“The movie, Snakes on a Plane was popular, largely because ...the pervasiveness of another fear, the producers may have missed a box ofﬁ ce bet when they didn’t name the movie:

LEARNING TO LEARN: BECOMING A SELF-GROWER 245

“The movie, Snakes on a Plane was popular, largely because it combined common phobias or fears [fear of fl ying (aviophobia) + fear of snakes (ophidiophobia)]. Given the pervasiveness of another fear, the producers may have missed a box offi ce bet

when they didn’t name the movie: Public Speaking to Snakes on a Plane.” —joyfulpublicspeaking.blogspot.com

REFLECTIONIn this experience you will use a Preparation Methodology worksheet as a way to help you refl ect on the relationship of performance and evaluation to your ability to manage your affective reactions to stress and focus on your continued self-growth.

PURPOSEBelieve it or not, you can effectively change your mindset about evaluation, coming to see it as fun, challenging, and rewarding. Most individuals perform less successfully when they are being evaluated (or even feel that they’re being evaluated) because they’re busy worrying about what they can’t do instead of demonstrating what they can do. Performance, when linked with evaluation, can be seen as an opportunity to see just how much you have learned and grown from a set of recent experiences. And even the worst outcome of evaluation is still just an opportunity for further growth!

OBJECTIVES1. Effectively prepare for all situations in which your performance is being evaluated.

2. Manage your anxiety during a performance which is being evaluated.

3. Learn to recast the evaluation of your performance as assessment feedback in order to help you improve your future performances.

DISCOVERY EXERCISEIdentify three situations in which you are most comfortable performing in public (where people will be evaluating your performance), and describe the reasons why you are comfortable with each of those situations. Then identify three situations in which you are least comfortable performing in public, and describe the reasons you are uncomfortable in those situations. Use the Thinking about My Performances worksheets.

READINGSCommunication as Performance

RESOURCESThinking about My Performances worksheets

EXPERIENCE 9: PERFORMING WHEN BEING EVALUATED

246 LEARNING TO LEARN: BECOMING A SELF-GROWER

EXPLORATION QUESTIONS1. What are the top fi ve factors that cause stress when you’re being evaluated (think about before, during,

and after a performance)?

2. What does it mean to be evaluated?

3. What situations have you have experienced in your life that caused you the most stress?

4. Describe some situations in which you didn’t stress out where others did. Why didn’t you?

5. What are three tips you can provide others to reduce their anxiety when being evaluated?

6. What is the relationship between anxiety and being prepared for a performance?

AM I READY FOR CLASS? I have completed the reading I have answered the Exploration Questions

I have completed the Discovery Exercises, fi lling out the Thinking About My Performances worksheets


EXPERIENCE 9: PERFORMING WHEN BEING EVALUATED READING

Communication as Performance Constantly risking absurdity and death

whenever he performs above the heads of his audience the poet like an acrobat climbs on rime

to a high wire of his own making. . .

Lawrence Ferlinghetti, from “Constantly Risking Absurdity,” A Coney Island of the Mind

In this poem, Ferlinghetti uses humor to imply that communication is essentially an agreement between performer and audience. In this case, the performer, the poet, is responsible for using his or her skills (“rime”) to create original art. The audience also has a responsibility, Ferlinghetti insists, to be educated and open-minded so that the poet’s art, or communication, isn’t dismissed as “above their heads.”

Communication is a process by which information is exchanged between individuals (a source and an audience) using a common system of words, symbols, signs, or behaviors. If we use Ferlinghetti’s handy metaphor of the communicator as a circus performer, think about how many “death-defying acts” of communication you perform every day. For instance, explaining why your paper is late in the face of your professor’s raised eyebrow might feel a little like riding a tottering unicycle across a tightrope without a net.

Despite the diffi culties we all face communicating, human beings are truly “social creatures.” In fact, employers highly value and seek out people with strong communication and teamwork skills. In many cases, these skills are essential for acquiring and keeping a job as well as being promoted within one. A 1991 report issued by the U.S. Secretary of Labor entitled What Work Requires of Schools highlights the importance of communication and interpersonal skills and outlines the skills necessary for success in the workplace that young people should develop while in school. And in today’s economy, with an increasing emphasis on “global teams,” effective communication is more critical than ever.

