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Q1:You are an intern at your company (you can pick any type of com- pany / industry). Your company is redesigning its logo and letter- head, and your boss asks your opinion about fonts and color schemes. Thinking about the field you are in and your company, pick three possible fonts and color schemes. Tell us why you picked these and how they will help support the organization. Support your decisions with information from Chapter 5's Com- munication Matters section, What does the color of your logo say about your business. For All Discussions: Original post: (at least 150 word post) All discussion are worth 10 point (6 for your original post Citing and experience or example of what we are learning Adding a new twist on a perspective Critically thinking about an idea/concept Questioning or challenging a principle or perspective selected company: MCR health (pic attached)See Answer
Q2: 3/3/24, 1:53 AM Listen MGMT 0134 Powerful Business Writing Assignment 3: Write a Complaint Email (25%) Purpose The purpose of this assignment is to give you an opportunity to demonstrate your ability to select appropriate objectives, tone, content, grammar, and style in your writing. You will need to employ effective writing strategies to properly construct sentences and well-organized paragraphs in order to produce effective business correspondence for a given purpose and write a clear, cohesive and concise business message. How to Proceed 1. Read through the below scenario. 2. Identify the communication purpose and determine if you are writing to internal or external audiences. 3. In Microsoft Word, write a complaint email using an appropriate style, tone, and voice. Be sure to write using plain, bias-free language. MGMT 0134 | Assignment 3 4. Before submitting, run your email through a Word. Your document must be at a Grade 8 level or lower on the Flesch-Kincaid scale. 5. Your final assignment should be submitted in Word as a .doc format and should include: a. sender and recipient information; b. subject line; c. salutation; d. introduction, body, and conclusion; and e. closing and signature. 6. Submit your first draft of the report through the Assignment 3: First Draft dropbox in UM Learn by the deadline specified in the course schedule. Your instructor will provide you with feedback on your writing. 7. Based on the instructor feedback, make changes to your assignment as necessary. 8. Submit your final draft of the report by the deadline specified in the course schedule to the Assignment 3: Final Draft dropbox on UM Learn. https://universityofmanitoba.desire2learn.com/content/enforced 3/565387-63309.202410/Content/Assignments/assignment_3a.html 1/3 3/3/24, 1:53 AM Scenario The UMCycle Bike Kiosk is a full-service bike shop at the centre of the University of Manitoba, Fort Garry Campus. The bike shop is expanding to include a bike sharing program similar to that used by the University of Toronto Mississauga and other Canadian colleges and universities. The University ordered 50 bicycles from a Sports Unlimited, a national sporting goods retailer, but has been fielding complaints from users on a nearly daily basis since the bike fleet was put into operation one month ago. Bike gears keep slipping and tires are going flat. The quality of the equipment does not live up to the promises made by the vendor. The vendor's contract with the University does include a 90-day warranty, the terms of which require the vendor to either repair the defective product without charge for parts and labour, or provide a replacement in exchange for the defective product. As the Communications Coordinator for UMCycle, your job is to write a complaint email to a vendor to resolve the problem, making it clear what you are asking for, why it is important and timelines for resolution. Grading You will be assessed in accordance with following rubric. Style, Tone, and Voice Content and Structure Plain Language and Word Choice 5 Points Excellent, consistent application of style, tone and voice. Email content is relevant, well- structured and appropriate to the audience. Makes excellent use of plain language, no bias and is written at an 8th grade level or below. 4 Points Good, consistent application of writing style, tone and voice. MGMT 0134 | Assignment 3 Email content is mostly relevant, well- structured and generally appropriate to the audience. Makes good use of plain language, no bias and is written at an 8th grade level or below. 3 Points Acceptable, consistent application of writing style, tone and voice. Email content is somewhat relevant, well- structured or appropriate to the audience. Makes acceptable use of plain language, no bias and is written at an 8th grade level or below. https://universityofmanitoba.desire2learn.com/content/enforced 3/565387-63309.202410/Content/Assignments/assignment_3a.html 2 Points Poor or inconsistent application of writing style, tone and voice. Email content comes across as too casual, assertive or passive. Not relevant to the issue at hand. Makes poor use of plain language - above a 12th grade or below a 4th grade reading level. Contains some bias, poor word choices. 1 Point Does not demonstrate an understanding of how to gauge style, tone or voice. Email is blatantly assertive or so passive as to be informational. Little to no content is appropriate to the issue at hand. Does not incorporate plain language and contains several examples of bias or poor word selection. Point /5 /5 /5 2/3 3/3/24, 1:53 AM Writing and Flow Spelling and Grammar Total Excellent writing - concise, clear, with cohesive flow. Contains only minor spelling and grammar errors. Good writing - generally concise, clear, with a mostly cohesive flow. ontains few spelling and grammar errors. MGMT 0134 | Assignment 3 Acceptable writing - somewhat concise, clear, and/or cohesive, with occasional disjointed flow. Contains some spelling and grammar errors. https://universityofmanitoba.desire2learn.com/content/enforced 3/565387-63309.202410/Content/Assignments/assignment_3a.html Writing is unclear, overly wordy, is written with disjointed flow. Contains major spelling and grammar errors that detract from understanding. Writing is difficult to understand, no flow. Extensive spelling and grammar errors that prevent readability and comprehension. /5 /5 /25 Extended Education University of Manitoba 3/3/nTo/Do Need to Write A Complian email Formal Email IMPORTANT LINKS : https://umsu.ca/businesses/umcycle/ https://www.utm.utoronto.ca/green/bikeshareSee Answer
