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LearnVERBAL COMMUNICATIONDue Week 10, worth 220 points.docx
- 1. Learn VERBAL COMMUNICATION Due Week 10, worth 220 points From quick conversations to phone calls, meetings, formal presentations, and sales pitches, you must employ effective verbal communication skills at all times. While verbal interactions are extremely common, they can also be stressful. Every interaction contains the potential for success...and the danger of failure. To be “on your game” at all times requires purposeful practice, reflection, and adjustment based on input and feedback. No matter what your verbal communication skills are, you can improve them. In this assignment, you will develop and deliver a verbal communication for the scenario you have identified. Your communication should match your challenge or opportunity. For example, if your challenge is an interview for a new position, you may choose to record yourself answering a few key questions that might be posed by the interviewer. For the purposes of this course, your video presentation should not exceed five minutes. (Your scenario might require a much longer presentation, but limit
- 2. your response to the key five minutes in this case.) INSTRUCTIONS For Part 1, create and deliver a verbal communication (recording your presentation for submission to your instructor) that aligns with your Strategic Communication Plan. WEEK 1 IT’S A DIGITAL WORLD ASSIGNMENT 3 For Part 2, reflect on your presentation, and document your preparation and how you used feedback to refine your verbal communication. PART 1 - VERBAL COMMUNICATION (VIDEO) 1. Develop and Deliver Your Verbal Communication a) Use an impactful opening statement to engage, set context, and/or create relevant meaning for the audience b) Use compelling stories/statistics/facts to support your key message c) Where appropriate, make your request of the audience clear and actionable d) Use visual aids (where necessary) that support and complement your verbal communication, but which do not drive the conversation e) Limit recordings to no more than 5 minutes 2. Demonstrate Professional Presence a) Be authentic and genuine in your delivery b) Use the appropriate tone and vocabulary for your audience
- 3. c) Use body language and eye contact effectively d) Speak concisely with clarity and confidence e) Build rapport and connect with your audience to grow the relationship f) Dress appropriately and employ an appropriate camera frame (with a neutral background that is free of distractions) g) Employ only professionally presented and appropriately prepared visual aids, if used PART 2 - REFLECTION AND FEEDBACK (WRITTEN) 3. Reflect on Your Presentation Preparation a) Describe the approach you took to plan for your presentation b) Explain how you rehearsed for the presentation c) Offer suggestions for how you might better prepare in the future 4. Use Feedback to Refine Your Communication a) Describe or list the feedback you received on your verbal communication from the week 8 Discussion Board 4. Use Feedback to Refine Your Communication a) Describe or list the feedback you received on your verbal communication from the week 8 Discussion Board b) Explain how you used the feedback to revise and improve your message and/or delivery PROFESSIONAL AND APA FORMATTING REQUIREMENTS Your assignment must follow these general APA formatting requirements: Your document must be typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
- 4. Include a cover page containing the title of the assignment, your name, the professor’s name, the course title, and the date. The format should be consistent with professional standards. If slides are used, apply slide design best practices (minimal text, appropriate images/charts, and proper grammar and spelling) for an appropriately professional presentation. Grading for this assignment will be based on the following criteria and evaluation standards: 1. Develop and Deliver Your Verbal Communication Weight: 25% The student does not include an impactful opening state- ment and/or does not use compelling stories/statis- tics/ facts. Student does not make a clear and
- 5. actionable request of the audience. Visual aids, if used, do not complement or support the verbal commu- nication. Recording is longer than five minutes. The student attempts to make an impactful opening state- ment and/or uses some- what compel- ling stories/statis- tics/ facts. Student makes an actionable request of the audience but the request lacks clarity. Visual aids are somewhat complementa- ry and support the verbal
