NONVERBAL SELF-ASSESSMENT PROJECT

NONVERBAL SELF-ASSESSMENT PROJECT
PURPOSE Do you see yourself the way others do? This three-part assignment is designed to help you assess and increase self-awareness of nonverbal communication skills. The goal is to gain insight into how effectively you express yourself nonverbally. With the information you will acquire, you will then write an analytical essay (1,250 to 2,000 words) explaining what you learned about your “nonverbal” self.
PART 1: QUALITATIVE ASSESSMENT BASED ON DIRECT OBSERVATION/RECORDING
You will record a conversation between yourself and one other person. This conversation will be observed and recorded by a third person.
The Conversation: You and your conversation partner will sit comfortably, facing each other, and discuss how you each plan to enjoy spring break or an upcoming summer vacation this year. What will you do? Where will you be? Any family traditions you have? You could also describe a particularly enjoyable holiday vacation. Talk for at least 10 minutes while the observer films/records the conversation using a cellphone with digital recording capabilities, digital camera, or web cam. Do not talk or interact with each other at the end of the conversation. Immediately and silently all three of you will view the recording of the conversation. You can view it more than once if you desire. Without talking, proceed to Part 2.
PART 2: ASSESSMENT USING CONVERSATIONAL SKILLS RATING SCALES
Silently, distribute the scales to each participant; you get Scale A, your partner gets Scale B and the observer gets Scale C. Without talking, you will each complete the scale. All of you may wish to write comments on the back page. Collect the scales. You may then briefly discuss the experience but not the answers written on the scale. Later, when you are alone, you will calculate scores for each scale and interpret what it means. See directions below on how to calculate your scores.
Conversational Skills Rating Scales A, B and C * Print copies for each participant
A. NONVERBAL/CONVERSATIONAL SKILLS RATING SCALE (Rating of Self Form) Rate how skillfully you used or did not use the following communication behaviors.
Inadequate (use is awkward, disruptive or results in negative impression of communication skills) 1
Fair (occasionally awkward, disruptive, occasionally adequate) 2
Adequate (sufficient, not noticeable nor excellent. Neither strong positive nor negative impression) 3
Good (use was better than adequate but not outstanding) 4
Excellent (use is smooth, controlled, results in positive impression of communication skills 5
Circle the single most accurate response for each behavior
1 2 3 4 5 = (1) (Speaking rate, neither too slow nor too fast)
1 2 3 4 5 = (2) (Speaking fluency (pauses, silences, “uh”, “like” “you know” etc.)
1 2 3 4 5 = (3) Vocal confidence (neither too tense/nervous nor overly confident sounding)
1 2 3 4 5 = (4) (Vocal variety, neither too monotone nor dramatic voice)
1 2 3 4 5 = (5) Volume (Neither too loud nor too soft)
1 2 3 4 5 = (6) (Posture, neither too closed/formal nor too open/informal)
1 2 3 4 5 = (7) (Lean toward partner, neither lean too forward nor too far back)
1 2 3 4 5 = (8) (Shaking or nervous twitches (aren’t noticeable nor distracting)
1 2 3 4 5 = (9) Unmotivated movements (tapping feet, fingers, hair-twirling, etc.)
1 2 3 4 5 = (10) Facial expressiveness (neither blank nor exaggerated)
1 2 3 4 5 = (11) Nodding of head in response to partner’s statements
1 2 3 4 5 = (12) Use of gestures to emphasize what is being said
1 2 3 4 5 = (13) Smiling and/or laughing
1 2 3 4 5 = (14) Use of eye contact
1 2 3 4 5 = (15) Speaking about partner (involvement of partner as topic of conversation)
1 2 3 4 5 = (16) Speaking about self (neither too much nor too little)
1 2 3 4 5 = (17) Encouragements or agreements (encouragement of partner to talk)
1 2 3 4 5 = (18) Speaking about partner (involvement of partner as topic of conversation)
1 2 3 4 5 = (19) Interruption of partner speaking turns
1 2 3 4 5 = (20) Use of time speaking relative to partner
B. NONVERBAL/CONVERSATION SKILLS RATING SCALE (Rating of Partner Form…this person rates YOU)
Rate how skillfully your partner used or did not use the following communication behaviors.