Q3:Module 15: Conflict Discussion Mar 4- Mar 8 Imagine a conflict between a really loud, large, white, male supervisor who is an in-charge kind of person and a quiet, introverted, physically small, woman of colour who reports to this supervisor. Answer the following questions: What impact does the difference in access to power resources have in mediation between these individuals? • The focus here must be on the impact of the differences on the mediation, not a general discussion of power. •If you were the mediator, how would you seek to address the imbalance of access to power resources between these two for a mediation session? • How might this change if you perceive that the supervisor is a bully? If you perceive the supervisor to be a bully, do you mediate? Why or why not? Post your responses in the discussion forum and respond to the initial posts of at least two other people. In addition, engage in ongoing discussion with other students.See Answer
Q4:Captured with Xnip Writing Resources: The quality of written and verbal communication will impact the mark awarded for this assignment. To assist students, there is a document in Learn entitled Guidelines for Business Reports. Students are also encouraged to become familiar with resources available at the UW writing and communication centre: https://uwaterloo.ca/writing-and-communication-centre/online-resources/wcc-resources In particular, the sections on starting your assignment and polishing your work, may contain ideas that are new to you. - Students also need to be aware that Microsoft's Word and grammar websites such as www.grammarly.com only catch 0 – 20% of grammatical mistakes. DO NOT RELY on these tools as a final grammar check. Students are encouraged to proofread other students' reports on an exchange basis, to catch English errors. Winter 2024 Note also that various forms of English are being taught around the world. Students who were taught English in a foreign country may not have learned North American English. ONLY North American English is accepted by North American businesses. References/Citations/Footnotes: All sources must be properly referenced. Include footnotes where applicable. Any style is acceptable (MLA, APA, Chicago, etc.) but it must be consistent throughout the entire report. Any form of plagiarism will result in a mark of zero. Advice on how to avoid plagiarism can be found at: http://subjectguides.uwaterloo.ca/plagiarism Warning: Poor writing will result in an arbitrary reduction of the assigned grade, to be determined at the sole discretion of the instructor. A very poorly written report will receive a grade of zero, regardless of content. Examples of poor writing that will cause your grade to be reduced include any of the following. Evidence that the report has not been proofread at least twice prior to submission Sentences that don't make sense Run on sentences or paragraphs Inconsistent writing style from one section to the next More than 2 spelling errors Absence of subtitles, bullets, tables or charts (i.e. it must look like a business report) Ludicrous pagination (e.g. a sub-heading at the bottom of a page) Failure to include an executive summary A poorly written opening paragraph (will most likely be awarded zero and the remainder of the report will probably not be read, i.e. exactly the same treatment as one can expect in a business environment) Failure to follow the guidelines provided to students for writing business reports 2/n/nSee Answer
Q5: Thesis on The Rise of Slack: This one-page single space articulate document should define your thesis and provide support (i.e. evidence/sources) for why the issue needs attention. Below is a checklist: Must be relevant to business communication Must include a minimum of three sources Must include a thesis that articulates your position If you are struggling to come up with a topic, you might consider prior course content, including any controversies you discussed. You might explore current issues as they relate to business communication (for example, you might advocate for a particular communication style/method for addressing diversity issues in an organization). Since this assignment requires the use of persuasion, you will need something to persuade me on. For example, if everyone agrees organizations should have a crisis communication plan, this won't provide you an opportunity to be persuasive or make a stand for your point of view. Instead, you might consider what about crisis communication could have varied opinions, and this will also help you to address a focused subject area. Remember, this paper is not a report of the available information; it will be a focused argument for your point of view. Topic to write the thesis on The Rise of Slack: How Instant Messaging Is Changing Workplace Communication" (Source: Harvard Business Review) This article explores the increasing reliance on instant messaging platforms like Slack in modern workplaces and the impact it has on communication dynamics. It discusses the benefits of real-time communication but also highlights potential challenges such as information overload and the blurring of boundaries between work and personal life. MY position paper could focus on the role of instant messaging in facilitating quick decision-making and collaboration while emphasizing the importance of setting clear communication norms and boundaries to mitigate potential drawbacks. Navigating Cross-Cultural Communication Challenges in Global Business" (Source: Forbes) This article delves into the complexities of cross-cultural communication in the global business landscape, discussing challenges such as language barriers, cultural differences in communication styles, and varying norms and expectations. My position paper could advocate for the implementation of cross-cultural communication training programs to help employees develop cultural competence and navigate diverse work environments effectively. It could also emphasize the importance of empathy, active listening, and adaptability in fostering mutual understanding and collaboration across cultures. The Impact of Remote Work on Organizational Communication Strategies" (Source: Wall Street Journal) This article examines the shift towards remote work prompted by the COVID-19 pandemic and its implications for organizational communication strategies. It discusses challenges such as maintaining team cohesion, fostering employee engagement, and ensuring effective communication in virtual environments. My position paper could argue for the adoption of technology-enabled communication tools and practices to support remote collaboration, such as video conferencing, project management platforms, and virtual team-building activities. It could also advocate for a hybrid approach that combines the flexibility of remote work with opportunities for face-to-face interaction to balance individual autonomy with team cohesionSee Answer
