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Q:
List three of the most typical organizational plans for presentations.
Q:
As a junior member of an organization, how could you shape the nonverbal signals you send during a presentation to avoid the appearance of being "entry level" or "inexperienced"?
Q:
What type of information should you include, and what type should you exclude, when preparing handouts?
Q:
Physical appearance is a nonverbal signal that can be controlled by the communicator.
Q:
Discuss the purpose of handouts for a presentation.
Q:
Listening is a type of nonverbal communication.
Q:
What should the presenter do before the presentation to ensure the effectiveness of the visual aids during the presentation?
Q:
The act of assigning a meaning to sounds based on your own values and beliefs is called decoding.
Q:
What are five guidelines you should follow when preparing visual aids?
Q:
When focusing on information and not speaking style, the listener is engaging in critical listening.
Q:
Describe how a group should practice its presentation. Also discuss guidelines for critiquing the practice.
Q:
Effective listening increases the level of trust between organizations and between individuals.
Q:
Discuss a group coordinator's responsibilities for collaborative presentations.
Q:
To improve listening skills, one should ________.
A. Limit nonverbal feedback to the speaker
B. Listen with the same style regardless of the situation
C. Listen passively
D. Limit note taking so as not to be distracted
E. Mentally paraphrase key points
Q:
What are some things to keep in mind about using humor in an oral presentation?
Q:
Which of the following is considered one of the most common barriers to effective listening?
A. Misinterpretation
B. Passive listening
C. Selective perception
D. Defensive listening
E. Selective listening
Q:
Discuss the importance of the ending of a presentation.
Q:
Tuning out information that does not support one's core belief system is an example of what?
A. Misinterpretation
B. Passive listening
C. Selective perception
D. Defensive listening
E. Selective listening
Q:
How can a presenter establish credibility with the audience?
Q:
When a listener molds a message to their own ideas, they are using what type of skill?
A. Selective listening
B. Defensive listening
C. Selective perception
D. Passive listening
E. Multitasking
Q:
List and describe at least four organizational plans that are commonly used for presentations.
Q:
When minimizing potential barriers to successful listening, which of the following factors is least often in the control of the listener?
A. Interruptions
B. Multitasking
C. Phone reception
D. Distractions
E. Checking mobile devices
Q:
List six suggestions for opening a presentation.
Q:
During which phase of the listening process will the listener's culture pose the biggest challenge?
A. Receiving
B. Decoding
C. Remembering
D. Evaluating
E. Responding
Q:
Why is the opening of a presentation very important?
Q:
During which stage of the listening process does the listener analyze the quality of the information?
A. Receiving
B. Decoding
C. Remembering
D. Evaluating
E. Responding
Q:
What are some cautions against memorizing a speech? When is memorizing appropriate?
Q:
When faced with the need to communicate with staff located in several work sites and several countries, what types of technology could be used to enhance meeting capabilities?
Q:
Why is determining the audience's level of knowledge about your topic and their psychological needs important?
Q:
Identify a communication plan that would enhance communications between an organization and stakeholders.
Q:
What are the four most common purposes of business presentations? (Briefly describe each purpose.)
Q:
When there is a need to confront a difficult situation at the workplace, it is best to use email, allowing the sender time to think through and shape their message appropriately.
Q:
What factors affect the level of formality appropriate for an oral presentation?
Q:
When a receiver can no longer determine what information is useful and what is useless, or think deeply about complex situations, they are suffering from information overload.
Q:
When organizing a presentation, a writer begins with
a. brainstorming.
b. a phone call.
c. an outline.
d. developing background data.
Q:
Technology should be used as a replacement for face to face communication whenever possible.
Q:
Avoid distracting mannerisms such as
a. repeating main points.
b. coughing or clearing your throat.
c. smiling.
d. distributing handouts.
Q:
Which of the following is an advantage to written communication?
A. Technology will correct errors in the message.
B. Written communication can happen in real time.
C. Written communication encourages quicker response time in the receiver.
D. Written communication allows more time for receivers to understand and translate the message.
E. Written communication can be longer and more detailed as the receiver will only read the communication when they have time.
Q:
For the presentation to be well-received, you must
a. slow your rate of speaking.
b. keep the volume high.
c. keep the room at 68 degrees.
d. bring flashcards.
Q:
Which of the following is true regarding the use of technology on the job?
A. Technology use can make up for a lack of essential skills.
B. Technology is an aid to communication.
C. Technology can ensure the message is read by the receiver.
D. Technology can replace the need for face to face communication.
E. Technology can ensure messages are well designed and accurate.
Q:
For direct-plan presentations you must
a. make an outline.
b. give your main point in the first paragraph.
c. give your main point in the summary.
d. organize your conclusion to repeat the major points.
