12.2 communication planning student notes
•Download as PPT, PDF•
1 like•431 views
This document provides an overview of communications planning and how to write an effective communications plan. It discusses the 7 key sections of a communications plan: 1) objectives, 2) audience, 3) key messages, 4) tools and activities, 5) potential challenges, 6) timeline, and 7) feedback. It also provides two example scenarios and outlines how each of the 7 sections could be addressed for an effective communications plan in those situations.
Report
Share
Report
Share
Recommended
Basics of communication
Communication is defined as the exchange of facts, ideas, opinions, or emotions between two or more people. It has key features of being a two-way process, creating shared understanding through a meaningful message, and requiring effective means and language. The main purposes of communication are to establish goals, develop plans, organize resources, select and develop members of an organization, provide leadership, and control performance. Communication can occur between individuals or groups through different models and involves a process with potential barriers and measures to ensure effectiveness.
Lambiase npcc 2015 comm planning
This document provides guidance on developing a communication plan for a nonprofit organization. It emphasizes the importance of planning to align communication with the organization's mission and goals. Key aspects of planning include gathering information, identifying communication roles and channels, developing goals and objectives, and creating a calendar. The document also discusses developing a brand manifesto and theme to connect all communication. Effective plans include goals, measurable objectives, strategies for key audiences, and specific tactics. Developing a plan helps ensure communication supports the organization's strategic priorities.
Common Mistakes That Undermine Strategic Communication by Heather Saucier
The document discusses common mistakes that undermine strategic communication plans. It identifies four main mistakes: 1) The plan fails to tie directly to business performance and growth, instead focusing on increasing brand visibility or acting as a news distribution tool. 2) The plan is created with no external input or research, excluding important trends, disruptors, customer insights, and industry changes. 3) Guidelines and parameters for graphic quality, content consistency, and branding across channels are either nonexistent or too vague. 4) The plan is kept private and not shared company-wide, undermining coordinated internal and external messaging.
Becoming a learning organization [compatibility mode]
This document discusses learning organizations and how to become one. A learning organization continually learns and supports staff learning. It communicates openly and embraces improvement. Key characteristics include supporting continuous learning, aligning learning with goals, valuing individual knowledge, and encouraging knowledge sharing. Steps to becoming a learning organization include adopting a learning framework, communicating this approach, and supporting job performance through learning. Learning organizations gain competitive advantages like responding quickly to changes. The value of learning organizations includes supporting growth, meeting customer needs, and adapting to trends. A shift in thinking involves focusing on systems rather than parts and facilitating teamwork and communication. Five practices of learning organizations are systems thinking, personal mastery, addressing mental models, sharing visions, and team learning
Communications Plan Template - OM ThreeSixty Free Tool
A strategic communication plan is a road map for identifying how to engage with your varied stakeholder groups, audiences and networks.
It’s a powerful strategy tool to establish agreement among you and your colleagues to identify and agree on what contents needs to be said or displayed, to whom and in which context. The plan ensures consistency of messaging across distribution channels, sets expectations and builds assurance factors.
The size and length of a plan can vary greatly based on the complexities of the objectives. This means a plan can be as basic as a single message to a single audience or as complex as a multi-phased, long-term roll out with many audiences who require relevant content in a number of online and offline channels.
This basic template provides you with a beginning framework for mapping out and helps facilitate discussion. It will assist with determining the target audiences, key messages and distribution channels. If this tool brings value to you, feel free to share among your social networks.
The Nuts & Bolts of Communication Planning
How often do people confused Strategy & Tactics? Goals vs Objectives? KPI vs ROI?
This nifty presentation used football metaphors & hungarian goulash to explain what's what.
ORALCOM.1STSEM.LESSON1.pptx
This document outlines a class on communication. It discusses the nature, process, and functions of communication. It defines communication and explores models of communication including the Shannon-Weaver model, transaction model, and Schramm model. It also examines barriers to communication such as emotional barriers, use of jargon, and noisy environments. Students participate in group activities to identify elements of communication in scenarios and determine the functions of communication in different situations. The document also covers communication breakdown, its causes, and strategies to resolve issues.
Recommended
Basics of communication
Communication is defined as the exchange of facts, ideas, opinions, or emotions between two or more people. It has key features of being a two-way process, creating shared understanding through a meaningful message, and requiring effective means and language. The main purposes of communication are to establish goals, develop plans, organize resources, select and develop members of an organization, provide leadership, and control performance. Communication can occur between individuals or groups through different models and involves a process with potential barriers and measures to ensure effectiveness.
Lambiase npcc 2015 comm planning
This document provides guidance on developing a communication plan for a nonprofit organization. It emphasizes the importance of planning to align communication with the organization's mission and goals. Key aspects of planning include gathering information, identifying communication roles and channels, developing goals and objectives, and creating a calendar. The document also discusses developing a brand manifesto and theme to connect all communication. Effective plans include goals, measurable objectives, strategies for key audiences, and specific tactics. Developing a plan helps ensure communication supports the organization's strategic priorities.
