Interpersonal Communication 2nd Edition Kory Floyd - Solutions

Explore comprehensive solutions for "Interpersonal Communication 2nd Edition" by Kory Floyd with our online resources. Access a detailed answers key and solutions manual, including solved problems and step-by-step answers. Discover questions and answers curated in a test bank format, enhancing your understanding with chapter solutions and the instructor manual. This textbook's solutions pdf is available for free download, providing an essential guide for students seeking effective learning. Whether you're preparing for exams or need detailed explanations, our resources offer the insights you need to master the content.

The PMBOK® Guide describes all of the following except:a. integration managementb. operations managementc. project management processesd. quality management
Projects within a program are related by:a. shared clientb. common technologyc. shared supplierd. common outcome
Managing a project usually includes:a. identifying requirementsb. selecting the right projectc. prioritizing the work across multiple projectsd. controlling dependencies across projects
The six competing constraints on a project include?a. budget, quality, scope, resources, risk, and costb. quality, scope, budget, schedule, resources, and timec. budget, schedule, scope, quality, resources, and riskd. budget, scope, cost, quality, resources, and risk
After a long day of work, you are socializing with other project managers in your organization. It seems that most of the other project managers are managing one large project whereas you are managing a group of related projects. Therefore your goal is to achieve certain benefits that could not be
You are managing the development of a new piece of exercise equipment that will require a person to exercise for only 30 minutes a day to achieve the same benefits that another piece of equipment requires 60 minutes per day to achieve. There is discussion of terminating the project. Projects often
As you practice for the exam, read each question and write the question number on a piece of paper. Identify and eliminate any wrong answers. It is better to “guess” between two choices than between four choices. When in doubt, remember that words from the PMBOK® Guide are more likely to be
Identify the type of question.• Input/output vs. tool and technique questions• Definitional questions• Situational questions
Look for qualifier words in the question. Frequently used qualifier words include: every, always, never, all, etc.There are both “bad words” and “good words” on the exam. For example:Bad words Good words Always Often Punish Coach Force Encourage
Read the question and ask yourself: “What process group am I in?” and “What knowledge area am I in?” Once you can identify the knowledge area and the process group, you may then be able to identify the actual process (see page 61 of the PMBOK® Guide).Consider the objective of the process
4. How would you rate your own ability to detect deception? With whom do you have the strongest truth bias?
4. Conduct an informal survey of your friends and co-workers to see which communication behaviors they rely on the most to detect deception.How much consistency do you fi nd in their answers? Do they identify primarily verbal or nonverbal behaviors?
4. Why is deception so diffi cult to detect? Which verbal and nonverbal behaviors are reliable clues that someone is lying?
4. What motives for lying would you add to the list in this section?Whom do you most often notice exaggerating or equivocating?
4. Revisit the list of reasons why people deceive that was presented at the beginning of this section. Select one reason, and then recall a situation when you used deception for that purpose. Write a short description of how you deceived the other person. Then write a description of how you may
4. What are some common reasons why people deceive? How is exaggeration an act of simulation? What is the difference between omission and equivocation?
4. While keeping the deception diary, how did you feel when you caught yourself being deceptive to others? How do you feel when you think others are deceiving you, even if it’s to spare your feelings?
4. For two days, keep a journal in which you note every time you are deceptive with another person, no matter how or for what reason. Even deception done in the service of routine politeness should be recorded. For each entry, write down what you were deceptive about and what your intention was for
4. What is deception? Why can’t people lie to themselves? What does it mean to call deception a “social lubricant”?
4. When do you view the exercise of power as positive? Who has referent power over you?
4. Confl icts that seem to be about one thing, such as what to watch on TV, are often really about power, as in who gets to decide what is watched on TV. The next time you’re in confl ict with someone, analyze the confl ict to identify the power struggle, if any, it involves. As you make
4. What is the difference between a symmetrical relationship and a complementary relationship? What are French and Raven’s fi ve forms of power? What is patriarchy? How do cultural messages infl uence the exercise of power?
4. Why might you choose to engage in confl ict indirectly rather than directly? When are you most likely to have confl ict online?
4. The next time you receive an e-mail that’s negative or aggressive, write a response right away, but then save it instead of sending it. Write a second response 24 hours later, and then compare it with the fi rst response.Do you notice differences in your tone? Is your second response less
4. In what ways can confl ict be harmful? In what ways can it be benefi -cial? What are the most common topics of confl ict in marital relationships?How do messages about gender affect us when we engage in confl ict? Which cultural dimensions infl uence confl ict behavior? What is the disinhibition
4. With whom do you have confl ict most frequently? Which metaphors for confl ict seem the most accurate to you?
4. For a period of time (say, three to fi ve days), make note of every confl ict you observe, whether it includes you or not. Note what each confl ict was about, who was involved in it, and how (if at all) it was resolved. For each confl ict, identify the expressed struggle, the interdependent
4. What are the essential elements of interpersonal confl ict? What does it mean to reframe a confl ict?
4. If you had to come up with a definition of family, what would it be? What family stories do you remember hearing as a child?