Q:
Which of the following is not a result of information overload?
A. Inability to differentiate between useful and useless information
B. Inability to think deeply about complex situations
C. Lower productivity
D. Inability to respond to every message received
E. Increase in employee stress
Q:
Online presentations may be challenging in what ways?
a. Your audience is unable to ask questions.
b. You or your participants may encounter technological problems.
c. You are unable to share presentation slides.
d. Handouts are more difficult to distribute to the audience.
Q:
When practicing team presentations it is essential that you
a. find a large room with good acoustics.
b. critique the performance.
c. have a full-scale rehearsal with visuals.
d. meet at a restaurant.
Q:
Because of the increase in the use of technology, which of the following might help in determining what communications to work on first?
A. The date and time the message was received
B. The information that best supports blogs and social networking feeds
C. The filtering feature that identifies high priority items
D. The attachment icon that indicates additional important information
E. The sender name feature to identify internal and external messages
Q:
To best maintain productive relationships with customers and suppliers, what type of communication tool is often most important?
A. Blogs
B. Face to face meetings
C. Twitter feeds
D. LinkedIn
E. Emails
Q:
Because people have different speaking styles, group members should decide beforehand
a. who does what.
b. when to schedule meetings.
c. the presentation topic, tone, format, organization, and visuals.
d. who brings snacks.
Q:
Which of the following is least likely to improve communication efforts?
A. Developing a corporate presence on all available social media sites
B. Using technology to aid in communication, not replace it
C. Being proficient with basic features and functions of technologies
D. Disregarding information that is not useful
E. Speaking with coworkers face to face whenever practical
Q:
Team presentations require
a. extensive planning, close coordination, maturity, and goodwill.
b. a team that gets along.
c. a team made up of the same age group.
d. a team whose objective is to earn an "A."
Q:
When writing for diverse or multicultural audiences, how can the sender make the communication more meaningful for the audience?
Q:
To add a "punch" to your ending, you may
a. tell a story.
b. remind the audience of the main points.
c. end with a well-known quotation.
d. ask the audience a question.
Q:
No matter how well you delivered your talk, your post-presentation activities should include
a. resolving to improve your performance next time.
b. formulating questions to obtain audience feedback.
c. comparing the results to your mental imagery.
d. letting the audience know that you overcame your anxiety.
e. varying your rate of speaking and the pitch of your voice.
Q:
Identify at least five diverse groups in an organization and identify communication skills and tools that might work best when communicating with those in a diverse or multicultural setting.
Q:
After making a presentation, you should
a. review the videotape to compare your actual performance with your rehearsal.
b. critique all aspects of your performance.
c. focus on how you delivered your talk, not on what you said.
d. take deep breaths and shake your wrists gently for relaxation.
e. turn your slides or transparencies into handouts for distribution to the audience.
Q:
Stereotyping is the tendency to judge all other groups according to the standards, behaviors and customs of one's own group.
Q:
When speaking, women emphasize content and outcomes and place higher premium on relationship maintenance.
Q:
If someone from the audience asks a question that you cannot answer, you should
a. refer the question to another member of the audience.
b. ask a colleague to answer the question for you.
c. admit that you don't know and promise to find out.
d. switch the focus to another part of your presentation.
e. move on to another person's question.
Q:
During the question-and-answer period of a presentation, you should not
a. refuse to admit you don't know the answer to a question.
b. repeat each question so that the entire audience can hear it.
c. look at the entire audience while answering questions.
d. treat each questioner with courtesy.
e. listen carefully to each question.
Q:
In high context cultures, the primary role of communication is to build relationships, not exchange information.
Q:
A good way to minimize your anxiety about giving a presentation is to
a. tell the audience how nervous you are.
b. consider that people will remember how you speak, not what you say.
c. avoid eye contact with audience members.
d. overprepare by practicing frequently.
e. remember that audiences sympathize with and trust a presenter who lacks confidence.
Q:
Cultural competency is a shared system of symbols, beliefs, attitudes, values, expectations and norms for behavior.
Q:
Diversity can be defined as all the characteristics and experiences that define each of us as individuals.
Q:
Which of the following is not a symptom of stage fright?
a. sweaty hands
b. rapid, pounding heart beat
c. gasping for air
d. speaking in a high-pitched voice
e. speaking more slowly than usual
Q:
If your mind goes blank during a presentation, you should
a. keep talking even if you repeat what you've just said.
b. apologize for losing your place.
c. try to joke your way out of it.
d. start from the beginning of the speech.
e. turn around or excuse yourself and collect your thoughts.
