11
THIRTEEN STRATEGIES TO IMPROVE ORAL COMMUNICATION SKILLS
Bella G. Clinkscale
Cleveland State University
Many students aren’t too enthusiastic about a
course in oral communication because they do not
see the need to develop speaking skills. Good speak-
ing techniques can be developed only through prac-
tice. Therefore, students must be provided the
opportunity to participate in various group pro-
cesses that will help them interact with others and
at the same time develop speaking skills.
The use of a variety of group techniques in an
oral communication class will provide students
with speaking experience and encourage purpose-
ful speaking.
Group processes involve the communication or
mutual exchange of information and ideas between
people. Group participation can also serve many
different needs for students as they prepare to com-
municate in the business world. It can influence
them, has an impact on their social beliefs, and is
the basis for problem solving which necessitates
analysis and decision making. In addition, groups
are effective in helping students become aware of
their own values, sensing how they appear to
others, and gaining an understanding of another’s
feelings. Students in my class seem to enjoy partici-
pating in group activities.
Several types of group strategies that have been
used to improve students’ oral communication skills
are described here.
BRAINSTORMING
The Brainstorming technique involves collective
thinking of the group members whose solutions to
a stated problem are expanded upon to make them
more complete. If this technique is used, the group
can be most creative. A leader for the group is
identified and offers a specific topic or problem to
the group. A secretary or tape recorder can be used
to record every idea offered. When ideas are ex-
hausted a summary bf the session is then reviewed
(tape played back or notes from the secretary read)
and additional ideas are requested.
Brainstorming works best if:
1. Ideas offered are not criticized or ridiculed by
members of the group. One of the main objectives
of brainstorming is to gather as many ideas as pos-
sible.
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2. Members of group report every idea possible.
The wilder the idea the better.
3. Ideas offered build on each other so that the
thinking of members is put to work.
4. Ideas presented are positive.
CASES
Given specific case problem to solve, students
a
are encouraged to analyze the written description
of a realistic situation, to make decisions, and, final-
ly, to formulate plans for dealing with it. A leader
can be assigned to conduct the discussion as all par-
ticipants are encouraged to look at the problem ob-
jectively. From the discussion, principles are drawn
from the group and the steps in problem solving
shown below are used to determine the best solu-
tion.
Problem-Solving Procedure for Case Problems
Creative, scientific, and mathematical processes
are used to solve problems. However, the creative
process is used most frequently and has been suc-
cessful in helping students develop problem-solving
skills. The following is a list of creative problem-
solving steps:
1. Determine the problem.
2. Set limits to the particular area identified as
the problem.
3. Marshal presently known facts and skills
needed to solve the problem.
4. Detemine what new facts and skills are needed
to solve the problem.
5. Determine all possible solutions.
6. Select the best solution and indicate why it
was chosen.
7. Apply or test the solution and at the same
time evaluate the solution.
DEBATE
The debate strategy can provide a speaking situ-
ation in which the class can be set up to represent
two opposing sides. The ideas presented represent
solutions. to an identified topic for discussion. The
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proponent of a solution makes an oral presentation
to convince the group that the ideas stated should
be adopted in preference to all others presented.
The debate actually consists of a contest of discus-
sion in which two opposing sides defend and attack
a given problem. Members of the group are encour-
aged to say what they sincerely think regarding is-
sues that are selected to be discussed. This includes
the pros and cons of the problem.
Preparing for a debate involves: 1) gathering
material by collecting facts and evidence and 2) de-
signing a plan of argument by making a brief of
what is to be said, being careful to support the var-
ious points to be presented with evidence.
The chairperson used for the debate is responsible
for stating the question to be debated such as,
&dquo;Dress Is Important To One’s Success On The Job.&dquo;
This is a technique and topic that I have used suc-
cessfully in my Oral Communication Class. The
chairperson is also responsible for naming the
speakers for the respective sides, introducing
speakers, and closing the debate.
GAMES
A business, sales, or war learning game is an ex-
cellent means of getting students competitvely in-
volved. Games can be designed to meet specific
needs of a real-life situation; to foster understand-
ing of structure and dynamics of social processes;
and to develop problem-solving skills. Complete
rules for participating in the game are given to the
class before the game starts. For the writer, the
most successful games have been those in which
competing teams were used. This allows students
the opportunity to work together.
