the problem you have discussed.
• In the need step of your motivated-sequence speech, establish why your topic, problem, or issue should concern your listeners. Convince audience members that the problem affects them directly.
• Acknowledge and then refute the opposing points of view held by an unreceptive audience.
• If your audience is aware of the problem you are discussing, emphasize the solution or solutions in your problem–solution speech.
• If you are speaking to an apathetic audience or one that is not even aware that a problem exists, emphasize the problem portion of your problem–solution speech.
• Do everything possible to ensure that your audience’s physiological and safety needs are met.
• To motivate your listeners, appeal to their basic needs.
• As you develop your persuasive purpose, consider the background and cultural expectations of your listeners.
• If your audience is unreceptive to your ideas, you might organize your speech by refutation and address their objections directly.Principle Five:Appropriately adapt messages to others.
• If your audience is neutral, hook them with an engaging introduction, appeal to common ground and their interests, and limit your persuasive purpose.
• If your audience is receptive to your ideas, you can identify with them, state your speaking objective overtly, and use emotional appeals.
• As a speaker, the better you understand what your listeners need, the better you can adapt to them and the greater the chance that you can persuade them to change an attitude, belief, or value or get them to take some action.
• Use gestures when speaking to an unreceptive audience.Principle Four:Listen and respond thoughtfully to others.
• Use presentation aids to help evoke both positive and negative emotions as well as positive and negative visualization.
• To enhance your terminal credibility, maintain eye contact through and even after your closing sentence.
• Dress appropriately to enhance your credibility.
• Use emotion-arousing words and concrete illustrations and descriptions to appeal to an audience’s emotions.
• Provide logical proof (evidence and reasoning) for your arguments and avoid logical fallacies to heighten your chances for success with your audience.
• To enhance your terminal credibility, prepare a thoughtful conclusion.
• To bolster your audience’s opinion of your competence, cite evidence to support your ideas.
• Word your central idea as a proposition to help you fine-tune your speaking objective and develop strategies for persuading your listeners.
• To select and narrow a topic for your persuasive speech, stay current on important issues of the day by paying attention to print and electronic media.
• To create positive visualization, describe in detail how wonderful the future will be if your solution is implemented.
• To create negative visualization, describe in detail how bleak or terrible the future will be if your solution is not implemented.
• To be a better informed consumer of persuasive messages, as well as a more ethical persuasive speaker, be aware of and avoid using common logical fallacies.Principle Two:Effectively use and interpret verbal messages.
• To help enhance your initial credibility, have a brief summary of your qualifications and accomplishments ready for the person who will introduce you.
• Relate personal experience to show that you are a competent and trustworthy speaker.
• Know whether the specific purpose of your persuasive speech is to change or reinforce an attitude, a belief, a value, or a behavior, and be realistic in assessing what you need to do to effect change.
15.5 Provide specific suggestions for adapting to receptive audiences, neutral audiences, and unreceptive audiences.Be prepared to adapt your persuasive messages to receptive, neutral, and unreceptive audiences. If your listeners are receptive, identify with them, be overt in stating your speaking
15.4 Organize your persuasive message.Ways to organize your persuasive message include problem–solution, cause and effect, refutation, and the motivated sequence. The motivated sequence includes five steps: attention, need, satisfaction, visualization, and action.Adapting Ideas to People and
15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.Support for your persuasive proposition can include credibility, logic, and emotion. Credibility is your audience’s perception of your competence, trustworthiness, and dynamism. Enhancing
15.2 Explain how to select and narrow a persuasive topic, identify a persuasive purpose, and develop and support a persuasive proposition.Your specific persuasive purpose targets your audience’s attitudes, beliefs, values, or behavior. Attitudes are learned predispositions to respond favorably or
15.1 Define persuasion and describe five ways listeners may be motivated.Persuasion is the process of attempting to change or reinforce attitudes, beliefs, values, or behaviors. Several theories suggest how listeners may be motivated to respond to a persuasive message. Cognitive dissonance, a sense
15.5 Provide specific suggestions for adapting to receptive audiences, neutral audiences, and unreceptive audiences.
15.4 Organize your persuasive message.
15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.
15.2 Explain how to select and narrow a persuasive topic, identify a persuasive purpose, and develop and support a persuasive proposition.
15.1 Define persuasion and describe five ways listeners may be motivated.
6. Before giving a speech to your class in which you share a humorous or interesting story that includes information about a friend, should you ask that friend’s permission?
5. What strategies does your public speaking teacher use in class to make information memorable?
4. Think about something you’ve seen or experienced recently. Draft a word picture that describes the sight or experience.
3. How could you simplify the ideas in a speech informing listeners how about the role of the Electoral College in U.S. elections?

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Communication Principles For A Lifetime 6th Edition Steven A. Beebe, Susan J. Beebe, Diana K. Ivy - Solutions

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