COM 201 sem212 Assessment #3 Directions: Read the scenario below and decide what communication problems are shown. There may be more than one. Pick the most important one as your focus. Then, write 1 paragraph (about 200 words) explaining the actions, using vocabulary/ideas from the COM 201 course. Include necessary definitions of the vocabulary (prove you know and understand the idea) and include an example of the idea that is separate from the scenario below. 1. Write your answer on a separate document. Do NOT copy this text. 2. On the top of the answer document, write • Your name • Your student ID number • Your section number 3. When you finish, save the document with this file name: secXXX_studentnumber_yourlastname_assignment name Example: sec339_210011265_Al Amri_HW3 4. Post your answer on the LMS — Turnitin. No email submissions will be graded. NOTE: You will need to use COM vocabulary on the assessment to get a good result. You can use your COM Textbook and any material on our LMS. (No other sources are allowed — and will be severely penalized.) SEE RUBRIC BELOW_ Direct copying of any source is a violation of PSU regulations. Write your answer on a Word document and then submit it to the Turnitin link on the LMS. Your score is determined by this rubric (and converted to a % score). DEADLINE: Saturday April 2 at 23:00pm. Any late work is deducted 1/5 — No rewrites. 4-5 Marks Answer shows both accurate recall and ability to interpret and apply the concept(s) and vocabulary – evidenced by originality, examples and paraphrasing 2-3 Marks Answer shows accurate recall of information, but little or no interpretation is made — inflexible -answer appears to be memorized or copied, vocabulary too general 1 Mark Answer shows partial recall or partial understanding – answer is incomplete or not focused on the right area — noticeably short. Directions not followed. _Internet sources used_ 0 Marks Answer does not reflect understanding of the concept or the vocabulary needed to discuss the question Scenario: Joe is watching an exciting football game on his phone when Paul comes up to talk to him, saying he has a problem he needs to tell someone about. Joe isn’t very interested. Paul always seems to have ‘problems’, and Joe is tired of them. As Paul keeps talking, Joe nods his head and says ‘yeah…uh huh’ but his attention is on the game. Then he sees Paul’s face: Paul looks like he’s about to cry. Joe realizes that Paul is talking about how his mother is very sick in the hospital. Joe puts his phone on the table and listens to Paul. He thinks about offering Paul some advice, but he knows that’s not what Paul needs. Suddenly from the phone they hear ‘GOAAAL!’ Both Joe and Paul immediately focus on the phone. In your response (about 200 words), define Listening. Then Define / Describe the type of listening demonstrated above. Finally, include an example from your personal experience. Do Not answer on this page. Open a separate document as directed above. Note the Rubric score for not following directions (above)… No rewrites will be taken without documented medical excuse. Chapter 4 Nonverbal Communication • Distribute Study Guide • Text / notebook ? Introduction • • • • • • • You will be able to: Define nonverbal communication (NV) Understand how V and NV codes work together Identify TWO problems interpreting NV codes Define and identify NV codes Recognize types of bodily movement as codes Recognize how time, distance and objects can create NV signals • Understand how to improve your NV communication Nonverbal Communication • The process of sending signals other than words to create meaning with others • or • Using wordless (non-word) signals to communicate • or • Make your own definition (paraphrase!) 6 ways V and NV work together • 1. Repeating — the same message is sent by both verbal and nonverbal channels • Ex: You say you are happy and smile at the same time • Ex: You shake your head side-to-side and say ‘no’ at the same time • 2. Emphasizing — you add the NV signal(s) to make the verbal message stronger • Ex: Instead of just saying ‘no’ in your normal voice, you say ‘NO!’ in a loud voice and have a serious facial expression or a closed fist… • 3. Complementing — Using V and NV codes to add meaning to each other — expanding the depth of meaning of either message alone • Ex: A great actor reading Shakespeare sounds better than a computer-generated voice reading the same lines… • 4. Contradicting — The verbal message conflicts with the NV message. They are sending different messages — often opposing messages. • Ex: You are visiting a friend. He gives you something to eat. It tastes terrible, but you say ‘It’s delicious’ anyway — to be polite. • You tried not to make a face when you tasted it, but you couldn’t help it… • The NV signal is the truth • 5. Substituting — use of NV codes instead of verbal codes (replacing V with NV) • Ex: we often send messages with NV signals alone… answer a question nodding or shaking our head, rolling our eyes, making certain hand (and finger) gestures… • Use emoticons when text messaging ? ?