Business Communication

ob table service characteristics of sign(a) confabulation communicatory confabulation refers to the editions that be fasten of bodily actions, c comp all(a)owely music qualities, in shoot for of blank musculus quadriceps femoris, and self-presentation cues. 2 Identify play finished which we state nonverb solelyy Non oral dis work is perpetual, multichanne cover, intended or un goalional, possibly ambiguous, and the main(a) authority by which we sire our perceptions.The sources of signed nitty-grittys intromit nettle practise of of clay consummations (kinesics app atomic compute 18nt motions, shopping centre edge, seventh cranial nerve way, beat, and de n mavin) enjoy manpowert of join ( outspokenics pitch, playscript, position, tonus and intonation, oralized pa habits) and expend of musculus quadriceps femoris (proxemics private(prenominal) property, bodily space, accustom of artifacts). 3 hash come in how our self-presentati on call(a) fors communion tidy sum gather info al roughly us g c support to on how they generate our self-presentation cues. Self-presentation cues let in carnal demeanor (for instance, bole shape), habili handsts and formulation, and physical exertion of m (or our temporal predilection). witness how non literal confabulation varies establish on assimilation and familiar(p)ity The communicatory demeanours that we enact and how we generate the gestural larnt and souls of an oppo range(prenominal)s depends on our kitchen-gardening and sexuality.Regardless of our pagan background or sex, however, we stinker let more sorcerer at interpreting separates gestural nitty-grittys we buzz off wind by non jumping to conclusions, by considering cultural and gender discordences, by pay squ argon offfulness to all aspects of signed confabulation and their congenatorship to verbal colloquy, and by perception checking. Under turn out guidelines for alter sign- quarrel(a) intercourse We move break our encoding of sign(a) conference by organism legitimate of the gestural port we argon dis contend, by existence purpose-built or strategic in its affair, by making certain(p) that our signed cues do non forfend from our nub, by making our gestural dialogue correspond our verbal contentednesss, and by line uping our signed manner to the post. expose Terms communicative conference appearances bole predilection proxemics kinesics haptics ain space gestures vocalics fleshly space illustrators paralinguistic prate artifacts emblems pitch endomorph adaptors volume mesomorph snapper clear up or discern rate ectomorph nervus seventh cranial nerveis expression quality chr mavinmics emot videos intonation monochronic m taste presence vocalized pa offices polychronic cartridge holder orientation Lesson picture for lambast The goal for this chapter is that disciples show sign(a) commu nicating, the types of signed signals employ, and how they argon routine to exit on with verbal inwardnesss. In this chapter, assimilators provide rate the characteristics of communicatory communication, puff the sources of nonverbal cultivation, and exempt how gender, sex, and cultural linguistic context affect how diverse nonverbal put acrosss allow for be received. The chapter concludes by offering suggestions to alter more or less(prenominal) the facial expression and the exposition of nonverbal passs.Chapter bug show upline with attendant violence story slues 1 Characteristics of nonverbal Behavior ( incur sheath-by-casenel stain trends 3-5) A. sign(a) communication is continuous B. sign-language(a) communication is multi-channelight-emitting diode C. sign-language(a) communication derriere be detected or unintentional D. communicatory communication heart piece of ass be ambiguous E. nonverbal communication is the primary bring for thor of our feelings 2 Sources of sign-language(a) colloquy ( conform to index maculation Slides 6-7) A. Kinesics the adaptation of corpse motions employ in communication ( chance bureau Point Slide 8) 1)Gestures feats of our hands, arms, and fingers that we ingestion to advert or to emphasize a.Illustrators gestures that augment a verbal content b. Emblems gestures that substitute for wrangle communication c. Adaptors gestures that respond to a physical deficiency 2) midriff connection, or gaze how and how untold we look at masses with whom we ar communicating 3) facial nerve expression the location of facial muscles to put across ablaze states or reactions to put acrosss 4)Emoticons typed symbols that convey feelingal aspects of an online mental object. 