1

A Study on Personal Enhancement in Public Speaking

Skills through Scientific Practice and Continuous
Learning



Sushil Dev C R
1402188
IM 21 SEC C
Email id: [email protected]

Submitted to: Prof Dr. Nikhil K Mehta










2

ACKNOWLEDGEMENT

I would like to take this opportunity to acknowledge my indebtedness to all
those people, without whose assistance and cooperation, this report would have
been impossible.
I hereby express my sincere thanks to Dr. Nikhil K Mehta, Associate Professor,
National Institute of Industrial Engineering, Mumbai for the expert guidance
and timely advice in carrying out this group activity and also in preparing this
report.
I express my sincere gratitude to all the staff in the Audio Visual Recording
room, National Institute of Industrial Engineering, Mumbai, without which the
report could not have been completed within the stipulated time.
I express my sincere thanks to all the students of Post Graduate Diploma in
Industrial Management, Batch 21. Team Fear Fighters and our leader Sucheth
Sunil, your genuine suggestions and help have been instrumental in completing
the assignment and this report.
And above all, I would like to thank Roald Dahl, Salman Rushdie and VS
Naipaul for inculcating in me the love for this beautiful language.




SUSHIL DEV CR





3

CONTENTS

S.NO

TOPIC

PAGE NO
1.

ABSTRACT

4
2.

INTRODUCTION

4
3.

OBJECTIVE

5
4.

RESEARCH METHODOLOGY

8
5.

GROUP DYNAMICS

12
6.

OBSERVATIONS

15
7.

LIMITATIONS

21
8.

CONCLUSION

22
9.

REFERENCES

25









4

ABSTRACT
The importance of efficient communication is highlighted in this report where
delivering a public speech without all the inhibitions caused by fear is
emphasized primarily. The techniques employed included public speaking, role
plays, and video recording sessions. Feedback and critical analysis were
encouraged to reinforce effective learning and improve communication skills.
This study applied scientific methodology to identify the self improvement level
in public speaking where every individual was exposed and critically evaluated
in public speaking.
INTRODUCTION
The demands of the corporate world are currently facing rapid and sizable
paradigm shifts. Many prospective managers overlook the need for strong
communication skills that encompass the diverse facets of content, vocabulary,
clarity, tone and body language all of which are necessary to effectively bolster
their fundamental skill-sets. Mere cognitive capability might not be good
enough.
This has, indeed, happened, and while it is understood that failing to tap into the
growth possible in the corporate sector through poor articulation is dangerous,
misguided and non-scientific pursuits at improving communication places a
huge advantage on individuals who take the time to properly hone their
presentation skills.
With this belief firmly governing our thought process a diverse pool of
prospective managers, who identified a common attribute to improve upon,
decided to collaborate and follow a scientific process of improvement.




5

The group came to a consensus on the fact that diagnosing the root-cause of any
problem is of paramount importance when proceeding towards a practical
solution. And thus we decided to concentrate on the fundamental root cause
FEAR, rather than the other aspects which were either the effects or
manifestations of the same.
According to most studies, peoples number one fear is public speaking.
Number two is death. That means to the average person, if you have to go to a
funeral, youre better off in the casket than doing the eulogy.(Seinfeld)
Owing to the diverse nature of the sample group, many factors were attributed
to be the reason for the identified problem. A majority 40 percent of the group
believed that the fear of being exposed and introversion lead them to choose
FEAR as their numero-uno problem. 30 percent considered that cultural and
regional influence to be the major factor that contributed to their increased fear
of public speaking. The rest ascribed vernacular influence, childhood trauma
and parenting method especially carrot and stick approach as the major drivers
of fear.
OBJECTIVES
The role of a manager in leading and nurturing the workforce under him/her is
of paramount importance. Nurturing requires effective negotiation and
motivational capability through the power of the spoken word. This extra
dimension marks the difference between a talented engineer and an effective
manager.
The group of professionals involved in our study were talented engineers with
adequate cognitive ability who were moulding themselves to be future
managers. The belief that compared to all the other communication aspects,
public speaking played a pivotal part was agreed on consensus.