Common Mistakes That Undermine Strategic Communication by Heather Saucier
The document discusses common mistakes that undermine strategic communication plans. It identifies four main mistakes: 1) The plan fails to tie directly to business performance and growth, instead focusing on increasing brand visibility or acting as a news distribution tool. 2) The plan is created with no external input or research, excluding important trends, disruptors, customer insights, and industry changes. 3) Guidelines and parameters for graphic quality, content consistency, and branding across channels are either nonexistent or too vague. 4) The plan is kept private and not shared company-wide, undermining coordinated internal and external messaging.
Becoming a learning organization [compatibility mode]
This document discusses learning organizations and how to become one. A learning organization continually learns and supports staff learning. It communicates openly and embraces improvement. Key characteristics include supporting continuous learning, aligning learning with goals, valuing individual knowledge, and encouraging knowledge sharing. Steps to becoming a learning organization include adopting a learning framework, communicating this approach, and supporting job performance through learning. Learning organizations gain competitive advantages like responding quickly to changes. The value of learning organizations includes supporting growth, meeting customer needs, and adapting to trends. A shift in thinking involves focusing on systems rather than parts and facilitating teamwork and communication. Five practices of learning organizations are systems thinking, personal mastery, addressing mental models, sharing visions, and team learning
Communications Plan Template - OM ThreeSixty Free Tool
A strategic communication plan is a road map for identifying how to engage with your varied stakeholder groups, audiences and networks.
It’s a powerful strategy tool to establish agreement among you and your colleagues to identify and agree on what contents needs to be said or displayed, to whom and in which context. The plan ensures consistency of messaging across distribution channels, sets expectations and builds assurance factors.
The size and length of a plan can vary greatly based on the complexities of the objectives. This means a plan can be as basic as a single message to a single audience or as complex as a multi-phased, long-term roll out with many audiences who require relevant content in a number of online and offline channels.
This basic template provides you with a beginning framework for mapping out and helps facilitate discussion. It will assist with determining the target audiences, key messages and distribution channels. If this tool brings value to you, feel free to share among your social networks.
The Nuts & Bolts of Communication Planning
How often do people confused Strategy & Tactics? Goals vs Objectives? KPI vs ROI?
This nifty presentation used football metaphors & hungarian goulash to explain what's what.
ORALCOM.1STSEM.LESSON1.pptx
This document outlines a class on communication. It discusses the nature, process, and functions of communication. It defines communication and explores models of communication including the Shannon-Weaver model, transaction model, and Schramm model. It also examines barriers to communication such as emotional barriers, use of jargon, and noisy environments. Students participate in group activities to identify elements of communication in scenarios and determine the functions of communication in different situations. The document also covers communication breakdown, its causes, and strategies to resolve issues.
NATURE-OF-COMMUNICATION.pptx
This document discusses fundamentals of communication and intercultural communication. It defines communication as a process of sharing messages between people through various channels and contexts. Several models of communication are presented, including Aristotle's model focusing on speaker and message, and the transactional model featuring two-way feedback. Barriers to communication and features of effective communication are also examined. Intercultural communication is defined as communication influenced by different cultures and involves understanding different communication patterns across cultures. The developmental model of intercultural sensitivity outlines six stages of experiencing cultural differences.
Fundamentals of Communication
The document provides instructions for an activity where students will be split into groups. Each group will create a 2 minute presentation comparing and contrasting the Shannon-Weaver and Transactional models of communication. Students are given 15 minutes to prepare their presentations which should demonstrate their understanding of the two models in a creative way. The presentation should focus on how each model can be observed in practice.
3. communication breakdown and strategies to avoid it
5. Explains why there is a breakdown of communication
EN11/12OC-Ia-5
6. Uses various strategies in order to avoid communication breakdown.
EN11/12OC-Ia-6
LESSON 1 introduction to media and information Literacy.pptx
The document discusses the seven stages of information literacy. These include: 1) identifying information needs, 2) determining information sources, 3) searching and citing information, 4) analyzing and evaluating information quality, 5) organizing and storing information, 6) using information ethically and effectively, and 7) creating and communicating new knowledge. The stages outline the process of finding, assessing, organizing, applying, and sharing information.
PURPOSIVE COMMUNICATION, Pharmacist course.pptx
This document discusses communication processes, principles, and ethics. It defines the key components of communication, including the source, message, channel, receiver, feedback, environment, and context. It also identifies potential barriers to communication. The document outlines nine principles of effective communication and five principles of effective oral communication. It discusses ethical considerations in communication and strategies for being an effective global communicator.