Q6: 3/23/24, 2:39 PM Listen MGMT 0142 Effective Presentation Skills MGMT 0142 | Assignment 2 Assignment 2: Introductory Presentation (35%) Purpose Presentation skills describe your ability to effectively communicate ideas to the audience. Giving a well thought out, vocally, and visually appealing presentation to your colleagues, business stakeholders, and customers is a valuable skill in your career toolbox. This assignment will prepare you to successfully deliver prepared spoken messages to specific audiences and for specific purposes. You will apply effective speaking techniques, build your confidence, and manage anxiety. When giving your presentation, you will also practice using your voice and body language in a manner that engages your audience. You are encouraged to use visuals to support key messages in your presentation. How to Proceed 1. Review your notes on giving effective presentations. 2. Read through the scenario provided. Scenario You are a member of a volunteer board of Student Life, a non-profit organization at Extended Education. The organization has received an anonymous donation of $100,000. The Executive Director has identified the following options to use the money: > to open a library; > to open a computer lab; > to open a daycare; > to open a sports club; > to open a leisure centre; or > to open a [insert your own idea]. Previously, you have identified one of the options above and gave your arguments for selecting this option to other members. At the next board meeting, you will give an informal presentation to your group about the selection you've made. You will provide your research findings as to what risks and benefits of implementing your idea are and what steps are needed to complete it. 3. Develop a 5 minute, informal presentation to support the implementation of your idea for utilizing the donation. 4. Your goal is to persuade your audience to move forward with your idea. https://universityofmanitoba.desire2learn.com/content/enforced 3/565390-63312.202410/Content/Assignments/IPFF/assignment_2.html 1/4 3/23/24, 2:39 PM MGMT 0142 | Assignment 2 5. Develop visual aids to support your speech. You may use PowerPoint or free presentation software for this. 6. Record your presentation. You may use any tool of your choice to record the presentation. We suggest using Zoom application. You will need to launch a meeting, turn your camera on, share your screen, and click to record the meeting. 7. Submit your presentation slides to Assignment 2: Introductory Presentation dropbox before the deadline specified in the course schedule provided in the course outline. Grading You will be assessed by your instructor and your peers in accordance with the following rubric: https://universityofmanitoba.desire2learn.com/content/enforced 3/565390-63312.202410/Content/Assignments/IPFF/assignment_2.html 2/4 3/23/24, 2:39 PM MGMT 0142 | Assignment 2 Criteria 4 Points 3 Points 2 Points 1 Point Points Content Delivery The speaker is clear, concise, and enthusiastic about the The speaker is mostly clear, concise and positive about the topic. The speaker may not be clear at times. Their The speaker is not /4 engaging or interested in effort is the topic. topic. visible, but more practice is needed. The speaker is relaxed and confident. The speaker is mostly confident and demonstrates quick recovery from minor mistakes. The speaker is nervous at times, which distracts from the overall presentation. The speaker /4 is nervous, with self- conscious delivery. Voice projection fluctuates in volume and Voice speed and Voice projection is satisfactorily varied in volume, Voice projection can be improved. sustains interest. speed, and inflection. Voice is monotone. /4 Body language Student has natural body movements that develop enthusiasm and affect audience positively. Student has mostly natural body Body Body /4 movements may be movements may be movements that support understanding of the spoken message. inconsistent at times or distracting from the spoken message. inconsistent at times or distracting from the spoken message. Audience Impact Student is able to sustain the interest of the audience all the time. Student is able to sustain the interest of the audience most of the time. Able to sustain the interest of the audience to a limited extent. There is no evidence of audience impact. presentation aids are used. Presentation aids Presentation slides are well done, support key messages, and are used to make the presentation more interesting. Presentation makes use of slides or other visuals, but they may not Presentation makes use of slides, but their quality takes away No always from support key messages. presentation. Time management Student finishes within the Student finishes within prescribed prescribed time, with appropriate pacing. time, but pacing is awkward at times. Student needs to adjust pacing frequently in order to finish within Student did not finish within the prescribed time. https://universityofmanitoba.desire2learn.com/content/enforced 3/565390-63312.202410/Content/Assignments/IPFF/assignment_2.html ཙ་ /4 /4 ཙ་ 3/4 3/23/24, 2:39 PM Total MGMT 0142 | Assignment 2 prescribed time. /28 Extended Education University Manitoba 4/4 https://universityofmanitoba.desire2learn.com/content/enforced 3/565390-63312.202410/Content/Assignments/IPFF/assignment_2.html/n/nSee Answer
Q7:Instructions Choose a recent article (published within the last 5 months) that focuses on professional networking. The article should be from a reputable source, such as a business magazine, academic journal, or industry publication. Provide a brief summary of your article. Include key points, arguments and any relevant examples that are presented by the article (5 marks). Also include the name and link to the article. You will also be required to answer the following questions: 1. What networking strategies or techniques does the article highlight as successful for individuals looking to network? (5 marks) 2. Are there any points the article discusses that you did not know before? How will you use the new information to help you network in the future? (5 marks) 3. After you graduate and you enter the work world, how will you use your current network you created? How will you build your network? (5 marks) a. Provide a sample of how you will initiative a conversation with someone who could help you with landing your dream job. OR b. If you are currently working and don't plan on moving to another career or company, how will you use networking to build relationships in the future?/nSee Answer
Q8:12. A _allows you to buy goods for resale without paying tax, and in this arrangement, tax is added onto the client's bill for payment./nGPT In Chapter 15 of Piotrowski's book, "Architect's Essentials of Professional Development," the term "Project Architect" is typically used to denote the individual who assumes primary responsibility for overseeing a project. The Project Architect serves as the central point of contact between the design team, the client, and other stakeholders. They are responsible for coordinating various aspects of the project, including design development, construction documentation, and communication with all involved parties. This role requires strong leadership, organizational skills, and a thorough understanding of architectural principles and project management practices.See Answer