- 6. communica- tion to some degree. Recording may be more than five minutes. The student’s opening state- ment is ade- quately impactful and/or uses mostly compelling stories/statis- tics/ facts. Student makes a suffi- ciently clear and actionable request from the audience. Visual aids, if used, are mostly com- plementary and support the verbal communica- tion. Recording is no more than five minutes. The student’s
- 7. opening state- ment is highly impactful and/or uses extremely compelling stories/statis- tics/facts. Student makes an entirely clear and actionable request of the audience. Visual aids, if used, are entirely com- plementary and support the verbal communica- tion. Recording is no more than five minutes. POINTS: 220 Criteria Unacceptable Below 70% F Fair 70-79% C Proficient
- 8. 80-89% B Exemplary 90-100% A ASSIGNMENT 3: VERBAL COMMUNICATION Student does not demon- strate, or demonstrates incompletely, a level of professional presence. The verbal communica- tion is inau- thentic or uses an inappropri- ate tone and contextually inappropriate vocabulary is used. Student fails to build confi- dence with the audience and does not achieve rap- port. Student’s appearance and demeanor
- 9. are not profes- sional. Visual aids, if used, are unsatis- factory and unprofession- al in look and feel. Student demon- strates a pass- able level of professional presence. The verbal communication may be lacking a completely authentic voice, uses a fairly appropriate professional tone for the audience, and uses fairly contextually appropriate vocabulary that helps to build some confi- dence in the student while maintaining clarity for the audience. Student
- 10. attempts to build rapport with the audi- ence and is fairly profes- sional in appearance. Visual aids, if used, are lack- ing in profes- sionalism and presentation. Student demonstrates a moderate level of profes- sional pres- ence. The verbal communica- tion is mostly authentic, uses a satis- factorily pro- fessional tone for the audi- ence, and uses vocabulary that is largely appropriate in context. Student builds confidence and rapport with the audi-
- 11. ence while maintaining clarity. Stu- dent is mostly professional in appearance. Visual aids, if used, are satisfactory and profes- sional in look and feel. Student demonstrates a high level of professional presence. The verbal communica- tion is authen- tic, employs an appropri- ately profes- sional tone for the audience, and makes use of vocabu- lary that is appropriate in context. Stu- dent success- fully builds confidence and rapport with the audi-
- 12. ence. Student is professional in appearance and presenta- tion. Visual aids, if used, are professional in look and feel. 2. Demonstrate Professional Presence Weight: 25% The student does not reflect, or reflects incompletely, on the presen- tation. The student does not provide the necessary information. The student reflects on the presentation to some degree and provides
- 13. some, but not enough, information. The student reflects ade- quately on the presentation and provides a moderate amount of necessary information. The student is exceptionally reflective concerning the presentation. The student provides all necessary information. 3. Reflect on Your Presentation Preparation Weight: 20% The student does not describe feedback received. The student does not
- 14. explain how feedback was used to revise and improve the written communica- tion. The student satisfactorily describes or lists feedback received. The student partially explains how feedback was used to revise and improve the written communica- tion The student adequately describes or lists feedback received. The student sufficiently explains how feedback was used to revise and improve the written communica-
- 15. tion. The student accurately describes or lists feedback received. The student fully explains how feedback was used to revise and improve the written com- munication. 4. Use Feedback to Refine Your Communication Weight: 20% Writing does not meet minimal stan- dards. Tone is not professional. Communica- tion is wholly lacking in logic, clarity, and/or consis- tent format- ting. Contains
- 16. many spelling, mechanical, formatting, and/or gram- matical errors. The student satisfactorily describes or lists feedback received. The student partially explains how feedback was used to revise and improve the written communica- tion. Writing is excellent. Tone is profes- sional and sophisticated. Shows logic, clarity, and consistent formatting. Contains no spelling, mechanical, or grammatical errors, and formatting
- 17. meets standards. 5. Write in a professional manner using proper grammar, mechanics, spelling, and formatting. Weight: 10% Writing could be improved, but meets acceptable standards. Tone is profes- sional. Shows logic, clarity, and consistent formatting. May contain few or no spelling, mechanical, and/or gram- matical errors. There may be a small formatting error.