A great number of the skills required to relate to and work with others are from the social domain in the Classifi cation of Learning Skills. Two processes from the social domain (communication and teamwork) will be the main focus of this chapter. The topics of appreciating diversity and service learning are also addressed in this chapter as they pertain directly to relating to and working with others.

Communication Skills“There is more than a verbal tie between the words common, community,

and communication.... Try the experiment of communicating, with fullness and accuracy, some experience to another, especially if it be somewhat complicated,

and you will fi nd your own attitude toward your experience changing.”—John Dewey

Recall that the communication process involves transmitting information between a source and an audi-ence something we all do regularly as part of our everyday lives. Yet for as much as we communicate, poor skills and ineffective use of the communication process contribute signifi cantly to the problems that occur in professional as well as personal relationships.

In other words, it’s wrong to assume that just because we communicate so regularly, we have all developed into skilled communicators. Growth of a set of skills associated with a process such as communication is minimal without critical thought, a good model or a methodology to follow, and assessment.

READING EXPERIENCE 9: PERFORMING WHEN BEING EVALUATED


The table below lists the specifi c skills that are associated with the communication process.

Table 1 Communication Skills

Creating the Message

Presenting the Message

Receiving the Message

Effective Use of Form

articulating an idea

defi ning the purpose

defi ning outcomes

choosing the medium

generating credibility

structuring the message

selecting the appropriate time

selecting the appropriate place

using appropriate verbal elements

using appropriatenon-verbal elements

using graphics effectively

attending

rephrasing

checking perception

reading body language

retaining

providing feedback

conversing

debating

informing

persuading

public speaking

writing withtechnical detail

Communication skills can be separated into four areas.

The fi rst two areas, creating and sending the message, are skill sets from the perspective of the sender of a message or information. The fi rst set of specifi c skills deals with putting together the message and takes into account the purpose and intended outcomes. The second set of skills pertains to how the message is presented.

The third area lists skills from the perspective of the receiver of a message. These skills help the receiver better understand the message.

The last area identifi es different forms of oral and written communication, each having a different intent or purpose.

Communication MethodologyThe Communication Methodology breaks down the process of communication into a series of steps and provides a useful framework for improving your performance.

This methodology is especially useful in more structured or formal communication situations. You do not necessarily need to use the Communication Methodology with every form of communication. For example, during a friendly or informal conversation, several steps are done instantaneously without thinking. However, whenever there is a breakdown in communication, even with informal situations, walking through the steps of the Communication Methodology can help to identify and remedy the problem.

As a reminder, the benefi ts from simply reading a methodology are minimal compared to the benefi ts gained when a methodology is practiced many times with assessment (or self-assessment) feedback.


EXPERIENCE 9: PERFORMING WHEN BEING EVALUATED READING

Step Explanation

1 Identify the audience Defi ne the characteristics of your audience.

2 Select a topic(s) Defi ne the topic or topics, the purpose, and scope of your communication.

3 Set objectives and criteria Set objectives to measure the outcomes and effect of your communication.

4 Gather information Find resources and gather information for your communication.

5 Select a medium Decide what you will use to deliver your communication.

6 Develop the structure of the message Create your message and determine how it will be best communicated.

7 Test and revise the communication Practice, test, and revise the communication.

8 Deliver the communication Send the communication.

9 Assess the message and process Assess the received message and the communication process.

Discussion of the Communication Methodology

Step 1—Identify Audience

Identify various characteristics of the audience which are relevant to your communication. Examples of audience characteristics you might identify include predicted size, general knowledge level about the content, perceived attitudes about the content, the setting or location for the communication, and demographic information (age, gender, cultural background, etc.). The more you know about the individual or group with whom you are communicating, the more effectively you can craft your message.Let’s follow along as our team from Experience 8 implements the Communication Methodology:

When the team was preparing for Jennifer’s presentation, they took their audience of Professor Arbuckle and their classmates into account. They realized their audience, having done research similar to their own, was indeed familiar with the subject. This means that Jennifer won’t have to explain vocabulary terms and that many concepts they’re using will be familiar to and easily understood by the audience. On the other hand, the team worried about how to keep the material fresh and interesting. How could their presentation be diff erent?

Step 2—Select Topic

Before going any further in the process, it is important to identify the intent or purpose of your communication, i.e., what and why are you communicating to this particular audience? Answering these questions helps you narrow the focus of your message. Use the information about the audience from the fi rst step to help defi ne the scope of your communication. Other factors such as the environment in which



the communication will occur and the length of time allowed for the communication are important issues which infl uence the remaining steps of the Communication Methodology.

