Transcript Ch. 11 - My Talladega

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BUSINESS COMMUNICATION
FOR SUCCESS
By Scott McLean
CHAPTER 11
NONVERBAL DELIVERY
LEARNING OBJECTIVES
• Demonstrate nonverbal communication and describe its role in the
communication process
• Understand and explain the principles of nonverbal communication
• Describe the similarities and differences among eight general types of
nonverbal communication
LEARNING OBJECTIVES
• Demonstrate how to use movement to increase the effectiveness of your
presentation
• Demonstrate how to use visual aids effectively in your presentation
• Demonstrate three ways to improve nonverbal communication
PRINCIPLES OF NONVERBAL COMMUNICATION
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It is fluid and continuous
It is fast
It can add to or replace verbal communication
It is universal
It is confusing and contextual
PRINCIPLES OF NONVERBAL COMMUNICATION
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It can be intentional or unintentional
It communicates feelings and attitudes
People believe nonverbal communication more than verbal
It is key in the speaker/audience relationship
SOME NONVERBAL EXPRESSIONS
TYPES OF NONVERBAL COMMUNICATION
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Space
Time
Physical characteristics
Body movements
Touch
Paralanguage
Artifacts
Environment
FOUR MAIN CATEGORIES OF DISTANCE
TIME
• Chronemics is the study of how we refer to and perceive time
• Show your audience respect by honoring the time expectation associated
with your speech
• Across cultures the value of time may vary
PHYSICAL CHARACTERISTICS
• We often make judgments about a person’s personality or behavior based
on physical characteristics
• Being comfortable with yourself is an important part of your presentation
BODY MOVEMENTS
• Body movements can:
– Complement the verbal message by reinforcing the main idea
– Regulate conversations
– Substitute or replace verbal messages
TYPES OF TOUCH
PARALANGUAGE
• Paralanguage exists when we are speaking, using words
– Involves verbal and nonverbal aspects of speech that influence meaning,
including:
• Tone
• Intensity
• Pausing
• Silence
ARTIFACTS AND ENVIRONMENT
• Artifacts are forms of decorative ornamentation that are chosen to
represent self-concept
– Rings
– Tattoos
– Brand names and logos
• Environment involves the physical and psychological aspects of the
communication context
– The perception of one’s environment influences one’s reaction to it
MOVEMENT IN YOUR SPEECH
• Positions on the stage
– As a movement technique, the speaker’s triangle:
• Can help you remember each of your main points
• Allows you to break down your speech into manageable parts
• Can help demonstrate your purpose and reinforce your credibility
SPEAKER’S TRIANGLE
GESTURES
• A well-chosen gesture can help make a point memorable
• Types of gestures
– Anticipation step
– Implementation step
– Relaxation step
FACIAL GESTURES
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They may reinforce, or contradict, the spoken word
Their impact cannot be underestimated
They should reflect the tone and emotion of your verbal communication
The single most important facial gesture is eye contact
VISUAL AIDS
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Make your speech more interesting
Enhance your credibility as a speaker
Serve as guides to transitions, helping the audience stay on track
Communicate complex or intriguing information in a short period of time
Reinforce your verbal message
Help the audience use and retain the information
QUALITY OF VISUAL AIDS
• Purpose – Should almost speak for itself
• Emphasis – Should effectively highlight key words, ideas, or relationships
for the audience
• Support – Should affirm your position and your argument
• Clarity – Should be as clear as possible
METHODS AND MATERIALS
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Diagram
Chart
White board
Bar or pie graph
Topographical map
Music
Video
Flip charts
Poster board
Handouts
PowerPoint presentations
Video clips
PREPARING VISUAL AIDS
• Visual aids should meet the following criteria:
– Big
– Clear
– Simple
– Consistent
USING VISUAL AIDS
• Do make a clear connection between your words and the visual aid for the
audience
• Do not distract the audience with your visual aid
• Do speak to your audience
USING POWERPOINT AS A VISUAL AID
• The PowerPoint presentation should not be the main focus
– It should support you in your presentation
• Do not use PowerPoints as a read-aloud script for your speech
• Do not use long sentences in the PowerPoint slides; use key terms
USE OF COLOR
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When choosing colors, your priority should be legibility
Choose colors that most audience members will be able to differentiate
Consider the cultural background of your audience before choosing a color
Attempt an balance between professionalism and attractiveness
HELPFUL HINTS FOR VISUAL AIDS
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Keep visual aids simple
Use one key idea per slide
Avoid clutter, noise, and overwhelming slides
Use large, bold fonts that the audience can read from at least twenty feet
from the screen
• Use contrasting colors to create a dynamic effect
• Use analogous colors to unify your presentation
HELPFUL HINTS FOR VISUAL AIDS
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Use clip art with permission and sparingly
Edit and proofread each slide with care and caution
Use copies of your visuals available as handouts after your presentation
Check the presentation room beforehand
With any presentation involving technology, have a backup plan
NONVERBAL STRATEGIES FOR SUCCESS
• Watch reactions
• Enroll an observer
• Focus on a specific type of nonverbal communication
KEY TERMS
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Nonverbal communication
Illustrator
Emblem
Regulator
Affect display
Adaptor
Self-adaptor
Object-adaptor
KEY TERMS
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Proxemics
Territory
Personal space
Chronemics
Kinesics
Haptics
Paralanguage
Pregnant pause
KEY TERMS
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Artifacts
Environment
Anticipation step
Implementation step
Relaxation step
Facial gestures
Eye contact
Electronic slides
EXERCISES
• Does it limit or enhance our understanding of communication to view
nonverbal communication as that which is not verbal communication?