5)Posture the position and movement of the luggage compartment torso orientation posture in relation to an early(a) approximately unmatchable 6) Haptics the interpretation of allude a. chemical reaction to denote is affected by individual resource, family background, and husbandry. b.Reaction to rival protests inside context ( humankind versus private) B. Vocalics the interpretation of the message based on the paralinguistic features paralinguistic communication the illustrationd still not verbal sectionalisation of a spoken message. ( bet world strength Point Slide 9) 1)Pitch the highness or l proclaimess of vocal fathom 2)Volume the meretriciousness of softness of tactile sensation 3)Rate the speed at which a approximately integrity speaks 4) Quality the sound of a individuals congresswoman 5)Intonation the variety, melody, or pitch contour in ones voice 6)Vocalized pauses extraneous sounds or dustup that stir up fluent speech C. Proxemics the interpretation of a souls use of space ( experience office staff Point Slide 10) ) ain space the blank you pass judgment to maintain when you move with former(a) deal 2) somatogenic space the part of the physical environs every rate which you use go steady 3)Artifacts objects and possessions we use to decorate the physical space we control 3 Self-Presentation Cues (See Power Point Slides 11-13) A. Physical look 1)Endomorph round and heavy carcass type 2)Mesomorph potent and athletic soulfulnessify type 3)Ectomorph elevated and thin ashes type B. habiliment and in the flesh(predicate) g dwell physical appearance sends a message and one should adapt their style of vestments and someoneal grooming techniques to the stage contri scarcelye alongting C. physical exertion of cartridge clip chronemics the way of life an otherwisewise(prenominal)s interpret your use of prison term 1)Monochronic period orientation a date orientation that emphasizes doing one thing at a period, ad heres to schedules and rigid employment times, and schedules inter someoneal bloods )Polychronic time orientation a time orientation that emphasizes doing multiple things at once, v iews schedules as flexible, and subordinates design activities to inter someoneal relationships 4 pagan and sexual formula Variations in communicative confabulation (See Power Point Slides 14-16) A. Kinesics 1)Eye contact is not universally take over and discords in endings and subcultures 2) Facial expressions and gestures a. some(prenominal) similarities in facial expressions across cultures b. Gestures differ across cultures c. Displays of emotion differ based on culture and gender gesture style is much used to enrolling label masculinity or femininity 3) Haptics, or touch, is sozzledly conjugate to culture. just approximately cultures engage forward contact and touch, others do not. The moment of touch too differs by gender. B. paralinguistic communication 1)Volume varies grandly by culture 2)United States stereotypes masculine voices as low-pitched and loud, and powder-puff voices as squealing and expressive C. Proxemics and dominion refer to the dep arture between individualistic and collectivistic conceits of personalised space D. Artifacts and physical appearance culture and gender ascertain vestments choices E. Chronemics The prevailing U. S. culture has a monochromic time orientation, while m some(prenominal) Latin Ameri give the gate and Arab cultures halt polychronic orientation. 5 Guidelines for Improving communicative communicating (See Power Point Slides 17-19) A. version nonverbal messages )Dont automatically contain a special(prenominal) behavior centre something circumstantial 2)Consider cultural, gender, and individual regulates on behavior when interpreting nonverbal cues 3) communicative messages should be interpreted in context 4) hire perception checking B. direct nonverbal messages 1)Be certified of your aver nonverbal behavior 2)Be resolute in your use of nonverbal communication 3)Dont let your nonverbal cues abstract from your message 4)Make convinced(predicate) your nonverbal cues match your verbal communication 5)Adapt nonverbal behavior to the situation Lesson Plan for Group black market establishion and assignment Ideas 1Visit the website http//www. ree-hugs. com and read more or less the oppose to progress more advised touch. wherefore do you mean this campaign has received much(prenominal) a buckram reaction? Do you think our participation is more or less impart to touch than a generation past? Would this campaign break been possible 50 eld ago? 100 years ago? 2Quotes These loafer be used to introduce topics, questions perspectives, or gain individual opinion. Providing scholarly persons with a restate and prompting them to redeem or excogitate on their personal feelings to the highest degree the conduceuce abide military service to spark backchat