Electronic Presentations Assignment
Electronic Presentations Assignment
Electronic Presentations Assignment
Webinars Webinars in which a presenter lectures or speaks to an audience on the Web are becoming popular for conferences, training sessions, seminars, and workshops. They are typically not interviews but electronic presentations. If a webinar is more collaborative and interactive between two parties with questions and answers in real time and perhaps over a telephone line or voice over technology, it may be an inter- view and more spontaneous and interpersonal than an e-mail interview. It is wise, however, to use a webinar for its primary purposes—training and teaching—rather than interviewing.
The Internet lacks the nonverbal cues critical in interviews.
Webinars are rarely interviews.
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■ The Internet can provide important information on positions and organizations and background on interviewers and interviewees.
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An Introduction to Interviewing 7
Summary
Interviewing is an interactional communication process between two parties, at least one of whom has a predetermined and serious purpose, that involves the asking and answer- ing of questions. This definition encompasses a wide variety of interview settings that require training, preparation, interpersonal skills, flexibility, and a willingness to face risks involved in intimate, person-to-person interactions. The increasing flexibility of technology is resulting in significant numbers of interviews no longer occurring face-to-face, and this is posing new challenges and concerns.
Interviewing is a learned skill, and your first hurdle into becoming a more skilled inter- viewer or interviewee is to overcome the assumption that what you do often you do well. Ten years of interviewing experience may mean that you have repeated the same mis- takes over and over, year after year. Skilled interview participants are aware that practice makes perfect only if you know what you are practicing.
The first step in developing and improving interviewing skills is to understand the deceptively complex interviewing process and its many interacting variables. Chapter 2 explains and illustrates the interviewing process by developing step-by-step a model that contains all of the fundamental elements that interact in each interview.
Key Terms and Concepts
Learn more about the growing uses of electronic interviews in a variety of settings. Search at least two databases under headings such as telephone inter- views, conference calls, and video talk-back. Try search engines such as ComAbstracts (http://www .cios.org), Yahoo (http://www.yahoo.com), Infoseek (http://www.infoseek.com), and ERIC (http://www
.indiana.edu/~eric_rec). In which interview settings are electronic interviews most common? What are the advantages and disadvantages of electronic inter- views? How will new developments affect electronic interviews in the future? How will the growing use of electronic interviews affect the ways we conduct traditional face-to-face interviews?
O N T H E W E B
Beliefs Collaborative Conversation Counseling Dyadic Electronic interviews E-mail interviews Exchanging Feelings Focus group interviews Information-gathering interviews
Information-giving interviews Interactional Internet Interpersonal Meaning making Motives Parties Performance review Persuasion Predetermined purpose Process
Questions Selection interview Serious purpose Skype Structure System Technology Telephone interview Two-party process Videoconference interview Virtual interview Webinar
ste70537_ch01_001-008.indd 7 20/12/16 12:34 pm
8 Chapter 1
Student Activities
1. Keep a journal of interviews in which you take part during a week. How many were traditional, face-to-face interviews and how many were electronic? Which types tended to be traditional and which electronic? How were they similar and different? How did interactions vary? How did lack of presence, eye contact, appearance, facial expressions, and gestures appear to influence electronic interviews? How did you and the other parties try to compensate for this?
2. Make a list of what you consider to be essential characteristics of good interviews and then observe two interviews on television. How well did the interviewers and interviewees meet your criteria? What did they do best? What did they do poorly? How did the settings and situations seem to affect the interactions? If one or both parties were “celebrities,” how did this seem to affect interactions, roles played, amount of time each asked and answered questions, and content of responses?
3. Select a person you know superficially (classmate, co-worker, member of a fitness club) who is willing to be interviewed. Take part in a 10-minute interview and try to discover everything you can about this person. Which topics were covered and which avoided? How did the phrasing of questions seem to affect answers? How did your relationship with the other party affect the openness with which the two of you shared and revealed information?
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
- The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
- Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
- Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
- One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
- I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
- Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
- In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
- Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
- Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
- Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
- Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
- I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
- I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
- As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
- It is best to paraphrase content and cite your source.
LopesWrite Policy
- For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
- Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
- Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
- Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
- The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
- Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
- If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
- I do not accept assignments that are two or more weeks late unless we have worked out an extension.
- As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
- Communication is so very important. There are multiple ways to communicate with me:
- Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
- Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.