Q9:9. Who are the four advisors you will want to have as you start a firm? 1. 2. 3. 4./nGPT In Chapter 15 of Piotrowski's book, "Architect's Essentials of Professional Development," the term "Project Architect" is typically used to denote the individual who assumes primary responsibility for overseeing a project. The Project Architect serves as the central point of contact between the design team, the client, and other stakeholders. They are responsible for coordinating various aspects of the project, including design development, construction documentation, and communication with all involved parties. This role requires strong leadership, organizational skills, and a thorough understanding of architectural principles and project management practices.See Answer
Q10:8. An individual trained in financial recordkeeping who is hired to perform bi-weekly or monthly financial recordkeeping transactions and duties: a. Accountant b. Bookkeeper/nGPT In Chapter 15 of Piotrowski's book, "Architect's Essentials of Professional Development," the term "Project Architect" is typically used to denote the individual who assumes primary responsibility for overseeing a project. The Project Architect serves as the central point of contact between the design team, the client, and other stakeholders. They are responsible for coordinating various aspects of the project, including design development, construction documentation, and communication with all involved parties. This role requires strong leadership, organizational skills, and a thorough understanding of architectural principles and project management practices.See Answer
Q11:GPT In Chapter 15 of Piotrowski's book, "Architect's Essentials of Professional Development," the term "Project Architect" is typically used to denote the individual who assumes primary responsibility for overseeing a project. The Project Architect serves as the central point of contact between the design team, the client, and other stakeholders. They are responsible for coordinating various aspects of the project, including design development, construction documentation, and communication with all involved parties. This role requires strong leadership, organizational skills, and a thorough understanding of architectural principles and project management practices./n1. Name five types of insurance you may need for your new firm:See Answer
Q12:YOUR TASK Present a pitch presenting your business proposal to potential investors. Ensure that this includes the following: 1. what the product or service is; 2. how much it would cost; 3. who would be likely to buy this (the target audience); 4. the location of the product or service or how it would be delivered; 5. the amount of investment needed and the percentage of the business you would offer in return; 6. what you would spend the investment on and why./n www.kerboodle.com/api/courses/80102/interactives/39641... A ⭑ k 3 10 Assessment: Making Your Pitch Two successful business partners have decided to help set up a new business. They have asked for ideas to be presented to them. They will choose the most compelling proposition. Your task is to present your pitch to them with the aim of winning their financial backing and expertise. You will need to: ' deliver your pitch with confidence and enthusiasm back up what you say with a demonstration or visuals answer questions from the investors. Note that you are being tested on your spoken English skills, rather than your writing skills in this assessment. Sources Jill O Search F3 F4 F5 £ $ O ASUS VivoBook 16 F6 F7 & F8 es/80102/interactives/39641... ch Unit 5: Young Entrepreneurs Activities continued Now it's your turn. Follow the steps below to prepare the pitch for your business. 1 Planning First, gather your ideas together. They don't have to be in any particular order at this stage and you can record them in a way that is most effective for you, e.g. as a list, a mind map or on sticky notes on a board. Think about: • • . what the product or service is how much the product or service would cost who would be likely to buy the product or service (target market or customer) a visual illustration or image for the product, or a demonstration the location of the product or service, or how it will be delivered the amount of investment needed and the percentage of the business you would offer in return what you would spend the investment on and why ⚫ persuasive devices and techniques ⚫anything else that would persuade the investors. Then order your ideas into groups and decide on a logical sequence that will form the basic structure of your pitch. 2 Drafting Write out your pitch. Keep re-reading it and making improvements. If you can't decide on suitable wording, leave a gap and revisit it. Keep reciting it aloud, making sure it feels logical and fluent. Note in your written pitch where you will demonstrate or display something, so that you know what order to do things in. Tet IDEA Team Succenting 128 (+) Target O G BB PDF /api/courses/80102/interactives/39641... A G 9: Preparing the Pitch 3 Rehearsing When you are happy with your pitch, do a full rehearsal of it in front of a partner. Give each other constructive feedback, commenting on areas that were done well and areas that need improvement. Make sure that you give each other feedback and continue to practise, change and improve your pitches. Check that you: show confidence and enthusiasm when you speak explain your product clearly emphasize your product's USP show that the investor's money will be spent wisely use visuals or demonstrations effectively remember what you learned earlier in the unit about the way that you stand, your gestures and expressions speak clearly and not too fast. Decide which words you want to emphasize and where to pause for effect. Use the tone and volume of your voice carefully. 4 Preparing notes Taking on board your partner's comments, revise your pitch, making it as concise and effective as possible. Make short note cards that you can use during your pitch to remind you of what you want to say. You should not read out your pitch, but look directly at your audience as you speak, only glancing down occasionally at your notes. Extra Time Watch a successful pitch from a show such as The Apprentice. Note what you think made it successful and try to incorporate some of these aspects into your own pitch. Plan (A+B+C+D 1+42+3 1 + 3/2 10/ 20% Z ㅈㅈ KA O M + O Search ASUS VivoBook O CO F5 F6 FZ F8 5 6 7 8 T FO A F10 F11 IASee Answer