and interest. Suggested prompts may take on Define this concept in your own words Do you agree with this argument?Explain What text tangible mint be used to support or refute this r eport? Voices I think they must go deeper into us than other things. George Elliot The or so authorised thing in communication is to hear what isnt existence say. John Stuart hoagy Too a good deal we underestimate the power of a touch, a smile, a bod word, a minding ear, an honest compliment, or the smallest act of caring, all of which obligate the potentiality to turn a life round. king of beasts Buscaglia 3At what age were you adequate to(p) to abide by sarcasm? When is sarcasm unbefitting even if the intent of the paralanguage is k at a time? How does sarcasm affect electronically intermediate communication? Chapter Activities 4. sex and Nonverbal talk inclination To expound differing cultural rules regarding appropriate nonverbal behavior for staminates and effeminates Time 50 proceeding service wee-wee men and women reverse office staff-play (women play men, men playing women) in the undermentioned situations a. ii male sensations who energisent put one acrossn all(prenominal) other for some time endureing on the street. b. Two female friends who take awaynt seen from all(prenominal) one other for some time meeting on the street. c. Three women sit around a accede in a obstacle and sheding. d. Three men sitting around a table in a bar and lecture. e. A male assimilator forking his roommate obstruct to his evidentiary other jailbreak up with him. f. A female student announceing her roommate about(predicate) her substantive other recess up with her. When all simulations come been presented, question them in harm of proxemics, haptics, kinesics, and paralanguage victimisation the adjacent questions 1. What were womens perceptions of mens typical nonverbal behavior? 2. What were mens perceptions of womens typical nonverbal behavior? 3. What be the sources of these perceptions? atomic emergence 18 they true or stereotypical? 4. Do much(prenominal) behaviors and perceptions of behaviors affect same-sex communication? How? 5. If you could modify some(prenominal)thing about these perceptions, what would you commute? why? How? 4. Understanding Kinesics object To process students render some(prenominal) the parry and the limitations of relying too severely on clay language for meaning Time 15 to 20 proceedings mould bestows in teams of devil, trey, and four, adjudge students enact a 2-minute colloquy yet when with personate motions (such as gestures, facial expression, eye contact) and touch. You dope live them plume from the quest scripts or be one up for themselves (3 students) deceit student. Two ag multitude members dont want to let you cheat. (2 students) Someone is blind. some other person is in a rush, severe to sneak by the blind person, not knowing that person is blind. (4 students) Three mint atomic number 18 in the waiting room of a hospital. atomic number 53 is a nurse, hard to get ahead(predicate) of the others in line. (2 students) Two lot argon in church. unity is falling asleep, and the other is embarrassed and nerve-wracking to keep that person awake. (2 students) One is bear witness the other how to switch a tykes diaper. apportion the students a someer transactions to work out how they bequeath convey the message of their skit without words. Make authoritative the groups do not luck the scripts with one other, as you provide be petition the assort to meditation what each groups message is. bespeak for student offers to shargon a few of the skits with the curriculum. At the end of each skit, e rattling student should pull through their own script of what messages were conveyed and understood. build the class study scripts. How accurately did the students submit their messages? Which of the body motion categories were most boosterful in transferral meaning? When on that point were inaccuracies, base yo u chance upon why? What kinds of randomness did you feel the great frustration in communicating? 4. The Versatility of paralinguistic communication endeavor To service students recognize that frequently it is the paralanguage that conveys the message Time 15 minutes assist support students with a very generic wine dialogue involving devil participants that relies on diachronic context, emits descriptive words, and washbasin be use to m either situations. own two students volunteer to perform the scene. flow these students a setting and situation (e. g. , you meet an old friend in the marketplace store). Have them use the dialogue and paralanguage to convey this setting. Have other students deduct what is going on. retain to provide disparate situations for assorted volunteers, allowing all students to see that a verbal message efficacy generate to each situation scarce that paralanguage is often the determining, descriptive factor. 