… • 6. Regulating — Using NV codes to monitor and control interactions with others • Ex: You walk away from someone who has hurt your feelings or made you angry • Ex: You nod your head and encourage another person to continue talking (see p. 69) • Ex: Two students are whispering to each other during a quiz — the teacher observes this and gives them ‘the look’ — they stop whispering Ambiguity of NV Codes • Ambiguous = more than 1 possible meaning 1. One NV code communicates a variety of meanings 2. A variety of NV codes can communicate the same meaning • The context (situation) is very important Bodily Movement and Facial Expressions • Kinesics — study of how bodily movements such as posture, gestures and facial expressions send signals (‘body language’) • We express ‘liking’ by leaning forward, a direct body orientation, close proximity, touch, relaxed posture… • We express status (social rank) – higher ranking people use bigger gestures, relaxed posture and less eye contact Space / Distance • Proxemics — the study of human use of space and distance (and messages sent thereby) • Personal space is the personal ‘bubble’ that moves around with you. It is the distance you maintain between yourself and others — the space you claim as ‘yours’. • Large people claim more space. Men claim more space than women. Notice who takes the armrests on the bus or airplane seats… The Four Distances • Intimate Distance (close enough to touch) — used more in private than in public — with people who we are relationally close to. • Personal Distance — used for conversations • Social Distance — used most often to carry out business in the workplace — in formal, less personal situations • Public Distance — public speaking situations in large settings — graduations, weddings etc. Time • Chronemics — the way people organize and use time — and the messages thus created • Some people seem to ‘live by the clock’. Time is more important to some people and less-so to others. • Monochronic people view time very seriously. • They prefer doing one task at a time. Often their jobs are more important than anything else — even their family. They prefer independent work… (see p. 75 for others…) • Polychronic people — not as focused on time • Find it easier to work on multiple tasks at the same time — more highly engaged with others • Social concerns may sometimes be more important than work or punctuality • Touch — Tactile communication is very powerful because it involves invasion of another person’s personal space Vocal Cues • Much of the true meaning of a message comes from not just the words themselves, but HOW you say them (see p. 78 for more) • Pitch • Rate • Volume • Non-word sounds – even silence (Remember, V and NV work together and that the NV part of the message is very important) Clothing and other Artifacts • Objectics — object language — the study of the human use of clothing and artifacts as NV codes — • -consider what messages we send by our: • Hairstyles (mullet, crew-cut, dreadlocks?) • Clothing (tuxedo, T-shirt and jeans, thobe ?) • Tattoos and Piercings (what and where?) • Your mobile (old Nokia — or — new smartphone?) • Your car ( Cressida or Maserati?) What messages do you perceive? Ways to Improve NV Communication • 1. Establish eye contact • 2. Recognize others may use time differently than you do • 3. Manage time as your teachers and employers do • Dress appropriately for school and work • Read more on pp. 82-83 • END • NOTE: Previous semesters have had Major 1 after this point • What to study? • 1. your notes • 2. your book • 3. try the practice questions after every chapter • Vocabulary practice sheets on LMS Really the end Chapter 5 Listening and Critical Thinking Distribute study guide Text and notebook ? When we finish this chapter, you will be able to: • 1. Discuss three reasons why listening is so important our lives • 2. Define and describe types of listening as processes • 3. Analyze how noise, perceptions, and your own characteristics influence the process of listening • 4. Use critical thinking, nonverbal and verbal strategies to become a better listener • 5. Adapt strategies for effective listening to specific situations — workplace, classroom, mediated environments (social media…) • 6. Engage in ethical listening behaviors Why is Listening so important to us? • 1. It is our most common communication activity. • According to research with college students, about 44% of their