Inadequate (use is awkward, disruptive or results in negative impression of communication skills) 1
Fair (occasionally awkward, disruptive, occasionally adequate) 2
Adequate (sufficient, not noticeable nor excellent. Neither strong positive nor negative impression) 3
Good (use was better than adequate but not outstanding) 4
Excellent (use is smooth, controlled, results in positive impression of communication skills 5
Circle the single most accurate response for each behavior Note: on “neither/nor questions, yes means “5”
1 2 3 4 5 = (1) (Speaking rate, *if neither too slow nor too fast, give a 5)
1 2 3 4 5 = (2) (Speaking fluency (pauses, silences, “uh”, “like” “you know” etc.)
1 2 3 4 5 = (3) Vocal confidence (neither too tense/nervous nor overly confident sounding)
1 2 3 4 5 = (4) (Vocal variety, neither too monotone nor dramatic voice)
1 2 3 4 5 = (5) Volume (Neither too loud nor too soft)
1 2 3 4 5 = (6) (Posture, neither too closed/formal nor too open/informal)
1 2 3 4 5 = (7) (Lean toward partner, neither lean too forward nor too far back)
1 2 3 4 5 = (8) (Shaking or nervous twitches (aren’t noticeable nor distracting)
1 2 3 4 5 = (9) Unmotivated movements (tapping feet, fingers, hair-twirling, etc.)
1 2 3 4 5 = (10) Facial expressiveness (neither blank nor exaggerated)
1 2 3 4 5 = (11) Nodding of head in response to partner’s statements
1 2 3 4 5 = (12) Use of gestures to emphasize what is being said
1 2 3 4 5 = (13) Smiling and/or laughing
1 2 3 4 5 = (14) Use of eye contact
1 2 3 4 5 = (15) Speaking about partner (involvement of partner as topic of conversation)
1 2 3 4 5 = (16) Speaking about self (neither too much nor too little)
1 2 3 4 5 = (17) Encouragements or agreements (encouragement of partner to talk)
1 2 3 4 5 = (18) Speaking about partner (involvement of partner as topic of conversation)
1 2 3 4 5 = (19) Interruption of partner speaking turns
1 2 3 4 5 = (20) Use of time speaking relative to partner
C. NONVERBAL/CONVERSATIONAL SKILLS RATING SCALE (Observer Rating of Conversant Form)
Rate how skillfully Conversant used or did not use the following communication behaviors.
Inadequate (use is awkward, disruptive or results in negative impression of communication skills) 1
Fair (occasionally awkward, disruptive, occasionally adequate) 2
Adequate (sufficient, not noticeable nor excellent. Neither strong positive nor negative impression) 3
Good (use was better than adequate but not outstanding) 4
Excellent (use is smooth, controlled, results in positive impression of communication skills 5
Circle the single most accurate response for each behavior
1 2 3 4 5 = (1) (Speaking rate, neither too slow nor too fast)
1 2 3 4 5 = (2) (Speaking fluency (pauses, silences, “uh”, “like” “you know” etc.)
1 2 3 4 5 = (3) Vocal confidence (neither too tense/nervous nor overly confident sounding)
1 2 3 4 5 = (4) (Vocal variety, neither too monotone nor dramatic voice)
1 2 3 4 5 = (5) Volume (Neither too loud nor too soft)
1 2 3 4 5 = (6) (Posture, neither too closed/formal nor too open/informal)
1 2 3 4 5 = (7) (Lean toward partner, neither lean too forward nor too far back)
1 2 3 4 5 = (8) (Shaking or nervous twitches (aren’t noticeable nor distracting)
1 2 3 4 5 = (9) Unmotivated movements (tapping feet, fingers, hair-twirling, etc.)
