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Tony Docan-Morgan
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Being able to speak clearly and succinctly, to effectively inform and persuade
others, and to move people to action are absolute necessities for professionals
in a wide array of fields including law, banking and finance, counseling,
teaching, public relations, politics, and sales. These abilities are also essential
assets for all professionals in all fields who aspire to leadership, as the ability
to influence others is a crucial part of leadership.
In fact, employers consistently report that public speaking is one of the most
important and sought after skills a prospective employee can possess (O’Hair,
Stewart, & Rubenstein, 2010; Ulinski & O'Callaghan, 2002). Students entering
Public Speaking for the Curious
Docan-Morgan & Nelson
Many people mistakenly think that public speaking only involves formal
situations in which a speaker is ‘on stage’ in front of a large audience.
However, the nature of a public speech or presentation can vary tremendously
depending on the speaker’s goals, make-up and size of the audience,
environment in which the speaking occurs, and historical context. Lucas,
author of the most popular current basic public speaking textbook in the
United States, observes that the complex speech communication process
includes the following seven basic elements: “speaker, message, channel,
listener, feedback, interference, and situation.”
The speaker is the person who initiates a speech transaction. Whatever the
speaker communicates is the message, which is sent by means of a particular
channel. The listener receives the communicated message and provides
feedback to the speaker. Interference is anything that impedes the
communication of a message, and the situation is the time and place in which
speech communication occurs. The interaction of these seven elements is what
determines the outcome in any instance of speech communication (2007, p.
28).
Public Speaking for the Curious
Docan-Morgan & Nelson
The terms public speech and presentation are often used synonymously in
everyday language. Engleberg notes, “the term speech often connotes a public
speech, that is, a presentation to a large public audience. The term
presentation encompasses other more common forms of speaking such as
business briefings, oral reports, ceremonial presentations, or other types of
speeches that do not often take place in the public arena” (2007, p. 1). Speeches
and presentations come in many forms, including training workshops, lectures,
sermons, sales presentations, investment proposals, briefings, status reports,
protests, political debates, political campaign speeches, technical business
presentations, research presentations, courtroom presentations (e.g., cross
examination, rebuttal, and closing arguments), humorous or entertaining
performances (e.g., standup comedy), oral press releases, and special occasion
speeches (e.g., farewells, eulogies, and commencement addresses).
The benefits of studying public speaking are numerous. These ten benefits are
by no means all of the advantages entailed by becoming a competent public
speaker but are some of the most compelling ones.
(2010, p. 71). Learning how to listen, plan formal messages in writing, and
finally deliver those messages orally by speaking well will better prepare
you for other courses. You will almost certainly be asked to prepare and
deliver oral presentations in many college courses in a wide variety of
disciplines. Your ability to do this competently will enhance your grades in
those courses.
To get hired and advance in your career. Once you successfully finish your
college degree, your next intimidating life task is to find a good job that
leads to a thriving career. Employers want to hire and work with good
communicators. In fact, they continually report that good communication
skills, such as public speaking and presentation ability, are the most
important and desired qualities a job candidate can possess (e.g., O’Hair et
al., 2010; Ulinski & O'Callaghan, 2002). A public speaking course or
program of study will make you a significantly more marketable job
candidate.
Accordingly all men make use, more or less, of both . . .” (Rhetoric, p. 19).
Furthermore, he notes, “Rhetoric may be defined as the faculty of
observing in any given case the available means of persuasion. This is not a
function of any other art. Every other art can instruct or persuade about its
own particular subject-matter . . . [Rhetoric] is not concerned with any
special or definite class of subjects” (Rhetoric, p. 24). The corollary truth is
that skills of effective oral communication have unlimited application with
respect to subject matter. They are necessary assets in all fields of study
and occupations.
To deliver your message as effectively as possible. You may have heard the
saying that “how you say something is as important as what you say.”
Good public speakers learn how to express their ideas through effective
delivery techniques, or how one presents her or his message through the
voice and body. Those who are naive about communication do not
understand the essential functions of nonverbal communication in
conveying meaning or how much meaning is conveyed nonverbally.
