00:00:07.33  >> Most of the task-oriented groups you belong to will have a designated leader -- someone with the title of Chair, President, or Coordinator who has special responsibilities for helping a group accomplish its task.
00:00:18.05  Many people believe that it is the group's leader who is solely responsible for how well a group functions.
00:00:23.13  However, we strongly believe that all members are responsible for the group, and that any member can and should supply leadership behaviors beneficial to the group.
00:00:32.49  The members of the group you will now observe are the Executive Committee of the Student Chapter of the International Association of Business Communicators -- the IABC.
00:00:41.30  They are working to put the final touches on a Career Day seminar for undergraduate students, and to plan publicity for the seminar.
00:00:52.08  >> Okay.
00:00:52.61  It looks like plans for the Career Day are set.
00:00:55.30  So now we need to plan for the publicity.
00:00:57.80  Does anyone have any suggestions?
00:00:59.59  >> Hold up, Laurie.
00:01:00.31  We're supposed to review our plans and see if we forgot anything.
00:01:03.40  >> Okay, that's right.
00:01:03.96  Kevin, did you keep notes last time?
00:01:05.99  >> Yep.
00:01:06.33  One final check of the plans, and then we'll move on.
00:01:09.17  >> Okay.
00:01:09.47  >> I'll tell you what.
00:01:10.37  Since we can't read Kevin's handwriting, I'll keep notes.
00:01:13.35  >> Good idea.
00:01:13.64  >> You got to give me the play on that one.
00:01:15.04  >> Yeah, I do.
00:01:15.27  >> Okay, let's back up.
00:01:15.77  Is there anything about the current Career Day that we've missed or need to go over?
00:01:20.69  >> Well, the reason I brought it up is, we seem to have forgotten the whole session on portfolios -- you know, getting your résumé, your photographs -- things you need if you're gonna apply for a public-relations job.
00:01:30.22  >> That's true.
00:01:30.97  >> Wow, that's a major oversight.
00:01:32.95  You know, that was one of the best IABC sessions that we attended last year.
00:01:36.76  It was good.
00:01:37.15  >> Well, who would do a good job with portfolios?
00:01:39.63  >> Who did we get last year?
00:01:40.85  >> Who did we get last year?
00:01:41.80  >> I don't remember.
00:01:43.29  >> We had Sharon Malone from Sherman Public Relations.
00:01:47.43  But we've got a problem.
00:01:48.95  She doesn't work there anymore.
00:01:50.09  She's out of town.
00:01:50.95  >> Oh.
00:01:51.93  >> Well, I'll tell you what I'll do.
00:01:52.68  I'll check with Sherman, see if they can send someone else.
00:01:55.15  And if not, then I'll check with the faculty and see if they can find anybody good.
00:01:58.66  >> Okay, great.
00:01:59.14  Thanks, Tony.
00:01:59.71  Okay.
00:02:00.59  We're gonna add a session on portfolios.
00:02:02.83  >> Okay.
00:02:02.99  >> Okay, is there anything else that we've missed at all?
00:02:06.25  >> I don't think so.
00:02:06.88  >> Not that I can think of.
00:02:08.12  >> No.
00:02:08.90  >> Okay.
00:02:09.27  Let's turn to publicity and promotion.
00:02:12.52  Now, the publicity was overlooked last time because the prior group failed to do anything with it, and I think a lack of students -- you know, they just didn't show up for the session.
00:02:23.22  >> I know it.
00:02:24.78  Kevin, do you know what they did last time?
00:02:26.62  >> Yeah.
00:02:27.35  Somewhere I got a list, here.
00:02:30.58  All they really did was put an ad in the school newspaper, and then they sent around this memo to the faculty about a week ahead of time, asking us to announce it in the classes.
00:02:41.95  >> It was John who was the head of that.
00:02:43.13  >> See, I didn't even know anything about it.
00:02:44.56  >> They didn't do anything.
00:02:45.48  All they did was sit around and drink beer and all that stuff.
00:02:47.51  >> They weren't that bad when he wasn't the leader.
00:02:50.85  >> So together, you know?
00:02:52.13  >> They were bad.
00:02:52.97  >> Okay, I like trashing these guys as much as you do, but we are really getting off track.
00:02:57.04  For time's sake.
00:02:58.25  >> Yeah.
00:02:58.38  Yeah, you right.
00:02:59.57  So, what sounds good for you?
00:03:01.72  What kind of publicity do you think, Kev?
00:03:03.56  >> Well, I don't want to send around a tacky memo like they did last year.
00:03:07.53  I think we should do a brochure that we can send around to all the different students.