THE LECTURE FORUM
The lecture forum is used to allow each individ-
ual student the opportunity to make a presentation
for a specified period of time followed by a period
in which members of the class are permitted to
direct questions to the speaker.
The topic for the lecture is selected in advance
and is designed to inform the listeners on a busi-
ness topic.
OPEN FORUMS
An open forum promotes quick thinking by active
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participation of the class. The question to be dis-
cussed is assigned in advance so everyone involved
can secure information enabling them to establish a
definite point or to prove an issue. A chairperson
calls the session to order and a member from the
class will move the question for the day. Students
are encouraged to rise of their own accord to speak,
but they can choose their own time and occasion to
volunteer. By declaring their own opinions and ideas,
practice is provided in extemporaneous speaking.
PANEL DISCUSSION
A panel discussion is an excellent means of cover-
ing a selected subject and at the same time allowing
group members to exchange ideas and ask questions.
The purpose is to allow for a free discussion of a
subject according to its numerous phases. A general
subject is chosen and divided into topics. A chair-
person is chosen and students can volunteer to par-
ticipate on the panel according to their interests and
knowledge of the central theme. Panel members are
seated at a long table or at a series of short tables;
however, if tables are not available, participants are
seated facing the class. During the presentation of
various topics, the class is encouraged to join in the
discussion. Panel members then make any final com-
ments on the subject and the chairperson concludes
by evaluating and summarizing the ideas presented.
The results of a well-planned panel discussion are
a better understanding of the subject discussed and
the opportunity for self-expression on the part of
all participants.
QUESTION AND ANSWERS
This technique is a good one to show students
how to keep a meeting moving. Some highlights of
this approach are:
1. A person can emphasize important points and
make certain the group understands and retains the
information.
2. One can relate information to on-the-job situ-
ations.
3. One can rate individuals by their performances.
4. The effectiveness of the question-and-answer
period can be evaluated each time it is used.
Approaches that can be used to conduct ques-
tion-and-answer sessions are:
1. Use the &dquo;buzz group&dquo; technique. Divide the
class into small groups. Assign each group an area
on which to prepare.

2. Plant questioners among the class.
3. Have the class write down their own questions.
4. Suggest categories of questions to the large
group. Then have the listeners prepare questions
for the speaker.
5. Allow questions at any time during the pre-
sentation.
ROLE PLAYING
Role playing skits can be used to simulate typi-
cal face-to-face encounters between two or more
people. These are more effective if there is a lesson
to be learned by each participant as well as the
entire class. Role playing may be: 1) highly struc-
tured, with written role descriptions for participants
to study in advance; 2) less structured, with the in-
structor briefly outlining the profiles of the charac-
ters, their motivations, and the setting; and 3) un-
structured, with interaction situations being formed
on an ad hoc basis.
Players extemporize according to the roles they
have been given. It is often good to have players
switch roles. Players should also be encouraged to
be realistic. At the end of the role playing situation,
both participants and observers should be asked to
discuss their reactions to the problem situation as
’
played.
QUIZZES
This is variation of the question-and-answer
a of the subject as formal address, and then have the
technique. An informal pre-quiz will cause the
students to ask questions of themselves, of each
other, and of the discussion leader. Inform the
group in advance what subject will be covered.
The main requirements in using this technique
are that questions be phrased clearly and that
answers be provided when the presentation is
over so that individuals will know how they
scored.
ROUNDTABLE DISCUSSION
A typical roundtable discussion is a gathering
which provides for exchange of opinions and
ideas. The roundtable style uses a presiding chair-
person to lead the discussion; and the members
of the class are allowed to discuss questions of
their own accord. The purpose is to bring about
full reciprocity of opinions. The leader of the
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13
roundtable should allot time for each person to
talk on a subject. No one should talk more than
their allotted time, and no one should talk a
second time until everyone has had a chance to
speak.
SUCCESS-STORY TELLING
This method is particularly effective in helping
students to relax before an audience. It gives them
an opportunity to talk about a familiar subject. It
also serves as a morale builder. Two rules should be
followed when using this strategy: 1) encourage
students to use realistic success stories, and 2) use
supportative material to show how they have suc-
ceeded with a given task.