4. Recall a family ritual from your childhood or adolescence. What did that ritual reflect about your family’s rules, values, and beliefs? How did it reinforce the strength of your family relationships? Document your thoughts in a journal entry.
4. How do genetic ties, legal obligations, and role behaviors matter to the definition of families? What is the difference between a family of origin and a family of procreation? What are family roles, and how may they affect communication within families?
4. To what extent do you expect your own romantic relationships to be permanent, or monogamous, or based on love? Has your privacy ever been violated by a romantic partner? If so, how did you feel? If not, how do you imagine you would respond?
4. Pick a couple who has been together for at least 10 years, and ask the partners (together or separately) how their communication patterns have changed during that time. Ask them what advice they would give to others about communicating successfully in their relationship. Document your fi ndings
4. What is relational infidelity? What are the stages of relationship development?How are validating, volatile, and conflict-avoiding couples different?What are the stages of relationship dissolution?
4. In which relationships do you feel you invest the most? When do you experience tensions between autonomy and connectedness, openness and closedness, or predictability and novelty?
4. Write a letter to your romantic partner, one of your parents, or another person with whom you have a close relationship, and express why you feel so committed to that relationship. Even if you never give the letter to that person, putting your reasons for your commitment in words can clarify the
4. What is commitment? What does it mean to be interdependent? How do relational partners invest in each other? What is a dialectical tension?
4. Do you have any friendships that you feel are involuntary? What do you value differently about your same-sex and opposite-sex friendships?
4. Working alone or in a small group, generate a list of what you consider to be the fi ve most important rules for friendships, and rank-order them in terms of their importance. For each rule, identify one or two interpersonal communication behaviors that help you follow that rule in your own
4. What does it mean to say that friendship is voluntary? What is a peer? Which rules are common for friendships in North America? Do people report feeling greater loyalty to same-sex or opposite-sex friends? Why do friendships come to an end?
4. Do you feel over-benefi ted in any of your relationships?Which relational maintenance behaviors are most important in your social relationships?
4. Choose one of your friendships, and make a point of practicing the fi ve relational maintenance behaviors—positivity, openness, assurances, social networks, and sharing tasks—with that friend over the next several weeks.In a journal entry, describe the ways in which you enacted each of those
4. What is the difference between physical, social, and task attraction?According to uncertainty reduction theory, how is uncertainty related to liking?According to predicted outcome value theory, when we predict positive relational outcomes, what are we motivated to do? What is a comparison level
4. How do your friendships benefi t you emotionally, materially, and with respect to your health? In what ways do you provide those types of benefi ts in your social relationships?
4. For a week, record the time, the energy, and other resources your friends give you, as well as those you give your friends. Write a journal entry comparing the resources you received to those you gave and commenting on whether you felt your exchanges of resources were fair.
4. What is the need to belong? In what ways do social relationships reward us? What sorts of costs are associated with maintaining a friendship?
4. In what situations do you intensify or de-intensify your emotional expressions? In what ways does your gender role infl uence your experience and expression of emotion?
4. To identify how gender roles might infl uence the communication of emotion, spend fi ve minutes with a few other classmates brainstorming about which emotions women are encouraged and discouraged from expressing.Then do the same for men’s emotions. What patterns do you see?
4. How do people from individualistic and collectivistic cultures differ in their expression of negative emotions? What are the fi ve display rules for emotion? What is emotional contagion? How do women and men differ in their emotional expression? Which aspects of personality infl uence emotion?
4. When do you have diffi culty labeling an emotion you’re feeling?What physical changes do you notice when you experience an intensely positive emotion?
4. The ability to interpret the valence and intensity of emotion displays is important when it comes to interacting with others. Go through some photos in magazines or newspapers that capture expressions of different emotions.For each, determine whether the emotion is positive or negative and
4. What are examples of the physiological, cognitive, behavioral, and sociocultural dimensions of emotion? What is the difference between an emotion’s valence and its intensity? How do you know if an emotion is primary or secondary? What are some examples of meta-emotions?
4. When do you feel contempt or disgust? What experiences cause you fear?
4. Interview a faculty member in your school’s psychology department to learn more about communicating effectively with people who are suffering from either depression or social anxiety disorder. Ask the professor for some specifi c tips about what to do—and what to avoid—in social
4. What is an emotion, and how is it different from a mood? How are love and liking different? What’s the difference between jealousy and envy?When do people experience grief?
4. In what ways do you notice information overload in your own life?What topics do you tend to be closed-minded about, if any?
