This is an example from a group interaction class, designed for a lengthy term p

This is an example from a group interaction class, designed for a lengthy term paper
analyzing a group in a film or television series. Thus it is not a template for this assignment–
you cannot just “fill in the blanks!” However, this outline does illustrate alphanumeric organization, inductive and deductive reasoning, sentence structure and major principles of outlining (separation, symmetry, arrangement, subordination). This document does not include all the requirements of an outline (cover page, references page, visual aids, etc.). Consult your assignment for specific requirements (Oral Presentation in Module 11.)
• Be sure to include your sources of information next to each item as per APA Citation Help (Grossmont Library) and Reference Page Citation Guide for Scripts, Films, DVDs, TV Programs, and Lectures in Modules 11 and 13.
• The references page for this example would include each episode cited as well as the references related to leadership.
• You do not have to use the terms “principle” and “sub-principle” in your outlines.
• You may not even have “sub-principles.”
NOTE: The information below is just so you know what the series is about–you wouldn’t put quite so much information into your own outlines and presentations.
M*A*S*H is an American television series developed by Larry Gelbart, adapted from the 1970 feature film MASH (which was itself based on the 1968 novel MASH: A Novel About Three Army Doctors, by Richard Hooker). The series, which was produced in association with 20th Century Fox Television for CBS, follows a team of doctors and support staff stationed at the \”4077th Mobile Army Surgical Hospital\” in Uijeongbu, South Korea during the Korean War. Many of the stories in the early seasons are based on tales told by real MASH surgeons who were interviewed by the production team. Like the movie, the series was as much an allegory about the Vietnam War (still in progress when the show began) as it was about the Korean War.[4] The episodes \”Abyssinia, Henry\” and \”The Interview\” were respectively ranked number 20 and number 80 on TV Guide\’s 100 Greatest Episodes of All Time in 1997.[5] In 2002, M*A*S*H was ranked number 25 on TV Guide\’s 50 Greatest TV Shows of All Time.[6] In 2013, the Writers ranked it as the fifth best written TV series ever[7] and TV Guide ranked it as the eighth greatest show of all time.[8]
From: http://en.wikipedia.org/wiki/M*A*S*H_%28TV_series%…
____________________________________________________________________________
 Interpersonal Communication
Page 2 of 4
Leadership on the Front Lines: Style is Everything
Introduction
[The introduction should provide speaker’s name, give purpose/state thesis/preview concepts, and provide any necessary background.] I. Hello, everyone. My name is Jane Doe.
II. Today I’d like to introduce you to one of the most critically acclaimed television series of all time. M*A*S*H follows a team of doctors and support staff stationed at the 4077th Mobile Army Surgical Hospital (MASH) in South Korea during the Korean War. Many of the stories are based on the experiences of real MASH surgeons. I’ll be introducing the major characters as we move along. III. As you know, the military utilizes a top-down management style. But when managing highly trained professionals, who were published unwillingly into the army, flexibility is necessary for maximum team effectiveness. IV. Thesis: The effectiveness of various leadership styles varies with situational constraints, as observed in the leadership behaviors manifested in the television program M*A*S*H.
[Transition: Let’s take a look at three major leadership styles.]
Body
I. Communication Principle: Laissez-faire leadership [give definition with source] works when the outcome isn’t crucial to group effectiveness. [Source, e.g., (Jones & Watson, 1999)]
A. Sub-Principle: Laissez-faire leadership is effective for social occasions. [Source]
1. Example 1: The staff planned a birthday party without Col. Blake\’s knowledge.
a. Dialogue from script [See Oral Presentation for how to insert this]
b. Impact on events [The party was great. (Use dialogue again if appropriate.)]
2. Example 2: Col Potter assigned Hawkeye and B.J. to be morale officers.
a. Dialogue from script [See Oral Presentation for how to insert this]
b. Impact on events [Morale went up (Use dialogue again if appropriate.)]