1 2 3 4 5 = (10) Facial expressiveness (neither blank nor exaggerated)
1 2 3 4 5 = (11) Nodding of head in response to partner’s statements
1 2 3 4 5 = (12) Use of gestures to emphasize what is being said
1 2 3 4 5 = (13) Smiling and/or laughing
1 2 3 4 5 = (14) Use of eye contact
1 2 3 4 5 = (15) Speaking about partner (involvement of partner as topic of conversation)
1 2 3 4 5 = (16) Speaking about self (neither too much nor too little)
1 2 3 4 5 = (17) Encouragements or agreements (encouragement of partner to talk)
1 2 3 4 5 = (18) Speaking about partner (involvement of partner as topic of conversation)
1 2 3 4 5 = (19) Interruption of partner speaking turns
1 2 3 4 5 = (20) Use of time speaking relative to partner
Directions on how to calculate your scores: For each scale, A, B & C
For example, if someone talks neither too fast nor too slow, give them a five — not a three, even though that’s the middle. Spitzberg says effective competence is likely anything above 85 —a score between 55 to 85, he says, is somewhat competent with “substantial room for improvement,” while anything below 55 is an ineffective communicator with “a tremendous need for improvement.” Note: the score you end up with is more of an analysis of this one conversation, and may be a handy guide for the future, and less of an absolute truth: “Competence is fundamentally a social perception,” Spitzberg says. “It’s subjective.”
Source of Rating Scales: Brian H. Spitzberg is Senate Distinguished Professor of Communication at San Diego State University.
PART 3: ESSAY
Consider what you learned from observing your nonverbal behaviors in the filmed conversation and what you learned from evaluating the data provided by the three Conversational Skills Rating Scales. Conduct a qualitative assessment of your nonverbal communication in the areas selected. Look for strengths and weaknesses. Focus on the seven nonverbal behavioral areas listed below. What did you learn? What, if any, alterations would you like to make? Include at least four appropriate citations from the textbook in your essay.
You will have an introductory paragraph on how you set up the project. Next, discuss the seven listed topics (one paragraph for each topic). What you learned from the assessment will be used to analyze your results. Based on the recording and what the other participants told you, were you surprised? In the final page, briefly summarize three nonverbal behavioral areas that you wish to improve on. Why are these three areas particularly important to you? What is your plan to help you achieve these changes? Also, briefly discuss your nonverbal areas of strength.
1. Eye contact/Eye behavior Is this source of connection missing, too intense, or just right in yourself or in the person you are looking at? What are you communicating to the other person through the way you are looking at them? (interest, affection, hostility, attraction, boredom)
2. Facial expression What is your face showing? Is it masklike and unexpressive, or emotionally present and filled with interest? What do you see as you look into the faces of the other person? Describe emotions you see in you and the other person (sadness, happiness, confusion, fear, anger, surprise….)
3. Tone of voice Does your voice project warmth, confidence, and delight, or is it strained and blocked? What do you hear as you listen to other people?
4. Posture and gesture Does your body look still and immobile, or relaxed? What do you observe about the degree of tension or relaxation in the body of the person you are speaking to? What gestures are over or under used?
5. Intensity (amount of energy you project) Do you or the person you are communicating with seem flat, cool, and disinterested, or over-the-top and melodramatic? Again, this has as much to do with what feels good to the other person as it does with what you personally prefer.
6. Timing and pacing What happens when you or someone you care about makes an important statement? Does a response—may not be verbal—come too quickly or too slowly? Is there an easy flow of information back and forth? Is one of you “talking over” the other? Interrupting?
7. Sounds Do you use sounds to indicate that you are attending to the other person? Do you pick up on sounds from others that indicate their caring or concern for you? (uh-huh, ahhh, ummm)
Source: The Language of Emotional Intelligence, by Jeanne Segal, Ph.D.
Grading Rubric
90-100% – Closely follows assignment parameters; follows length requirements; shows detailed thought and consideration about the topic; ideas are cohesive, communicated clearly and demonstrate in-depth analysis; no grammatical issues; answers the question thoroughly; student clearly understands the material; paper contains multiple references in APA style to the text.
80-89% – Follows assignment parameters; follows length requirements; covers all required topics, writing is acceptable with minimal grammatical errors and clear thought has been given to the prompt question; student displays a good understanding of the topic; student references the text.
70-79% – Follows poorly the terms set out for the assignment; length requirements may not be met; does not demonstrate reflection on or clear understanding of the topic; includes incorrect information or grammatical errors; student references the text.
0-69% – Poorly written and constructed essay that fails to meet the requirements of the assignments; includes multiple grammatical errors and writing that lacks coherence; student does not reference the text.
Late papers = 0 points