Q13: NOTE: answer these questions font 12 atleast a page for each question double spaced some questions are answered please base questions of the textbook (I will provide the link). and relate the questions to real life experiences that could happen in a classroom. Answer each Qs in 200 words. Total 15 Qs are to be answered, total word limit 3000 words./n1. Small Group Communication is communication among a small group of people who share a common purpose, who feel a sense of belonging to a group and who exert influence on one another. Define the following notions: Source, Message, Receiver, Mediated Setting and Small Group Communication, and explain how each is important for the group dynamic.See Answer
Q14:Step 1 - Reflect on your listening behaviors in the professional environment (or college environment). In a 200-300 word post identify two barriers to effective listening that hinder your ability to actively/mindfully listen. Explain. Using what you learned in either William Ury's TED Talk, Celeste Headlee's TED Talk, or the HBR article What Great Listeners Actually Do by Jack Zenger, identify two specific changes you will make in order to become a more active/mindful/genuine listener? Be specific. Explain.See Answer
Q15:1. According to the article, how does multi-tasking influence your listening and what is the "cognitive bottleneck theory"? 2. What is poor listening associated with and why? 3. Take the Active Empathic Listening (AEL) measure found in the article (containing 11 items). Give yourself a 1 for every yes and a 0 for every no. What was your final score? In terms of sensing, processing, and responding which area/s were strengths and which were weaknesses?See Answer
Q16: 21st Century COMMUNICATION A Reference Handbook SSAGE reference Listening, Understanding, and Misunderstanding Listening has been identified as one of the most used and one of the most important communication skills in personal, academic, and professional settings alike (Wolvin & Coakley, 1996, pp. 13–25). The vital role of listening in communication begins with the recognition that listening is the first language skill to be acquired. The fetus listens as it develops in the mother's womb; henceforth, this listening development plays a central role in one's language acquisition. Auditory and visual discrimination also are central to the child's early development of other (including survival, social, and intellectual) skills. Studies of time spent communicating (Emanuel Adams, Baker, Daufin, Ellington, Fitts, et al., 2008) suggest that people listen for as much as 55% of their day. The primacy of listening is not just a matter of time on the task. Listening is a critical factor in academic success. Federal initiatives to strengthen educational outcomes for secondary school and post-secondary-school students underscore the need for listening proficiency. The U.S. Department of Labor established a commission to identify what critical skills are essential for high school graduates to function effectively in the workplace. The basic skills of mathematics, reading, writing, speaking, and listening were determined to be at the core of preparation for graduates to enter the workplace. In the workplace, listening ability consistently ranks in the top three skills that employers seek in hiring for entry-level positions. Effective listening is recognized as a key to organizational success, because poor listening can be costly. The study of listening behavior in the field of communication is not a new focus. As early as 1948, Ralph G. Nichols, considered by many to be the "founder" of listening as a field of study, established some dimensions of what constitutes listening behavior, including inference making, listening for the main ideas, identifying the organizational plan, and concentration. Basic to any attempt to define listening, however, is a consideration of how listening is a unique behavior separate from other intellectual behaviors. Early listening research isolated a disparate listening comprehension factor, distinct from the students' performance in areas such as reasoning, verbal comprehension, attention, auditory resistance, and memory. The Listening Process As a communicator, the listener engages in a sequence of behaviors that are generally accepted to characterize the decoding process: receiving; attending; perceiving; interpreting; and responding. Receiving The listener receives messages. During reception, the listener employs auditory and visual sensory receptors. While the listening process can include hearing sounds, listening and hearing are not the synonymous functions that many individuals assume. The auditory reception of the message is itself a detailed process involving the intricate hearing mechanism. The sound must enter the middle ear, set into vibration the tympanic membrane, and be conducted through the inner ear to the brain. Problems with the hearing mechanism can compound the receptive process. Research at the National Institutes of Health suggests that as many as one out of every nine Americans has some type of hearing loss. Exposure to loud music, especially through headsets, has been 1 identified as a major contributor to this situation. While many researchers and practitioners have focused their definitions and models of listening on listening to auditory-only stimuli, listening also involves the visual channel when the source of the stimuli is in the presence of the listener. The visual channel is an influential communication media, and the other senses (smell, taste, touch) impact the listener as well. Attending After the message has been received through auditory and visual channels, it must be attended to in the working memory (Baddeley & Hitch, 1974). At this point, the listener is required to focus on the auditory and/or the visual stimuli and concentrate on the message received. While researchers differ as to how the short-term memory system receives and holds the information, they do agree that the attention span is quite limited. Cognitive psychologists recognize that attention is a limited resource of a fixed capacity of sensory systems and memory mechanisms combined. The human attention span today undoubtedly has been limited further by the impact of the media. Many people raised in the television generation, for example, have come to expect a 7- to 10-minute program format with time out for a commercial break. This shortened attention span affects one's capacity to listen to lectures, to participate in conversation, and generally to function as a listener in all sorts of settings. A listener's ability to attend to a message is influenced significantly by attention energy. Kahneman (1973) has determined that attention energy may be distributed according to (1) the difficulty of the mental task; (2) automatic, unconscious communication rules (such as focusing