00:03:12.48  >> Wait a minute.
00:03:13.08  I don't think we need to cut out the faculty.
00:03:14.60  I mean, they're our best way to reach the students.
00:03:16.68  Why should we cut that out?
00:03:18.80  >> Well, I personally, if I was a faculty member, wouldn't even respond to a tacky memo like that.
00:03:23.43  >> Yeah, yeah.
00:03:23.99  We like.
00:03:24.94  >> Well, I'll tell you, I think you guys are not understanding each other very well.
00:03:29.42  I think, Deirdre, what Kevin is saying, it's not that he doesn't want to contact the faculty, it's just that we need to use something a little bit more professional than just sticking a memo in somebody's mailbox.
00:03:39.88  >> Right.
00:03:40.24  I don't want to send something out that's going to embarrass us.
00:03:43.35  We are supposed to be the communications experts around here.
00:03:46.01  >> Yeah, you right.
00:03:46.54  >> Sorry, Kevin.
00:03:47.21  I misunderstood what you were saying.
00:03:48.26  >> That's all right.
00:03:48.76  >> Okay.
00:03:49.02  Are we all straight on this?
00:03:50.71  >> Got it.
00:03:51.11  >> Yeah.
00:03:51.26  >> Chris?
00:03:52.20  >> Brochure for sure.
00:03:53.05  >> Good.
00:03:53.57  >> Well, you know what, I think we should put flyers in all the mailboxes in the dorms, along with posters.
00:03:59.22  >> Wait a minute.
00:03:59.79  I don't know if that's the best way to reach everybody.
00:04:01.36  I mean, only 25% of the population is in the dorms, and then most of those guys are freshmen.
00:04:07.03  >> Yeah, I see what you're saying.
00:04:08.11  But, see, that's exactly who you want to reach, because by the time you become a senior, you're not gonna have time to put together a portfolio.
00:04:14.62  And, you know, freshmen need that kind of stuff.
00:04:16.73  >> I did.
00:04:17.09  I could have used it when I was a freshman.
00:04:18.44  >> Okay, wait a minute.
00:04:19.06  I'm confused here.
00:04:19.92  Are we trying to create and evaluate at the same time?
00:04:23.22  There is no way that's gonna work.
00:04:25.24  >> No, you're right.
00:04:26.38  I'll tell you what -- Kevin and I just got through doing some practice brainstorming in our small-groups class, and what the deal is, you come up with ideas as you go along, and write them down, and then, when you're through, you go back through your list and see what'll work and what won't.
00:04:40.97  >> Sounds good.
00:04:41.34  >> Yeah, that sounds pretty good.
00:04:42.02  >> Yeah, let's try brainstorming.
00:04:43.39  >> Great.
00:04:43.83  >> I'll take the notes.
00:04:44.82  And I don't want to hear anybody talking about how stupid any of them are.
00:04:50.05  >> Well, just long as we can read your writing.
00:04:51.70  [Indistinct discussion] >> Okay.
00:04:54.65  Why don't we start with posters, like we said before?
00:04:56.59  >> Posters.
00:04:56.83  >> Yeah.
00:04:57.18  >> That'll be fine.
00:04:58.10  >> Put down radio spots, like on campus radio.
00:05:00.99  >> Yeah.
00:05:01.08  >> Radio spots.
00:05:02.92  Okay.
00:05:03.54  >> PSAs.
00:05:04.54  >> PSAs.
00:05:05.65  Hot-air balloons.
00:05:06.44  >> A sandwich board.
00:05:08.22  >> Hold on just a second.
00:05:10.38  >> Sandwich board.
00:05:11.84  >> Yeah.
00:05:12.67  >> How about brochures?
00:05:14.60  >> Got to have that.
00:05:15.41  >> Yeah.
00:05:16.37  >> Okay.
00:05:16.94  How many things do you have so far, Kevin, on the list?
00:05:19.61  >> When I finish writing "matchbooks," we should have about 10 or 11.
00:05:25.16  >> Okay.
00:05:25.27  What's next?
00:05:26.26  >> Okay.
00:05:26.48  What we need to do is, we all need to look at them as a group -- or actually, as individuals, because sometimes looking at the list will spur other ideas that you didn't have before.
00:05:34.36  >> Give me the list.
00:05:34.85  I'll go run us off some copies.
00:05:37.08  >> Great.
00:05:37.59  >> Be back in a sec.
00:05:38.07  >> While Tony does that, we need to discuss how many people you think we're going to get.
00:05:43.57  >> Last year there was 75 people signed up, but only 50 showed up.