Differentiated instructional strategies
This document provides a guide for a differentiated instruction project on India. It outlines 6 sessions with different focuses: generative topic, understanding goals, entry points, understanding performances, ongoing assessment, and reflection. The guide includes color-coded boxes for each session with prompts to develop various elements of the project, including the educational context, generative topic, understanding goals, and entry points. The overall goal is for students to explore India's diversity through various learning strategies and assessments.
This document outlines a framework for analyzing English for specific purposes (ESP) with 7 categories: 1) purpose, 2) setting, 3) interaction, 4) instrumentality, 5) dialect, 6) target level, and 7) communicative event. It then applies this framework to analyze ESP for social science students, identifying key communicative events like lectures, seminars, and exams. It also discusses specifying an ESP syllabus by focusing on micro-skills, micro-functions, and linguistic forms. Finally, it summarizes criticisms of ESP models for lacking consistency and a clear link to syllabus design.
1. Nature and Elements of Communication
Hello! I've created this PowerPoint presentation as a requisite in Oral Communication in Context subject during SY 2019–2020.
Unit I: Nature and Elements of Communication
- Fundamentals of Communication (pp. 4)
- Intercultural Communication (pp. 19)
Should you need a .pptx file, kindly email me at rd.chrxlr@gmail.com.
Introduction to communication
Communication is the sharing of information between two or more parties. It involves an encoder, a message, a medium to convey the message, a receiver to decode the message, and potential feedback. Effective communication requires clarity, completeness, conciseness, consideration, courtesy, correctness, and coherence. Barriers to communication can be physical, psychological, related to semantics, or organizational. Managers must be skilled at both sending and receiving messages to communicate effectively within an organization.
Cartilla didáctica meaningful english
This document outlines a workbook called "Meaningful English" for teaching English as a foreign language to students in grades 6-9. It consists of 4 units with various activities designed to improve reading, writing, speaking, and project development skills in English. Each unit includes individual and group work, assessments, and a culminating group project to create an English language newscast. The goals are to support understanding texts and conversations, expressing opinions, and exchanging information in English.
ORAL COMMUNICATION_Q1_W1.pdf
The document provides a lesson on the nature, elements, process and functions of communication. It begins with learning competencies and objectives for understanding communication. It then discusses defining communication, explaining its nature as a process between two or more people using verbal and nonverbal means. It outlines the elements of communication including sender, message, encoding, channel, receiver, decoding, feedback and context. It explains the process of communication using a diagram. Finally, it discusses the functions of communication including regulation/control, social interaction, motivation, information and emotional expression.
Lecture 1.1 introduction why do I need a communications course student notes
This document provides an overview of the content that will be covered in a communications course at the University of Alberta. It discusses why communication skills are important for students' careers, citing surveys of employers. The course will help students improve their listening, writing, oral, and visual communication abilities. It will cover principles of communication and how culture, language and other factors influence communication. The document outlines the course structure, assignments, tests, grading breakdown and important due dates.
LESSON 1 introduction to media and information Literacy.pptx
The document provides information about communication and media literacy. It begins by defining communication and identifying its key components. These include the source, message, medium, receiver, feedback, environment, context, and interference. It then discusses models of communication including Lasswell's model and Shannon and Weaver's model. The document also defines media literacy and lists its characteristics. It provides examples of assessing the reliability of online information and gives tips on evaluating sources and fact-checking claims. It discusses the importance of citing sources and respecting copyright. Finally, it outlines the stages of information literacy which include identifying information needs, finding information, evaluating sources, organizing information, and communicating knowledge.
Purposive communication Introduuction
This document provides an overview of a course called "Purposive Communication". The 3-sentence summary is:
The Purposive Communication course develops students' communication skills and cultural awareness through multimodal tasks that allow them to communicate effectively with a multicultural audience. It equips students with tools to critically analyze various texts and emphasizes conveying messages responsibly given the power of language and images. Students can apply what they learn in this course to their other academic work, chosen disciplines, and future careers as they produce relevant oral, written, audio-visual and web-based outputs for different purposes.
Training for peer advisors (1)
Share your assumptions with the larger group.
30
Ethical Dilemmas
Ethical Dilemmas
Confidentiality
Dual Relationships
Boundaries
Competence
Integrity
31
Confidentiality
Confidentiality is a core principle of advising and tutoring.
As advisors and tutors, students may share personal information with you. It is important that this information remains private unless:
- The student gives you permission to share the information
- There is risk of harm to the student or others
Some key points about confidentiality:
- Only share information with other advisors/staff on a "
pdfcoffee.com_mil11q3mod1v1pdf-pdf-free.pdf
This document provides an introduction to media and information literacy. It discusses the key components of communication including the source, message, channel, receiver, feedback, environment, context, and interference. Several models of communication are presented, including Lasswell's, Shannon and Weaver's, and Berlo's models. The different forms of communication - intrapersonal, interpersonal, group, public, and mass communication - are defined. The role of media and information in the communication process is also explained. Media is defined as the physical objects used to transmit information to large audiences through channels like television, radio, newspapers, and the internet.
