Building and Maintaining Positive Relationships
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Building and Maintaining Positive Relationships
The term professional is applied to occupations or activities related to work or careers that require certain skills, competence, or character. The related concept of professionalism refers to the principles of behavior and communication that are appropriate and effective in the se more formal settings. Professionalism is an important soft skill in the workplace (Robles, 2012). The Center for Professional Excellence (CPE), which conducts an annual survey on professionalism in the workplace, reported in 2015 (the last year the survey was conducted d) that HR professionals and managers designate a number of components of professionalism, including being focused, punctual/attentive, humble, diligent, and having communication skills.
Many of these components are directly related to verbal and nonverbal communication skills necessary to communicate with others in business and professional settings. However, these skills are lacking in recent graduates: The most recent annual NACE survey (2 018) found that 89.4% of students felt they were proficient in professionalism/work ethic but that only 42.5% of employers agreed.
The communication skills discussed thus far in this text apply to professional settings just a s much as they do to other environments. However, the context of a professional environment, such as the college classroom or the workplace, imposes some specific requirements on the ways that individuals communicate. Some of the most important requirements for conveying professionalism are outlined in the following sections. Many of the elements are central in business and professional settings but are important in our personal lives as well.
James Woodson/Photodisc/Thinkstock
We often use informal language when we have a familiar relationship with someone, but fo rmal language should be used in academic and professional settings.
Formal Language
Formal language is more careful, articulate, and mannered than everyday speech. It is used to express serious thought and is clear, accurate, and not overly emotional. As we noted in Chapter 4 when discussing verbal communication, formal language is the standard and app ropriate form of communication in the academic world, in most professional settings, with clients and customers, in professional and technical writing, and in public speaking situatio ns. Formal language avoids idioms, popular slang, biased language, and verbal fillers such a s “like.” Recall from Chapter 4 that biased language includes racist, sexist, ablest, and homo phobic language, so it is wise to consider how others might prefer to be described and be cu lturally sensitive when selecting terms that others may find demeaning. In these ways, usin g formal language conveys professionalism and the principle of taking responsibility for ho w you communicate that we introduced in Chapter 1.
If we have established a familiar relationship with someone, we often use slang expressions in our conversations, e- mails, and texts, and we worry less about using correct punctuation, grammar, and sentenc e structure. It can be argued that everyday conversations, social network posts, text messag es, and personal e- mails have conditioned us to respond quickly and briefly to messages via both mediated an
d face-to- face channels. Specifically, Larry Rosen and his colleagues (2010) found that individuals wi th some or no college education who used more brief language in their electronic interactio ns (called textisms) also created formal writing that was of lower quality. This was also the c ase for individuals with some college education who sent more text and instant messages. A s a result of using more of these textisms, when we must deliver an oral presentation at wo rk or send a well-written letter or e- mail to a customer, we may be unsure how best to proceed. Failing to recognize the necessi ty of a more formal communication style in a professional setting is a significant mistake th at people make in the classroom and workplace. However, formal communication matters: Poor verbal skills during an interview, including incorrect grammar, often have negative consequences for job candidates (CPE, 2012) and c an leave a bad impression on coworkers or clients. So, it is wise to write (e.g., use grammar and spell checks, avoid casual language, etc.) and speak (e.g., use mutually- recognized jargon instead of slang, do not speak in hashtags or abbreviations, etc.) in class and at work more formally than you communicate via text and on social media. In sum, it is a good idea to treat education and work environments as formal language environments in which you put your best professional foot forward.
Integrity
Plagiarizing, lying, cheating, missing deadlines, and not doing what you say you will do are behaviors that demonstrate a lack of integrity. Crucial for both personal and professional s uccess, integrity involves behaving and communicating honestly and ethically, being true to your word, and honoring your commitments. Having integrity reflects two of our compete nt interpersonal communication principles: taking responsibility for your communication b ehavior and respecting others and yourself. Business executives rank integrity as the most i mportant soft skill in the workplace (Robles, 2012), and Indeed.com (n.d.) lists integrity as a n important soft skill that employers seek in job candidates. Lack of integrity affects your re putation and undermines others’ trust in you and thus negatively affects your professionali sm. It is extremely difficult to restore trust in a relationship once it is broken. Plagiarism, for example, is an important example of an integrity violation. You commit plagi arism when you present someone else’s words or ideas as if they are your own. In other wo rds, you must give the original source of an idea the proper credit, or you are being dishone st and unethical by presenting someone else’s work— be it their writing, data, thoughts, or even answers on an exam— as if you did the work yourself. Plagiarizing can range from buying someone else’s paper on the Internet and submitting it with your name on it to using your own paper in multiple co urses without informing your instructors. Allowing someone to copy your exam answers is also plagiarism, as is not participating in a group project but taking credit for the final prod uct.
We tend to think of plagiarism as just an academic integrity violation, but many of these exa mples can extend to the business world as well. For example, what if you worked really har d on an idea that you had for a new product idea at your company, but your colleague, who you had confided in about your idea early on, presented it to your boss first as their own? Y
http://indeed.com/
ou would likely feel betrayed, angry, and even violated. That is how someone else might fee l if they discovered that another person was presenting their hard work as their own witho ut it being properly credited to them.
How do we ensure that we are not committing plagiarism? In academic settings, every univ ersity has an academic integrity policy that you can familiarize yourself with. Course syllabi also frequently spell out what plagiarism is, and your course instructor is always happy to discuss how to avoid plagiarizing before you begin working on a project or when a paper is still in draft form. In the workplace, be clear about which contributions were made by whic h team members in a group project, and be careful who you share a “big idea” with if it may be proprietary later. Always try to put ideas in writing (even e- mail) early on to establish their provenance.
Respect for Others
As we mentioned in Chapter 1, respect is one of the principles of competent interpersonal c ommunication. Respect for others is also imperative for success in your personal and profe ssional life. Be considerate of others by using respectful language, being polite, and being e ncouraging. Someone who is respectful also appreciates diversity, values differences amon g coworkers, avoids biased language and attitudes, and calls people by the terms and name s that they prefer to be called. Additionally, communicating with respect will aid you in achi eving your goals—including those in Maslow’s hierarchy of needs, for example— as well as in building and maintaining positive relationships with coworkers and classmate s that render it easier to complete school- and work-related goals.
Over the past few decades, language in professional settings has evolved to replace sexist a nd other biased terms with more inclusive language (see examples in Table 6.1). Using mor e inclusive language demonstrates respect for others, which reflects professionalism.
Table 6.1: Replacing sexist or biased language with inclusive terms
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!