communication is listening, 25% speaking, 13% reading, 11% writing, 7% other. • See Figure 1 on p. 92) • 2. Listening helps us build and maintain relationships with others — • Parents • Spouse • Children • Friends • Classmates • … • 3. Listening is also recognized as an essential skill for business success Good listening skill in the workplace leads to: • Better decisions • Reducing misunderstandings • More productivity • Satisfaction • … Listening is… • The active process of receiving, interpreting and responding to verbal and nonverbal messages. • We give our Attention (either Selective or Automatic) • It also involves the ability to retain information and react empathically and/or appreciatively to these messages • Listening and Hearing are not the same thing. Types of Listening (p. 93) • Active Listening = listening with a purpose = Listening carefully by using all available senses = paraphrasing mentally and verbally= checking understanding and giving feedback… It includes the following: • Empathic Listening — trying to understand the other person’s viewpoint • Critical Listening — challenging the speaker’s message, evaluating both accuracy and utility of the message (focus on both the source and on the contents of the message) Listening for Enjoyment Not all listening has to be hard mental work. Listening for Enjoyment can be relaxing or fun. We often use sound as a background for other activities. It helps reduce stress and can even reduce pain for hospital patients. Attention • Two types: (p. 94) • Selective Attention — when we make a choice to focus on something we think is important Ex: We choose to focus on our mobile phone, or on the lesson • Automatic Attention — when we react to an emergency or surprise without thinking Ex: You are swimming in the Red Sea … suddenly someone screams ‘SHARK!’ Ex: Someone knocks on our classroom door and comes in — we all look at him… Retaining Information Short-Term memory (p. 95-96) • Temporary storage place in the mind • Limited space (capacity) • Limited time (about 20 seconds — unless you practice…) Long-Term memory (p. 96) • Permanent storage • Organized by SCHEMA Schema • Long-term memory is organized by Schema — like a ‘filing system’ for memory. (p. 96) • Pieces of information are connected to other pieces. One piece ‘reminds us’ of another piece… • The more information you have in long-term memory, the more connections you can make Ex: Learning vocabulary helps your speaking, spelling and writing skills improve… Working Memory • Working memory is the part of our mind that interprets and assigns meaning to things we perceive (p. 95) • Working memory compares new input with stored long-term memories — recognizes patterns, looks for short-cuts, …it’s quick • Very important in language-learning • and Remember Closure? … Barriers To Listening Many factors can make Listening difficult (p. 97) • • • • Noise -(physical or mental distractions) Multitasking (which is a type of noise) Factual and Semantic distractions Perception Of Others- (status, stereotypes, sights and sounds, prejudice) • Yourself –(Egocentrism, Experiential Superiority, Personal Bias, Defensiveness) • Pseudo-Listening (just pretending to listen) Ways To Improve Recognize that people listen differently (p. 99) Think Critically Critical thinking involves analyzing the speaker (or other source) the situation, as well as the message — as mentioned before. Consider: Is this source qualified? Do I trust this source? Are these Observations, or Inferences? Is the speaker giving First-Person or SecondPerson observations? (= Source Credibility) Ways To Improve 2 Use Nonverbal Communication Effectively (see p. 102-103 for full list and details) • Demonstrate bodily responsiveness • Use direct bodily orientation • Use positive, responsive facial expressions and movements • Sit or stand close to the speaker • Provide supportive utterances Use Verbal Communication Effectively As a listener, include verbal feedback (p. 103-4) • Invite additional comments • Ask questions • Mention (identify) areas of agreement or common experience — if any • Provide descriptive, non-evaluative responses • Avoid complete silence (it could be perceived as not-caring) Listening in the Workplace • About 80% of the (U.S.) workforce in serviceoriented industries (education, healthcare, retail sales, governmental agencies) — ALL of these require employee-customer interaction • Listening skills increased revenue ($$$) • Managers and workers all depend on Listening skills to do their jobs Listening in the Classroom • Lecture Listening = The ability to listen to, mentally process, and recall lecture information (p. 106) Listening to Media • Information Literacy = The ability to recognize when information is needed, and