00:05:47.08  >> Yeah, or less.
00:05:47.69  >> Yeah.
00:05:48.05  >> I think it's because of fees.
00:05:49.22  >> That should tell you something, because the people that did commit themselves didn't feel that they were committed enough to actually go.
00:05:54.46  I think we should raise the price so that, once they make that commitment, they're gonna want to actually go.
00:05:59.39  Something that they can -- A little more bite.
00:06:02.04  >> Yeah.
00:06:02.91  >> It'll compensate also for lack of -- >> $5.
00:06:05.96  >> $5 would be good.
00:06:06.44  Sure.
00:06:06.55  >> That's enough to make a difference in a college dude's pocket.
00:06:08.84  >> Sounds good to me.
00:06:09.49  >> 5 bucks.
00:06:10.20  >> All right.
00:06:10.39  Here's some copies here.
00:06:12.31  >> Great.
00:06:12.62  Thanks, Tony.
00:06:13.15  >> Hey, man.
00:06:13.49  While you were going to get those copies, we were talking about raising the fee to 5 bucks.
00:06:20.61  >> So, I don't know.
00:06:21.79  Why?
00:06:22.64  >> Well, we were talking about it, and we kind of came to the conclusion that, you know, last year, we just charged $2, and I think people didn't show much interest.
00:06:33.82  And, really, I don't think $5 is gonna break anybody.
00:06:37.03  >> No.
00:06:37.53  >> Mnh-mnh.
00:06:38.08  >> $5?
00:06:38.76  $5 sounds okay with me.
00:06:40.20  It sounds better than $2.
00:06:41.17  Because, you know, $2 kind of sounds cheap.
00:06:43.84  >> Mm-hmm.
00:06:44.17  >> And I bet you they didn't think they was gonna get anything good out of this, either.
00:06:46.71  >> I think so, too.
00:06:47.08  >> Right.
00:06:47.36  Yeah.
00:06:47.62  >> Okay.
00:06:47.93  Let's go through this list and evaluate what will work.
00:06:52.23  Deirdre, you're the honest one of the group.
00:06:53.81  Why don't you play devil's advocate for us?
00:06:55.90  >> Okay.
00:06:56.32  >> You got the horns.
00:06:57.24  >> Hey, fellas.
00:06:58.75  Settle down.
00:07:00.89  First, we need to see what our criteria is, find out who our target audience, who we want to reach.
00:07:05.35  >> Yeah.
00:07:06.12  >> I think our top priority ought to be Comm majors.
00:07:09.24  >> Definitely.
00:07:09.58  >> Well, actually, IABC members and then Comm majors.
00:07:13.06  >> Great.
00:07:13.25  >> There you go.
00:07:13.79  >> Yeah.
00:07:14.05  Another potential source would be undeclared majors who could possibly be swayed to Communication and are looking for information on potential jobs, careers, that kind of thing, that Communication majors get into.
00:07:25.19  >> Definitely.
00:07:25.56  >> Mm-hmm.
00:07:26.33  >> You know, also business majors, like Marketing and Advertising students.
00:07:30.13  >> I think so.
00:07:31.74  >> Is there anybody else, possibly?
00:07:33.44  >> I think that covers it.
00:07:35.47  >> All students, correct?
00:07:36.59  >> Yeah.
00:07:36.94  >> Okay.
00:07:37.21  >> Yeah.
00:07:37.80  >> Well, I tell you, actually, I've been thinking about it here, and shouldn't we prioritize the order?
00:07:44.01  I mean, like, IABC members, Comm majors, potential Comm majors, and then allied majors.
00:07:51.29  I mean, we might end up with more things on our list than we can afford to do.
00:07:55.91  >> I think we're confused about what you mean, Chris.
00:07:58.93  >> Well, I'll tell you.
00:07:59.96  What I'm trying to say is, the way I've looked at it here, we can end up with about 50 things on our final list of promotional activities.
00:08:07.90  And if we prioritize these things -- you know, IABC members, then our Comm majors, and then everything else, you know, we'll have a rational way of making our final decision.
00:08:18.55  >> Good.
00:08:18.97  They does sound good.
00:08:20.75  >> Thank you.
00:08:21.09  >> That does make sense.
00:08:22.36  >> Good.
00:08:23.34  >> Great.
00:08:23.78  So, then, should we start with brochures?
00:08:26.42  >> Yeah.
00:08:26.72  I think brochures should be our main way of getting it through.
00:08:29.97  We can get our whole target audience that way.
00:08:33.91  Plus, if we go down to the copy center, we can get 2,000 copies of the same color for about 10 cents each.
