COMM1002 Public Speaking Unit 1 Challenge 2 Sophia Click below link for Answer https://www.sobtell.com/q/tutorial/default/206923-comm1002-public-speaking-unit-1challenge-2-sophia https://www.sobtell.com/q/tutorial/default/206923-comm1002-public-speaking-unit-1challenge-2-sophia Nora and Sean are salespeople at a hardware distribution company. Nora has just joined the company, and Sean is a 10-year veteran. Both attended a full-day training session about building effective communication with customers delivered by Olivia, a member of human resources. Because Nora is new to the company, this was her first training session with Olivia. Sean has attended many of these sessions before. After Olivia announced the agenda for the day’s training, she introduced an interactive activity and distributed a handout. Nora’s previous employer used the same activity and handout in a similar training, so she was happy that she wouldn’t be completely lost. There are a number of possible types of plagiarism; classify the following scenarios as “Unintentional Plagiarism,” “Deliberate Plagiarism,” or “Not Plagiarism.” = Correct Answer
= Incorrect Answer Unintentional Plagiarism
Deliberate Plagiarism Not Plagiarism
Olivia tells her boss about some new product ideas discussed at a recent conference she attended Olivia finds designs left behind by a previous employee, puts her name on it, and submits it. Olivia doesn’t remember to include quotation marks when using a quote from a design expert.
Part of the communication training focused on building rapport with a customer through active listening and questioning.
“It’s important to build a relationship during every customer interaction,” Olivia said. “For example, if you are on the phone with a hardware store owner who is struggling with debt, tell them you understand because your father owned a small business and was put out of business by a large chain. They’ll think you can relate.” Nora leaned over to Sean and whispered, “I’m not going to lie to customers to get them to buy from me. Isn’t that unethical?” Determine whether each of the following behaviors is “Ethical” or “Unethical.” = Correct Answer
= Incorrect Answer Ethical Unethical A motivational speaker always begins his speech with a quote by Vince Lombardi. A school board candidate presents ideas of a previous colleague as her own. A speaker chooses not to answer a question and says it is due to a conflict of interest. Sean didn’t see how Olivia was going to help him improve his paycheck by teaching him communication skills again. He thought the training was a waste of time, so he decided to catch up on emails instead. He left his phone on silent and checked it frequently. Before the group broke for lunch, Olivia asked everyone to summarize one key point from the morning’s session. When it was Sean’s turn to share, he couldn’t remember anything and muttered, “Pass.” After lunch, Sean’s phone battery died, so he was forced to listen and participate. Put the rules of listening that Sean violates in the order that they occur. 1.
d. Be open-minded
2.
a. Eliminate distractions
3.
c. Demonstrate active listening
•
a. Eliminate distractions
•
b. Don't cause excessive noise
•
c. Demonstrate active listening
•
d. Be open-minded
In the afternoon, Olivia played a recording of a phone call between a customer and one of the company’s account managers. Nora was surprised to hear that the account manager listened more than she spoke while the customer talked about his difficulty selling building materials during the previous quarter. The account manager asked probing questions and repeated key points back to the customer before suggesting actions to improve sales in the next quarter. Olivia also pointed out that the next time the account manager heard from this customer, she was able to recall the conversation. There are five stages of listening. Identify and order the first three stages in the listening process using the concepts below. 1.
a. The stage during which the listener hears and attends
2. c. The stage during which the listener determines the context and meaning of the words that are heard 3. b. The stage during which the listener critically assesses the information received from the speaker •
a. The stage during which the listener hears and attends
• b. The stage during which the listener critically assesses the information received from the speaker • c. The stage during which the listener determines the context and meaning of the words that are heard
Olivia then played a recording of a phone call between Colin, a sales associate from New York, and Grace, an elderly hardware store owner in the South. Grace began the conversation with chitchat about the weather and her town. Colin interrupted her to ask about her inventory. Grace paused before replying and then launched into a story about one of her customers. Colin started reeling off promotion prices from his catalog. Grace asked him to repeat himself, so Colin said he would just send it all in an email. Grace admitted that she doesn’t often use email. The conversation ended abruptly when Colin said he would call back when he had more time. Nora recognized that cultural differences were a barrier to communication between Grace and Colin. Match the types of communication barriers to the corresponding examples from another call between Grace and Colin.
Gender
Culture
Technology •
A.
Colin wanted to send Grace emails despite her assertion that she is not sure how to open the electronic quotes and would prefer to order over the phone. •
B.
Grace speaks slowly and with a strong southern accent. Colin has a tendency to interrupt, speaks quickly, and doesn’t pause between sentences. Grace often asked Colin to repeat himself, and he got frustrated as a result. •
C.