Teaching Listening
This document discusses teaching listening and listening comprehension. It begins by defining listening and outlining some methodologies from the 1950s-1960s that focused on spoken language. It then discusses research on listening comprehension and models of the listening process. The document outlines different types of spoken language like monologues and dialogues. It also discusses what makes listening difficult and principles for designing listening techniques at different proficiency levels. The document provides a comprehensive overview of the key aspects of teaching listening.
aex_202_-Deatailed_PPT.pptx
This document provides a course outline for communication skills. It includes 14 topics that will be covered in the course over various class periods. The topics include communication models and elements, verbal and non-verbal communication skills like listening, writing, and presentation skills. It also covers note-taking, indexing, grammar, bibliographic procedures, reading comprehension, precise writing, and organizing seminars. Practical topics like oral presentations, group discussions, and comprehension exercises are allocated specific class periods. Evaluation includes components like mid-term, practical exam, record, and attendance. References on communication and extension education are provided.
advances in extension methodologies 1.pdf
This document discusses various advances in extension methodologies. It covers topics such as communication models, extension program planning and evaluation, individual and group contact extension teaching methods, small group discussion techniques, and capacity building of extension personnel and farmers. Communication is defined as the process by which people exchange information to gain a common understanding. The document outlines several communication models and discusses barriers to effective communication such as filtering, distortion, communication overload, and absence of redundancy. It also describes the process of extension program planning, evaluation, and various extension teaching methods used for individual and group contacts.
OC LESSON 1 - NATURE AND ELEMENTS OF COMMUNICATION.pdf
Communication is a process that involves meaning being created between people, not found in words alone. It occurs within social systems and uses symbols, whether verbal or nonverbal. There are key components to the communication process including a speaker who encodes a message, a channel to transmit the message, a receiver who decodes the message, and potential for feedback from the receiver. Context and barriers can also impact communication flow.
13.1 end of term review lecture slides
The document provides an overview and summary of the modules covered in an ALES 204 communications course at the University of Alberta. It discusses key topics from modules 7-11, including meetings, public speaking, small groups, communicating science, and mass and online communication. It also reviews the elements of a communication plan and provides an informal course evaluation for students to provide feedback.
9.3 job interviews lecture slides
The document provides an outline for job interviews, including preparing before an interview by researching the employer and knowing your own strengths, participating in the interview by having answers prepared for common questions and asking your own questions, and following up after the interview with a thank you letter. It also discusses negotiating pay and offers sample questions and responses.
More Related Content
Similar to 12.2 communication planning student notes
NATURE-OF-COMMUNICATION.pptx
This document discusses fundamentals of communication and intercultural communication. It defines communication as a process of sharing messages between people through various channels and contexts. Several models of communication are presented, including Aristotle's model focusing on speaker and message, and the transactional model featuring two-way feedback. Barriers to communication and features of effective communication are also examined. Intercultural communication is defined as communication influenced by different cultures and involves understanding different communication patterns across cultures. The developmental model of intercultural sensitivity outlines six stages of experiencing cultural differences.
Fundamentals of Communication
The document provides instructions for an activity where students will be split into groups. Each group will create a 2 minute presentation comparing and contrasting the Shannon-Weaver and Transactional models of communication. Students are given 15 minutes to prepare their presentations which should demonstrate their understanding of the two models in a creative way. The presentation should focus on how each model can be observed in practice.
3. communication breakdown and strategies to avoid it
5. Explains why there is a breakdown of communication
EN11/12OC-Ia-5
6. Uses various strategies in order to avoid communication breakdown.
EN11/12OC-Ia-6
LESSON 1 introduction to media and information Literacy.pptx
The document discusses the seven stages of information literacy. These include: 1) identifying information needs, 2) determining information sources, 3) searching and citing information, 4) analyzing and evaluating information quality, 5) organizing and storing information, 6) using information ethically and effectively, and 7) creating and communicating new knowledge. The stages outline the process of finding, assessing, organizing, applying, and sharing information.
PURPOSIVE COMMUNICATION, Pharmacist course.pptx
This document discusses communication processes, principles, and ethics. It defines the key components of communication, including the source, message, channel, receiver, feedback, environment, and context. It also identifies potential barriers to communication. The document outlines nine principles of effective communication and five principles of effective oral communication. It discusses ethical considerations in communication and strategies for being an effective global communicator.