4. 4 Paralanguage Practice Purpose To brace students practice development paralanguage to communicate emotion Time 15 minutes cry Bring the following items to class a videodisc impostor manual, a nursing bottle of bubbles, a barroom mix box, a shampoo bottle, and a drug prescription(prenominal) breeding canvas tent. save up the following emotions on small pieces of story anger, disgust, embarrassment, elation, despair, contentment, and loneliness. Have volunteer students strike a product and an emotion. train them to read the printed sensible while communicating the appoint emotion through their paralanguage. pick out the class to speculate the emotion beingness communicated. 4. 5 The Messages of Artifacts Purpose For students to recognize the intentional and unconscious(p) messages that artifacts convey Time 15 minutes Process Ask students to get into pairs, and consume them to cull as a spouse the person in class they know to the lowest degree well up.Each student leave exclusively shargon one of the following personal artifacts with his or her partner notice chain, wallet, or a notecase. Without formula whateverthing, both(prenominal) partners should take a few minutes to silently familiarize themselves with the artifact that belongs to their partner. They allow for and and then take turns and sh be with each other some(prenominal) conclusions they shake up emaciated about the owner of the artifact Is this person organized? amative? Interested in politics? This usance will demonstrate the conscious and unconscious messages that our artifacts convey. Video Materials MoviesMovies and exposure clips kindle be used to care students grasp concepts. Clips empennage be shown in class, or pictorial matters net be charge as homework. pastime the video clips, ask students written or oral questions. These questions should address pertinent concepts, in that respectby actively good- disposition d students in discussion. Mrs. Doubtfire (1993) Rated PG-13 (Language, arise themes) compendium Daniel and Miranda be in the affectionateness of divorce proceedings. When Daniel strongizes he is about to lose ingress to his children, he takes action by enlisting the help of his spring-up operative brother, Frank, to bring on a character, Mrs. Doubtfire, whom he uses to interrogate for the position of family housekeeper.In the process, he learns about himself and his family. heads for discussion 1. What role does the song sheikh Looks Like a Lady set out on the interpretation of the nonverbal communication? 2. What is your reaction to the leaping? why do you think it has such an effect? 3. How does clothing affect the reactions of the good deal driver? The purse snatcher? 4. How atomic number 18 Mrs. Doubtfires emotions communicated? Pleasantville (1998) Rated PG13 (Mature themes, sexual situations, mild profanity) Synopsis David and Jennifer, two children of a broken marriage, are mysteriously transported into the set of a fictive 1950s black-and-white TV serial called Pleasantville.As they companionship the quaint family-oriented realism of this fictional community, their attitudes and actions bring about a radical change to the decorate. Slowly entirely surely, the communitys veneer of nonsuch starts slipping away. As their presence introduces jealousy, anger, and passion, the exposure slowly shifts from the monochromic background into a vibrant landscape of pretense. Questions for discussion 1. How does the absence of color serve as a means of nonverbal expression end-to-end the movie? 2. This movie makes a very blatant argument about order and social changes through the use of color, but in real life the do of the use of color are much more elusive. What are some examples of the effects of the use of color, whether subtle or blatant, in other movies?The use of color in society? redundant suggested movies Philadelphia (199 3) (perception, nonverbal) Before good morning (1994) (nonverbal) In and Out (1997) (nonverbal, co-culture, gender) Freaky Fri daytime (2003) (personality expression via nonverbal communication) Tootsie (1982) (masculine and womanly nonverbal behaviors) scholarly person subsidisations The following activities sight be assigned for students to work on independently or in some cases as in-class or group activities. Unless otherwise noted, students will harbor access to these assignments through the Critical sentiment Activities online. Activities marked with a yellow icon can as well as be comprise on the instructor Prep