on the speaker who uses the listener's name); and (3) conscious decisions (such as focusing on one's supervisor's message rather than on that from a coworker). Perceiving Attention to the message is affected not only by the listener's energy in the short-term memory system but also by the listener's perceptual filter. The perceptual filter serves to screen the stimulus so that one's predispositions alter the message received. The listener's frame of reference—all of one's background, experience, roles, and mental and physical states-makes up the perceptual filter. The frame of reference establishes the perceptual expectations that listeners bring to the communication so that, essentially, we see and hear what we want to see and hear. The listener who understands how the frame of reference shapes his or her listening behavior can function at a more sophisticated level. This understanding should extend to understanding the other communicator(s)- why they are responding as they do. Getting to this level of empathic perception affords the listener a solid frame of reference for interpreting the message. Interpreting Once the message has been received and perceived by the listener through the auditory, visual, and attention processors, the message must be interpreted by the listener. This stage of the listening process involves fitting the verbal and/or nonverbal messages into the proper linguistic categories stored in the brain and then interpreting the messages for their meanings. Lundsteen (1979) describes this representational process as one of internal speech. Decoding the verbal and nonverbal language varies according to each individual's perceptual filter and linguistic category system, so the original intent of a speaker's message may be misinterpreted, distorted, or even completely changed as the listener's meaning is assigned. The assignment of meaning to the message is influenced not only by the linguistic category system but also by one's cognitive processing. This mental activity is framed by the hemispheric dominance of an individual; by his or her inductive, deductive, or intuitive orientation; and by the long-term memory. As the message is processed, it is analyzed, visualized, and associated according to the linguistic categories in the long-term memory store. As individuals are called on to handle a vast amount of information during the course of any given day, techniques to process and recall information become critical. 2 Some cognitive psychologists use schema theory to describe this complex task of decoding and interpreting messages. Schema theory posits that humans carry schemata—mental representations of knowledge—in their brains. These organized information structures consist of nodes (concepts, events, objects) and links (relationships of the nodes). New information that listeners receive is first run through existing schemata, or scripts, and then interpreted. Schemata represent the generic concepts that are stored in memory and relate persons or objects to attributes or relate actions to anticipated consequences. Smith (1982) suggests that schemata serve important listening functions in (1) telling us to what we should attend, (2) serving as the framework for interpreting incoming information, and (3) guiding the reconstruction of messages in memory. Cognitive responses to the message, thus, serve to frame the listener's interpretation of the information received. Responding After assigning one's own meaning to the message, the listener responds to it. This phase of the listening process involves moving the received, attended to, and interpreted message from the short-term memory into the long-term memory store for potential retrieval. As memory development specialists stress, retention requires strategy. Familiar techniques such as the use of mnemonic devices, linking, clustering, and chunking are considered by researchers studying the dynamics of short-term memory and recall. The listener's response also is external, manifested in the feedback that the listener provides to the source of the message. Though listening constitutes an intricate internal process, attention to feedback is essential to good listening. Research by Leavitt and Mueller (1968) demonstrates that with increased feedback, both listener and speaker gain confidence that the message is communicated with accuracy and experience satisfaction with the communication. Other communicators in an interaction base their assessment of a listener's effectiveness on the feedback, responses that might take the form of performance on a comprehension test, questions asked, attentive behaviors, or even compliance. Thus, while some listening scholars argue that feedback goes beyond listening and takes the listener back into a sender's role in the communication transaction, we rely on feedback, albeit unfairly at times, as an indicator of listening “accomplished.” The complex listening process, including reception, attention, perception, interpretation, and response, may be illustrated as a process model of overlapping circles (Figure 16.1). While the stages of listening occur in some sequence, in the listener's "real time,” the dimensions probably occur in close simultaneity. At the core of the process are communication influencers—variables of the speaker, message, channel, environment, and individual listener-that affect the outcome at every stage of this process. It should be apparent, then, that listening behavior is one of the most complex of all human behaviors-and certainly extends far beyond the auditory processing that has been the focus of so many of the earlier listening scholars. 3 taste visual focus smell energy auditory Reception Attention touch speaker message Influencers internal frame of reference environ- channel Response ment Perception listener external Figure 16.1 Listening Model verbal Interpretation cognitive non- verbal empathy Listening Variables As listeners receive, attend, perceive, interpret, and respond to messages, they are influenced by many variables that can enhance or impede effective listening. Listening researchers have focused on key physiological, social/psychological, and contextual influencers. Physiological Influencers Listening physiology certainly plays a major role in how listeners function. Sensory acuity, especially auditory and visual, is basic to listening. Age-related deterioration of sensory mechanisms can lead to loss of both the verbal content and the nonverbal dimensions of the communication. Additionally, the neurological makeup of the listener is a factor. Research on hemispheric specialization, for example, suggests that the left brain may be the more rational, objective, organizing processor, while the right brain is the more emotional, intuitive side. Age also is an important listening variable. In a body of research