6

The managers who were expected to address their sub ordinates as well as
negotiate with their seniors immediately started brainstorming about the
identified problem. Their thought process was hinged on the fact that effective
public speaking provided adequacies by building trust among the team members
and bringing in clarity to work and it helps in the translation of intentions into
action.
Considering the need to identify the impediments that diminish the public
speaking ability of the group, the team members colluded and arrived at the
following questions:
1. Why are the individuals of the group reluctant to grasp any opportunity to
publicly address a gathering?
2. What are the challenges that the team members faced when given an
opportunity to speak in a stage?
3. What caused these challenges?
4. Are these problems solvable or are they hereditary?
5. What scientific process can be followed to overcome these identified
impediments?
When the answers for the above questions were sought among the batch through
a brain storming session, it resulted in a varied collection of responses. Based
on the common problems faced the whole batch was split into teams to work on
those problems while helping each other out in the process of self improvement.
The core challenges for every team were identified from the responses of
respective team members. Some of the responses from our team were:
I come from a part of India, where Hindi rules the roost, and the inherent
accents and the Indianisms associated with my region seem to have tattooed
itself to my English pronunciation, which has lowered my overall confidence
while addressing a group in English



7

I was brought up in a family where the carrot and stick approach was
followed. Mistakes usually involved grave consequences and the children were
expected to obey the commands and not to react, due to the fear of the elders
wrath we had agreed. Everything rested on our parents whims and fancies
In our culture, we respect people, and listen to their emotions and feelings. We
are more comfortable working in a team rather than standing out. Being critical
was never part of our upbringing and acceptance was the name of the game.
This has made me a good writer but not a good orator. I feel scared to speak
out
I have the fear that I am under the microscopic scrutiny of each and every
person in the audience, and they are judging me all the time. This baggage that
I carry makes me forget my lines and the stammering kick starts.
Collating all the responses and analysing it in a holistic manner, it was
identified that our core problem was fear but the root-cause of that problem
varied from one individual to another. All the responses were jotted down to
analyze the different causes of the problem. The problem of fear arose due to
many factors, but its symptoms were similar among individuals. These included
shyness, shivery set of hands, nervousness, sweating, thirst, lack of eye contact,
poor grammar, usage of fillers and long pauses.
The team planned to work on some of these parameters as the first step towards
improvement. After a group level discussion and deliberation the following
parameters were chosen as areas to work upon:
1. Grammar
2. Long Pauses
3. Eye Contact
4. Stammering
5. Time duration of speech



8

6. Fillers
7. Body Language
Through all these we identified that the main objective of the activity was to
show significant improvement on a personal and professional front in terms of
public speaking and team building
RESEARCH AND METHODOLOGY
70 top notch engineers who were pursuing management education in one of
Indias most reputed management institutes were identified as the target group
for the study. The students belonging to the age group ranging between 22 and
28 were from diverse socio-cultural backgrounds, geographical regions as well
as from different areas of specialization. The motley group also included a
healthy mix of experienced as well as fresh undergraduates. This unity in
diversity assured that the sample group was ideal and fool-proof for the
proposed study.
Owing to the supposed lack of soft skills in students who have graduated from a
technical course, it was identified that there was a definite scope for
improvement pertaining to the public speaking front.
The sample group was provided with enough time for introspection and self
analysis to identify a problem they faced while public speaking. Then the
students were asked to choose an island which had the name of the particular
problem they had identified.
Further these students from individual islands were allowed to form groups
among themselves. Our group Fear Fighters was one among these- As the
name suggests, our group consisted of engineers who considered that fear was
the major dampener in public speaking.



9

During the 1
st
ice breaker meeting, all the members of the group opened up
about the fear they face while addressing a gathering. All the observations were
sincerely listed down and brainstormed for further course of action.
The material used in this activity was a research paper on problems based in
Indian supply-chain given by Prof. Nikhil K Mehta. The research paper was
perfectly pertinent and had just the right inspiration to kindle the interest of the
group, as most of the members had highflying ambitions in the arena of supply-
chain management
The paper was divided amongst us into various topics and each member was
advised to draft a prepared speech of 1min duration.
A series of 4 serious rehearsals were done before our 1
st
video recording and the
detailed rationale behind the process and the effective methods through which
the process was carried out is explained further in detail.
To improve upon the identified parameters the following approach was adopted
by the team:
1. Rehearsals (R1, R2, R3 and R4): Four Rehearsals were conducted within
the team and critical feedback was given about individual performances
among the members. Rehearsals were done among the group members
after individually preparing a one-minute speech and taking up individual
roles such as
Timer To keep time
Grammarian To check on sentence usage and grammar
Pause counter To count the number of pauses (short and long)
Aah counter To count the number of fillers and appendages
Redundant words counter To count the number of redundant
words



