Communication Skills: Covert Rehearsal and Covert Practice

Introduction: Communication Change Challenge (CCC) Part 5 & 6
In Part 5, you will imagine implementing the new behaviors you identified in 4E. In Part 6, you will practice your new behavior by role-playing with a family member or close friend who is not directly involved in your goal. It is still not time to actually implement your new behaviors, as Parts 5 and 6 will help you to iron out the wrinkles.
Note: Submit both CCC Part 5 and CCC Part 6 in one document, but start a new page for CCC Part 6.
Instructions: Part 5
5A. Covert Rehearsal
Covert Rehearsal is an effective way of trying out new communication behaviors. Think about a time that you were daydreaming, or dreaming at night. You can use your imagination to think about an experience or situation that is not really happening at that time or in that place. You can do the same type of simulation on purpose to think about a time and place that will allow you to practice your new interpersonal communication skill to meet your goal as outlined in your new behaviors listed in CCC Part 4E.
By covertly rehearsing, you make it much more likely that you will be actually performing the behavior comfortably and effectively in real life situations. This surprising effect of covert rehearsal has been shown in numerous studies. What makes covert rehearsal particularly useful is that you can carry it around and do it anywhere – in the shower, cleaning, cooking, and so forth. The more you vary covertly rehearsing a particular episode, the more likely you will be able to perform well in the actual situation. For example, if you are planning to initiate and maintain a conversation with your neighbor, you should think through a number of possible topics and questions before finally choosing what you perceive to be the best options. In other words, think before you speak. Plan what you will say and do in a particular situation where you can practice your goal.
Covert rehearsal can be used both to prepare for an upcoming communication event, and to evaluate and revise an event that has already occurred – as in instant replay. This is done all the time for sports teams. Each player watches the game again and decides how he or she could do it better next time. Both planning ahead before a conversation and reflecting after a conversation will increase the probability that you will perform your new skill effectively the next time you use it.
Note that some people initially find it difficult to imagine specific conversations with others. Keep with it if you have difficulty. You will eventually succeed with practice, and when you do, you will be amazed at the effect. If you are having a hard time talking to people in your mind, speak to yourself out loud or speak to your reflection in the mirror. Think about the following:
Identify the situation you would like to practice; do you want to plan a new conversation, or replay a past situation but change the outcome?
Where will you have this conversation – in the kitchen, on the bus, in the cafeteria at lunch, at school in a classroom, in the board room, in your manager's office, or at a friend's house?
Provide a detailed narrative that identifies your selected communication event.
Write a description of your surroundings – date, time, location, specific room, physical surroundings and so forth, and the people who will participate in this communication event.
Name the people involved, what you will talk about, where it takes place, when it takes place, how it should occur, and why you need to plan for a better conversation next time.
How will your physical surroundings affect your rehearsal?
For this section, you are to select a communication event, related to your goal, for which you will prepare covertly. Choose one or more behaviors to work on that are listed in CCC Part 4E. Choose a communication event that you would like to prepare for privately or secretly – covertly. As you imagine yourself practicing your new skill, focus hard on specific interactions. Actually, think about an interpersonal communication exchange – what you say, and how the other person responds. Don't just go through the motions. Really see yourself asking specific questions, making specific comments, and hearing the other person replying. As you imagine the sequence, practice precisely what you want to say and how you want to say it. Experiment with what feels to be the most effective and comfortable way for you to implement your new behaviors.
Submit a detailed narrative that identifies your selected communication event and include the following:
Description of your surroundings – date, time, location, specific room, physical surroundings and so forth
Explanation of how your physical surroundings will affect your rehearsal
Description of the people who will participate in this communication event
What you will talk about
How it should occur
Why you need to plan for a better conversation next time
5B. Covert Practice
In a quiet place, begin thinking about the conversation event from Part 5A, as you would like to see it evolve. When you hit rough spots, try a variety of options until you find a response that pleases you. If you are having trouble with this, pretend you are an author planning to write the dialogue for a reality TV episode, or you are composing lines for characters in a play or movie or book. Use the mirror technique and take turns role-playing both people in the conversation. You can also use puppets, stuffed animals, socks on your hands, or different hats or coats to take the parts of two people having a conversation.
What can you see in the background? The scenery department needs to know how to create the setting for the play, movie, or reality TV show. The illustrator needs to know what to draw or paint for the book you are writing. You need to know exactly what type of situation you are dealing with before you can write the dialogue for the characters.
When you are satisfied with your imagined scene, write it out so you can see how it looks and read it aloud so you can hear how it sounds. If you are writing a one-act play, you can plan and add stage directions.
Enter left: The wife enters the kitchen to angrily scream at the dawdling children who won't eat their supper.
Then, write her exact words down so your actor will know what to do and say. Identify each speaker and use quotation marks for their exact words.
Wife, using a loud and angry voice: "Aren't you children finished eating your supper yet?"
Plan and write down your nonverbal and verbal behaviors and responses, including your own behaviors and responses and the reactions of the other person in the communication event.
5C. Reflection
Reflect on this experience. Address your observations and reactions to the private covert rehearsal experience. (1-2 paragraphs)
How did you feel at first as you prepared for your private covert rehearsal?
How did you feel after you finished it?
What behaviors or patterns did you use from Part 4E?
Did you notice any new behaviors or patterns that you have not noted previously?
Instructions: Part 6
In Part 6, you will take your rehearsal a step further by role-playing with someone who is willing to lend you a hand. Practicing implementation of the new behaviors you identified in 4E will give you insight into how another person might react in a real-life situation, preparing you to respond or adapt when necessary.
6A. Shared Behavior Rehearsal
Shared behavior rehearsal is also known as "role-playing." Rehearsing communication behavior is useful both before and after an event. Practicing before an event allows you to enter a communication situation in your most prepared state. Rehearsing a disappointing situation after it occurs gives you a chance to discover and remedy aspects of your own behavior that were less than satisfactory.
Like covert rehearsal, practicing the new communication behaviors that you identified in CCC Part 4E through role-play increases the likelihood that you will be successful in Part 7 when you actually implement the changes in real-life situations. Again, it may feel silly at first, but if you take the role-playing seriously, you will be amazed at what you will take away from it. Role-play your imagined scene for your conversation event with a friend or family member who is not directly involved in your communication problem. Say your lines as you planned them. Your practice partner may not really say what you thought he or she would say. Then, show him or her the written script, and have him or her read or act out the scenario. You can practice this a few times both with and without the script.
Write a detailed narrative of what happened in the behavior rehearsal.
What did you do?
How were your behaviors received?
How satisfied were you with your performance of the behaviors in your goal from Part 4E?
6B. Reflection on Observations and Reactions
Address your observations and reactions to the shared behavior rehearsal experience of role-playing with a friend or family member who is not directly involved in your communication problem. (1-2 paragraphs)
How did you choose your shared behavior rehearsal partner?
Does he or she know about the person or situation being focused on for your CCC goal?
Does he or she normally offer guidance and advice in a trustworthy manner already in your established relationship with this person?
6C. Reflection on Planning
Write your observations and reactions to the shared behavior rehearsal experience as far as planning is concerned. (1-2 paragraphs)
Did your shared behavioral rehearsal go as planned, or was it totally different than you imagined it would be?
How did you feel at first as you prepared for your shared behavioral rehearsal?
How did you feel after you finished it? What behaviors or patterns did you use from Part 4E?
Did you notice any new behaviors or patterns that you have not noted previously?
Writing Requirements (APA format)
Length: 4-5 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
I will attach part 4E assignment for this project