Our team knew they had ten minutes to deliver their presentation—which is, as Jennifer pointed out, actually quite a bit of time to stand in front of a group of people. They knew theirs was a “smart room,” well equipped with audio-visual resources (“if we present our research in a variety of ways it will make it more interesting,” Fred pointed out). They were also all in agreement that a high grade was a common goal. (“That means telling Professor Arbuckle something he doesn’t already know,” Ken said.)

Step 3—Set Objectives and Criteria

Use the previous steps (identify topic, purpose, and scope of your communication) to help establish the objectives for your communication. Your objectives should also include specifi c criteria used to assess the message and the effectiveness of the communication.

Sam pointed out that Professor Arbuckle had already given them a set of learning objectives for Teamwork.

• Appreciate and begin to use team roles in a collaborative learning environment

• Make appropriate use of team reports

• Apply SII Assessments to team outcomes

Sandra nodded and mentioned that the objective of their presentation should be to demonstrate that they’d mastered the learning objectives for Teamwork. Ken said that he thought the criteria for their presentation would have to be a kind of “proof” that they’d met the objectives; the presentation should make it clear that they had become familiar with using team roles, that they’d worked together to explore the roles, and that they’d successfully used a collaborative process to create their presentation.

“And,” added Jennifer, “that we used SII Assessment to improve our ability to work as a team.”

Fred grinned and said, “Well, correct me if I’m wrong, but the fi ve of us getting this presentation put together will be proof of all of those things...?”

Sandra agreed but added, “I think we need to make sure we do incorporate assessment along the way; we shouldn’t just wait until the end.”

Everyone agreed that this made sense.

Step 4—Gather Information

Prepare to construct your message by gathering information relevant to the topic. Begin with identifying what you already know and then determine what information you still must obtain. It is very helpful to use the Information Processing Methodology to increase your knowledge of the subject area and enhance understanding of the language used to communicate effectively.

Over pizza, the team had a brainstorming session led by Sam. Books were kept closed as he quizzed them about what they had learned about teamwork over the semester.

“Our knowledge now represents our baseline,” he said. “Most people in class will know as much as we do. Now, how can we push our knowledge of teamwork further?”

Fred laid his half-chewed pizza crust down on his oily paper plate. “Urr Edmuff d Hlurm,” he said around a mouthful of crust.


EXPERIENCE 9: PERFORMING WHEN BEING EVALUATED READINGEveryone looked at Fred and waited for him to explain.

He swallowed and continued, “You know, Sir Edmund Hillary, the guy who climbed Mt. Everest fi rst. Everyone knows who HE is, but he was really part of a team, right? You have Edmund, but you also have Tenzig Norgay, the sherpa who made it possible. Ed didn’t make the climb alone.”

Jennifer raised an eyebrow.

“Look, surfi ng the web doesn’t just mean watching YouTube. It’s amazing the stuff you could learn, like maybe how that eyebrow thing you do is actually a silent plea for help.”

Ken cleared his throat. “I think Fred’s got an excellent idea. We have to come up with a list of ten instances where teamwork is more useful than people working alone. What if we do a bit of research on people like Hillary—people who are maybe the famous name or the front-man but who were really part of a team and it was the TEAM that made the success possible?”

Fred grinned broadly, feeling good. Sandra smiled at him and gave a brief thumbs-up.

Sam whistled under his breath and said, “Fred, Sam, that’s great, really great. Why don’t you and Jennifer see if you can chase down ten people who fi t the criteria Ken shared? You have the midas touch for fi nding information, and Jennifer our journalist could probably rattle off twenty ‘famous’ front-men like Edmund Hillary. Will you two spearhead that eff ort?”

Fred turned to Jennifer and did an excellent impression of her, raising his own eyebrow.

“Sure, Sam, that’ll be fun” said Jennifer. “And Fred will make an perfect sherpa for this research trek. Let’s get started. Fred, I’ll let you warm up to your new role by carrying my backpack.”

Fred shook his head, chuckling, but picked up her backpack as they began walking towards the parking lot, deep in discussion about what names would make their list of people to investigate further.