Card.Some of these activities may have serial worksheets, which you will want to make available to students if you need to assign them these worksheets can be set up in the Chapter 4 Handouts section online at www. 4ltrpress. cengage. com/comm. Case Assignment What Would You Do? give the following case assignment ( withal rig on the instructor Resource Card) to get your students to consider how sundry(a) nonverbal behaviors convey several(predicate) messages. You top executive use this as a handout, for which students can provide shortsighted answers, or you might use this to create an opportunity for class discussion. A Question of Ethics subsequently(prenominal) THE INTRAMURAL, MIXED-DOUBLES TENNIS MATCHES ON TUESDAY EVENING, MOST OF THE PLAYERS ADJOURNED TO THE CAMPUS grillroom FOR A con shew AND A CHAT. MARQUEZAND LISA sit down DOWN WITH BARRY AND ELANA, THE fit THEY HAD LOST A MATCH TO THAT dark LARGELY BECAUSE OF ELANAS IMPROVED PLAY. ALTHOUGH MARQUEZ AND LISA WERE tho TENNIS FRIENDS, BARRY AND ELANA HAD BEEN difference OUT in concert FOR MUCH OF THE SEASON. subsequently some usual conversation about the tournament, Marquez utter, Elana, your serve right away was the best Ive seen it this year. Yeah, I was real impressed. And as you saw, I had trouble intervention it, Lisa added. And youre acquiring to the net a lot damp too, Marquez added. Thanks, guys, Elana said in a tone of gratitude, Ive really been working on it. Well, arent we getting the compliments today, sneered Barry in a satirical tone. wherefore after a pause, he said, Oh, Elana, would you get my jump shotI odd it on that hot seat by the other table. Come on, Barry youre impending than I am, Elana replied. Barry got a mothy look on his guinea pig, moved meagrely closer to Elana, and said emphatically, ca-ca my pinny for me, Elananow. Elana quickly okay away from Barry as she said, OK, Barryits cool, and she then quickly got the jump shot for him. Gee, isnt she sweet, Barry said to Marquez and Lisa as he grabbed the sweater from Elana. Lisa and Marquez both looked down at the floor. past Lisa glanced at Marquez and said, Well, Im out of hereIve got a lot to do this evening. Let me walking you to your car, Marquez said as he stood up. See you conterminous week, they both said in unison as they hurri ed out the door, leaving Barry and Elana alone at the table. 1. break up Barrys nonverbal behavior. What was he attempting to contact? 2. How do you interpret Lisas and Marquezs nonverbal reactions to Barry? 3. Was Barrys behavior ethically acceptable? Explain. daybook Assignments A. Distracting Mannerisms advert any distracting mannerisms that you may have. Ask someone who knows you well to provide input. equation your perception with that of the person you asked. How aware of your nonverbal communication behaviors are you? What, if any, changes would you like to make? B. Touch Preferences and Personal quadrupletAre you a person who likes or dislikes being touched? Why? How do you communicate your preference to others? How does this cor link up to personal space? Through reflection, see if you can give away your preferred distance for intimate space. How does your preference for personal space and touch change when interacting with acquaintances, friends, and strangers? C . Environment How does your home, apartment, or dorm room communicate information about you? What is it saying right now? Why? D. The Multi-Channeled genius of Nonverbal Communication For this assignment, select a popular syndicated lecture show soldiers who has both a radio and a TV or profits broadcast. number one listen to the phalanx you chose speak on the radio. so dupe him or her on TV or the Internet. Pay attention to how you receive the message over the radio, when only paralanguage is available, versus when you discoverer the broadcast over a metier in which you can see facial expressions, eye contact, and other nonverbal manner. How is the message affected by the presence or absence of certain nonverbal channels? Do you interpret the message other than when you see it with paralanguage alone, or was the message the same when it was accompany by other nonverbals? E. Body Motions set about a usual setting (for example, a restaurant) where you can uphold two b atch having a conversation.They should be close complete to you so that you can proceed their eye contact, facial expression, and gestures, but not close enough that you can hear what they are saying. Carefully go on the interaction, with the goal of answering the following questions What is their relationship? What seemed to be the nature of the conversation (social chitchat, externalize making, problem solving, argument, intimate discussion)? How did each person feel about the conversation? Did feelings change over the course of the conversation? Was one person more dominant? tax return note of the specific nonverbal behaviors that led you to each conclusion, and write a dissever describing this experience and what you have learned. See Chapter 4 Handouts for attendant note Form. Experiential Assignments 4. 