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Duration keeper To check on the duration of eye contact
Observer To observe the body language
Stammer Counter To count the number of times stammered

2. Recording1(O1): Individual phase 1 video recording of the team was
done
3. Analysis/Study: Self-analysis on performance was done by respective
team member based on each parameter after watching their own videos
4. Targets: Using six sigma technique, specific targets were set for each
student for each parameter
5. Rehearsals (R5, R6 and R7): Further set of rehearsals were taken up by
the team by individually preparing a two-minute speech. Every rehearsal
was evaluated critically by the team on the parameters chosen.
6. Recording2 (O2) Individual phase 2 video recording of the team was
done
7. Analysis and Ranking- Further self-analysis on performance was done by
respective team member based on each parameter after watching the
video of the team. Every member ranked every individual in the team
based on their judgment.
8. Team Analysis Every member in the team provided critical feedback to
all the other group members, and a cumulative ranking with the consent
of the team was arrived at. As part of team analysis following questions
were to be deliberated by every team member from an individual
perspective:
How was the group dynamics?
How do you rate this activity as a personal experience?
How did we progress as an individual and as a group?



11

What were the apprehensions in the group and how were those
solved?
What kind of communication took place in each phase of group
formation?
During these rehearsals the group members took up individual roles to monitor
various public speaking criterias such as timing, pronunciation, pauses-long or
short, grammar, speech appendages, eye contact, fillers etc. Strict discipline was
maintained as the professional and scientific process proceeded without little
distractions.
The data collected through these rehearsals was analysed and an elaborate
discussion followed to work upon our weaknesses. Objective and critical
feedback was provided immediately.
We were pleased with the contribution of each and every participant provided
invaluable help for the group to improve as
After rounding up our rehearsals it was the time to test the skills we gained in
front of the camera. We started with our initial video recording, which was an
exciting experience. Adequate visual aid was provided for contingency plans if
anyone of the speakers was unable to recollect content.
The shyness involved in facing the camera and managing nervousness at the
same time was quite a challenge. Recollecting content was also one of the other
challenges. Many instances where identified where people spoke well during
practice but were unable to replicate the same result in front of the camera. The
nervousness was reflected in their body language.
After the first round of video recording, the video clips of each group were
collected. A detailed and comprehensive analysis of each component of the
speech was performed and documented.



12

A thorough self evaluation was performed based on the document which was
floated to each member of the group, and then after further rehearsals and self
improvement techniques our second and final video recording session
happened.
GROUP DYNAMICS
It is extremely important to focus on the group building activities which were
part of our secondary objectives. Our group, Team Fear Fighters went through
the various stages towards becoming a highly functional team as described by
Bruce Tuckmans Team Development Model (Tuckman, 1965).
A graphical representation of this model is given below -




13

Based on report by Rebecca Nestor for Aurora, 2013
FORMING:
This was the first stage of the team building activity. The group was formed on
the basis of the individuals preferred area of improvement. For this, different
islands of commonly faced public speaking problems were identified. Each
person was asked to identify the island he or she belonged to based on the
individuals perception of their weakest area amongst those. Groups were then
built upon amongst the members of the same island. Hence, each group had a
common goal as the principal area of improvement to attain through the
presentation exercise.
During this phase, participants were involved in discussions at the level of each
persons view of the scope of the task and how to approach it. Mature team
members began to model appropriate behaviour even at this early phase. On a
whole the group was motivated but relatively uninformed of the issues and
objectives of the team. Members were at their best behaviour trying to create a
positive first impression and it was a phase of getting to know each other and
build new friendships to set the platform for working together through the task.

