HRMT101 Teaching for the Cross-Cultural Mind
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
HRMT101 Teaching for the Cross-Cultural Mind
HRMT101 – Communication Styles: A Self-Assessment Exercise
(Based on the work of P Case “Teaching for the Cross-Cultural Mind”
Washington, DC, SIETAR, 1981)
Instructions: Please select from each pair of attributes the one which is most typical of your personality. No pair is an either-or proposal. Make your choice as spontaneously as possible. There is no wrong answer.
- I like action.
- I deal with problems in a systematic way.
- I believe that teams are more effective than individuals.
- I enjoy innovation very much.
- I am more interested in the future than in the past.
- I enjoy working with people.
- I like to attend well-organized group meetings.
- Deadlines are important for me.
- I cannot stand procrastination.
- I believe that new ideas have to be tested before being used.
- I enjoy the stimulation of interaction with others.
- I am always looking for new possibilities.
- I want to set up my own objectives.
- When I start something, I go through until the end.
- I basically try to understand other people’s emotions.
- I do challenge people around me.
- I look forward to receiving feedback on my performance.
- I find the step-by-step approach very effective.
- I think I am good at reading people.
- I like creative problem solving.
- I extrapolate and project all the time.
- I am sensitive to others’ needs.
- Planning is the key to success.
- I become impatient with long deliberations.
- I am cool under pressure.
- I value experience very much.
- I listen to people.
- People say that I am a fast thinker.
- Cooperation is a key word for me.
- I use logical methods to test alternatives.
- I like to handle several projects at the same time.
- I always question myself.
- I learn by doing.
- I believe that my head rules my heart.
- I can predict how others may react to a certain action.
- I do not like details.
- Analysis should always precede action.
- I am able to assess the climate of a group.
- I have a tendency to start things and not finish them up.
- I perceive myself as decisive.
- I search for challenging tasks.
- I rely on observation and data.
- I can express my feelings openly.
- I like to design new projects.
- I enjoy reading very much.
- I perceive myself as a facilitator.
- I like to focus on one issue at a time.
- I like to achieve.
- I enjoy learning about others.
- I like variety.
- Facts speak for themselves.
- I use my imagination as much as possible.
- I am impatient with long, slow assignments.
- My mind never stops working.
- Key decisions have to be made in a cautious way.
- I strongly believe that people need each other to get work done.
- I usually make decisions without thinking too much.
- Emotions create problems.
- I like to be liked by others.
- I can put two and two together very quickly.
- I try out my new ideas on people.
- I believe in the scientific approach.
- I like to get things done.
- Good relationships are essential.
- I am impulsive.
- I accept differences in people.
- Communicating with people is an end in itself.
- I like to be intellectually stimulated.
- I like to organize.
- I usually jump from one task to another.
- Talking and working with people is a creative art.
- Self-actualization is a key word for me.
- I enjoy playing with ideas.
- I dislike wasting my time.
- I enjoy doing what I am good at.
- I learn by interacting with others.
- I find abstractions interesting and enjoyable.
- I am patient with details.
- I like brief, to the point statements.
- I feel confident in myself.
Scoring Sheet for the Communication Styles Assessment
Instructions: Circle the items you have selected and add up the totals for each style (one point per answer). The maximum is 20 per style and your total for the four styles should be 40.