Explain your answer and discuss with the class.
EXERCISES
• Choose a television personality you admire. What do you like about this
person? Watch several minutes of this person with the sound turned off,
and make notes of the nonverbal expressions you observe. Turn the sound
back on and make notes of their tone of voice, timing, and other audible
expressions. Discuss your results with a classmate.
EXERCISES
• Find a program that focuses on microexpressions and write a brief
summary of how they play a role in the program. Share and compare with
classmates.
EXERCISES
• Create a survey that addresses the issue of which people trust more,
nonverbal or verbal messages. Ask an equal number of men and women
and compare your results with those of your classmates.
EXERCISES
• Search for information on the reliability and admissibility of results from
polygraph (lie detector) tests. Share your findings with classmates.
EXERCISES
• See how long and how much you can get done during the day without the
use of verbal messages.
EXERCISES
• Do a Google search on space and culture. Share your findings with your
classmates.
EXERCISES
• Note where people sit on the first day of class, and each class session
thereafter. Do students return to the same seat? If they do not attend class,
do the classmates leave their seat vacant? Compare your results.
EXERCISES
• What kind of value do you have for time, and what is truly important to
you? Make a list of what you spend your time on, and what you value most.
Do the lists match? Are you spending time on what is truly important to
you? Relationships take time, and if you want them to succeed in a
personal or business context, you have to make them a priority.
EXERCISES
• To what degree is time a relevant factor in communication in the
information age? Give some examples. Discuss your ideas with a classmate.
EXERCISES
• How many people do you know who have chosen tattoos or piercings as a
representation of self and statement of individuality? Survey your friends
and share your findings with your classmates.
EXERCISES
• Think of a message you want to convey to a listener. If you were to dance
your message, what would the dance look like? Practice in front of a mirror.
EXERCISES
• Ask a friend to record you while you are having a typical conversation with
another friend or family member. Watch the video and observe your
movements and facial gestures. What would you do differently if you were
making a presentation? Discuss your thoughts with a classmate.
EXERCISES
• Play “Lie to Me,” a game in which each person creates three statements
(one is a lie) and tells all three statements to a classmate or group. The
listeners have to guess which statement is a lie.
EXERCISES
• Look at the picture of the blankets above. Write copy for the left part of the
slide and decide what colors would best complement the message. Share
your results with the class.
EXERCISES
• Create your own presentation of three to five slides with no less than three
images and three words per slide. Share the results with the class.
EXERCISES
• Explore PowerPoint or a similar slideware program and find your favorite
feature. Write a series of steps on how to access and use it. Share your
results with the class.
EXERCISES
• Create a slide presentation that defines and explains your favorite feature
in the program and include at least one point on its advantage for the
audience. Share the results with the class.
EXERCISES
• Watch a television program without the sound. Can you understand the
program? Write a description of the program and include what you found
easy to understand, and what presented a challenge, and present it to the
class.
EXERCISES
• Observe communication in your environment. Focus on specific actions like
face touching, blink rate, or head nodding and write a brief description of
what you observe. Share with classmates.
EXERCISES
• In a group, play charades. Pull words from a hat or envelope and act out
the words without verbal communication.
EXERCISES
• Interview someone from a different culture than your own and ask them to
share a specific cultural difference in nonverbal communication—for
example, a nonverbal gesture that is not used in polite company. Write a
brief description and present it to the class.
EXERCISES
• What do you think are the assumptions (explicit or underlying) about
nonverbal communication in this chapter? Discuss your thoughts with a
classmate.