Grace and Colin had difficulty scheduling the phone call because they have opposite schedules. Grace is usually only free in the mornings because she works the late shift, but Colin travels during the day, so he is usually only available in the evenings. •
D.
Grace’s husband had a stroke two years ago and retired from the hardware shop. Colin failed to change the name on the account to “Grace” and continues to ask Grace whether her husband has approved the order. Grace eventually asked her son, the manager, to take his calls, which slowed down the ordering process as Grace must approve all purchases. Olivia asked the group to focus on the initial stages of the listening process and make suggestions to improve Colin’s communication with his customer. Nora said, “If your listener can’t register or process your words, then she definitely won’t understand, so Colin should match Grace’s pace and tone. He might need to turn up the phone volume and slow down.” “Those are both good points,” said Olivia. Paired with hearing, (A) is the other half of the receiving stage. In the second listening stage, the listener must accurately identify certain sounds as words and determine (B) and meaning to comprehend what he or she has heard. A
speaking segmentation comprehension understanding Attending B context segmentation accents language message Context There are four other members of the hardware sales team that Olivia is training. While some in the training group nodded along, or asked questions that built upon the material, others spent more time listening and needed Olivia to repeat or clarify certain points. The training group moved through the listening process at different paces based on their own learning style and approach to listening. Speakers need to be aware of different types of responses and what they say about how their message is reaching their audience. The actions below are either part of the “responding” stage or the “remembering” stage of listening. Select two actions that characterize the “remembering” stage. • Asking a question or seeking more information • Furrowing your brow after hearing information you’ve found confusing • Thinking about the examples given in the context of a book you’ve recently read • Rolling your eyes when you hear something that you don't agree with • Nodding at what the speaker is saying • Answering sample exam questions for material just learned in a class At the end of the day, Olivia set aside time for the group to provide written and verbal feedback. Because the six participants were all American and were relatively the same age, all were generally comfortable giving and receiving criticism in this manner. Comments focused on each individual's learning and experience in the training and were specific and straight to the point. One member of the group was from a Japanese family, however, and relayed that Japanese business people might not feel as comfortable giving criticism to an instructor in this manner.
Cultural differences play a role in giving and receiving criticism. Rate the verbal style in the feedback below as representative of an instrumental or affective speaking style.
Instrumental Affective "Well, it’s not my problem that you interpreted my lecture that way." “I really should have explained myself better when I was teaching.” “I would understand better if the teacher had given us more examples in his lecture.” By the end of the training day, Olivia was worn out. Sean’s disinterest had been taxing and she lost her train of thought when she heard his phone beep loudly. “Because you apparently don’t know the basic rules of professional courtesy, Sean, I will ask you again to turn your phone off,” snapped Olivia. “You’ve ruined the training today for everyone! I can only imagine how your manager and customers feel trying to communicate with someone as rude as you!” Sean stormed out of the room, exclaiming, “I might have paid attention if there were any point to this training!” Olivia broke the rules for providing effective criticism by getting angry. Select the best alternative that follows the rules of providing effective criticism. • "Sean, I'm sorry to get frustrated with you, but your lack of attention today has really been annoying. Why can't you be a better listener? • "Thank you, everyone, for being here today. Some of you paid great attention, but others didn't participate as much as I would have liked." • "Sean, I understand that there is a lot of work to be done, but I really wish we could have had your attention today. You have so much that you can add to the group discussion. I would really appreciate it if you left your phone off next time so that you could fully contribute to the group." •
"Sean, you are normally such a strong team member, I really wish you would have valued this training more. Perhaps next time you will come better prepared to listen and contribute." • "Sean, I should have guessed you would be the one to be on your phone all day. This is just like that time we all went out to dinner; you couldn't even take three bites without checking your email." • "Sean, I am so disappointed that you used your phone during our training today. Next time you come to a training, at least have the courtesy to turn off your phone or at least be a little more secretive about checking it." Sean didn’t engage in active listening techniques throughout the entire HR training about the communication techniques that improve relationships with customers. He looked unprofessional in front of his colleagues. The next day was worse because Sean’s boss asked him to apply the communication principles taught in the training in a presentation on sales metrics to senior management the following week. If Sean had participated in all degrees of active listening, he might have been able to better apply what he learned for his boss. Match the degrees of active listening below to what they look like in practice.
Repeating
Paraphrasing
Reflecting •
A.
Sean sat down with his boss and said, "I think the most important thing Olivia taught us was the importance of connecting emotionally with your client to better understand and meet their needs."
•
B.
