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Taylor Davis

Dr. Orr
CIED 1003
December 2, y

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Effective Presentation Skills


1. Article Name: Successful Presentation Skills
Author: Andrew Bradbury
Year Published: 2006
URL: https://books.google.com/books?
id=WKnWN2JtMqcC&source=gbs_navlinks_s
2. Article Name: Effective Presentation Skills A Practical Guide for Better
Speaking
Author: Steve Mandel
Year Published: 2000
URL: http://my.safaribooksonline.com/1560525266
3. Article Name: Presentation Self-Efficacy: Increasing Communication
Skills Through Service-Learning
Author: Mary L. Tucker and Anne M. McCarthy
Year Published: 2001
URL: http://www.jstor.org/stable/40604346 (before entering your Uark
login)
http://0-bi.galegroup.com.library.uark.edu/essentials/article/GALE|
A77386454/a02f8a3763706b34f9700ae70917a967?u=faye28748 (after Uark
login)

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Presentation Self-Efficacy:
Increasing Communication Skills
Through Service-Learning
This article is covering the topic of the importance of communication
skills and public speaking in the workplace and why we are still so scared of
it. Tucker and McCarthy set out for research over whether or not the
experimental nature of service-learning (SL) improves students' presentation
self-confidence beyond typical classroom assignments. To begin their
research they assigned undergraduate business students to teach the
experimental classes to elementary students. They students taught five
modules of economics and business concepts and all of the students
involved were required to do an in class presentation before the modules
were over. This form of SL education was under experiment to see if the
students presentation efficacy was improved because of their requirement to
teach and speak in front of a class.
The hope was for the students to have improved their speaking skills
while also feeling more comfortable public speaking because of the requests
from employers who are not continent with the incoming business school
graduates communication abilities (Hanson, 1987; Knight, 1999). Business
schools took this criticism to heart and decided to integrate more oral
communication skill development into their yearly curriculum (Eckert and
Allen, 1986; Roebuck et al., 1995; Smeltzer and Leonard, 1986). In a study
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presented in this article, a graduate student body voted self confidence as


the most crucial skill for effective communication (Reinsch and Shelby,
1996).
Within the research the teachers came to the conclusion that with the
added service-learning projects outside of the classroom the students
presentation efficacy was increased. In addition being able to speak to all
different race, genders, experience and knowledge also encouraged and
strengthened their efficacy. Since service-learning is a form of experimental
education in which students perform a project for a non-profit agency. It is
essential that the content of the project be related to the learning objectives
of the course and not just a requirement to do work in the community
(Bringle and Hatcher, 1996). The actual integration of this style of
teaching/learning can be based on the needs of the students, and the
different projects can last for any length suitable. The main purpose is to
give students the opportunity to have practice applying their in-class lessons
to the real world and real lives. The addition of this style of work and lessons
were very beneficial to these students and research will continue to be done
to see how service-learning can be used in classrooms in the future.

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