Test #4, chapter 11

In order to better prepare for the upcoming test next week, I recommend that you review the following components of chapter 11, which focuses on Organizational Communication principles and concepts. For your benefit, I am providing these ideas in learning objectives format, which means that you should be able to “do something” with the information.

With 11.2, Defining Organizational Communication, the scholar should be able to:

1. Explain the 3 primary functions of communication within an organization.
2. Distinguish between structures of organizations, especially communication “flow patterns.”

In 11.3, Organizational Communication and the Individual, the scholar should be able to:

1. Describe the concept of assimilation and how it relates to the idea of organizational identification.
2. Clarify concepts of supervisor-subordinate communication, especially focusing on the relationship between such communication and upward distortion.
3. Identify four ways supervisors can minimize semantic-information distance.
4. Compare and contrast three ways subordinates can alter their manager’s perceptions of them.
5. Describe three dilemmas organizations may face with employees.

With 11.4, focus on the area of Organizations, Communication, and Power. After reviewing this section carefully, scholars should be able to:

1. Identify and describe three ways power may be used within an organization to influence the behavior of individuals.

Try this approach and see if it helps you better understand the concepts. Rather than focusing on the purpose of multiple choice or matching, be able to explain the concept to someone else. If you use this strategy, you may find it helpful!

Scientific Proof: Study Habits

As you dive deeply into this midterm season of the semester, PLEASE take a few minutes to help yourself be better for the upcoming midterm exam!

Textbook Reading Hacks: Read/write Learners

Students who learn best from reading and writing seem to have all the advantages when it comes to learning from books, but there are ways to build on the skills you have and make your learning even more effective.

When reviewing concepts in your textbook, don’t simply rely on a single reading of the text to suffice. Start with one reading, then write out a summary of what you learned on that page. Use terms, examples, and sentences to help enhance your materials so that you can review your notes more effectively later on.

When taking notes in class, the temptation is to write down everything you can, and that’s good, but keep in mind that your hands probably don’t move as fast as your brain’s processing power. With that in mind, I’d suggest that you stick to key words, then go through your notes later that day. When you review, write out a paragraph over each concept. You build in extra review skills by doing this, which ultimately helps you retain information.

One additional tip: blend your notes. As you read your textbook and take notes on the concepts the authors present, leave some space between summaries you write (or write ONLY on one side of the page). When you review your in-class notes and expand them, fill in the gaps (literally) on the page when concepts align. You can also write on one side of the page for the textbook and another side of the page for in-class concepts.

I hope these tips help you. You’ll notice that with this style of learning, I focus a lot on sentences, rather than on bullet points. That’s part of being a Read-write learner.

Study “sprints,” not “marathons”

Part of my job is to provide students an idea of how they will be earn a grade. At the same time, I can’t tell students precisely what will be on the exam for three reasons. First, evidence gathered over several semesters suggests that students who prepare without a study guide perform significantly better (average of 1 letter grade higher) on tests. In addition, giving students a list of topics won’t explain how questions are phrased, nor the connections to be made. Finally, in a workplace environment, you have to know things that may not be explicitly stated to you.

What I CAN do (i.e., what I’m doing in this post) is provide you with study tips.

1. Read the textbook. Simple as it sounds, using the SQ3R method we discussed in class, as well as reviewing your notes will drastically improve your memory of materials.
2. Make connections to life. Try to find a way to connect the topics from class and the textbook to your daily existence. You will likely find that you are able to better understand materials if you do.
3. Use textbook “extras.” Since the textbook offers both objectives at the beginning of each chapter and review questions at the end, they offer some key components for you. You might use the objectives as a checklist (“I know that!”) and the questions as a review session.
4. Study together. Students in my class work with other people; talk about the material. If you can talk intelligently about a concept, you probably understand it.
5. Review online resources. Check out the links, handouts, and information provided to you on eLearning and this blog. These are frequently even better explanations than I can offer in our limited class time… that said:
6. Ask questions. If something stumps you, ask me! That’s why we have class sessions.

If you struggle with a concept, please don’t hesitate to come talk to me. We can review the materials together. As a reminder, I have scheduled review time (and speech rehearsal time) on Mondays, Tuesdays, and Wednesdays in the classroom. Come visit me, and we can go over materials individually or in small groups.

Happy studying!

Course FAQs, part 1

Some of the most common questions I get asked begin on the first day of class. Here are some of the more regularly-asked questions with my responses.

Do I need a textbook for this course?

Yes. Absolutely. Without doubt. Your textbook is a vital resource and the basis for most of your tests and exams. Without a textbook, a student is at a real disadvantage in knowing the information that will be asked on the upcoming exams.