Now, consider how the meaning of “I love you” may be affected by physical
as well as vocal nonverbal communication accompanying this verbal
message. Is it said with direct eye contact, a smile, a hug or pat on the back,
or is it said with rolled eyes, a sneer, a particular gesture, a particular
stance that contradicts its verbal meaning? Those who understand the
importance of nonverbal communication know that receivers of messages
trust the nonverbal component of messages more than they trust the verbal
message (Burgoon, Buller, & Woodall, 1996).
Similarly, Haas and Arnold (1995) point out the saliency of listening in the
business context: “One common weakness of many executives is the failure
to recognize that listening is equal in importance to talking” (p. 125). The
importance of listening has also been cited in medical (e.g., Ruusuvuori,
2001) and educational contexts (e.g., Do & Schallert, 2004). There is no
surprise, then, that listening is an important topic in public speaking
courses (Johnson & Long, 2007). You will learn about types of listening in
which you engage (e.g., empathic), obstacles to effective listening (e.g.,
preoccupation), forms of ineffective listening (e.g., pseudo-listening), and
effective listening strategies (e.g., perspective taking).
experiences and interests, you will more effectively engage those listeners
in your message and make them much more eager to listen to you.
Experienced public speakers know that to arouse and maintain audience
interest, they need to put the audience in the message and directly relate
message content to listeners.
To excite and engage people. We have all heard boring, dull speakers that
figuratively and sometimes literally put us to sleep. The study and practice
of public speaking will open you up to a plethora of creative ways to
stimulate others’ senses. Good speakers are able to use creative and vivid
language to evoke feelings and images in listeners’ minds. They work to
describe sights, sounds, tastes, smells, and textures in detail. They might
also use alliteration (e.g., “today, there are more than fifty fabulous fruity
flavors”), similes (e.g., “she was as tough as a drill sergeant in boot camp”),
and metaphors (“given the increasingly deep and wide sea of messages we
swim in today, it is ever more important to become an exceptionally good
swimmer”).
They have created a model for assessing leadership potential called the
“Leadership Potential BluePrint.” Their model has already been adopted
by PepsiCo, Eli Lilly, and Citibank (p. 52). It defines leadership potential
as the apex of a four level pyramid in which the lowest level identifies
“foundational dimensions” of essential personality characteristics and
cognitive abilities; the second level is “growth dimensions” of learning
skills and motivation skills; the third level, which most directly supports
leadership potential, consists of leadership skills and functional/technical
knowledge.
The electronic media revolution that began in the early 20th century has
made learning effective public oral communication skills as much or more
essential than it ever has been. We share a great deal of important
information and ideas through public oral communication. Today we may
communicate face to face or we may use media technology to reach much
larger and more diverse audiences than ever before. We also receive more
and more messages from more and more diverse sources than ever before.
Influence cannot be wielded without public speech, so learning to be not
only an effective speaker but also a critical listener is essential to
responsible participation in personal, organizational, and societal decision-
making.
References
Church, A., & Slizer, R. (2014). Going behind the corporate curtain with a
blueprint for leadership potential. People and Strategy, 36(4), 50-58.
Clark, D. L. (1954, 1966). Rhetoric in Graeco-Roman education. New York
and London: Columbia University Press.
Do, S. L., & Schallert, D. L. (2004). Emotions and classroom talk: Toward a
model of the role of affect in students’ experiences of classroom
discussion. Journal of Educational Psychology, 96, 619-634.
Friedrich, G., Goss, B., Cunconan, T., & Lane, D. (1997). Systematic
Desensitization. In J. A. Daly, J. C. McCroskey, J. Ayres, T. Hopf, & D. M.
Ayres (Eds.), Avoiding Communication: Shyness, Reticence, and
Communication Apprehension (2nd ed., pp. 305-329). Cresskill, NJ:
Hampton Press.
Gamble, T. K., & Gamble, M. (2008). Communication works (9th ed.). New
York: McGraw-Hill.
Humes, J. C. (1991). The Sir Winston method: Five secrets of speaking the
language of leadership. New York: Morrow.
Johnson, D. I., & Long, K. M. (2007). Student listening gains in the basic
communication course: A comparison of self-report and performance
based competence measures. International Journal of Listening, 21, 92-
101.
Lucas, S. E. (2007). The art of public speaking (9th ed.). New York:
McGraw-Hill.