There are two documents. First one is the sample improvement comunnication plan that was done before. Second assgnment is the HW that’s need to be done. Read over the communication improvement plan for Part 1 that you wrote during Week 1. Have you changed any of these communication behaviors during this course? Were you able to implement this Part 1 Plan? Why or why not? and the PART – 1 is the sample document the first document.. There are 4 different Part. Make sure to lable all the Part’s. For example
Part – 1
Par- 2
Part – 3
Part – 4
Parth Vyas
Spch-227
Part-1
· State the problem. Problem: When I am speaking with people of different cultures or of the opposite sex, I have to be careful monitoring my word choices.
· State the specific goal. Goal is to understand other people’s cultures before I talk to them and make sure not to use words that will upset them.
· Outline a specific procedure for reaching the goal. I will practice the steps of describing feelings they will go through if I use a word that they might not like it. That word might have different meaning to it. I will have to understand their culture and their values. I will then put that procedure into operation when I am talking with some from different culture or an opposite sex.
· Devise a method of determining when the goal has been reached. I will achieve this goal when I talk to a person from different culture and our conversation goes smooth and I don’t use words that are not to be used.
Communication improvement plan:
Problem: Don’t know when, what word to use when talk to a person from a different culture or an opposite sex.
Goal: Monitor my words while talking to a person from a opposite sex or a different culture.
Procedure: Understand their culture and their values. Would have to understand how I would feel if some used words that would make unhappy.
Test for achieving goal. I will achieve my goal when I talk to a person from a different culture and using words that will not upset that person.
Part-2
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State the problem. I criticize people for their mistakes only when they ask for criticism.
· State the specific goal. Goal is not criticize people for their mistake but to encourage them to learn from their mistake.
· Outline a specific procedure for reaching the goal. I would feel how they would feel for getting criticism. Mistakes can happen by any person, but one should learn from a mistake. Would understand how to encourage them in a positive way.
· Devise a method of determining when the goal has been reached. I will achieve this when I encourage someone to learn from a mistake which he or she has done instead of criticism.
Communication improvement plan:
Problem: Criticize people for their mistake.
Goal: Try not to criticize people for their mistake.
Procedure: To understand their feelings. Encourage people in a positive way, because human makes mistake. Also try to find out the reason behind their mistake.
Test for achieving goal. I would achieve my goal when I talk to a person who made a mistake and try to encourage them to learn from their mistake.
PART – 1
What kind of a communicator are you? This review looks at several specifics that are basic to effective communicators. On the line provided for each statement, indicate the response that best captures your behavior: 1, almost always; 2, often; 3, sometimes; 4, rarely; 5, never.
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When I speak, I tend to present a positive image of myself. |
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In my behavior toward others, I look for more information to confirm or negate my first impressions. |
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Before I act on perceptions drawn from people’s nonverbal cues, I seek verbal verification of their accuracy. |
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I use specific language when I speak, avoiding generalizations that could be misinterpreted. |
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I speak clearly, using words that people readily understand. |
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When I am speaking with people of different cultures or of the opposite sex, I am careful to monitor my word choices. |
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I tend to look at people when I talk with them. |
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Most of my sentences are free from such expressions as “uh,” “well,” “like,” and “you know.” |
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I consider the effect of my dress on others. |
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I try to make sure that my nonverbal messages match my verbal messages. |
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I listen attentively, regardless of my interest in the person or the ideas. |
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When I’m not sure whether I understand, I seek clarification. |
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When a person describes an unfortunate experience, I am able to provide appropriate comfort. |
Based on your responses, select the communication behavior you would most like to change. Write a communication-improvement goal statement similar to the sample improvement plan given the attached word document.
Read over the communication improvement plan for Part 1 that you wrote during Week 1. Have you changed any of these communication behaviors during this course? Were you able to implement this Part 1 Plan? Why or why not?
PART – 2
What kind of an interpersonal communicator are you? This analysis looks at specific behaviors that are characteristic of effective interpersonal communicators. On the line provided for each statement, indicate the response that best captures your behavior: 1, almost always; 2, often; 3, occasionally; 4, rarely; 5, never.
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When I communicate with a person from another culture, I make an effort to keep an open mind and accept ambiguity in our interactions. |
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When engaging in intercultural communication, I listen carefully to what the other person is saying and adjust my communication to that person and our situation. |
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I make an effort to spend time with my friends, I share my feelings with them, and I provide them with comfort and support when they are feeling vulnerable. |
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I maintain intimacy in my closest relationships by being dependable and responsive. |
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I describe objectively to others my negative feelings about their behavior toward me without withholding or blowing up. |
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I am quick to praise people for doing things well. |
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I criticize people for their mistakes only when they ask for criticism. |
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When I find myself in conflict with another person, I am able to discuss the issue openly without withdrawing or appearing competitive or aggressive. |
Based on your responses, select the interpersonal communication behavior that you would most like to change. Write a communication improvement plan similar to the sample goal statement.
Read over the communication improvement plan for Part 1 that you wrote during Week 1. Have you changed any of these communication behaviors during this course? Were you able to implement this Part 1 Plan? Why or why not?
PART – 3
How effective are you at working in problem solving groups? The following statements can help you evaluate your effectiveness in group settings. Use this scale to assess the frequency with which you perform each behavior: 1 = always; 2 = often; 3 = sometimes; 4 = rarely; 5 = never.
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I enjoy working with others to accomplish goals. |
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I adapt my behavior to the norms of the group. |
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I am comfortable with conflict. |
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I actively listen and keep an open mind during problem solving discussions. |
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I avoid performing self-centered roles in the group. |
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I am equally adept at performing task and maintenance roles in the group. |
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I come to group meetings prepared. |
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During group meetings, my active participation makes positive contributions to goal accomplishment and maintaining good relationships. |
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After meetings, I complete tasks I have been assigned and review meeting notes and minutes. |
To verify this self-analysis, have a friend or fellow group member complete this review for you. Based on what you have learned, select the group communication behavior you would most like to improve. Write a communication improvement plan similar to the sample goal statement
Read over the communication improvement plan for Part 1 that you wrote during Week 1. Have you changed any of these communication behaviors during this course? Were you able to implement this Part 1 Plan? Why or why not?
PART – 4
What kind of a public speaker are you? The following analysis looks at specifics that are basic to a public-speaking profile. Use this scale to assess the frequency with which you perform each behavior: 1 = always; 2 = often; 3 = sometimes; 4 = rarely; 5 = never.
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When I am asked to speak, I am able to select a topic and determine a speech goal with confidence. |
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When I speak, I use material from a variety of sources. |
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In my preparation, I construct clear main points and organize them to follow some consistent pattern. |
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In my preparation, I am careful to be sure that I have developed ideas to meet audience needs. |
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When I speak, I sense that my audience perceives my language as clear and vivid. |
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I look directly at members of my audience when I speak. |
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When I speak, my bodily actions help supplement or reinforce my ideas; I feel and look involved. |
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I have confidence in my ability to speak in public. |
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When I give informative speeches, I am careful to use techniques designed to get audience attention, create audience understanding, and increase audience retention. |
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When I give persuasive speeches, I am careful to use techniques designed to build my credibility, prove my reasons, and motivate my audience. |
To verify this self-analysis, have a friend or fellow group member complete this review for you. Based on what you have learned, select the public-speaking behavior you would most like to improve. Write a communication improvement plan similar to the sample goal statement.
Read over the communication improvement plan for Part 1 that you wrote during Week 1. Have you changed any of these communication behaviors during this course? Were you able to implement this Part 1 Plan? Why or why not?