on listening across the life span, my colleagues and I have determined that what may characterize competent or effective listening can change as one physiologically, sociologically, and/or communicatively ages (Halone, Cunconan, Coakley, & Wolvin, 1998). A listener acquires differential listening experiences and gains a wider array of general knowledge throughout his or her life span. Significantly, children, adolescents, young adults, older adults, and elders report different 4 listening needs, different listening goals, and different listening strategies as they account for listening expectations and for listening experiences alike. Just as age is a listening variable, so too is gender. One of the highly perpetuated American stereotypes is that listening is, essentially, "women's work." Brain imaging research (Phillips, Lowe, Lurito, Dzemidzic, & Mathews, 2001) does demonstrate that men and women bring some very real differences in attention styles and cognitive processing styles to the communicative interaction. As these researchers explore more deeply the biological influence of the male/female genetic makeup, however, the social influence model continues to dominate our understanding of gender variables. Research reveals that men and women have been found to "learn to listen for different purposes and have different listening goals. The primary contrast appears in task versus interpersonal understanding: Males tend to hear facts, while females are more aware of the mood of the communication" (Booth-Butterfield, 1984, p. 39). Psychological Influencers In addition to the physiological influences on listening, listeners bring psychological variables to the communication. The listener's attitudinal state may well be one of the most significant influences on that person's listening behavior. A positive listening attitude, along with listening knowledge, is a critical ingredient of effective listening. Positive attitudes give the listener a willingness to listen. Positive attitudes that facilitate effective listening may be identified. Being interested is probably one of the most significant. Too frequently, listeners tune out with the excuse "Oh, this isn't interesting." A high level of interest combines with an active, responsible approach to listening. Unfortunately, Americans are conditioned to listening as a passive act. Good listeners recognize that they are partners in the communication and that they share in the responsibility for meeting the goals of the interaction. Effective listeners also remain open-minded, willing to listen to differing points of view and to speakers whose styles are not necessarily attractive or engaging. Positive listening attitudes are not directed only at the other communicator. Positive listening attitudes also influence one's self-concept as a listener. Sadly, listening is not a highly valued American communication skill; we seldom reward good listening. Rather, we reinforce negative listening behaviors in schools and families alike. "You're not listening." "You never listen to me." "Be quiet and listen." These admonishments are more prevalent in American speech than “Thanks for listening" or "You're a good listener." Listeners, like speakers, also suffer communication apprehension. Wheeless (1975) has pioneered some study of receiver apprehension, “the fear of misinterpreting, inadequately processing, and/or not being able to adjust psychologically to messages sent by others" (p. 263). Research on receiver apprehension suggests that listening anxiety stemming from stressful situations can lead to distorted messages and misunderstandings. Additionally, there is evidence that receiver apprehension can result from inadequate information processing. McReynolds (1976) hypothesizes that the processing of material that is difficult to assimilate tends to accumulate (resulting in "cognitive backlog") and to produce anxiety. Beatty (1981) has determined that receiver apprehension is a function of unassimilated information that results from processing difficulties because of the cognitive backlog. The listener who suffers receiver apprehension and/or negative attitudes toward listening is not going to be an efficient listener. Indeed, an unreceptive listener may not be a listener at all. Wheeless, Frymier, and Thompson (1992) have looked at receptivity-being open to influence—as it relates to the listening behaviors of responsiveness and attentive-ness. Extending this line of research, Roberts and Vinson (1998) determined that the importance of the topic is the crucial factor in establishing a listener's willingness to listen. 5/n1. Clearly list 2 guidelines that we, as therapeutic listeners, should follow for DISTINGUISHING between concerns/problems of a serious psychological nature and those within everyday boundaries. Thus, how do you know when a person's problems are beyond your scope/your abilities and he/she is in need of professional help? Provide an example that you can use to clarify your explanation. Where do you derive these guidelines (our online course readings, another source, personal experience, etc.)? Please explain.See Answer
Q17: CENTENNIAL COLLEGE INTL 730-001 Professional Networking in Global Business Winter 2024 INTL 730 Winter 2024: Guest Speaker Reflection 3 - Total Marks: 20 per reflection Grade breakdown: Each reflection is worth 10% of your final grade for a total of 30%. Purpose: This assignment is designed to assess your understanding of the guest speaker's presentation and your ability to reflect critically on the content. Focus on expressing your personal insights, highlighting connections to your studies, and providing specific examples or evidence to support your reflections. Focus more on yourself and the points of the speaker's presentation that resonated with you. The point of this assignment is to take time to reflect and create a detailed plan of action that allows you to monitor and evaluate your progress when networking. Structure: Please use the below guidelines for your reflection paper. INSTRUCTIONS: Introduction (1 mark) • Provide a brief introduction to the guest speaker, including their name, and area of expertise. Presentation Summary (4 marks) • Discuss the main points of the speaker's presentation. 。 