Objectives: to recognize and describe how perception affects communication to integrate interpersonal learning with life goals to build confidence in communicating verbally, one-on-one and in small groups to develop and apply textbook reading to an individual project Preparation: Read the section on perception-checking in Chapter 3 of your textbook before completing both parts of this project.
Directions: Apply the three-step process of perception checking in at least TWO communication situations outside of class that do NOT involve your classmates. Then reflect on whether or not perception-checking proved to be a successful technique in those situations. Describe the social , relational (person/relationship involved), and physical (location/setting) contexts: 2. Give the three-step perception-checking statement you used here:
In other words, was your use of perception-checking successful? Use an explanation or examples to support your answer. SITUATION #2: 1. Describe the social, relational, and physical contexts: 2. Give the three-step perception-checking statement you used here: 3. Did the perception-checking statement have a positive, negative, or no effect on the situation? In other words, was your use of perception-checking successful? Use an explanation or examples to support your answer. Evaluation: Each of the above sections is worth 15 points.
You will be graded on complete-ness (addressing all parts of the section), accuracy (correctly using perception-checking), and analysis (providing examples/descriptions that demonstrate careful thinking).
Introduction The impact of country of origin (COO) on the consumer’s perception of products has been one of the most widely studied areas of international marketing. Increasing globalization of today’s business has resulted in unprecedented problems for manufacturers, marketers, and consumers (L. Y. Lin & Chen, 2006). The country of origin (where a product is made) touches both ...
A teenager arriving home after curfew with an empty gas tank in the family car and an angry parent who has just given back driving privileges. 2. Co-worker #1 has asked co-worker #2 to switch work schedules to go to a wedding. This is the third request made by co-worker #1 in one month. 3. Friend #1 has asked friend #2 to baby sit his/her infant so he/she can go out on a date to a formal dance. Friend #2 has no experience with babies and needs to study for an important test the next morning. 4. A student (18 years old) wants to go on a weeklong international retreat with his/her family (all expenses paid) in the middle of a college quarter.
His/her college instructor is concerned the missed time and class work will have a negative effect on the student’s grade. Evaluation: Please PRINTOUT and BRING this handout with you for evaluation purposes the day of the skills test. You will be evaluated using the following grading criteria: Behavioral description (2 points)Your points Possible interpretation