Sean recalled some of the key points Olivia made, specifically when she said that, "the best way to understand a client is to think of a specific time when you were experienced the same thing as them." •
C.
Sean decided to show his boss pictures from the training where he and their teammates were actively involved in Olivia's exercises and discussions. •
D.
Sean told his boss that Olivia often talked about the importance of finding connections with the client, thinking about a specific time when you have had a similar experience to them, and really trying to put yourself into their shoes. Nora and Sean are salespeople at a hardware distribution company. Nora has just joined the company, and Sean is a 10-year veteran. Both attended a full-day training session about building effective communication with customers delivered by Olivia, a member of human resources. Because Nora is new to the company, this was her first training session with Olivia. Sean has attended many of these sessions before. After Olivia announced the agenda for the day’s training, she introduced an interactive activity and distributed a handout. Nora’s previous employer used the same activity and handout in a similar training, so she was happy that she wouldn’t be completely lost. There are a number of possible types of plagiarism; classify the following scenarios as “Unintentional Plagiarism,” “Deliberate Plagiarism,” or “Not Plagiarism.” = Correct Answer = Incorrect Answer Unintentional Plagiarism
Deliberate Plagiarism Not Plagiarism
Olivia tells her boss about some new product ideas discussed at a recent conference she attended Olivia finds designs left behind by a previous employee, puts her name on it, and submits it. Olivia doesn’t remember to include quotation marks when using a quote from a design expert. Part of the communication training focused on building rapport with a customer through active listening and questioning.
“It’s important to build a relationship during every customer interaction,” Olivia said. “For example, if you are on the phone with a hardware store owner who is struggling with debt, tell them you understand because your father owned a small business and was put out of business by a large chain. They’ll think you can relate.” Nora leaned over to Sean and whispered, “I’m not going to lie to customers to get them to buy from me. Isn’t that unethical?” Determine whether each of the following behaviors is “Ethical” or “Unethical.” = Correct Answer = Incorrect Answer Ethical
Unethical
A motivational speaker always begins his speech with a quote by Vince Lombardi. A school board candidate presents ideas of a previous colleague as her own. A speaker chooses not to answer a question and says it is due to a conflict of interest. Sean didn’t see how Olivia was going to help him improve his paycheck by teaching him communication skills again. He thought the training was a waste of time, so he decided to catch up on emails instead. He left his phone on silent and checked it frequently. Before the group broke for lunch, Olivia asked everyone to summarize one key point from the morning’s session. When it was Sean’s turn to share, he couldn’t remember anything and muttered, “Pass.” After lunch, Sean’s phone battery died, so he was forced to listen and participate. Put the rules of listening that Sean violates in the order that they occur. d. Be open-minded b. Eliminate distractions c. Demonstrate active listening a. Don't cause excessive noise b. Eliminate distractions c. Demonstrate active listening d. Be open-minded
In the afternoon, Olivia played a recording of a phone call between a customer and one of the company’s account managers. Nora was surprised to hear that the account manager listened more than she spoke while the customer talked about his difficulty selling building materials during the previous quarter. The account manager asked probing questions and repeated key points back to the customer before suggesting actions to improve sales in the next quarter. Olivia also pointed out that the next time the account manager heard from this customer, she was able to recall the conversation. There are five stages of listening. Match the concepts below with the stage in the listening process that they represent.
Receiving
Understanding
Responding The stage during which the listener determines the context and meaning of the words that are heard. The stage during which the listener provides verbal and/or nonverbal reactions to what he or she hears. The stage during which the listener hears and attends. The stage during which the listener categorizes and retains the information gathered from the speaker. Olivia then played a recording of a phone call between Colin, a sales associate from New York, and Grace, an elderly hardware store owner in the South. Grace began the conversation with chitchat about the weather and her town. Colin interrupted her to ask about her inventory. Grace paused before replying and then launched into a story about one of her customers. Colin started reeling off promotion prices from his catalog. Grace asked him to repeat himself, so Colin said he would just send it all in an email. Grace admitted that she doesn’t often use email. The conversation ended abruptly when Colin said he would call back when he had more time. Nora recognized that cultural differences were a barrier to communication between Grace and Colin.
Match the types of communication barriers to the corresponding examples from another call between Grace and Colin.