Differentiated instructional strategies
This document provides a guide for a differentiated instruction project on India. It outlines 6 sessions with different focuses: generative topic, understanding goals, entry points, understanding performances, ongoing assessment, and reflection. The guide includes color-coded boxes for each session with prompts to develop various elements of the project, including the educational context, generative topic, understanding goals, and entry points. The overall goal is for students to explore India's diversity through various learning strategies and assessments.
This document outlines a framework for analyzing English for specific purposes (ESP) with 7 categories: 1) purpose, 2) setting, 3) interaction, 4) instrumentality, 5) dialect, 6) target level, and 7) communicative event. It then applies this framework to analyze ESP for social science students, identifying key communicative events like lectures, seminars, and exams. It also discusses specifying an ESP syllabus by focusing on micro-skills, micro-functions, and linguistic forms. Finally, it summarizes criticisms of ESP models for lacking consistency and a clear link to syllabus design.
1. Nature and Elements of Communication
Hello! I've created this PowerPoint presentation as a requisite in Oral Communication in Context subject during SY 2019–2020.
Unit I: Nature and Elements of Communication
- Fundamentals of Communication (pp. 4)
- Intercultural Communication (pp. 19)
Should you need a .pptx file, kindly email me at rd.chrxlr@gmail.com.
Introduction to communication
Communication is the sharing of information between two or more parties. It involves an encoder, a message, a medium to convey the message, a receiver to decode the message, and potential feedback. Effective communication requires clarity, completeness, conciseness, consideration, courtesy, correctness, and coherence. Barriers to communication can be physical, psychological, related to semantics, or organizational. Managers must be skilled at both sending and receiving messages to communicate effectively within an organization.
Cartilla didáctica meaningful english
This document outlines a workbook called "Meaningful English" for teaching English as a foreign language to students in grades 6-9. It consists of 4 units with various activities designed to improve reading, writing, speaking, and project development skills in English. Each unit includes individual and group work, assessments, and a culminating group project to create an English language newscast. The goals are to support understanding texts and conversations, expressing opinions, and exchanging information in English.
ORAL COMMUNICATION_Q1_W1.pdf
The document provides a lesson on the nature, elements, process and functions of communication. It begins with learning competencies and objectives for understanding communication. It then discusses defining communication, explaining its nature as a process between two or more people using verbal and nonverbal means. It outlines the elements of communication including sender, message, encoding, channel, receiver, decoding, feedback and context. It explains the process of communication using a diagram. Finally, it discusses the functions of communication including regulation/control, social interaction, motivation, information and emotional expression.
Lecture 1.1 introduction why do I need a communications course student notes
This document provides an overview of the content that will be covered in a communications course at the University of Alberta. It discusses why communication skills are important for students' careers, citing surveys of employers. The course will help students improve their listening, writing, oral, and visual communication abilities. It will cover principles of communication and how culture, language and other factors influence communication. The document outlines the course structure, assignments, tests, grading breakdown and important due dates.
LESSON 1 introduction to media and information Literacy.pptx
The document provides information about communication and media literacy. It begins by defining communication and identifying its key components. These include the source, message, medium, receiver, feedback, environment, context, and interference. It then discusses models of communication including Lasswell's model and Shannon and Weaver's model. The document also defines media literacy and lists its characteristics. It provides examples of assessing the reliability of online information and gives tips on evaluating sources and fact-checking claims. It discusses the importance of citing sources and respecting copyright. Finally, it outlines the stages of information literacy which include identifying information needs, finding information, evaluating sources, organizing information, and communicating knowledge.
Purposive communication Introduuction
This document provides an overview of a course called "Purposive Communication". The 3-sentence summary is:
The Purposive Communication course develops students' communication skills and cultural awareness through multimodal tasks that allow them to communicate effectively with a multicultural audience. It equips students with tools to critically analyze various texts and emphasizes conveying messages responsibly given the power of language and images. Students can apply what they learn in this course to their other academic work, chosen disciplines, and future careers as they produce relevant oral, written, audio-visual and web-based outputs for different purposes.
Training for peer advisors (1)
Share your assumptions with the larger group.
30
Ethical Dilemmas
Ethical Dilemmas
Confidentiality
Dual Relationships
Boundaries
Competence
Integrity
31
Confidentiality
Confidentiality is a core principle of advising and tutoring.
As advisors and tutors, students may share personal information with you. It is important that this information remains private unless:
- The student gives you permission to share the information
- There is risk of harm to the student or others
Some key points about confidentiality:
- Only share information with other advisors/staff on a "
pdfcoffee.com_mil11q3mod1v1pdf-pdf-free.pdf
This document provides an introduction to media and information literacy. It discusses the key components of communication including the source, message, channel, receiver, feedback, environment, context, and interference. Several models of communication are presented, including Lasswell's, Shannon and Weaver's, and Berlo's models. The different forms of communication - intrapersonal, interpersonal, group, public, and mass communication - are defined. The role of media and information in the communication process is also explained. Media is defined as the physical objects used to transmit information to large audiences through channels like television, radio, newspapers, and the internet.