Q:
Which of the following would not be an example of nonverbal communication?
A. Space
B. Dress
C. Facial expression
D. Jargon
E. Vocal inflection
Q:
One reason to know your presentation well before you face the audience is so that you can
a. ask questions to gauge the audience's knowledge of the topic before you begin speaking.
b. practice adjusting the microphone's audio feedback and volume at the start of your talk.
c. use jargon and slang if appropriate for all listeners.
d. maintain eye contact with members in all corners of the room as you speak.
e. speak more quickly than normal and make all your points before time runs out.
Q:
Which cultural group within the workplace prefers communicating with short digital messages?
A. Millennials
B. Generation X
C. Generation Y
D. Baby boomers
E. Senior level executives
Q:
When preparing slides or transparencies, you should not
a. use about seven lines of text per visual.
b. show no more than 40 characters per line.
c. type the text in all capital letters.
d. use plenty of white space.
e. include no more than three columns of data.
Q:
For entry level professional positions, what is the ratio of men to women?
A. 20 percent
B. 30 percent
C. 40 percent
D. 50 percent
E. 60 percent
Q:
The goal of using visual aids is to
a. immerse the audience in data.
b. duplicate illustrations and tables from reports and journals.
c. impress the audience with your technological skills.
d. express your ideas effectively.
e. provide a crutch to guide you through the presentation.
Q:
When increasing the diversity of a workforce, which of the following can increase the talent base of those with disabilities?
A. Assistive technologies
B. Mentoring
C. Stereotyping
D. Repetitive tasks
E. A code of conduct
Q:
One reason not to use visual aids in your presentation is that they
a. help the audience understand what you are saying.
b. help you persuade your audience.
c. bombard the senses.
d. make you look professional.
e. enhance audience interest.
Q:
When developing a mentor relationship with senior executives to improve communication and equity in the workplace, which of the following could likely improve the process?
A. Understanding that men find it easier to bond with other men
B. Understanding that women find it easier to bond with other women
C. Understanding that male executives are concerned about developing relationships that may appear inappropriate
D. Understanding the perception of assertiveness is a negative quality in men
E. Understanding the perception of assertiveness is a negative quality in women
Q:
When rehearsing a team presentation, you should
a. aim your remarks at the highest-ranking person in the audience.
b. refrain from adding to another member's response unless you are mentioning an omission.
c. give feedback tactfully and accept it gracefully.
d. pay attention to your posture to convey confidence and credibility.
e. encourage spontaneity in introductions to build rapport.
Q:
Which of the following will aid in the effective communication process across cultures?
A. Learn how to communicate respect in various cultures
B. Understand that all members of each culture have certain practices that are true across all cultural members
C. Control the communication to ensure the message is shaped to your needs
D. Teach others how to communicate well in your cultural context
E. Identify differences in others and aid in their need to minimize those differences
Q:
One of the greatest challenges involved in rehearsing team presentations is
a. planning who will do the research and who will deliver each part of the talk.
b. how to prepare a presentation template to ensure consistency.
c. avoiding nonverbal signs that weaken the case.
d. assigning roles too early in the project.
e. coordinating introductions and transitions.
Q:
At the end of a meeting with those of other cultures, what habit can help ensure understanding?
A. Clarifying what will happen next
B. Being straightforward and direct
C. Assuming the listener is less knowledgeable than you
D. Using industry specific slang and jargon
E. Avoiding lengthy transitions
Q:
All of the following will help achieve coherence in a team presentation except
a. using a presentation template so visual aids look consistent.
b. defining a technical term every time it is used, to avoid confusion.
c. deciding beforehand on the best tone, format, and organization.
d. deciding in advance how to refer to your visual aidsas charts, slides, or overheads, or with some other word.
e. planning how the team will handle questions from the audience.
Q:
When speaking with someone whose native language is not your own, what could make the communication process easier for the receiver?
A. A written text of your main ideas
B. Speaking louder
C. Watch for a smile or nod of the head to signal understanding
D. Detailed information about issues that may be difficult for the receiver to understand
E. Short, plain words
Q:
Identify the correct statement about collaborative presentations.
a. The coordinator should ensure that all group members receive equal "podium time" during the presentation.
b. To avoid problems, each member should be involved with all aspects of the presentation.
c. As long as individual members practice their sections, a full rehearsal is not necessary.
d. The overall presentation should look as if it were prepared and delivered by one individual.
e. Provide definite breaks between speakers and between topics to allow the audience time for reflection.