STORMING:
This phase usually is characterized by conflict and resentment, leadership issues
and other negativity. We were pleased that this phase was not prominent in the
working of our group as natural leaders emerged and patient, open,
accommodating team members ensured that what was best for the group was
swiftly identified and the leader decided and other contenders relented.




14

NORMING:
At this stage the team came to an agreement on the content to be included in the
presentation and its flow. Differences of opinion over the interpretation of the
subject matter were discussed at length and sorted out. Each member
contributed ideas and opinions regarding this, and the structure, outline and plan
ahead was fixed at this stage, smoothly transitioning into the next stage.
PERFORMING:
At this stage the team acted as a cohesive unit, with everyone participating
actively in the process. This was when the brainstorming really took place to
bring out best solutions for the problems presented in the original research
paper. Focus was also on getting the best possible performance in the delivery
task in order to fulfil the primary objectives of the task. Data was collected and
scientific methods as well as subjective feedback based methods were applied to
make continuous improvement.
ADJOURNING:
This the final stage, associated with wrapping-up of the process. This was done
on a positive note, making sure feedback was viewed constructively and with
mutual appreciation for each others contribution and improvements. It was
indeed an extremely good learning experience.








15

OBSERVATIONS
The 14 member team was arranged in order from 1 to 14 and would be
addressed through their respective serial numbers in the below observations.
Each and every effect of fear was recorded for all the participants and graphs
were plotted for the data of both the recordings. The significant level of
improvement by certain team members was clearly visible through these graphs.
In the area of stammering the participants had either improved or maintained
their original count observed in recording 1, except for participant 5



In the area of eye contact, almost all the participants except for participant 10,
11 and 12 showed a marked improvement from their original recording,
participants 13 and 14 had a significantly low level of eye contact
0.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
1 2 3 4 5 6 7 8 9 10 11 12 13 14
N
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d

p
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r

m
i
n
u
t
e

Student
Number of times stammered
Recording 1 Recording 2



16



When it came to fillers, there was a mixed performance from the group, 40
percent of the population had shown increase in the number of fillers, owing to
the longer speech duration





0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
45.00
50.00
1 2 3 4 5 6 7 8 9 10 11 12 13 14
E
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C
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T
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(
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)

Student
Eye Contact
Recording 1
0.00
1.00
2.00
3.00
4.00
5.00
6.00
1 2 3 4 5 6 7 8 9 10 11 12 13 14
N
o
.

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f
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p
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Student
Number of fillers
Recording 1 Recording 2



17

In the area of redundant words, there was a significant improvement from the
group, 70 percent of the population had shown a reduced number of redundant
words.



Almost 90 percent of the participants showed a significant improvement in the
reduction of the number of long pauses



0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
1 2 3 4 5 6 7 8 9 10 11 12 13 14
N
o
.

o
f

r
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d
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d
a
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t

w
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r
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p
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m
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Student
Number of redundant words
Recording 1 Recording 2
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
1 2 3 4 5 6 7 8 9 10 11 12 13 14
N
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.

o
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g

p
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Student
Number of long pauses
Recording 1 Recording 2



18

Grammar mistakes played a mixed role in improvement where majority of the
group was not able to show improvement in the second recoding, owing to the
length of the speech



Based on all these observations a cumulative overall ranking was given based
on the statistical analysis tool, there was good improvement in the overall
performance of the group as a whole.


0.00
0.20
0.40
0.60
0.80
1.00
1.20
1.40
1.60
1.80
1 2 3 4 5 6 7 8 9 10 11 12 13 14
N
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.

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m
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a
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p
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m
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Student
Grammar mistakes
Recording 1 Recording 2
1
5
14
9
10
12
6
4
11
7
13
8
3
2
5
7
6
11
14
12
8
4
10
9
13
3
1
2
0
2
4
6
8
10
12
14
16
1 2 3 4 5 6 7 8 9 10 11 12 13 14
R
a
n
k

Student
Rank
Recording 1 Recording 2



19


FEEDBACK:

The Various comments that arose due to critical examination of other team
members are listed as follows:
9 said to 5 You can improve your tone and voice modulations as it can help
you gather the attention span of the audience and help build more connection.
While 5 gave a suggestion to 9 for improving upon the body language which
was lagging a bit for overall impact, 6 got a feedback on overall effectiveness of
his delivery from moreover he also got critical comments by 14 on his
repetitive hand movements in the same manner. 8 was very low in confidence
and constantly using fillers while delivering the speech which is clearly pointed
out by 2 and 3 respectively. 13 said to 2 You have been using a lot of fillers in
your speech try to improve it while 10 strictly instructed 4 about the time limit
as he was extending beyond the time limit. While 11 got certain inputs from 14
regarding the pace of the speech with which he was delivering adding to it, 6
felt that there is excess body movement by 9 which was duly commented upon.
Similar comments on grammar were received by 11 from 4 whereas 8 informed
12 about lack of clarity and pronunciation in the speech. Lack of Confidence in
5 was pointed out by 12 while 2 commented about the more number of speech
appendages while delivering. 10 got critical comments regarding casual attitude
from 2 while 3 told 4 There is a room for improvement while delivering speech
regarding eye contact. 9 commented on 13s use of redundant words while 5
asked 2 to improve upon the body language part. 11 commented 9, why are
you so conscious while delivering? The lack of confidence is visible, while 8
recommended 7 to reduce the number of speech appendages while delivering
the speech.



20

LIMITATIONS
The study discussed above had been conducted in a controlled environment for
a very short period of time. There were several limitations that arose due to the
lack of time for improvement and recuperation. Despite having the complete
motivation and good intent to improve on their drawbacks, the participants
found themselves lacking in allocating the time the above study merited.

The participants believed that a stress free environment wherein the focus rests
on improving the qualities of the speaker rather than following sacrosanct
deadlines could have fostered better progress in the area of public speaking.

Moreover the testing parameters in this study were not comprehensive enough.
Participants who had the history of multiple problems troubling there
communication skills had to initially zero down on a single problem area. This
created a gap, because improvement was possible only on the focus issue that
was identified.

It was also identified that certain participants already possessed relatively good
public speaking skills, and had very little scope for improvement. Clubbing
them along with participants who had a relatively higher number of problem
areas might have proved beneficial in certain fronts like peer learning, but it
also sparked the element of de-motivation. Special attention was required for
these members and a little bit of inspiration would have done them a lot of
good.






21

Public speaking being just one small island in the ocean that is communication
was too small an area of focus. Other forms of communication like formal
discussions, negotiation, diplomacy and impromptu communication could have
been included in the project.

Another limitation that the members faced was the lack of a proper audience to
listen to the prepared speeches. The video recordings were just done in private
along with the group members, who had already formed a minor clique among
themselves. It would have been better had the video recordings happened in
front of the whole class and preferably in an elevated pedestal in the lines of an
actual public speech.

CONCLUSION

Fear before delivering a speech was considered very natural but it was not
supposed to hamper ones performance. It was recommended that one should
learn to control it.
In the study of process of self improvisation on ones weakness, extensive study
and analysis of data was done and the group as a whole could be seen improved
in their second recording compared to their first.
The first step to improvement was confrontation with ones weakness. The
group was formed with members identified having a common weakness of
anxiety and a few measures were taken then after to work on it.
The first was to have clarity about the topic one would delivery his/her speech
on. Understanding the topic was very important as it boosted the persons
confidence and that helped in reducing the level of anxiety prior to delivering
the speech. It was recommended that one should also try to memorize the points
as it helps in having a structured thought process. Practicing among each other



22

and giving honest feedbacks was also considered very effective as long as it was
taken in a positive sense. Rehearsing in front of a mirror also helped.
There were a few methodologies used by a few members of the team to control
ones fear , such as taking deep breath before delivering speech, stretching
muscles prior to speech, pressing ones finger tips while delivering speech etc.
All in all, after the process of improvisation, it can be concluded that practice
done by the team helped a lot in gaining confidence. However, grammar was an
area that was observed to have seen the least amount of improvement.

FUTURE PLANS

To further improve upon and bring a significant change in the performance of
the target group the following future activities may be conducted.

Speeches of some of the great speakers, like Malcom X, Adolf Hitler, Louis
Farrakhan, Christopher Martin Jenkins and Harsha Bhogle, can be telecasted in
front of the class in a big screen.