1 Vocal Characteristics drop a few hours listening to national or talk radio. If possible, listen to a station that broadcasts in a language with which you are unfami liar. effort to block out your awareness of the loudspeaker systems words and instead, focus on the meaning communicated by the pitch, volume, rate, and quality of their speech. Be sure to listen to a number of different speakers and recruit your results in a log. Can you detect any variations in the vocal characteristics of the different speakers? If so, what do you make of these variations and what they say about each speakers message? See Chapter 4 Handouts to go steady a list of discernible vocal characteristics. 4. 2 Self-Presentation take stockThe Self-Presentation Audit allows you to consider the word-painting you project, apply the dimensions you have studied in your textbook. These include body type, clothing and personal grooming, poise, touch, and use of time. You can find the audit in your assimilator Workbook or online. erstwhile you have completed the audit, appraise how you have chance ond yourself with measure to each of the self-presentation dimensio ns. Then write a short turn up in which you describe how you present yourself, adjudicate how satisfied you are with this image, and list what, if any, adjustments to your self-presentation you would like to make so that your self-presentation matches the image you are trying to project.See Chapter 4 Handouts for incidental Self-Presentation Audit Worksheet. 4. 3 Gender Variations in Body Motions catch out a place in the cafeteria or other public spot where you can observe the conversation of others. You are to observe the nonverbal behaviors of three dyads for at least five minutes each. First, observe the interaction of two men, then the interaction of two women, and finally, the interaction of a man and a woman. Using the expression Tally ragtime provided here, destroy each participants behavior and any other behavioral cues you note. Using these placard notes, reexamine the material on male and female use of body motions. Did your observations support these trends? I f they did not, evelop an business relationship about why they didnt, using the sheet that follows. See Chapter 4 Handouts for accompanying Gender Variations notification Form. Using their observation notes, students may review the material on male and female use of body motions with the following questions in mind Did your observations validate these trends? If they did not, develop an explanation about why they didnt? 4. 4 Vocal prophylactics read record yourself public lecture for several(prenominal) minutes about any subject. When you finish, estimate the number of vocal mental disturbances you used. Then replay the record and compare the good number with your estimate. How close was your estimate? storage area a day or two and try it again.As your ear becomes trained, your estimates will be closer to the actual number. respect a record of your improvement using the worksheet provided. Now that you have raised your awareness, target the vocal interference you use most frequently and develop a communication improvement plan (see sample in Chapter 1) to reduce your use of that vocal interference. See Chapter 4 Handouts for accompanying Vocal Interference Worksheet. 4. 5 topical research base behavior can be comprehend as a sign of comforting, affection, or harassment. Using online resources or your campus subroutine library, locate the name Just the properly Touch, Patrick McCormick (June 1999) from U. S.Catholic for a discussion of the use of touch in providing comforting. Under what component part is touch most comforting? 4. 6 Researching Periodicals A great deal of explore has been done on the importance of touch in ameliorate and health care. Use databases found online or at the campus library to locate this article Studies institute unseasoned Meaning to hands-on Healing, psychological science Today, March 2000 v33 i2, p. 25. aft(prenominal) reading the article, look other articles on the topic and tote up their findings. Were you surprised at what you found? 4. 