THE SYMPOSIUM
The purpose of a symposium is to inform and
stimulate the listeners. This is a method that can be
used to present representative aspects of a problem.
Usually three or four speakers talk about one topic,
with each speaker presenting views. A chairperson
serves as a moderator and leader by synchronizing
the different speeches so that a unified idea can be
presented. Remarks from speakers are related to
the main question, and time allotted to each speak-
er should be the same.
One way to organize a symposium is to choose a
subject, have several people speak on chosen phases
chairperson ask for free discussion from the floor.
Another way to organize a symposium is to allow
no discussion of questions. The program merely
consists of speeches to an audience which is then
free to form their own opinions.
SUMMARY
The best occasion to use different types of group
processes depends on whether the main objective
of the discussion necessitates analysis and decision
making. Whether the gathering to be simulated in
class calls for a debate, panel discussion, role play-
ing, or merely a brainstorming session must be de-
cided ahead of time.
Any type of group process will stimulate your
class through their involvement with it. This keeps
the attention and interest while all are actively tak-
ing part. There is a two-way flow of communica-
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tion, not just a speaker directing the entire outflow
upon the class.
Many businesses have also learned that too much
lecturing or one-way communication lessens the ef-
RHETORICAL FIGURES OF COMMUNION, PRESENCE, AND SEVERANCE:
TOWARD AN EFFICIENT RHETORIC OF BUSINESS
Byron Brown
University of Florida
Three of the most difficult tasks facing teachers
of business communication are those of helping
students discover ways to establish rapport with
their readers, to present their wishes to that audi-
ence in a convincing way, and to give bad news
without forfeiting their readers’ good will. In our
search for ways to help students solve these prob-
lems, we cannot afford to overlook the resources
available in both ancient and modem rhetorical
theory.
Contemporary rhetorical theory treats these
tasks as the need of the writer to establish Com-
munion (or create a sense of shared values and
goals) with an audience, to evoke Presence (or
attach a sense of reality to a concept so that it
fills the reader’s mind) during persuasion, and
to achieve a sense of Severance (or dissociation
of the writer from the message) when giving bad
news.1
However, students must not only recognize
these problems; they must solve them efficiently,
and this necessary economy can be found in
certain figures of speech taken from classical
rhetoric. The idea of using traditional rhetorical
figures in business communication is certainly not
new, but the persuasive powers of these figures are
seldom explored adequately.
This study will, I hope, uncover some of the
rhetorical possibilities of these figures of speech for
creating Communion, Presence, and Severance in
business communications.
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fectiveness of their sessions. They too have found
that using the various group processes assures the
success of their meetings.
COMMUNION
A sense of communion is essential in securing
the good will of an audience, and it is especially
important in sales, special requests, and bad-news
letters. Vocabulary can often open the door to the
reader’s sympathy; the diction of communion
includes respecting occupational euphemisms,
using appropriate abbreviations, and employing,
whenever possible, the special or technical vocab-
ulary of the reader. Appropriate euphemisms nat-
urally include those naming certain professions or
places of work (a person may prefer to work in
an &dquo;abbatoir&dquo; instead of a &dquo;slaughterhouse&dquo;) as
well as certain unpleasant realities (i.e., a worker
will prefer to be &dquo;reassigned&dquo; rather than &dquo;de-
moted&dquo;).
Writers may use abbreviations when they are
sure that their audience (not only themselves) is
familiar--and comfortable-with them. Under these
circumstances a deft reference to &dquo;the NSF&dquo; (Na-
tional Science Foundation), or to &dquo;R&D [research
and development] possibilities&dquo; immediately as-
sumes at least a degree of communion.
The analysis of letters and articles designed for
an audience of business executives quickly con-
vinces students that to &dquo;reimburse&dquo; rather than
&dquo;pay back&dquo; may have positive effects, as may using
words like &dquo;expenditure&dquo; instead of &dquo;cost.&dquo; Even
using words with positive connotations, such as
&dquo;know how&dquo; or &dquo;innovation,&dquo; may help draw the