Step 5—Select Medium

Decide what form (oral, written, electronic, etc.) the message will take and how you will communicate your message. Determine what medium (or combination of media) is most effective and appropriate based on the audience, objectives, scope of the communication, and resources available. Remember it is not only what you communicate but how you communicate that determines the effectiveness of the message. For example, using a multimedia slide with regular sized type is not a good idea if the people in the audience are seated too far away to read what’s on the screen.

Their presentation would be delivered orally; that was part of the assignment. But beyond this, Jennifer wanted to take advantage of the media-friendly classroom by bringing in audio-visual aids: she and Fred had found great online content about famous people and the teams who made their success possible. The classroom was small enough that the team would be able to make eff ective use of the LCD projector to show the team profi les that Fred downloaded and prepared.

At their next team meeting, Jennifer shared a short piece of video which showed a hilariously disas-trous team meeting at a famous fast-food franchise. “I thought this might give a good demonstration of how team roles are important by showing what happens when they AREN’T used.”

“That’s great,” Sam said, laughing. “In it goes.”

“Wait,” Sandra said. “We have to be careful about how we use negative examples.”



“She’s right,” Ken said, who had seen negative examples backfi re during his management tenure at the plant. “They can be great learning tools, but how you use them has to be well thought out. What do we want our audience to learn, and how can they learn about teamwork from a negative example? Maybe that’s something to save for the very end of the semester when the class has already internalized team roles.”

“He’s right,” Sam said. “Let’s try to focus on more positive models of teamwork. But Jenn, that was really great. I’ll remember that clip forever.”

Step 6—Develop the Structure of the Message

Develop the message you will communicate, taking into account all the previous steps of the methodology (the purpose, the audience, the media, etc.). Generate a logical sequence of topics or concepts that provides a framework for you to deliver your message and for the audience to understand it. You should also consider the amount of audience interaction you want in your presentation.

It’s helpful to divide your presentation into easily managed sections:

Components of a Presentation

Introduction Does the introduction gain attention, contain a strong opening statement, and defi ne the problem or purpose?

BodyDoes the body contain suffi cient background information, place information in a logical sequence, and explain any methods used and results obtained? Have you made appropriate use of statistics, stories, or examples?

Closing Does the closing contain conclusions, recommendations, and/or a strong ending statement?

AfterwardsBe prepared for questions. Think about possible questions, and prepare answers, especially those possible questions that you are most anxious about. Keep your answers short and to the point.

The team felt good about the script they’d put together for their presentation. It started with a series of slides:

Slide 1: Edmund Hillary, as Jennifer narrated his accomplishment in climbing Mt. Everest. Slide 2: An image of Hillary’s climbing team, as Jennifer narrated how many people were involved and two of the most critical teamwork roles for the team. This continued through all 10 occasions where a largely uncredited team and their collaboration made an incredible accomplishment possible. (Neil Armstrong, Jonas Salk, Helen Keller, Charles Lindbergh, Mother Teresa, etc.)

The remainder of their presentation included a brief listing of how each role the team ended up using not only facilitated the smooth and productive functioning of a team but added value and quality to the fi nal product the team produces.

Their presentation concluded with an overview of how each person in the group, by performing within their role, made this presentation possible. The fi nal slide included a listing of “credits,”naming each team member by name, role, and accomplishments.


EXPERIENCE 9: PERFORMING WHEN BEING EVALUATED READINGStep 7—Test and Revise Communication

Test your communication before you deliver the fi nal version. Obtain feedback and assessment from others who are in a position to help you. For example, deliver a practice speech before presenting to your audience, or discuss a draft of your paper with your instructor before submitting the fi nal copy. Based on the feedback you receive, revise the message and/or the means in which the message is communicated accordingly.

Bribing one of Fred’s roommates with candy bars, the team practiced their presentation with him as their audience. After the allotted ten minutes were up, the team stood in eager anticipation.

“The information was good. I learned something. But it was boring. You spent a lot of time between each segment navigating through your online slides, trying to coordinate them with the CD player. The music was distracting and I kept wondering if I was supposed to be listening to the words or not, if they were part of your point.Thanks a lot for the earworm.”

After he left, the team was forced to think about what media they were including based on personal preference (Jennifer’s use of “Daydream Believer” by the Monkees to lead into assessment language, for instance) and what was actually essential and served to strengthen the overall presentation.

Step 8—Deliver Communication

Send or deliver your communication.