the ability to locate, evaluate, and use this information appropriately• How do you know if a source (website or ? ) is reliable or not? (Does it have a .gov or .edu file extension?) Is the content believeable? • Does it have working web links? Is it updated? • If you Google the author, is he/she ‘for real’? Listening to the Media 2 • Recognize that media can be biased • Bias = favor for ONE side = (not impartial) • Use critical thinking when forming your opinions — recognize that some things you hear or read might not be accurate. Be an Ethical Listener (p. 109) • Recognize the sources of your own conversational habits • Monitor yourself — you may be using poor listening behaviors • Apply general ethical principles when you respond • Adapt to others • -end- Interpersonal Communication Interpersonal Communication (by CONTEXT) • The process of using messages to generate meaning between at least 2 people in a situation that allows for mutual opportunities for both speaking and listening. • This definition is too broad. It even includes interactions with strangers as well as friends and family. Interpersonal Relationships • What is interpersonal communication? Interpersonal Relationships Associations between at least 2 people who are: • interdependent • use some consistent patterns of interaction • Who have interacted for an extended period of time Interpersonal Communication Interpersonal communication is the communication between people who have some knowledge of each other. Interpersonal communication includes communication between • a son and his father, • an boss and an employee • two sisters • a teacher and a student • two friends, • and so on. Interpersonal Communication We know each person is unique. So: When we communicate with another person based on knowledge of their personal characteristics, qualities, behaviors and a shared history, we are communicating interpersonally. Impersonal Communication When we communicate with others based on rules of general social interaction such as; • Turn taking • Pleasantries • Phatic communication • Non personal disclosure One Family Different Personalities We have gathered knowledge on HOW to communicate successfully in each relationship. Relationships • 2 or more people A married couple, best friends, parent and child, co-workers • Interdependent relationship (needs) Acceptance Guidance support admiration affection … • Consistent patterns of interaction Unique to each relationship nicknames habits jokes routines • People who have interacted over time short-term or lifelong 3 INTERPERSONAL NEEDS • INCLUSION: THE NEED TO BE INVOLVED WITH OTHERS. To be part of the group — To belong with others AFFECTION • FOND FRIENDLY FEELINGS..LIKING OTHER PEOPLE — Caring for others, and being cared for by others… CONTROL • Having the ability to influence others our environment and ourselves. MUTUAL NEEDS One person is dependent on another to have a need fulfilled People need different things • • • • • • • Affection Protection Food Shelter Guidance Support Education • Purpose • Make life interesting • Provide support in old age • Education • Companionship Complementary Relationships • EACH PERSON SUPPLIES SOMETHING THE OTHER LACKS CONFLICT • Conflict is a part of life. It exists as a reality of any relationship, and is not necessarily bad. • Conflicts are critical events that can weaken or strengthen a relationship. Two Sides of Conflict • Conflicts can be productive, creating deeper understanding, closeness and respect, or they can be destructive, causing resentment, hostility and separation. • Conflicts can be dysfunctional Dysfunctional Relationships • Dysfunctional Relationships are relationships where at least one side is being hurt. They do not: • Emotionally support both participants • Provide good communication among them or appropriately challenge them • Allow them to influence either their environment or life appropriately. When is Conflict Dysfunctional? • • • • • Conflict is dysfunctional when people avoid talking about problems withdraw and become silent see criticism as a personal attack experience violence in the relationship RELATIONSHIPS Healthy • Equality People feel they are equal • Trust They share dreams feeling and concerns with each other • Respect Each treats the other like they want to be treated. • Safety Both feel safe with each other Unhealthy • Control One person tells the other what to do. Name calls • Dishonesty One person withholds information or lies to the other. Gossip… • Disrespect One person makes fun of the other • Abuse One person uses force to manipulate the other . Hitting kicking pushing threatening… RELATIONSHIPS Healthy • Independence Each has his/her own friends and interests. Does not define himself/herself by the