Teaching Listening
This document discusses teaching listening and listening comprehension. It begins by defining listening and outlining some methodologies from the 1950s-1960s that focused on spoken language. It then discusses research on listening comprehension and models of the listening process. The document outlines different types of spoken language like monologues and dialogues. It also discusses what makes listening difficult and principles for designing listening techniques at different proficiency levels. The document provides a comprehensive overview of the key aspects of teaching listening.
aex_202_-Deatailed_PPT.pptx
This document provides a course outline for communication skills. It includes 14 topics that will be covered in the course over various class periods. The topics include communication models and elements, verbal and non-verbal communication skills like listening, writing, and presentation skills. It also covers note-taking, indexing, grammar, bibliographic procedures, reading comprehension, precise writing, and organizing seminars. Practical topics like oral presentations, group discussions, and comprehension exercises are allocated specific class periods. Evaluation includes components like mid-term, practical exam, record, and attendance. References on communication and extension education are provided.
advances in extension methodologies 1.pdf
This document discusses various advances in extension methodologies. It covers topics such as communication models, extension program planning and evaluation, individual and group contact extension teaching methods, small group discussion techniques, and capacity building of extension personnel and farmers. Communication is defined as the process by which people exchange information to gain a common understanding. The document outlines several communication models and discusses barriers to effective communication such as filtering, distortion, communication overload, and absence of redundancy. It also describes the process of extension program planning, evaluation, and various extension teaching methods used for individual and group contacts.
OC LESSON 1 - NATURE AND ELEMENTS OF COMMUNICATION.pdf
Communication is a process that involves meaning being created between people, not found in words alone. It occurs within social systems and uses symbols, whether verbal or nonverbal. There are key components to the communication process including a speaker who encodes a message, a channel to transmit the message, a receiver who decodes the message, and potential for feedback from the receiver. Context and barriers can also impact communication flow.
Similar to 12.2 communication planning student notes (20)
3. communication breakdown and strategies to avoid it
3. communication breakdown and strategies to avoid it
LESSON 1 introduction to media and information Literacy.pptx
LESSON 1 introduction to media and information Literacy.pptx
Lecture 1.1 introduction why do I need a communications course student notes
Lecture 1.1 introduction why do I need a communications course student notes
LESSON 1 introduction to media and information Literacy.pptx
LESSON 1 introduction to media and information Literacy.pptx
OC LESSON 1 - NATURE AND ELEMENTS OF COMMUNICATION.pdf
OC LESSON 1 - NATURE AND ELEMENTS OF COMMUNICATION.pdf
More from Nancy Bray
13.1 end of term review lecture slides
The document provides an overview and summary of the modules covered in an ALES 204 communications course at the University of Alberta. It discusses key topics from modules 7-11, including meetings, public speaking, small groups, communicating science, and mass and online communication. It also reviews the elements of a communication plan and provides an informal course evaluation for students to provide feedback.
9.3 job interviews lecture slides
The document provides an outline for job interviews, including preparing before an interview by researching the employer and knowing your own strengths, participating in the interview by having answers prepared for common questions and asking your own questions, and following up after the interview with a thank you letter. It also discusses negotiating pay and offers sample questions and responses.
9.3 job interviews lecture student notes
The document provides an overview of job interviews from preparing for an interview to following up after. It discusses researching the employer and position, answering common interview questions with examples, asking your own questions, negotiating pay, and reasons one may not get the job. The main points covered are knowing your strengths and fit for the role, practicing popular questions like discussing accomplishments and weaknesses, maintaining professionalism throughout the interview, and following up with a thank you note after.
9.1 groups and teams student notes
This document provides an overview of groups and teams. It discusses 1) why we work in groups, including advantages like increased productivity and disadvantages like free riding. 2) the different roles group members can play, including task, maintenance, and self-serving roles. 3) methods for making decisions as a group, such as the Delphi technique, nominal group method, and brainstorming. The stages of group development and key dimensions of effective teams are also covered.
8.4 presentation aids student notes
This document provides tips for creating effective presentation slides and delivering presentations. It discusses preparing a speech, using presentation aids like PowerPoint effectively, developing powerful slides with best practices for backgrounds, fonts, images and graphs, and common mistakes to avoid such as overusing slides or not practicing. Alternatives to PowerPoint like Prezi and physical props are also mentioned. The goal is to design slides deliberately, plan thoroughly, know the technology, and have a backup plan.
7.3 death by meeting lecture slides complete notes
The document discusses how to effectively plan and run meetings, identifying different meeting types and roles like the chair, administrator, and participants, and provides tips on how to make meetings more productive by preparing properly and managing participants and discussions. It also examines why meetings often fail and how to improve them by only holding necessary meetings, trying new formats, and taking responsibility for the outcome.