This activity might serve two purposes, the former being the inspiration that one
gathers by observing the varied yet subtle nuances the above speakers exude
and the latter being the lessons that a budding manager can learn in influencing
public opinion through speeches.

Public speaking can become an extremely stressful activity especially for people
with nervousness and fear. It not just psychologically affects a person but can
create physiological problems like increased blood pressure, excessive
adrenaline rush, suffocation and mental stress





23


To overcome these problems participants can practice deep breathing exercises
like pranayama as well as other exercises like Yoga and meditation to reduce
the heart rate and give the body sufficient amount of oxygen it needs to
perform. It can also aid in reduction of fear and provide proper clarity of
thought. Participants can also be provided with literature on the same.

Certain thumb rules like the ones below can be documented

1. Taking deep breaths before presentation, to aid in proper tone building
2. Holding each breath for several seconds, and letting it out slowly before
the speech.
3. Listening and experiencing each and every word that has been uttered,
helps in avoiding stammering


Crowds are more intimidating than familiar group member. A participant can be
better tested and is likely to make more mistakes because of anxiety in front of
huge crowd as compared to the mistakes made in front of familiar people.

So far the study has been conducted in front of group members who knew each
other and were mostly appreciative of the participants efforts. Therefore to
improve performance of participants the study can be conducted in front of a
huge crowd involving a mix of faculty, friends and classmates.

The recordings can be shown to professional experts and people outside group
who can have different perception from the group members. They can suggest
effective suggestions for improving the performance.




24

An accent trainer and a voice expert can be employed to identify and eliminate
flaws mostly involving Indiansms and other breathing errors.

As it was observed that the lack of proper knowledge in English grammar was
the major concern for a select few in the group, books like Wren and Martin,
Normal Lewis can be provided and classes can be organized based on these
books

Parameters for which the performance is evaluated can also be increased. For
example we can add parameters like camera presence, voice modulation and
pronunciation.

Until now only prepared speech is taken into consideration by the study.
Participants can be asked to deliver impromptu speeches for better analysis and
public speaking skill improvement.

For improving body language participants can start preparing in front of mirror
or join forums like Team Dramatix which will do a lot of good. Participants can
join clubs like ToastMasters and apply for certifications like Transaction
Analysis to further improve their public speaking skills.












25

REFERENCES

[1] Pertaub, D-P., Slater, M., & Barker, C., (2000). An experiment on public
speaking anxiety in response to three difference types of virtual audience

[2] Retrieved from http://blogs.hbr.org/2010/09/how-to-overcome-
communication/ (accessed on August 14, 2014 at 23:15 hrs)

[3] North, M.M., North S.M., And Coble, J.R., (1998). Virtual Reality Therapy:
An effective treatment for the fear of public speaking, International Journal of
Virtual Reality 3,2, p.p. 2-6

[4] Bull, P. (1987), Posture and Gesture, Oxford, Pergamon

[5] Retrieved from http://www.entrepreneur.com/article/230229 (accessed on
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[6] Rothbaum, B. O., Hodges, L. F., Kooper, R., Opdyke, D., Williford, J.,
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[7]Mel Slater., David-Paul Pertaub., Chris Barker., & David Clark., (2006). An
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[8] Retrieved from http://www.forbes.com/sites/nickmorgan/2011/11/07/how-
to- conquer-fear-of-public-speaking/ (accessed on August 14, 2014 at 22:05
hrs)





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[9] Workplace Communication Problems: Inquiries by Employees and
Applicable Solutions David Conrad, Journal of Business Studies Quarterly
2014, Volume 5, Number 4
[10] https://www.youtube.com/watch?v=Kc2yRqat7q8 accessed on 8
th
Aug
2014, 8:00 pm.
[11] http://blogs.hbr.org/2010/09/how-to-overcome-communication/ by JD
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[12] Optimizing employee engagement with internal
communication: A social exchange perspective
[13] http://pcs.ieee.org/communication-resources-for-engineers/style/write-
clearly-and-concisely/
[14] http://allisononsustainablebiz.blogspot.in/2010/11/10-benefits-of-clear-
and-concise.html