Do I HAVE to have the electronic version?

While the electronic version is incredibly beneficial to my students, it is not essential. If you feel most comfortable with print only, then please feel free to study and review it.

That said, my students who have used the electronic book have found it exceptionally helpful, as I can share information in a different way. In addition to the built-in resources from the publisher, including quizzes, review questions, self-surveys, videos, and more, I can highlight information and share it with you (look for blue highlights).

You can also highlight in up to 3 colors, marking different components of the text for yourself. You can also annotate the text (make notes with each highlight) to make things easier for yourself. Some students highlight passages in the electronic book and make notes during class when I discuss a passage or idea.

Is reading ahead REALLY necessary?

Again, yes, without a doubt, absolutely. If you do not read ahead, you will struggle to stay up with my ideas. A lot of students believe their college instructors cover material too quickly; the reality is that we (generally) cover at a pace that allows students who have read in advance to maintain their attention and still get notes down.

 

I’ll continue these ideas in future posts. Keep reading for more information!

Providing feedback to peers: A reminder

As we went over the process of providing feedback to your peers in class this week, I wanted to remind you of the most basic principles of why I have you do this.

First, learning from others actually reinforces your understanding of who you are. By receiving feedback from your peers, you get a multi-faceted view of how others see you. This can ultimately enhance your ability to be an effective speaker if you follow their advice and input.

Second, by providing feedback in this way, you are learning how to help others become more effective. Learning how to offer both positive and negative feedback can enhance your ability to move ahead in the workplace. Lots of people in the workforce have no idea how to give effective feedback that will ultimately enhance another person’s productivity; you’re getting experience with it now!

Finally, by participating in this at an early stage of class, you have the bulk of the semester to become more self-aware and develop your skills as a presenter. I want you to be the BEST speaker you can be. The only way to become a better speaker is to practice and get feedback on how to make what you do better.

Keep working and being effective! I’m proud of you!

New reasons to take notes by hand!

Just saw this in my news feed today. Here’s a good bit of information that may help you decide if technology is your best bet–and how you might be more effective in taking notes!

http://chronicle.com/article/The-Benefits-of-No-Tech-Note/228089/

Monroe’s Motivated Sequence

Remember the 5 stages of Monroe’s Motivated Sequence (MMS)? In a nutshell:

1. Get the audience’s attention
2. Establish the audience’s need
3. Your product/solution satisfies that need
4. Visualize positive effects of using your solution/product*
5. Call the audience to act

*You may also show the audience what will happen if they DON’T use your product/solution. This negative (or fear-based) visualization is used a lot, as well.

When we get the audience’s attention, we may use any sort of means: speaking directly to the audience, giving them an unusual visual or auditory grip, or one of the attention-grabbing devices outlined in your textbook. The basic premise is to get them to pay attention to you.

From this, we determine and state what the audience needs. Consider how many commercials use this very idea. In insurance commercials, they help us see why we need insurance. Food commercials are great at this, as well (think Snickers commercials, especially).

Once we have told the audience what they need, we give them a solution (our product or idea). That’s the entirety of this stage.

Then, we show the audience why our product/solution is best. Maybe in those Snickers commercials, it’s the peanuts, caramel, and nougat, wrapped in chocolate. That combination provides a sweet dessert or snack, which can calm our hunger. For insurance commercials, it’s the better pricing option of bundling services or the agent’s willingness to confirm our discounts.

Finally, we ask the audience to act; that is, we want them to adopt our solution or buy our product.

Easy way to see this in action? Take your book, then go to YouTube and search Monroe’s Motivated Sequence. HUNDREDS of videos will come up.

Just for those who check the blog…

Ladies and Gents:

This is the closest you get to a study guide in my class. Hope you use it to your advantage for this week’s test on the presentation chapters (11-16)!

HINT HINT HINT… “POP” Review Test coming up

I won’t say when yet, but your class will be having a “review test” regarding Unit 1 materials (chapters 1-5) in the next week or two. What you should know, if you want to begin preparing:

1. All materials from chapters 1-5 are fair game
2. This bonus point opportunity could improve your Test 1 grade
3. You won’t know until the day I give it when it’s happening

I reserve the right to present this review test on different days, in different formats, and with different questions for each of my sections. It’s a ONE TIME opportunity.

My suggestion to you:

1. Review chapters 1-5 (especially the most-commonly missed questions I covered after your first test)
2. Make a quick reference sheet or note cards for yourself
3. Bring a pencil every day to class
4. Be ready…

Those of you who subscribe to the blog get an advantage of knowing this is going to happen, even if you don’t know precisely when…