8.3 persuasive speaking lecture student notes
This document provides an overview of persuasive speaking. It discusses the expectations of the genre, including using spoken language, short sentences, and structuring the speech with an introduction, body, and conclusion that take up 10-20% of the time each. It also discusses determining the purpose and audience, and aligning the message to what the speaker wants the audience to do. Techniques like Monroe's motivated sequence and addressing logical fallacies can help strengthen persuasive arguments. The overall goal is to take the audience from their world to the speaker's world and leave them changed.
7.3 death by meeting lecture slides student notes
This document discusses improving meetings and reducing wasted time. It provides tips for different meeting roles like the chair, administrator, and participants. Meetings often fail due to being unnecessary, unclear objectives, or lack of preparation. The chair must keep meetings on track and manage different personalities. Taking concise notes and summarizing action items improves meetings. Meetings should be questioned and formats changed to keep people engaged and productive.
7.1 mid term review lecture slides student notes
Linear Limited
Associate: Recursive Expanding
Professional: Flexible Integrated
Expert: Intuitive Generative
Master: Transforming Original
Source: Beaufort, 2007 60
The writing process
1. Prewriting
2. Drafting
3. Revising
4. Editing
5. Proofreading
6. Publishing
7. Reflecting
8. Repeating as needed
61
Prewriting strategies
Freewriting
Brainstorming
Mapping
Outlining
Questioning
Researching
Interviewing
6.2 the importance of design lecture slides student notes
This document summarizes a lecture on the importance of visual design. It discusses three main topics: [1] why visual design matters in an environment with heavy online competition, [2] what visual rhetoric is as a way to understand how design conveys meaning, and [3] the C.R.A.P principles of design including contrast, repetition, alignment, and proximity. The lecture emphasizes that good visual design can improve understanding and engagement for readers with limited time.
6.1 making it stick lecture slides student notes
This document summarizes a university lecture on making ideas stick. It discusses why some ideas spread widely while others do not, and identifies six key principles for making ideas memorable: simplicity, unexpectedness, concreteness, credibility, emotions, and stories. Examples are provided for each principle. The takeaway is that understanding these concepts can help make an idea or message more likely to stick in people's minds.
Lecture 5.3 readability and plain language student notes
This document discusses readability and plain language. It defines readability as how understandable written text is based on factors like sentence length. Readability is measured using tools like the Flesch-Kincaid Grade Level and Flesch Reading Ease Score. Plain language aims to make information easily understandable on first reading using common words, pronouns, active voice and short sentences. The document provides examples of rewriting text to improve readability and make it plainer.
Lecture 5.2 art of explanation lecture student notes
This document provides an overview of informative communication and the genre of fact sheets. It discusses (1) what constitutes informative communication, distinguishing between informatory and explanatory styles; (2) the elements of effective instructions and explanations; and (3) the typical organization, purpose, expectations and process of creating a fact sheet as a genre of informative communication. The goal is to teach students how to communicate technical information to lay audiences through different written formats.
Lecture 4.3 generations in the workplace student notes
The document discusses four generations currently in the workplace - Traditionals, Baby Boomers, Generation X, and Generation Y. It outlines some of the defining characteristics of each generation and both the commonalities and conflicts that can exist between generations. Specifically, it notes that differences can arise from views on entitlement and narcissism between younger and older generations. The document encourages understanding generational similarities and differences to improve workplace relationships and considering limitations of generational labels.
Lecture 4.2 non verbal communication student notes
This document summarizes a lecture on non-verbal communication. It discusses what non-verbal communication is, and identifies the nine channels of non-verbal communication as kinesics, paralanguage, proxemics, appearance, color, clothing and artifacts, chronemics, haptics, and olfactics. It encourages observing these channels to better understand non-verbal cues and their messages. Chapter 5 of the textbook further discusses this topic.
Lecture 4.1 language and meaning student notes
This document provides an overview and outline of a university lecture on language and communication. It discusses key topics that will be covered, including what language is, how language influences communication, and the relationship between thought, words, and things. A model of communication is presented showing how context, purpose, and channel affect communication. The lecture outline indicates the topics of what language is, how it affects communication, and a video and discussion on how language transformed humanity.
Lecture 3.3 perception student notes
This document summarizes a lecture on perception. It discusses the stages of perception including figure-ground principle, perceptual schemata, closure, and selective perception. It also addresses how we perceive ourselves through self-concept and the Johari window model, and how we perceive others through first impressions, stereotypes, self-serving bias, and empathy. The lecture highlights how memory and experiences influence our perceptions and the "dark side" of perception through biases.