Gender
Culture Technology Colin wanted to send Grace emails despite her assertion that she is not sure how to open the electronic quotes and would prefer to order over the phone. Grace speaks slowly and with a strong southern accent. Colin has a tendency to interrupt, speaks quickly, and doesn’t pause between sentences. Grace often asked Colin to repeat himself, and he got frustrated as a result. Grace and Colin had difficulty scheduling the phone call because they have opposite schedules. Grace is usually only free in the mornings because she works the late shift, but Colin travels during the day, so he is usually only available in the evenings. Grace’s husband had a stroke two years ago and retired from the hardware shop. Colin failed to change the name on the account to “Grace” and continues to ask Grace whether her husband has approved the order. Grace eventually asked her son, the manager, to take his calls, which slowed down the ordering process as Grace must approve all purchases. Olivia asked the group to focus on the initial stages of the listening process and make suggestions to improve Colin’s communication with his customer. Nora said, “If your listener can’t register or process your words, then she definitely won’t understand, so Colin should match Grace’s pace and tone. He might need to turn up the phone volume and slow down.” “Those are both good points,” said Olivia. Paired with hearing, (A) is the other half of the receiving stage. In the second listening stage, the listener must accurately identify certain sounds as words and determine (B) and meaning to comprehend what he or she has heard. A segmentation comprehension attending understanding speaking B
segmentation accents context message language There are four other members of the hardware sales team that Olivia is training. While some in the training group nodded along, or asked questions that built upon the material, others spent more time listening and needed Olivia to repeat or clarify certain points. The training group moved through the listening process at different paces based on their own learning style and approach to listening. Speakers need to be aware of different types of responses and what they say about how their message is reaching their audience. The actions below are either part of the “responding” stage or the “remembering” stage of listening. Select two actions that characterize the “responding” stage. Thinking about the examples given in the context of a book you’ve read recently Answering sample exam questions for material just learned in a class Furrowing your brow after hearing information you’ve found confusing Considering a speaker’s motivations and goals and how they compare to your own. Reflecting on an experience you had as a child that made you feel the same way the speaker feels Nodding at what the speaker is saying At the end of the day, Olivia set aside time for the group to provide written and verbal feedback. Because the six participants were all American and were relatively the same age, all were generally comfortable giving and receiving criticism in this manner. Comments focused on each individual's learning and experience in the training and were specific and straight to the point. One member of the group was from a Japanese family, however, and relayed that Japanese business people might not feel as comfortable giving criticism to an instructor in this manner. Cultural differences play a role in giving and receiving criticism. Rate the verbal style in the feedback below as representative of low-context or high-context culture. = Correct Answer = Incorrect Answer Low
High
“I find it helpful to learn by doing.” “The speech would be better if you used more visuals and talked less.” “I had a teacher who helped us remember material by doing role-playing in class.”
By the end of the training day, Olivia was worn out. Sean’s disinterest had been taxing and she lost her train of thought when she heard his phone beep loudly. “Because you apparently don’t know the basic rules of professional courtesy, Sean, I will ask you again to turn your phone off,” snapped Olivia. “You’ve ruined the training today for everyone! I can only imagine how your manager and customers feel trying to communicate with someone as rude as you!” Sean stormed out of the room, exclaiming, “I might have paid attention if there were any point to this training!” Olivia broke the rules for providing effective criticism by getting angry. Select the best alternative that follows the rules of providing effective criticism. "Sean, I'm sorry to get frustrated with you, but your lack of attention today has really been annoying. Why can't you be a better listener? "Thank you, everyone, for being here today. Some of you paid great attention, but others didn't participate as much as I would have liked." "Sean, I understand that there is a lot of work to be done, but I really wish we could have had your attention today. You have so much that you can add to the group discussion. I would really appreciate it if you left your phone off next time so that you could fully contribute to the group." "Sean, you are normally such a strong team member, I really wish you would have valued this training more. Perhaps next time you will come better prepared to listen and contribute." "Sean, I should have guessed you would be the one to be on your phone all day. This is just like that time we all went out to dinner; you couldn't even take three bites without checking your email." "Sean, I am so disappointed that you used your phone during our training today. Next time you come to a training, at least have the courtesy to turn off your phone or at least be a little more secretive about checking it." Sean didn’t engage in active listening techniques throughout the entire HR training about the communication techniques that improve relationships with customers. He looked unprofessional in front of his colleagues. The next day was worse because Sean’s boss asked him to apply the communication principles taught in the training in a presentation on sales metrics to senior management the following week. Illustrate the relationship between critical thinking and active listening by completing the statements below. Sean did not use the three degrees of active listening, including repeating, (A) , and reflecting, to ensure that he had mastered the material.
Sean most likely will struggle to complete an analysis, interpretation, or explanation for management because his (B) prevented fully engaged listening. Move the terms into the correct blanks A remembering perceiving evaluating analyzing paraphrasing B confirmation bias low concentration cultural differences emotions lack of prioritization