Week 4 CCC: Part 4 Template

Goal Reflection and Revision

Original goal (from Part 1E): 

I am not aware of how to stop being nervous when holding conversations with strangers. I keep on guessing what is in their minds, and what could result from our conversations.

Updated Goal:  

I am not aware of how to overcome anxiety, especially when holding conversations with people

Rationale:  

I decided to change my goal because I noticed that speech anxiety should be my primary goal rather than dealing with anxiety only when conversing with strangers. Dealing with all-rounded speech anxiety will help me hold conversations with more individuals. 

Behaviors Brainstorm

What must a person be saying and doing for me to say that he/she has achieved the goal?

To meet the aims of eliminating nervousness in speech, one must be confident while holding any conversation. Confidence enables them to think and use appropriate tones and behaviors according to the situation (Mori & Pell, 2019). 

Given a room full of people, what is the basis on which I will separate them into two classes: those who have achieved the goal and those who have not?

The ground to which individuals can distinguish between people that have attained the goal and those that have not is by analyzing how they speak to other people. Also, their body language and tone during the conversation can tell if someone is confident or nervous (Mori & Pell, 2019). Sure and nervous-free people will always have steady body postures while maintaining eye contact, which is contrary to people with self-esteem and nervousness issues. Also, the latter will always exhibit unclear and concise speech.

How will I recognize and measure goal achievement when I see it? 

Personal speech anxiety arises from my thoughts concerning opinions on my looks. Therefore, I will spot objectives met once I feel more confident and stop being afraid of peoples’ views. 

Behavior Description

 Behavior 1

4C1 Behavior 1 to realize the objectives, I will concentrate more on my speech rather than the audience. 

4C2 Behavior 2 to realize the objectives, I will organize my speech ahead of time and understand any new vocabulary in my remarks. Understanding the flow of my address will help eliminate nervousness and fear of falling out of track.

4C3 Behavior 1 to meet the objectives, I will rehearse presentations before a mirror several times before the D-day to get more confident and comfortable. 

4C1 Behavior 2 to meet a few aspirations, I will avoid talking too fast and using vocabularies, I am not well conversant on their meanings.

4C2 Behavior 2 for me to achieve my goal, I will practice public speaking in class and even take a short course on public speaking.

4C3 Behavior 3 In order me to achieve my goal; I will eliminate the fear of rejection and work on my self-esteem. 

Description Revision

If an individual performs the above behaviors, they will reach my desired goal and will have the ability to converse effectively with other people. If they practice their speeches before the actual presentation dates, they will be more comfortable and with desirable self-esteem. Confidence attracts the audience’s attention because of clarity and shows that the presenter understands their speech (Guyer et al., 2019). 

 Final Behavior List

            Final Goal (Updated Goal from 4A): ‘I cannot easily overcome anxiety, especially when speaking with people.’ 

Specific Behaviors (4C): I will concentrate more on the materials rather than the audience and ensure I practice my speech before the presentation dates. Also, I will avoid talking too fast, eliminate the fear of being rejected, and enroll in online public speaking classes.

            Statement of Behaviors: ‘I want to overcome anxiety, especially when holding conversations with people, which makes me seem unprepared for the presentations. To attain the aim, I will work on my self-esteem and become confident when delivering my speech (Guyer et al., 2019). I will also organize my address ahead of time, practice my speech, and ensure my concentration does not divert from the materials to the audience. 

References

Mori, Y., & Pell, M. D. (2019). The look of (un) confidence: Visual markers for inferring speaker confidence in speech. Frontiers in Communication, 4, 63.

Guyer, J. J., Fabrigar, L. R., & Vaughan-Johnston, T. I. (2019). Speech rate, intonation, and pitch: Investigating the bias and cue effects of vocal confidence on persuasion. Personality and Social Psychology Bulletin, 45(3), 389-405.