Style Circle your answer here Total Score
(max. 20)
Style 1 |
|
|
1 – 8 – 9 – 13 – 17 – 24 – 26 – 31 – 33 – 40 – 41 –
48 – 50 – 53 – 57 – 63 – 65 – 70 – 74 – 79
Style 2 |
|
____________ |
2 – 7 – 10 – 14 – 18 – 23 – 25 – 30 – 34 – 37 – 42 – 47 – 51 – 55 – 58 – 62 – 66 – 69 – 75 – 78
Style 3 |
|
____________ |
3 – 6 – 11 – 15 – 19 – 22 – 27 – 29 – 35 – 38 – 43 – 46 – 49 – 56 – 59 – 64 – 67 – 71 – 76 – 80
Style 4 |
|
____________ |
4 – 5 – 12 – 16 – 20 – 21 – 28 – 32 – 36 – 39 – 44 –
45 – 52 – 54 – 60 – 61 – 68 – 72 – 73 – 77 |
|
____________ |
The Four Communication Styles
Style 1: WHAT |
Style 2: HOW |
ACTION (A)
Results
Objectives
Achieving
Doing |
PROCESS (PR)
Strategies
Organization
Facts |
Style 4: WHY |
Style 3: WHO |
IDEA (I)
Concepts
Theories
Innovation |
PEOPLE (PE)
Communication
Relationships
Teamwork |
The Main Characteristics of Communication Styles
Style |
Content – people with this style talk about… |
Process – people with this style
are… |
Action (A) |
Results |
Responsibility |
Pragmatic (down to earth) |
|
Objectives |
Feedback |
Direct (to the point) |
|
Performance |
Experience |
Impatient |
|
Productivity |
Challenges |
Decisive |
|
Efficiency |
Achievements |
Quick (jump from idea to idea) |
|
Moving ahead |
Change |
Energetic
(challenge others) |
|
Decisions |
|
|
Process (PR) |
Facts |
Trying out |
Systematic (stepby-step) |
|
Procedures |
Analysis |
Logical (cause and effect) |
|
Planning |
Observations |
Factual |
|
Organizing |
Proof |
Verbose |
|
Controlling |
Details |
Unemotional |
|
Testing |
Cautious |
Patient |
People (PE) |
People |
Self-development |
Spontaneous |
|
Needs |
Sensitivity |
Empathetic |
|
Motivation |
Awareness |
Warm |
|
Teamwork |
Cooperation |
Subjective |
|
Communications |
Beliefs |
Emotional |
|
Feelings |
Values |
Perceptive |
|
Team spirit |
Expectations |
Sensitive |
|
Understanding |
Relations |
|
Idea (I) |
Concepts |
What’s new in the
field |
Imaginative |
|
Innovation |
Creativity |
Charismatic |
|
Interdependence |
Opportunities |
Difficult to
understand |
|
New ways |
Possibilities |
Ego-centered |
|
New methods |
Grand designs |
Unrealistic |
|
Improving |
Issues |
Creative |
|
Problems |
Potential |
Full of ideas |
|
|
Alternatives |
Provocative |
Adjusting to Other Communication Styles
Communicating with an Action (A) oriented person:
- Focus on the result first; state the conclusion at the outset.
- State your best recommendation; do not offer many alternatives.
- Be as brief as possible.
- Emphasize the practicality of your ideas.
- Use visual aids to illustrate your case
Communicating with a Process (PR) oriented person:
- Be precise; state the facts.
- Organize your discussion in a logical order:
i)background
- ii) present situation
iii) outcome
- Break down your recommendations.
- Include options and alternatives with pros and cons.
- Do not rush a process-oriented person.
- Outline your proposal.
Communicating with a People (PE) oriented person:
- Allow for small talk; do not start the discussion right away.
- Stress the relationship between your proposal and the people concerned.
- Show how the idea worked well in the past.
- Indicate support from well-respected people.
- Use an informal writing style.
Communicating with an Idea (I) oriented person:
- Allow enough time for discussion.
- Do not get impatient when he or she goes off on tangents. § Try to relate the discussed topic to a broader concept or idea § Stress the uniqueness of the idea or topic at hand.
- Emphasize future value or relate the impact of the idea to the future.
- If writing, try to stress the key concepts that underlie your recommendation at the outset. Start with an overall statement and work toward the particulars.
How to use this new understanding:
None of us are 100% of only one style, we are a blend of each of the four styles. Furthermore, in some situations (such as high pressure at work) we may tend to prefer one style, while in another situation (like relaxing with friends) we prefer a different approach.
However, when you consider the person you identified at the start – the person you have difficulty connecting with – I would like you to ask yourself if you can answer some simple questions.
One: Does that person fit reasonably strongly into one of these four styles? (If you had to pick one of the four, which best represents that person?)
Two: Is that a different style to your own preferred style?
Three: So why are you surprised that you find it hard to communicate with them?
If we want to gain that person’s full attention, we need to adapt the way we are trying to get through to them!
No, we do not need to change our message. We need to change the way we are expressing it.
Let’s move on to think about some tips on how to do this. As a little test, check out the suggestions for communicating with somebody like yourself, with your preferred communication style – would these seem like good strategies to you?
If so, you can bet the others will work too.
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. |
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