00:08:42.28  >> Sounds pretty good.
00:08:43.14  >> That's good.
00:08:43.75  But, Kevin, how should we distribute them?
00:08:45.28  I mean, last year, they were all over the floor.
00:08:47.35  Nobody really paid attention to them.
00:08:49.18  It was like, you know, trash all over the floor.
00:08:50.88  >> I mean, people were just -- if they weren't wadding them up and throwing them down, they were either making airplanes out of them or writing their notes.
00:08:56.41  They were even using them for bookmarks.
00:08:57.69  >> Yeah.
00:08:58.36  >> Bookmarks!
00:08:59.51  That's a great idea.
00:09:00.47  We could do that for real cheap, and we could get those to everybody.
00:09:03.80  >> Yeah.
00:09:04.48  Good idea, man.
00:09:05.49  >> Put it on the list, and we'll evaluate it.
00:09:09.25  But we need to stick with brochures for now.
00:09:11.25  >> Right.
00:09:11.53  Okay.
00:09:12.02  Okay.
00:09:12.67  >> I'll volunteer to do the design.
00:09:15.20  The computers in my desktop-publishing class, it'll be real easy to do.
00:09:18.25  >> Cool.
00:09:18.74  Good.
00:09:19.26  >> Hey, you know, and Campus Copies use a dayglow for their promotional stuff.
00:09:23.43  And, see, like last semester, they put these things in the students' boxes.
00:09:28.24  And I think if we talked to them and put that appetizer on the back of our brochures, they might even reduce our price.
00:09:35.35  >> Okay.
00:09:35.86  >> That's a good idea.
00:09:36.43  >> Yeah, good idea.
00:09:37.01  >> I'll tell you what, I've got to go over there anyway to copy notes from my persuasion class.
00:09:41.95  >> Because you didn't go?
00:09:42.53  >> 'Cause I didn't go.
00:09:43.63  >> They had a test today, I want you to know.
00:09:44.91  >> I know.
00:09:45.00  I'm going.
00:09:45.72  I'm gonna fail it.
00:09:46.67  But anyway, I'll talk to the manager and see what she thinks about the brochure idea.
00:09:52.22  And if they don't like that, maybe they'll go for the bookmark thing.
00:09:54.50  >> Sure.
00:09:54.72  Okay.
00:09:54.81  >> Bookmarks.
00:09:56.67  >> Bookmark.
00:09:57.24  >> Okay.
00:09:57.82  Next, should we go over the public-service announcements?
00:10:00.89  >> Wait.
00:10:01.43  Chris and i have a class right now.
00:10:03.44  And I know, Tony, you said that you had a meeting to go to.
00:10:05.69  Now, we've covered pretty well most everything on the list.
00:10:08.60  There's a few other things we need to check on.
00:10:10.69  So why don't we try to meet again on Wednesday, next Wednesday, at the same time?
00:10:15.34  >> Okay.
00:10:15.90  >> But hour max.
00:10:16.63  >> Wednesday.
00:10:17.17  >> I can do it.
00:10:17.72  >> All right?
00:10:18.26  >> Yeah, that's good.
00:10:18.85  >> Okay.
00:10:19.61  I'll get a memo out to remind everybody.
00:10:22.30  >> Hey, Chris, why don't you run over the list of what everybody's committed to?
00:10:25.25  >> I've got -- >> Good, yeah.
00:10:27.17  >> Tony is checking with Sherman Public Relations to see if they will send someone to do the portfolio.
00:10:34.29  >> Right.
00:10:34.69  >> Right.
00:10:35.46  >> Deirdre volunteered to design the brochure.
00:10:38.13  >> Good.
00:10:38.47  >> I'm gonna check with Campus Copies to see if they'll underwrite the brochure for their free ad on the back.
00:10:44.40  And Laurie's gonna send us a reminder about the next meeting.
00:10:47.59  >> Right.
00:10:47.68  Okay.
00:10:48.41  Is there anything else we need to be doing between now and next Wednesday?
00:10:52.09  >> Yeah.
00:10:52.79  Somewhere amongst all this stuff that I got from two years ago, I got a list of all the businesses in the community that have IABC members doing professional internships.
00:11:02.91  What I'm hoping is that I can get them to help pay for this, maybe throw in some materials or something like that.
00:11:09.96  >> That'd really cut out costs.
00:11:11.03  >> Yeah.
00:11:11.35  >> I'll take care of that, and I'll have that done by next week.
00:11:13.95  >> That's great.
