Unit Five explored the importance of planning in communication and the message planning process. We learned that planning is a skill and learned discipline that can be improved over time. We were introduced to a basic improvement cycle; plan, do, study, act. We learned how to use this empirically successful tool in communication along with the six-stage message planning process.

Unit Six expands on three stages of the message planning process: generate ideas, identify a main idea, and organize.

Lesson One details how in Canada thinking is defined as an essential skill. To be effective and successful, regardless of our goals, we must be able to think well, and adjust our thinking for different situations. Whilst we each have a predisposed preference for a particular type of thinking, it is important to understand the limitations this creates and to be able to access the range of thinking styles available to us.This lesson introduces us to divergent ways of thinking, the cognitive processes at our disposal, and their relative advantages.

Lesson Two commences with the linking of thinking styles to the message planning process steps. This helps us to identify which style of thinking would be most effective to practice at each stage. We next focus on creative thinking: the quintessential state necessary to generate novel and voluminous ideas. Finally, we are introduced to two practical tools and techniques for planning: brainstorming and mindmapping. We learn that brainstorming and mindmapping are similar processes with aligned aims but differentiated when practiced in a group or individually.

In Lesson Three we move to the third and fourth step of message planning; selecting a main idea and organizing ideas. Having generated lots of new and creative ideas in step two, we must carefully determine which of these ideas we are going to focus on. The lesson suggests we utilize a simple weighing assessment to make this determination. The criteria of importance that we assign to create a weighting system is entirely up to the user. Its primary aim, however, should be the realization of the purpose of the message with the specific audience.

The last two stages of the process are to draft the message before revising and improving it. These stages will be covered in Units Seven and Eight.

The following terms and concepts appear in Unit 6;

Unit Warm-up Questions

The following questions can be used as readying activities to introduce concepts, create participation, and encourage analytical and creative thinking. Questions can be used before you begin the unit or at any time during each lesson.

Lesson 1

Answer the following questions with your partner(s).

  • Ancient Greek Philosopher Plato wrote “Thinking: The Talking of the Soul with Itself.” What do you think that he meant by this, and why is it important to understand this notion?
  • What do you think could be the advantages of making decisions based on what you have already experienced?
  • What do you think could be the disadvantages of making decisions based only on what you have already experienced?
  • Why do you think it is important to have people who think differently work together?
  • What impact do you think that social media algorithms which increase our exposure to like-minded people and opinions and mute voices different to our own have on our personal thinking and perceptions?
  • What impact do you think this practice of amplifying those who agree with our world view and reducing those who defect from our worldviews has on society and the potential for miscommunication and / or conflict?

Lesson 2

Answer the following questions with your partner(s).

  • You have probably heard the phrase “think outside of the box.” What does this term mean to you? Why do you think this is something that instructors, professors, and leaders often say?
  • Contemporary writer Deepak Chopra writes “instead of thinking outside the box. Get rid of the box.” What do you think he means by this? How could this notion further increase creativity?
  • List as many different foods as you can think of that start with vowels.
  • Describe the thought process(s) that you went through in your mind to generate that list.
  • Tell us if you found it easy or difficult and why you think that was.
  • How many different uses can you think of for a cardboard tube? What do you think is the most “outside of the box” use you came up with?

Lesson 3

  • You and your partner(s) have to camp in the wilderness for 10 days and can only take 6 items with you. Agree on which items you will take and why.
    • An axe
    • A large tarp
    • Matches
    • A flint
    • A compass
    • A radio
    • A cell phone
    • 10 protein bars
    • A change of clothes
    • A newspaper per person
    • 10 water bottles
    • A first aid kit
    • A flashlight
    • A hand gun
    • A sharp knife
  • Describe the process that you used to agree on the items to take. Was it effective? Why or why not?
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