relationship. • Humor Each person has fun. They enjoy each other company. Unhealthy • Dependence one person thinks he/she cannot live without the other. Limits social contact to partner. • Hostility One person is cruel mean or insulting. SELF DISCLOSURE a process of communication where one person chooses to reveals private information to another. The information can include thoughts, feelings, aspirations, goals, failures, successes, fears, and dreams, likes, dislikes, and favorite things. These things would not normally be known unless intentionally disclosed. Johari Window SELF DISCLOSURE • Self Disclosure allows us to develop a more positive attitude about ourselves and others. • It makes or relationships more meaningful. • It is the only way we can really know another person — not just the outside… • Self Disclosure is usually RECIPROCAL. (it goes both ways — you disclose to others and then they disclose to you — bringing you closer) • Negative Disclosure is directly related to the intimacy of the relationship. (We hide it until we feel safe.) • Disclosure may be avoided • Disclosure varies across cultures. Friends • Friendship is a strong interpersonal bond of mutual liking and affection between people. • There are many forms of friendship, but certain characteristics are usually present: • Affection, sympathy, honesty, empathy and trust • Each person has the ability to be himself, express his feelings, and make mistakes without fear of judgment. Friends • Friends enjoy being with each other • Friendship reduces stress and increases happiness. • Friendship contributes to our well being and health • Members of our family can also be our friends Friendship can be based on shared activities . Friendship can be based on shared information NATURE OF FRIENDSHIPS • Friendships can change over time…. • Young people prefer shared activities Older people feel the communication of personal information (self-disclosure) is more important. 6 Stage Model (Rawlins) 1. Role-Limited Interaction (Not friendship yet) Sit next to classmate talking about school. 2. Friendly Relations (Not friendship yet) Recognize mutual interest and common ground but should we move to friendship? 3.Moves Towards Friendship (Not friendship yet) If we want to continue, we decide to move forward 6 Stage Model • Nascent Friendship (Develops) Birth of friendship, communication, behavior begins to change • Stabilized Friendship (Develops) Final friendship stage, expectations for future, responsibilities EX: drive me to school • Waning Friendship Friendship is terminating and degrading, beginning of the end. Losing interest. (Doesn’t always happen) A NEW TYPE OF FRIEND COMMUNICATING ON LINE FACEBOOK • • • • • • • 800,000,000 Active Users 400,000,000 Use Facebook daily 350,000,000 Use Facebook on their mobile 25% of users in the USA 75% around the world 70 different languages 130 – the average number of Facebook friends WHO USES SOCIAL NETWORKS? • People who are open and extroverted are most likely • No clear personality type identified • Social Networks provide safety and security ( you may never see the other person face to face) • More exciting. Can meet all kinds of people. • Create an idealized self who is more attractive and interesting than the real self. Cross-Cultural Relationships • A Cross-Cultural Relationship is a cooperative learning opportunity • Both participants can work together to achieve mutual understanding while learning about each other • A cross-cultural relationship is a relationship and works like any other relationship. Successful Cross Cultural Relationships • Have meaningful Personal Interactions Talk about personal topics like your family your hometown your job. • Maintain Equal Status Both members have unique things to offer : creativity, openness, intelligence, knowledge Cross Cultural Relationships • Find ways to build INTERDEPENDENCE Help each other, support each other, collaborate • Respect Differences People from different cultures have individual personalities and opinions like anyone else. • Conflict does not always stem from cultural differences. Focus on areas of agreement rather than conflict. THREE Essential Interpersonal Communication Behaviors • Affectionate Communication • Influence • Developing a Distinctive Relationship Affection and Support Affection and Support • Affection is a feeling of liking and caring for someone. • Support is to show that you approve of someone by giving help or assistance Affection • Expressed verbally and nonverbally word choices smiles greetings attitudes • Risks: • • • • • Appropriate — or not? Cultural Differences Gender Emotional Level of a Relationship Privacy INFLUENCE • Influence is the power to affect others’ thinking or actions to do something they might not do otherwise • Compliance-Gaining ‘Time for bed.’ • Compliance-Resisting ‘Awwh! I’m not tired!’ ‘ Please, please, please, please, please, please…’ Compliance Gaining • It is another name for Persuasion or even sometimes Manipulation. (…Stereotype Ahead…) • Children and Women are better at Compliance gaining. • Men, less so… Compliance Gaining Developing a Unique Relationship • People are unique, so when two people come together in any kind of relationship, the bond they form is as distinct as the individuals who form it. Every friendship is different. • Don’t bother comparing your relationship to someone else’s. Instead, be confident in the unique relationship that the two of YOU create. A UNIQUE RELATIONSHIP • • • • A culture of two Shared experiences Personal Idioms A shared set of Perceptions Attitudes and Interests • Humor and Private Jokes • Shared Habits and Behaviors Intercultural Communication is • The exchange of information between people who are from different cultures What makes people alike culturally? • • • • • • • A unique combination of ….. Rituals… Customs Traditions Religious beliefs…. Ways of thinking…. Ways of behaving…. All of these… • Unify people. Dominant Culture The dominant culture in a society is the group whose members who have more power than other groups. In the United States, the dominant culture is white, male, educated, employed, middle-class, married, people of Northern European descent. Non-dominant Cultures Co-culture or Marginalized groups (anyone who doesn’t belong the dominant group) Three Goals of non-dominant — marginalized groups •Assimilation….. •Accommodation….. •Separation….. Assimilation • Marginalized group tries to fit in with dominant group…. Second generation immigrants (the children of immigrants) • People who have settled in a country with a very similar culture Bobby Jindal was born on June 10, 1971, in Baton Rouge Louisiana. He is the son of Raj and Amar Jindal, immigrants from India. He was a US Congressman and is the Governor of Louisiana. He was a Republican candidate for President of the USA in 2016. Accommodation • Group keeps cultural identity, but also keeps a positive relationship with the dominant group. • ‘Live and let live’ Examples People with a religion different from that of dominant group A Hindu Temple in an English City Separation • Marginalized group relates as exclusively as possible with its own group…. • And as little as possible with the dominant group. Examples Hasidic Jews Amish Exclusive Brethren Black Moslems in USA Barriers to I.C. • Ethnocentrism…. Belief that…. • Your own culture is superior to all others… • You judge the rest of the world only by your own culture’s values • This barrier can be overcome by … Cultural Relativism… • Judge other cultures in their own context rather than measured against your own. • Other cultures can teach us other ways Cultural Differences • Individualist….. • Collectivist… Individualist Cultures Value • • • • • Independence The individual over the group Competition over cooperation Private interest over the public interest. Value frankness and directness COLLECTIVIST CULTURES VALUE • • • • • The group over the individual Cooperation over competition Public Interest over the private Prefer communication to be less direct Have implicit rules of behaviour UNCERTAINTY ACCEPTING CULTURES • MULTI-ETHNIC (DIVERSITY) • MORE IMMIGRATION • With fear — or openness and interest? THESE COUNTRIES … • ARE LESS LIKELY TO HAVE ONE RULE FOR EVERYTHING…. • BUT ACCEPT GENERAL PRINCIPLES UNCERTAINTY-REJECTING • DON’T LIKE …. • AMBIGUITY…. (not knowing) • DIVERSITY…. (differences) On-Time Cultures Value • ‘Business before pleasure’ • Value efficiency • ‘It’s nothing personal, just business.’ • ‘Business is business.’ Value Punctuality Sometime Cultures • (Remember Polychronic?) • Time is ‘important’ BUT it depends on the situation. • Social relationships are important and sometimes more important than time. Life is complicated, sometimes appointments must wait. ‘ Relax and have some more ‘gahwa’. Monochronic People Polychronic People Tend to do one thing at a time Do several things at the same time Are not easily distracted Are suceptible to distractions Commit to work Commit to relationships Place importance on deadlines Place less importance on deadlines Stick to plans Change plans often and easily Value and respect privacy Value connection Relate punctuality to reputation Relate punctuality to the relationship Accept short term relationships—- Lean towards life time relationships Purchase answer to see full attachment Tags: communication game sensitive issue User generated content is uploaded by users for the purposes of learning and should be used following Studypool’s honor code & terms of service.