Leadership communication 4th edition barrett solutions manual

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Chapter 07 - Graphics with a Leadership Edge

Chapter 7 –Graphics with a Leadership Edge Teaching Notes In this chapter, students will learn to do the following: •

Recognize when to use graphics.

•

Employ fundamental graphic content and design principles.

•

Select and design effective data charts.

•

Create meaningful and effective text layouts.

•

Make the most of presentation software.

The applications in Chapter 7 provide the students experience in thinking graphically, in selecting the appropriate graph to convey their messages, and in practicing creating PowerPoint presentations with graphics included.

The PowerPoint lecture for this chapter is designed to provide several examples of what students should not do and should do when creating visuals. The instructor should allow adequate time to go through the entire presentation with the students.

Application 7.1: Creating Graphs Instructors can use the quantitative data presented in the application, or generate other data sets from materials used either in other classes or in cases you may be using in class.

The objectives of the application are three-fold: • To demonstrate that various conclusions can be drawn from any given data set • To guide the students in creating a “so what” title for the graph based on the conclusions he or she has drawn about the data set • To offer opportunities to reinforce best practices in graphic design.

Approaches to Teaching You may want to allow a few minutes for students to review the data and sum the columns before proceeding with the application. If you choose, you might ask students to list the conclusions they make from the data before starting to sketch. If the class has overlooked some key ideas, you might ask a few students to look again at the data to see what other conclusions can be drawn. Students generally take about 5-10 minutes to sketch each graph, after which you can ask students to show their graphs to the class using a document camera, or you can have students compare their work in small groups.

7-1 Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Chapter 07 - Graphics with a Leadership Edge

When groups or teams compare work, ask them to also critique their peers’ titles and graphic design; for example, does the title really lead the audience to the conclusion intended by the student presenting the graph? If they used bar charts, are the bars wider than the spaces in between?

Note: This application can be completed in PowerPoint, although the key objectives are not dependent on the medium used to create the graph.

Example Responses to Assignment Student answers will vary; but for some ideas on graphs, see the examples created in PowerPoint (Ex 7.1.ppt).

Application 7.2: Selecting and Designing Graphics Application 7.2 is designed to encourage students to think about how to communicate ideas graphically without including specific numbers or data. Several of the prompts could lend themselves to data-driven representation (i.e., the increasing revenue), but sometimes communicating an idea is more important than showing all the details.

Approaches to Teaching If you choose to assign this application during class, it works well for students to complete the graphics independently and in a short timeframe: you might allow 10 minutes to complete as many as the students can do in that time. Some students will have difficulty thinking of a creative way to show the concept, so you might choose to tell the class to skip any ideas if they are really blocked. When students have finished, they may share their work with a small group, or you may select some to show the class using the document camera.

Note: As in Application 6.1, this application could be completed in PowerPoint, although we recommend having students hand-draw the slides to encourage more creativity in expressing qualitative ideas.

Example Responses to Assignment Student answers will vary, but for a few possibilities, see the examples created in PowerPoint (Ex 7.2.ppt).

7-2 Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Chapter 07 - Graphics with a Leadership Edge

Application 7.3: Exercise in Designing Visuals This application works well in class. The students enjoy showing their work, and their responses open up the discussion of which graphs work best for different types of information. Although the student responses will vary some, most will select predictable graphs for each title. Typical types of responses are indicated following each title below. If you want to show some creative responses to similar topics, show some of Gene Zelazny’s example responses in Say it with Presentations.

1. The Web Site’s Hits Have Quadrupled Since 2009 – Bar 2. Apple’s IPods Have the Largest Share of the MP3 Market – Pies 3. The Team’s Project will Advance in Three Phases – Chevron 4. Houston’s Airport System Ranks Fourth Nationally - Bars 5. The Age Distribution of the U.S. Population Differs Sharply from that of Developing Countries - Bars 6. Students are Caught in the Crisscross of Decreased Scholarship Money and Increased College Costs - Arrows 7. The Five Programs are Interrelated – Venn diagram 8. The Two Project Teams Must Interact for Better Results 9. The Task Forces are Moving in Opposite Directions – Arrows of some sort 10. The Range of Discounts Offered for the New PCs Varies Widely by Geographic Area – Map with data imposed 11. Forces at Work on the Faculty will Result in the Restructuring of the Curriculum – Arrows colliding and merging 12. The Development of Computer Viruses Follows a Vicious Circle – Chevron circle

7-3 Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Chapter 07 - Graphics with a Leadership Edge

Application 7.4: Team Graphics In A Web Presentations This application works effectively with the articles cited in the text, but any article that includes financial performance data or other number intensive information will work as well. If you select new articles, we recommend that they be about 2-3 pages long, include information on the company’s current outlook and situation, and offer enough data to enable students to create meaningful graphics. We also recommend that the instructor select a variety of articles so that no more than two teams work with the same article.

Note also that this application offers an easy opportunity to coordinate with other classes; for example, if students are taking an Information Technology or a Strategy class, the instructor might find articles focused on the company’s IT initiatives or current strategy.

Approaches to Teaching Select articles and assign them to students to read before class; this step minimizes the amount of class time needed to become familiar with the material, allowing students to focus on creating messages and developing the presentation.

The instructions in the text outline how to approach the activity. You may decide what the “deliverables” entail, for example, the storyboard and/or the team’s presentation. If time allows, you may alter the assignment to make it more PowerPoint focused by requiring that the students develop actual PowerPoint slides for their presentation rather than handdrawing the slides. This option does have a trade off: we often find that allowing handdrawing fosters more creativity in qualitative or “idea” slides, whereas using PowerPoint may result in too many “word slides” in the presentation.

As the students present, the instructor should be watching for best practices in oral presentations and graphics, including the following: • • • • • •

Effective opening to attract audience attention A cover visual with the date, names of the team members, and the company name from the article Strong transitions from slide to slide A variety of visuals (quantitative, qualitative, and word slides) Slides featuring titles that convey the key message of the visual Effective closing for the presentation.

Instructors should time the presentation and remind the students that they should limit content or “body” visuals to a number that can be comfortably presented in 5 minutes.

7-4 Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.