Part of the reason Jennifer was selected by her team to be Spokesperson included their memory of an effective oral presentation she delivered to the class earlier in the semester. Jennifer attributed much of her success to how carefully she followed Professor Arbuckle’s handout which included Tips for Delivering a Presentation, as well as an Oral Communication rubric.



Tips for Delivering a PresentationBeing able to communicate effectively in the form of a presentation or speech is a highly valued skill, especially in the workplace. Your current presentation skills can be improved with practice, preparation, self-assessment, and assessment from others.

After researching, creating necessary visual aids, and writing the outline and presentation, you are now ready to practice and test the delivery. Practice not only builds your confi dence but also helps you to make better use of your allotted time, and enhances the quality of your communication. Following are some general guidelines and tips to keep in mind when making your presentation.

Voice and Delivery1. When using notes, do not allow them to interfere with the speech. 2. Project your voice loud enough for all to hear. Observe closely to make sure that all audience members

(especially those at the edges of the room) can hear you.3. Enunciate your words clearly. Make sure you know how to pronounce diffi cult words and practice

beforehand if necessary.4. Speak with interest and enthusiasm. Avoid speaking in a monotone fashion.5. Pace your delivery. Change the rate & avoid the extremes of being too slow or fast. Use occasional

pauses.6. Be aware of using fi ller words (“um,” “uh,” “er,” “like”) and repetition.7. Remember to focus on the audience as a whole. 8. Pause a few times to gather your thoughts and then proceed.9. Act poised and in control.10. Forget about yourself and focus on the speech.

Appearance and Body Movement 1. Keep good posture. Stand tall and straight in a position where the audience can see you.2. Maintain eye contact with audience members. Focus on those who give you positive feedback in the

audience, but also be sure to move your gaze around the room during the presentation. 3. Use audience eye contact as a tool to gauge attention and reaction.4. Use minimal gestures. Be aware of fl ailing, fi dgeting, pointing, or mannerisms that can distract the

audience. Between gestures, rest hands at your sides or lightly on the lectern.5. Use facial expressions to enhance the delivery. Avoid smiling or scowling excessively.

If the situation allows, observe the audience’s reactions to your message (see below). If necessary and appropriate, modify the communication to make it more effective.


EXPERIENCE 9: PERFORMING WHEN BEING EVALUATED READINGDiscussion of the Communication Methodology, continued

Step 9—Assess Message and Process

It is important to assess the message, the means of communication, and the entire communication process in order to improve future performance. Written reports that identify strengths and areas for improvement and ask for insight are helpful tools for assessment.

Jennifer called her aunt that evening to share about the presentation.

I’m SO glad that’s over! I can’t believe I forgot the top half of my notes and then spent nearly a minute checking my purse and backpack for them. The other students seemed pretty patient, but it was really embarrassing, especially when Professor Arbuckle told me to stop wasting time and just get on with it! I think I did a decent job of presenting; I remembered to project my voice and once I quit worrying about those notes, I actually remembered what I wanted to say. People seemed interested, and I even saw a couple of people nodding though there was that guy who just yawned and rolled his eyes when I showed the slideshow of famous teams. It didn’t help that Fred kept smiling so much every time I looked at him, but it did remind me to remember to look interested in what I was saying. I have a tendency to frown when I focus, so I guess it was good he’s such a goof. I know I blew the pronunciation of a couple of the names; I feel really stupid about that and wish that I’d spent a little bit of time checking how they should be pronounced. It was interesting to have people ask questions afterward; I think I did OK in answering but still wish that I had read all the material Fred found so that I could have responded in greater depth. They did appreciate the Team Role Cards I handed out, and a couple of people thanked me afterward. Professor Arbuckle just smiled, so who knows if that means he was entertained or what. I have no idea what our grade will be, but I am looking forward to our fi nal team meeting and assessment. I can do better than I did this time; I know that. But maybe the others saw something I didn’t. It will be good to hear from them.

RESOURCE EXPERIENCE 9: PERFORMING WHEN BEING EVALUATED


Performance Levels for Oral Communication

Level 5—Master Orator

1. Tailors vocabulary to both topic and audience and uses body language to enhance both message and delivery.

2. Listens to diverse opinions of the audience and is able to respond in an engaging, charismatic manner at all levels, which connects to the audience affectively through allusion and reference.

3. Is well versed in the content and is able to present the content in ways that reach the audience, and has innovative and helpful organization of material.