Lecture 3.2 researching your audience lecture slides student notes
This document discusses researching your audience and provides guidance on how to do so. It outlines that understanding your audience is important to tailor your communication effectively. The key points covered include:
1. Researching your audience allows you to understand their demographics, psychographics, and relationship to you in order to build audience profiles and personas.
2. Methods for researching your audience involve looking at their demographics, building your best guesses about them, and considering factors like their education and occupation.
3. As an example, it examines researching professors as an audience, looking at their demographics, education backgrounds, careers in research/teaching/service, and challenges and perks of academic life.
Lab week 2 resume and email workshop
This document outlines the agenda for a lab workshop on resumes and emails. The workshop includes activities where students:
1) Work in groups to review each other's resumes based on a checklist of key elements.
2) Pass formal emails around in groups to analyze structure, identify the main point, and ensure important sentences are highlighted.
3) Compare formal and informal emails, noting similarities and differences.
4) Brainstorm individually about cover letters, including the recipient, goals, key messages, and anticipated questions.
Lecture 3.1 how to write a cover letter student notes
This document provides instructions on how to write an effective cover letter. It discusses why cover letters are important for job applications. The key steps to writing a good cover letter are outlined, including researching the employer, writing an attention-grabbing subject line for email applications, and including a greeting, sales pitch, and closing. Common grammatical errors to avoid, such as run-on sentences and incorrect punctuation, are also covered. The document emphasizes the importance of proofreading and having others review the cover letter.
More from Nancy Bray (20)
7.3 death by meeting lecture slides complete notes
7.3 death by meeting lecture slides complete notes
6.2 the importance of design lecture slides student notes
6.2 the importance of design lecture slides student notes
Lecture 5.3 readability and plain language student notes
Lecture 5.3 readability and plain language student notes
Lecture 5.2 art of explanation lecture student notes
Lecture 5.2 art of explanation lecture student notes
Lecture 4.3 generations in the workplace student notes
Lecture 4.3 generations in the workplace student notes
Lecture 4.2 non verbal communication student notes
Lecture 4.2 non verbal communication student notes
Lecture 3.2 researching your audience lecture slides student notes
Lecture 3.2 researching your audience lecture slides student notes
Lecture 3.1 how to write a cover letter student notes
Lecture 3.1 how to write a cover letter student notes
12.2 communication planning student notes
- 1. Communications Planning Lecture 12.2 University of Alberta ALES 204 Nancy Bray 1
- 2. Housekeeping Final Exam Breakdown Participation Grades Presentations in Job Portfolios 2
- 3. Course Map Analyze a communicative situation Plan an approach Identify strengths and weakness of your approach Context Rhetorical Purpose Channel Intrapersonal Informative Oral Interpersonal Persuasive Written Small Groups Public Visual Mass Communication Online Describe the role that culture, self-perception and language play in communication Define communication 3
- 4. Lecture Outline 1. What is a communications plan? 2. How to write one 4
- 5. 1. What is a communication plan? 5
- 6. Communication plans 6
- 7. How to write a communication plan 7
- 8. 7 sections in a plan 1. Objectives 2. Audience 3. Key messages 4. Tools & Activities (channel, medium) 5. Potential challenges 6. Timeline 7. Feedback 8
- 9. 1. Objectives 9
- 10. 2. Audience 10
- 11. 3. Key Messages 11
- 12. 4. Tools and Activities 12
- 13. 5. Potential Challenges 13
- 14. 6. Timeline 14
- 15. 7. Feedback 15
- 16. Example #1 You are a conservation officer working in a national park. A university scientist who conducted a fecal sample study in your park has alerted you to the fact that many of the dogs who are brought to the park are suffering from dog roundworm. Dog roundworm can seriously affect the health of dogs and can easily be transferred to humans. However, dog roundworm is easily prevent by giving the dog one pill every month. As a conservation officer, you want to inform your visitors about the results of this student and the potential risks for their dogs and themselves. Many of the dog owners in your park are from the local Somali community which is a high-power distance, but polychromic culture. 16
- 17. 7 sections in a plan 1. Objectives 2. Audience 3. Key messages 4. Tools & Activities (channel, medium) 5. Potential challenges 6. Timeline 7. Feedback 17
- 18. Example #2 You are the manager of the Edmonton Zoo, home to one elephant named Lucy. In recent years, there has been a grassroots movement to have Lucy moved to an elephant sanctuary where she can be with other elephants and move about more freely. Unfortunately, Lucy’s health is not strong enough to survive this move. Nevertheless, public opinion on this matter is strong and you must convince the public that Lucy’s continued residence in the Edmonton zoo is necessary to preserve her fragile health. 18
- 19. 7 sections in a plan 1. Objectives 2. Audience 3. Key messages 4. Tools & Activities (channel, medium) 5. Potential challenges 6. Timeline 7. Feedback 19