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| Common unintentional plagiarism mistakes: |
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| removing quotation remarks, paraphrasing, omitting sources |
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| ways to manage, reduce or overcome the fear of communicating |
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| Systematic desensitization (learn to relax), Cognitive therapy (helps alleviate people’s fears through directed conversation.), cognitive restructuring (technique that helps people who are anxious reduce their fears by changing unrealistic beliefs to more realistic ones), Visualization |
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| work that belongs to you as part of your cultural birthright, you incorporate this into your work without attribution, info obtained by your own senses, observations, logic, or reasoning |
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| Information belonging to another person, including less well known facts, specific statistics, conceptual models, ideas, personal opinion and critical analysis |
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| information you acquire over time through instruction, research, and experimental learning |
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| where multiple interviewees represent one party while those conducting the interview represent the second party. |
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| made up questions as you go. Ex: running into someone who is in the class you want to get in. |
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| premeditated and are distinguished by planning, preparation, structure, and design, all in service of a stable and predetermined goal. |
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| differences between highly scheduled, non-scheduled and moderately scheduled interviews. |
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Highly scheduled—structure is a detailed flowchart that contains all questions that interviewer is going to ask. It allows no deviation in either the order or wording for the questions
Nonscheduled—consists of questions that introduce general topic areas and ideas, not specifics issues
Moderately scheduled—divides the interview into specific, major question with possible probing questions under each. Gives your freedom to adapt the interview to the actual flow of conversation
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o Ambiguous or complex (e.g. double-barreled) phrasing
o Irrelevant and offensive content
o Leading questions
o Speedy and guessing questions
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| this is where people get acquainted and s tart talking about the issue or problem they need to resolve |
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| - this is when the group work through the problems and tries to find solutions |
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| the team reaches an agreement about what to do |
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| the team spends time congratulating one another about their work together. |
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| disagreements over issues. Good for team, generates better and more accurate ideas. |
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| disagreement surrounding the process. “We should do this first.” |
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| o Affective or interpersonal conflict |
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| disagreements about each other. “You are so lazy!” |
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| o Blake and McCanse’s Leadership Grid |
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| • Provides a taxonomy of leadership styles by categorizing leaders across two dimensions: concern for people and concern for production |
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| low concern for people and low concern for productivity |
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| • Authority-compliance management |
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| little concern for people and high concern for production |
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| • Country Club Management |
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| high concern for people and low concern for production |
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| high concern for production and people |
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| • Middle-of-the-road management |
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| moderate amount of concern for both people and production |
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| • Situational Leadership Theory |
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| developed as a way of matching appropriate leader behaviors based on the readiness level of the followers. |
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| leaders are presumed to be much more fixed in their leadership styles and less able to change their leadership behaviors |
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| • The heart of Fiedler’s contingency theory |
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| the idea that the right type of leader should be selected for a particular situation, or the situation should be modified to best fit the particular leader |
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| meaning is expressed though explicit verbal message, say what you mean and mean what you say. (U.S.A) |
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| emphasizes how meaning can best be conveyed through context and nonverbal channels; require much more reading between the lines because communicators must consider the background and history of the speaker-audience relationship |
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| Individualistic cultures value identity over group identity, promotes self-sufficiency, and emphasizes personal achievement and standing out from the group (25% of worlds population). |
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| concerned with harmony and group cohesion, “we” over “I”, communism |
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| unequal power distribution based on age, seniority, rank. Clear chain of command and communication interactions are dependent on where one’s position falls on the hierarchy. |
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| diverse cultures value equal power distributions, equal rights and relations, less of a power hierarchy. It would be acceptable to voice your criticism of both subordinates and superiors. |
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| • Weak uncertainty avoidance |
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| conflict is natural, and positive. Encourage risk taking and conflict-approaching modes |
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| • Strong uncertainty avoidance: |
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| conflict should be avoided, it is a threat. Cultures like this tend to avoid conflict, prefer clear procedures and conflict-avoidance behaviors |
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| • High Masculine cultures |
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| clear and rigid sex roles. “men are men” and “women are women” |
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| • High Feminine cultures: |
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| overlapping sex roles/ more gender equality. |
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