BA342 Consumer Behavior
Dr. Geoffrey
In-Class Team Presentations
Overview
During the semester each student will participate in a three-to-four-person team presentation of In-Class Applications questions from one of the applications exercises in the textbook. The assigned exercises and presentation dates appear both on the syllabus and on this handout.
Teams will be formed among students sharing a given number for the individually written assignments (e.g., all students assigned write-ups for group 1 will be members of team 1). In the standard grading plan these team presentations will constitute 4 to 10% of your final grade, depending on your individualized weights.
Objectives
The
purposes of these presentations are:
·
To provide an additional learning vehicle for all students in
class.
·
To enhance your oral communication and professional presentation
skills.
·
To develop your ability to work cooperatively with other persons
(teamwork).
·
To make learning fun, enjoyable, entertaining, and relevant.
·
To provide a change of pace for the class sessions.
Format of
Presentations
Each
team’s members are jointly responsible for presenting answers to the “In-Class
Applications” questions for the exercise assigned to them below. Your team should present your own answers and
involve your classmates in the exercise.
You can gain student involvement by requesting your peers to also answer
some of the questions in the exercise, to ask your team members questions you
can answer, and/or to react to your team’s comments, engaging in a dialogue
with them.
You
are free to format your presentation any way you see fit—as individual talks by
each team member, as a panel discussion among team members, as a
lecture/discussion between teammates and class members, as a role play, etc.,
and you may use more than one of these pedagogies during your presentation—only
your imagination and creativity limit you.
You are encouraged to use audiovisual materials such as
professional-looking PowerPoint slides, commercials from the Internet, charts,
pass-around materials, etc.
A caution
is warranted for style and effectiveness of your presentations. DO NOT SIMPLY READ FROM NOTES, INDEX CARDS,
OR POWERPOINT. In fact, if you use
visual aids, and if you prepare well and rehearse prior to your presentation,
there is no need for notes on index cards or on paper, and you will be much
more confident and relaxed in your presentation. Believe me, those presentations in which team
members simply read off their materials are disastrous and boring. Also, have good eye contact with the entire class. You are not just making your presentation to
the instructor but to the whole class as well.
Each
team presentation should take approximately 12 to 15 minutes (with a lot of
involvement of your class members, it might last longer). You may choose to answer some or all of the
questions in the In-Class Applications exercise section of your assigned
exercise, and you may choose to add one or more questions of your own—whatever
it takes to have a quality presentation lasting about 12 to 15 minutes. (Note: If you add question(s), please get me
a copy of your questions in writing—I just might use them in a next edition of
the textbook if they are really good, in which case each team member will get a
bonus point added to their presentation grad for each useful question.)
Important
note: So as
to prepare for the presentation, all students in the class should review the
Background to the exercise that a team will be presenting on a given date.
Evaluation of Presentations
Team members will all
receive the same score on the first two criteria below. Each individual will be graded separately on
the third criterion.
1. Preparation/Content
60%
*Application of course material
*Clear central idea and purpose
*Identification of key points/issues
*Validity of information - logical, persuasive,
effective reasoning, and
conclusions drawn from evidence presented
*Evidence - honest use of sufficient, specific,
accurate, relevant and interesting
evidence, and reference to sources when required for credibility
* Ability to interest class members
* Ability to involve class members
2. Organization
20%
*Logically organized clear presentations
(introduction, body, and conclusion)
*Teamwork - cooperation of team members in
presenting a unified
constructive case, and assistance of each other in handling audience
questions
*Use of visual aids, graphics, handouts, etc.
3. Delivery,
Oral Skills, and Style
20%
*Poise and body action, animated, projection, eye
contact, relaxed, confident
*Voice audible, expressive, forceful, and pleasant
*Articulation and pronunciation clear
*Language - clear, varied, economical
*Extempore abilities - able to adapt in manner and
content to audience
*Interesting - conversational, variety, humor,
genuine, sincere
*Pacing - not too slow, not too fast
*Persuasiveness
*Enthusiasm
*Ability to stimulate and answer
questions/dialogue with audience
Total 100%
Team Assignments
Note:
These are exercises that have worked well in the past. If you find another exercise in the textbook
that your team would prefer to present, just please let me know well in advance
and we can schedule it.
Exercise 9: Your College
Choice Decision – Student Team #8 – February 7
Exercise 10: Consumer
Decision-making in an On-Line Environment - Student Team #7 –
February 7
Exercise 18: Alternative Evaluation Using
Shopping Bots – Student Team #6 – February 12
Exercise 13: Types of
Consumer Purchasing Decision Situations - Student Team #5 – February 21
Exercise 22: Cultural Artifacts: Creating A Time Capsule – Student
Team #4 – February 21)
Exercise
24: Violating Cultural Norms – Student Team #3 – February 26
Exercise 33: Family Decision-making Roles – Student Team #2 – April 1
Exercise 41: Psychographics: VALS2 and Claritas PRIZM Lifestyle
Segmentation – Student Team #1 – April 17