4. Brings majority of audience to the speaker’s point of view; the audience learns something new.

Level 4—Articulate Oral Communicator

1. Possesses a high command of language and uses colorful and interesting language though not necessarily tailored to audience; has no distracting mannerisms (i.e., eye contact, hand gestures and non-verbal cues compliment the message).

2. Adjusts presentation in response to the audience but stays with the pre-planned topic.3. Has prepared for current topic and closely related topics and has more than one, but not more than

three, ways of reaching the audience and has organized material creatively.4. Inspires intense interest that will be acted upon and triggers new insights in the audience.

Level 3—Speaker-Communicator

1. Uses scripted body language and may appear to be somewhat stiff.2. Makes some effort to listen to the audience and to respond to their implied needs in a friendly manner.3. Is prepared for the topic at hand and has anticipated a way of reaching audience needs, and is well

organized.4. Generates audience interest in topic but generates no commitment.

Level 2—Talker

1. Limited awareness of importance of language and vocabulary and limited awareness of body language.

2. Audience can see there is a message, but it is hard to understand.

3. Has intermediate knowledge of content and has partial awareness of audience needs, but is poorly organized.

4. May be charismatic but in a manner that fails to consider the audience.

Level 1—Babbler

1. Rudimentary or inappropriate use of body language and unaware of body language/ non-verbal (fl ail or fi dget, closed body).

2. Audience does not believe the speaker has a message since it is hard to understand.

3. Lacks suffi cient knowledge of content, is unaware of audience needs for clarity, and is disorganized.

4. Consistently ignores any and all feedback from the audience.


EXPERIENCE 9: PERFORMING WHEN BEING EVALUATED WORKSHEET

Thinking about My Performances: ComfortName Date

Situations in which I am comfortable performing in public (even when I know I’m being evaluated)

1. Describe the situation

Why I am comfortable performing in this situation





WORKSHEET EXPERIENCE 9: PERFORMING WHEN BEING EVALUATED


Thinking about My Performances: DiscomfortName Date

Situations in which I am uncomfortable performing in public (when I know I’m being evaluated)









How to Make Evaluation FunWHY

Evaluation is the means by which doors can open for you, leading to greater opportunities, life enrichment, and enjoyment. We evaluate within organizations, society, and even in relationships in order to make decisions on where to commit time, money, and resources. Evaluation is thus often a kind of gatekeeper for life success. If you can learn to view evaluation as a productive game, you can enjoy winning and have fun in the process.

LEARNING OBJECTIVES This learning activity will teach you to:

1. Understand the reasons that individuals feel stress when being evaluated.

2. Reduce stress by increasing readiness for evaluated performances.

3. Develop a working tool set for managing stress in an array of performance situations.

PERFORMANCE CRITERIA If you successfully complete this activity, you will be able to:

Plan, execute and assess a performance under evaluative conditions

•• Use the Preparation Methodology

•• Determine likely performance stressors

•• Develop or apply techniques for managing stress

MODEL

Step Explanation

1 Clarify performance Clarify what the performance is and should be (use the performance analysis tool as needed).

2 Defi ne outcomes Defi ne the outcomes that you want to accomplish from the performance.

3 Defi ne expectations Clearly defi ne the performance expectations of others.

4 Identify stressors Identify the issues or reasons that anxiety might affect the performance.

5 Review and assess readiness

Review and assess your knowledge and affective readiness for the performance.

6 Rehearse Rehearse the performance. Take a practice test, stage a mock interview, give a presentation to family, etc.



Step Explanation

7 Create view of success Ready yourself for the performance by building a view of success.

8 Commit to performing Commit your full self to the performance. Be there 100%.

9 Perception check About a third of the way through the performance, do a perception check that you are on target for the outcomes, both yours and theirs.

10 Self-assess Self-assess your performance soon afterward.

RESOURCESPreparation Methodology worksheetRecasting Evaluation Form

PLAN1. Complete a Preparation Methodology worksheet based on the Team (Sam, Fred, Jennifer, Sandra

and Ken) described in Experiences 8 and 9. Where you do not have enough information, use your imagination. Complete the “Self-assess” portion of the preparation methodology on the basis of the Oral Communication rubric and Jennifer’s description of her performance. Be sure to note strengths, Areas for Improvement (and how) as well as an Insight.