B. Sub-Principle: Laissez-faire leadership is ineffective for managing personnel matters. [Source]
1. Example 1: Col. Blake ignored Major Hoolihan\’s complaints about Hawkeye and Trapper John.
a. Dialogue from script [See Oral Presentation for how to insert this]
b. Impact on events [Major Hoolihan applied for a transfer. (Use dialogue again if appropriate.)] 2. Example 2: Col Potter listened to Hawkeye\’s and B.J.\’s complaints about Major Burns.
a. Dialogue from script [See Oral Presentation for how to insert this]
b. Impact on events [Major Burns let up on them (Use dialogue again if appropriate.)]
[Transition: While laissez-faire leadership may give people some latitude, an authoritarian style might not give enough freedom to feel satisfied.]
 Interpersonal Communication
Page 3 of 4
II. Communication Principle: Authoritarian leadership [give definition with its source] has a powerful effect on group dynamics.
A. Sub-principle: Authoritarian leadership is effective and necessary in crises. [Source]
1. Example 1: When pain medication was not available, Col. Potter ordered the use of placebos.
a. Dialogue from script [See Oral Presentation for how to insert this]
b. Impact on events [The patients fell asleep. (Use dialogue again if appropriate.)]
2. Example 2: When the camp was being attacked by a sniper, Col. Blake ordered everyone to stay put.
a. Dialogue from script [See Oral Presentation for how to insert this]
b. Impact on events [No one was hurt. (Use dialogue again if appropriate.)]
B. Sub-principle: Authoritarian leadership can lower morale [source].
1. Example 1: Major Burns ordered the camp to move across the road \”just for practice.\”
a. Dialogue from script [See Oral Presentation for how to insert this]
b. Impact on events [The staff rebelled and became insubordinate. (Use dialogue again if appropriate.)]
2. Example 2: Major Hoolihan would not let a nurse have leave to see her husband.
a. Dialogue from script [See Oral Presentation for how to insert this]
b. Impact on events [The nursing staff helped her sneak out, undermining the major\’s authority (Use dialogue again if appropriate.)]
[Transition: Of course, as Americans, we have been taught the virtues of democracy.]
III. Communication Principle: Democratic leadership [give definition] is effective for managing well-trained personnel [source].
A. Sub-principle: Democratic leadership is effective for problem-solving [source].
1. Example 1: When a soldier\’s temperature would not go down, Colonel Potter asked the staff for suggestions.
a. Dialogue from script [See Oral Presentation for how to insert this]
b. Impact on events [The temperature went down (Use dialogue again if appropriate.)]
2. Example 2: When an unexploded missile landed in the compound, Col. Blake called experts from various forces.
a. Dialogue from script [See Oral Presentation for how to insert this]
b. Impact on events [Finally he found someone who could defuse the missile (Use
dialogue again if appropriate.)] B. Sub-principle: Democratic leadership is ineffective in emergencies [source].
And so forth…
[Transition: So how can one become a better leader of highly trained
yet cynical professionals, especially in wartime?]
 Interpersonal Communication
Page 4 of 4
IV. Recommendations: M*A*S*H leaders should expand their repertoire of leadership styles. A. First, Col. Blake should become less laissez-faire, because groups need some sort of structure to be effective [source]. 1. Example: If he had said,\”………,\” then
2. Effect: Major Hoolihan might not have quit. B. Second, Major Hoolihan should be more democratic when the issue doesn’t affect important group outcomes [source].
1. Example: If she had let the nurses set their own schedule, then
2. Effect: The nurse could have seen her husband without sneaking out, and staff would have appreciated Major Houlihan’s compassion.
NOTE: The recommendations do not constitute the conclusion!
[Transition: These well-intentioned leaders illustrate that there is no such thing as a born leader.]
Conclusion
I. The conclusion should summarize your message. “Today we have looked at three styles of leadership: Laissez-faire, authoritarian, and democratic.”
II. The conclusion should restate your thesis. “We have seen that each style can be effective, depending on the situation.”
III. The conclusion should provide a note of finality.
“So, when you become a leader, don’t just automatically use one style. Look at the task and the people involved.”
IV. The conclusion should leave the audience with new perspective.
“Leaders are not born; they choose their styles carefully.”
References
The references page should include the film clip, the film, the script, and the textboo