00:11:14.44  I think we've gone over, and probably will accomplish everything on the list.
00:11:18.29  Is there anything else before we quit?
00:11:20.48  >> Nada.
00:11:21.19  >> Mnh-mnh.
00:11:21.61  >> Okay.
00:11:21.91  >> Nothing.
00:11:22.35  >> Good deal.
00:11:23.01  See you next Wednesday.
00:11:23.98  >> Great.
00:11:24.40  >> All right.
00:11:25.07  >> Good deal.
00:11:25.48  >> All right.
00:11:25.84  >> Going to hit happy hour?
00:11:26.89  >> Happy hour!
00:11:29.21  >> This group is on its way to planning and publicizing a successful seminar, in part because the group has good coordinating leadership both from the designated leader, Laurie, and from the other members, as well.
00:11:40.24  When groups perform successfully, that usually means that two kinds of important group needs have been met adequately -- task and interpersonal needs.
00:11:47.92  All the members of this group worked to meet those needs on behalf of the group.
00:11:51.66  Let's recall some specific instances.
00:11:54.18  Laurie, as designated leader, does a good job of paying attention to the group's processes and procedures.
00:11:59.85  For example, she keeps the group on task, she spend a great deal of time asking questions that will spur the rest of the members to think about issues, and she brings the group back on track after digressions.
00:12:09.97  She keeps track of the group's time.
00:12:12.08  She also helps members clarify what they mean, as when she asked Chris to explain his idea about making a priority listing of options.
00:12:19.08  She doesn't control the group, but she does help guide it and structure its use of time.
00:12:24.11  However, the job of staying task-oriented does not fall to Laurie alone.
00:12:28.24  All the other members provide task-oriented functions to help the group progress.
00:12:32.91  For example, Deirdre, who serves the group well as critical evaluator, reminds the group that their first order of business was to review the decisions they had made the previous week and see if anything needed to be changed.
00:12:44.62  Deirdre volunteers to design a brochure, and several times she asks good questions that helps members evaluate an option more completely.
00:12:52.57  Chris performs both task and relationship functions.
00:12:55.95  First, he volunteers to keep notes for the group.
00:12:58.59  Did you notice how important it was for the group to have this written record?
00:13:01.94  Several times, members referred to Chris' list to jog their memories, as when Chris summarized the discussion for Tony when he returned from making copies.
00:13:10.16  Chris mediate an incipient misunderstanding between Kevin and Deirdre.
00:13:13.95  Because he was listening carefully, Chris perceived that the other two had bypassed each other, and he helps them work through their misunderstanding.
00:13:21.43  Tony helps the group by providing several good ideas, such as the reason for trying to recruit freshmen to the Career Day, and the possibility that Campus Copies might underwrite the cost of brochures in return for advertising.
00:13:32.69  He also makes copies of the brainstorming list, and volunteers to find someone for the portfolio session.
00:13:38.34  Kevin also provides several task-oriented functions, and help members enjoy working together.
00:13:44.15  His creativity and enthusiasm -- remember his reaction to bookmarks?
00:13:48.50  -- helps keep the other members uplifted.
00:13:51.40  If this group is successful -- and there's every reason to believe it will be -- it's because all the members provided leadership to the group.
00:13:58.55  Laurie demonstrates what a group-centered democratic leader does -- guides but does not control, provides structure but doesn't dominate.
00:14:06.23  We saw her behave as a completer, who jumped in when she saw that something was needed, such as when she realized the members were confused by Chris' suggestion for a priority listing, or when they needed to be pulled back on track.
00:14:18.57  Mostly, though, she encouraged the others to be responsible for the effectiveness of the group.
00:14:23.65  What we have seen in this segment is distributed leadership, where members perform needed functions, the leader coordinates, and serves as completer by providing the functions not being supplied by the others.
00:14:34.85  This takes both mature leaders and mature members.
00:14:38.63  Both the group member and leader together are responsible for effective group problem solving.
00:14:43.91  If you perceive that the group needs something, you should try to provide it, even if you aren't the designated leader.
00:14:52.39  >> The following are guidelines for both leaders and members.
00:14:56.45  The ideal group leader focuses on the process, and make sure the group is receiving what it needs, provides structure for the group, but doesn't dominate, pays attention to the interpersonal relationships, helps the group move forward toward its goal, encourages the full participation of all members.
00:15:26.59  The ideal group member listens open-mindedly to what others have to say, participates and willingly shares ideas and opinions, demonstrates responsibility for and commitment to the group, pays attention to the group process, and provides whatever functions the group needs, demonstrates sensitivity to and patience with the other members.