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OB folks-

I'm considering integrating debate into a Managerial Communications class. I was wondering if any of you had done this, the approach you took (Individual? Contest? Group? L/D, Oxford, etc..), and how you addressed the challenge of giving all the students a chance (while not penalizing those who have won debates with more work, and rewarding those who have lost with fewer debates).

Thanks for your input!

Dan

Hi Dan,

See below for how I do this with my own classes.  I hope you find this helpful!

Best,

Orin

Orin C. Davis, Ph.D.
Quality of Life Laboratory

http://www.qllab.org

Debate Procedure

I announce the topic the class before, and tell students that they need to prepare arguments on both sides.  On the day, I randomly divide them into two teams, and give them 5-10 minutes to prepare their general strategy.  I begin the debate by calling on a random student, and then let the teams have at it.  I make sure that students know the rules, policies, and procedures ahead of time, and I serve as the moderator by making sure a few ground rules are kept:

-One person talks at a time

-No mudslinging or personal attacks – only arguments may be disputed

-Responses must be relevant

-No sidebars

-Eliminated people must remain as spectators, as points raised during the debate can become exam items and/or paper topics

Additionally, if I feel that the debate needs to progress, I will feed a new argument in and ask a random student to proceed.

My grading process depends on the number of students.  Divide the number of students by the sum of the professors and TA's:

-If the quotient is 8 or below, the class is divided up by the graders, and students are graded individually on the basis of the clarity, persuasiveness, and relevance of their arguments.  I grade holistically on a scale of 1-5, and count that as a percentage of the grade (usually 5% of the final grade).  Factual/conceptual errors cost half of a point per error, and violations of the ground rules cost 1.5 points per infraction.  If a student hits a grade of 0, (s)he is eliminated from the debate.  Likewise, if a student hits 5 (which is generally 2-5 solid comments, depending upon the number of students and length of the debate), (s)he is eliminated from the debate.

-If the quotient is above 8, every member of the winning team earns extra credit on the exam/term paper.  I usually give 2 points to every member, and bonuses of 1-3 points to those whose performances were notable (regardless of team affiliation).  The bonuses incentivize students to do their best.  If someone hits a bonus score of 3, (s)he is eliminated from the debate.

In general, any student who has spoken substantively (roughly 3-5 times, depending upon the number of students and length of the debate, and regardless of the grade at that time) is eliminated from the debate.  Such eliminations force quiet students to speak.

About halfway through the debate, I will make note of those who have not made substantial contributions, and inform them that they need to get more involved.  To encourage participation, I have a policy that those who fail to make substantial contributions to the debate will not receive any extra credit – when I am grading on an individual basis, those students will need to write a paper (due next class) addressing at least two of the points raised by the opposite team (and they may not parody any argument already made), and a third point raised by anyone (or a new point).  Failure to submit this paper results in a 0.

Toward the end, I sometimes find that there are students with borderline grades.  At that point, I will call on those students to contribute.  Those who do not contribute, or make a negative contribution, get the lower of the possible grades.

Despite the seeming harshness of some of the policies, I have never given a score lower than 2, and never had to deny a student the 2 points of extra credit.

OB folks-

I'm considering integrating debate into a Managerial Communications class. I was wondering if any of you had done this, the approach you took (Individual? Contest? Group? L/D, Oxford, etc..), and how you addressed the challenge of giving all the students a chance (while not penalizing those who have won debates with more work, and rewarding those who have lost with fewer debates).

Thanks for your input!

Dan

I do several days of debates, but I always start by assigning them to small groups, rotating them around the class so that each student has a chance to take each of 4 roles with respect to the same topic. Role 1 = For, Role 2 = Against, Role 3 = Fact Judge, Role 4 = Argument Judge. The small groups debate simultaneously, and I keep them on a timer for each speech  (usually 2-3 minutes for debaters, 1-2 for judges), then at the end of each 10 minutes, three of the 4 team members move, and all take new roles.

This ensures that they do research on both sides of the issue, feel less intimidated by an audience, and learn to focus on argument technique as well as factual underpinnings. The "speed-dating" type rotation provides a kind of energy, and they are always animated in the general discussion afterwards. We move from this to more extended and public formats, but I think that the first day helps them get over their jitters and/or belief that they're good arguers so don't need to do research.

Have fun -

Hi Dan,

I have not been teaching recently, but when I did I used a "teams" approach. Pick a controversial topic, and then I would either divide up or let two team captains select a team. Depending on class size: using a student base of 15, make two teams of 5 each. Only 1 or two can actually debate, the others are on the team for prep etc. The 5 remaining students are "judges" to critique the debate with pros and cons on each team.

That gets the whole class involved, teaches them about preparation and planning, what if's, etc.  One thing that can make it fun is part the way thru, have them take a 20 min break and have a team meeting to re-group etc., then back at it.

Another version is to at the break have the team captain pick a member to roll out into the judges group and add a judge member the resume after a short team meeting. Makes the point of an "outside" perspective.

One final option is to actually have the captains swap a team member half way or 2/3 way thru. A brief team meeting and then final debate. Now strategies are known.

Anyway, those are a few ideas that may or may not work for you.

Bob

Robert N. Beck

Beck Consulting Group LLC

831.624.0454 (Office)

415.999.0552 (Cell)

831.626.2617  (Fax)

rbeck@sbcglobal.net

Linking Culture to Strategy

OB folks-

I'm considering integrating debate into a Managerial Communications class. I was wondering if any of you had done this, the approach you took (Individual? Contest? Group? L/D, Oxford, etc..), and how you addressed the challenge of giving all the students a chance (while not penalizing those who have won debates with more work, and rewarding those who have lost with fewer debates).

Thanks for your input!

Dan