Explain why you feel these points are important. Personal Reflection (8 marks) Reflect on your personal experience during the presentation. This question relates to not only the speaker but to your personal experiences and whether the speaker helped you reframe your way of thinking. This question is more about yourself than the speaker. Some areas you can consider include the following: What aspect of the presentation resonated with you the most? Why? ● Did the speaker's ideas challenge any of your existing perspectives? How? • What do you believe you could do differently in your future job searches based on what you heard in the session? Page 1 of 2 Key Takeaways (7 marks) • Now that you have had a moment to reflect, what questions would you ask the speaker if you had a chance to speak with them one-on-one? Why would you ask these questions? After listening to Sonia's presentation, what actions are you going to take once you graduate to start your job search? Would you benefit from a career coach helping you? Why or why not? If you are currently working and not looking to move careers, how would you use the information from Sonia's presentation to help guide your peers and colleagues who are looking to move into jobs in their career path? Formatting and Submission Guidelines: • Write clearly and organize your paper well, with bold headings for each section. Remember that I want to hear about you and your career goals, your future plans and how you will achieve them. Your paper should be 1,000 - 1,500 words. • Type your paper and submit it as a Word document or PDF. Due Dates for Guest Speaker Reflections: Guest Speaker Reflection #3 - Due April 5th @ 11:59pm Page 2 of 2See Answer
Q18:NEED - 600-750 WORDS, APA Impactful Innovator Essay Overview The purpose of this assignment is twofold. ⚫ First, this essay will challenge you to consider the efforts of innovators who you might not be so familiar with. In this class I tend to hear a lot about Steve Jobs, Elon Musk and a few other very high-profile innovators. With this assignment I'd like to you to explore the innovative efforts of someone who might not be as well known. ⚫ Second, this assignment will give you an opportunity to consider how certain skills and mindsets show up in an innovator that you admire. To complete the assignment, you have to: 1. Read the article: Dyer, J.H.; Gregersen, H.B.; Christensen, C.M. (2009). The Innovator's DNA. Harvard Business Review, v. 87, n. 12, p. 60-67. 2. Select an innovator from a pre-approved list (available on Brightspace). Everyone on the list could be described as impactful. Impactful can mean financially successful, technically brilliant and/or focused on social change and prosperity. They can innovate in any context - large corporations, start-ups, government, healthcare, local communities, creative industries, food industries...the spaces in which innovation can happen is limitless. The key is that they have been responsible for creating and implementing a new idea. 3. Once you have identified your impactful innovator, the next step is to do some additional research to learn more about them and their story. I'll be looking for you to incorporate a minimum of 4 reliable sources in your effort to write your essay. You can start with some of the web articles that are included on the list of innovators. Your sources for this assignment do not need to be academic (they don't need to be from peer-reviewed journals). They can be from online news websites or business and industry magazines. They can be from online blogs as long you assess the quality of the information source and disclose any limitations or bias that you think might relevant (you can do this using footnotes in the essay). Be very sure to cite your sources accurately (put quotation marks and in-text citations around full quotes and in-text citations without quotes around information that is paraphrased). Use APA 7th Edition citation style. You can find more information about APA 7th Edition at here. Failure to cite accurately is considered an academic integrity violation.See Answer
Q19:Respond: Week 2, Topic 2.1 - Listening Models and the Listening Process After you have read the Week 2 course resources, paying particular attention to the "Definitions of Listening" and "Listening Models" subsections, read the first three pages at the following link: "Listening, Understanding, and Misunderstanding." which contains a chapter by Andrew Wolvin. Then answer the questions below. Please be descriptive in your answers and number your responses but do not include the questions. 1. Of the four listening models addressed in this week's readings, which model (Lunsteen, SIER, HURIER, or Wolvin and Coakley's) do you feel most accurately reflects the listening process and why? Be sure to include the model's strengths and weaknesses in your explanation. 2. Provide a sound description of each of the five elements in Wolvin's explanation of the listening process. Please include all five elements. Note how the more current explanation offered in the "Listening, Understanding, and Misunderstanding" article differs from the Wolvin-Coakley model that you read about in our course content. 3. Finally, in a separate detailed paragraph, analyze your listening skills according to the one component that you feel is most difficult for you (receiving, attending, perceiving, interpreting, and responding).See Answer
Q20:For the Business Report Project, you will create a report, addressing a current challenge or problem within a company/organization of your choice. This problem could pertain to various aspects of the organization, such as changing the organizational structure, policies, procedures, introducing new products, equipment, mission or markets. You have the flexibility to choose any company or organization with which you are familiar. In your report, you will be expected to provide a recommendation as a solution to the identified problem or challenge. Sample Topics BUT DON'T CHOOSE ANY. - How can Coca-Cola adapt to a marketplace where consumers are increasingly health- conscious, leading to a decline in the demand for sugary drinks? In what ways can Walmart develop an online sales platform to compete with digital grocery delivery services? How can FSJ Health Clinics integrate telehealth services effectively to meet the increasing demand for online healthcare consultations? How can Starbucks adjust to shifts in consumer habits, particularly the increase in home coffee consumption and the preference for local, independent coffee shops? **You will approach the problem as if you were an employee or consultant of that chosen company or organization. ** The report should demonstrate student's understanding of the basic principles of workplace report writing as covered in the course material. The report should include the front, main, and back elements. Use the templates available in Word (or similar) Use graphs/images relevant to your topic. The text of the report should be no fewer than 5 pages and no more than 7, double- spaced, in line with APA guidelines for format and documentation./nTO DO - 5 PAGES APA 1) You can choose any project topic related to a fast food company aligning the problem and recommendation, either McDonald's, Pizza Hut or Domino's Pizza, etc 2) intext citations and references are needed. a minimum of 6 referencesSee Answer

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