2. Consider Jennifer’s report of her presentation. Identify as many instances of evaluation or evaluative feedback as you can. For each, determine how Jennifer can recast that feedback in such a way that she can use it to improve her future performance. Use the Recasting Evaluation Form that follows directly after her report.

3. Answer the Critical Thinking Questions.

CRITICAL THINKING QUESTIONS1. What aspects of performing tends to trigger stress in most people? Give at least two, and be specifi c

(provide examples or scenarios).



2. Why do some people feel stress at performing even when they’re not being evaluated?

3. How can use of the Preparation Methodology make performance when being evaluated easier?

4. Think of a situation where you feel stress at being evaluated. What step of the Preparation Methodology could help you deal effectively with that stress?

5. What are the roles of self-evaluation and self-assessment when it comes to stress and performance?



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Preparation MethodologyName

Step Explanation1 Clarify performance (describe)

Identity Who are you as a performer (e.g., dancer, orator, teacher, etc.)?

Learning Skills

Which learning skills are critical to the performance?

Knowledge What knowledge must you have to perform successfully?

Context What is the context of the performance?

Personal Factors

What personal variables must you deal with to perform successfully?

Fixed Factors

What variables must you compensate for?

2 Defi ne outcomes

3 Defi ne expectations (yours and the audience’s)



Step Explanation4 Identify stressors (describe issues or reasons)

5 Review and assess readiness (describe how)

6 Rehearse (describe how)

7 Create view of success (describe)

8 Commit to performing (describe how)

9 Perception check (describe)

10 Self-assess



Recasting EvaluationName

Consider Jennifer’s report of her presentation. Identify as many instances of evaluation or evaluative feedback as you can. For each, determine how Jennifer can recast that feedback in such a way that she can use it to improve her future performance.

EVALUATION ➠ ASSESSMENT

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CHALLENGEConsider the performances you are facing in the next two to three weeks. Select two of them which matter to you (you want or need to succeed in your performance) and which involve evaluative contexts (ratings, grades, judgment, etc.)

Complete a Preparation Methodology worksheet for each performance.

TOOLS/WORKSHEETSPreparation Methodology worksheet My Life Vision worksheetDealing with the Stress of Performance worksheet

PREPARATIONReview your answer to the pre-activity Exploration Question, “1. What are the top fi ve factors that cause stress when you’re being evaluated (think about before, during, and after a performance)?” For each different factor you named, come up with a strategy for dealing effectively with that factor. Use the Dealing with the Stress of Performance worksheet that follows.

PROBLEMS TO SOLVEAfter you have completed the performances you’re facing, complete the Self-Assessment portion of the worksheet. One of these worksheets should be included as part of your Self-Growth Paper for Experience 15.

MY LIFE VISIONComplete the My Life Vision worksheets for this experience. You may select the topics to write about from the following list. Select two, writing at least a full page on each.

1) Recovering from Failures 2) Dealing with My Fear of Performance3) Turning Evaluation to My Advantage



SELF-ASSESSMENT, EXPERIENCE 9ST

REN

GTH

S My two greatest strengths (along with the reasons why or how they were my strengths)

1.

2.

ARE

AS

FOR

IMPR

OVE

MEN

T My two areas for improvement

1.

Short-term plan (improving for the next Experience)

Long-term plan (in future, in general)

2.

Short-term plan (improving for the next Experience)

Long-term plan (in future, in general)

INSI

GHT

S Insights about my performance:

It is time to perform an assessment of your efforts toward meeting your Self-Growth goals. Review those goals (from the Self-Growth Goals worksheet in Experience 1), and complete the Self-Growth Goals: My Progress worksheet (available in the Resources of this experience).



Dealing with the Stress of PerformanceName

Factors that cause stress when I’m being evaluated My strategy for coping with or relieving the stress

1.

2.

3.

4.

5.






Learning Skills




Personal Factors


Fixed Factors


2 Defi ne outcomes










10 Self-assess






Learning Skills




Personal Factors


Fixed Factors


2 Defi ne outcomes










10 Self-assess



My Life VisionName Date

Topic





My Life VisionName Date

Topic





Self-Growth Goals: My ProgressName Date

1.

Progress I have made in meeting this goal (since my last assessment)

How I can improve my performance in working to meet this goal (revised or new action plan)

2.



3.





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“The movie, Snakes on a Plane was popular, largely because ...the pervasiveness of another fear, the producers may have missed a box ofﬁ ce bet when they didn’t name the movie:

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