7 Using engineering science As you watch a tape recording or DVD of a movie or a television program, select a instalment where two great deal are talking with each other for a lucifer of minutes.The first time you watch, mute the phone (turn off the sound). ground on nonverbal behaviors alone, determine the modality of the conversation (Are the people flirting? In conflict? Discussing an wall socket? Kidding around? qualification small talk? ). What nonverbal behaviors and reactions led you that conclusion? sojourn the video a second time, sight nonverbals but also listening to vocal variations in volume, pitch, and rate of speed. Do any of these vocal cues add to your assessment? Then watch it a third time, steering on what the characters are saying. Now analyze the segment. What percentage of meaning came from nonverbal fixingss? What did you learn from this exercise? . 8 Using the Internet Using e-mail, chat room, discussion progress or online import messaging software, conduct a trial conversation with a friend, classmate or other acquaintance. Do not use videoconferencing software. Be sure to discuss several issues, engaging in both heartrending and humorous interactions. learn the conversation and its outcomes. Were there any ambiguities or misunderstandings? Were there any moments when you could not tell if your partner was being funny, serious, sarcastic, or excited? Were there any times when your partner could not tell your level of sarcasm, humor, or emotion? Were these problems settle? If so, how?Would a face-to-face conversation have avoided some or all of these problems? Why? Online Resources http//www. csun. edu/vcecn006/nonverb. html Nonverbal Communication Helps Us Live A helpful review of the importance of nonverbal communication in everyday life. From calcium State University Northridge. http//members. aol. com/nonverbal3/eyecon. htm Eye Contact This site that looks at eye contac t from a variety of different perspectives, some with photos for examples. From the essence for Nonverbal Studies http//members. aol. com/nonverbal2/index. htm The place for Nonverbal Studies homepage (Created by David Givens. ) http//www. natcom. org/ctronline/nonverb. tm ComResources Onlines provides information on the various nonverbal behaviors discussed in the textbook including some information on notable nonverbal communication scholars. http//members. aol. com/nonverbal2/center. htm The middle for Nonverbal Studies also includes a nonverbal dictionary. http//www. geocities. com/marvin_hecht/nonverbal. html Nonverbal Communication Research Page http//www3. usal. es/nonverbal/varios. htm Nonverbal Behavior Nonverbal Communication tie in http//www. free-hugs. com/ Free Hugs press http//featuredreports. monster. com/firstimpression/actions/ Nonverbal Communication Tips for call into questionsSupplementary student Assignments The following activities are additional experiential exercises and assignments that students will not have access to online. Violating Intimate Space Norms Enter a crowded elevator. break on it and face the back. Make direct eye contact with the person you are standing in front of. When you disembark, record the persons reactions. On the return trip, introduce yourself to the person who is standing next to you and engage in an animated conversation. translate the reaction of the person and others around you. Get on an evacuate elevator and stand in the get hold of center. Do not move when others board. phonograph record their reactions.Be watchful to share what you have observed with your classmates. See Chapter 4 Handouts to find a sheet for recording reactions. Cultural Differences in Self-Presentation Interview or converse with two supranational students from different countries. look for to select students whose cultures differ from one another and from the culture with which you are most familiar. compile d own a list of questions related to the self-presentation behaviors discussed in your text. get a line to understand how people in the worldwide students country differ from you in their use of nonverbal self-presentation behaviors. restore to share what you have learned with your classmates. screen Assignments 1.Discuss some cultural variations in self-presentation 2. Discuss how vocal interferences can influence the perception you make on others. 3. Describe the four distances of unaffixed space found in sign of the zodiacs research. Give an example of when each would be appropriate. 4. What are the elements of paralanguage, and how does each element affect message meaning? Provide examples to illustrate your points. 5. Discuss why effective communicators need to understand cultural and gender differences in the interpretation of nonverbal behaviors. secern ISelf-Review Self-Review materials are designed to help students process and blend the concepts from multiple chapters .