4. For one week, keep a diary of times when you feel that other people haven’t listened to you effectively. For each instance, try to identify the barriers to effective listening. After the week is over, read back through your notes and refl ect on times when the same barriers have affected your
4. What constitutes noise? What do people do when they pseudolisten?How does information overload affect listening ability? What does it mean to glaze over? When people have a rebuttal tendency, what do they tend to do while they’re listening? What does it mean to be closed-minded? When are
4. When do you have a hard time understanding a speaker? Which type of listening are you the best at?
4. Develop a mnemonic device to help you remember the seven types of listening responses in order from most passive to most active (stonewalling, backchanneling, paraphrasing, empathizing, supporting, analyzing, advising).Record the device in a journal and then practice it, particularly as you
4. What are the differences between interpreting a message and responding to it? How are the goals of informational, critical, and empathic listening different?
4. How do you think your own cultural values and experiences infl uence the way you listen?
4. The next time you have a conversation with someone, focus your attention on what she or he is saying rather than on how you’re going to respond.With practice, you can learn to listen more intently to others.In what situations do you fi nd you have diffi culty listening effectively?
4. How is listening different from hearing? Approximately how much of a person’s communication time is spent listening? Why isn’t listening a natural, effortless process? How do people in individualistic and collectivistic cultures listen differently?
4. When do you feel uncomfortable communicating with people from other cultures? Why do you think sex differences in communication are so commonly discussed in popular culture?
4. Identify an opportunity at your school or in your community to interact with a group of people whose cultural background is markedly different from yours. Beforehand, learn what you can about the nonverbal behaviors that are common in that culture, and practice those behaviors when you interact
4. What are the differences between high-contact and low-contact cultures?Why do men’s voices have a lower average pitch than women’s voices?
4. What olfactic associations do you have? Why do you think the halo effect is so powerful?
4. Dress in conservative business attire, and visit a restaurant, a department store, a bank, or some other business. Take note of how quickly you are helped by the employees and how friendly and eager they are to serve you.Now repeat the experiment in casual or shabby clothing. What differences do
4. What are three primary communicative functions of the face? How is eye behavior affected by culture? When is a gesture an emblem? Why is touch the most important sense for survival? Which aspects of the voice are verbal and which are nonverbal? How does smell affect memory and sexual
4. How accurate do you think you are at interpreting other people’s nonverbal behaviors? Why do you suppose that some people are better at“reading” nonverbal behavior than others?
4. Consider how the tone of one’s voice can infl uence meaning. Take a simple phrase such as “She made me do that.” Say it fi rst as though you’re angry, then surprised, and, fi nally, sarcastic. Describe in a journal entry how your voice changes each time, even though the words are the
4. What determines whether a form of communication is verbal or nonverbal?Why are we more likely to believe nonverbal behaviors than words when the two confl ict? In what ways can nonverbal behavior help manage conversations or improve persuasion?
4. In what ways is your language use affected by your culture?Where did you learn all the rules associated with your native language?
4. To observe how language evolves, invent a new word or expression.Write out a defi nition for it, and begin using it in everyday conversation with your friends. Take note of how well your word or expression catches on and whether your friends begin using it in their own conversations.
4. What does it mean to say that language is symbolic? How is onomatopoeia an exception to the rule that language is arbitrary? How do syntactic rules differ from semantic rules? Describe the difference between a word’s denotative meaning and its connotative meaning. When is a word or phrase
4. When do you commit the fundamental attribution error? With which group(s) of people would you be most likely to make overattributions?
4. For one week, keep a list of all the attributions you give to someone else about something you have done. At the end of the week, go back through your list, and evaluate each attribution for accuracy. How many attributions fit the self-serving bias? How many were accurate? Were any of your
4. What does it mean to say that attributions vary according to locus, stability, and controllability? How are the self-serving bias, the fundamental attribution error, and overattribution examples of attribution errors?
4. What is one inaccurate stereotype that someone might have of you? When are you most likely to make egocentric perceptions of others?
4. Watch the movie Crash (2004), which highlights numerous cultural stereotypes. In a written report, identify as many stereotyped beliefs as you can from the movie, and briefl y describe the ways in which each character’s stereotyped beliefs influenced his or her behaviors toward other
4. What are the three stages of stereotyping? How are the primacy and recency effects related? How does a perceptual set influence interpersonal perception? What does it mean to be egocentric? What are the effects of the positivity biases and negativity biases?
4. What sensory information are you attending to right now? How do your co-cultures influence the perceptions you make of others?
4. Think of a perception you recently made of someone else’s behavior.In writing, describe what the person did and what your perception was. Given what you now know about the effects of physiology, culture, and social roles on perception making, formulate at least two alternative perceptions that
4. What does it mean to engage in interpersonal perception? How are selection, organization, and interpretation related to one another? How do physiological states or traits, culture, co-culture, and social roles affect our perception-making ability?
4. When do you notice that you have to manage multiple identities?What strategies do you use to do so? How do you usually react when your face needs are threatened?
4. Imagine you’re asking someone in your family for a favor. Think about the types of images you would want to project to that person. With those images in mind, write out the words you would use to make your request.
4. What does it mean to say that image management is collaborative?How are fellowship face, autonomy face, and competence face similar? How are they different?
4. When do you feel better or worse about yourself? What factors, besides sex and culture, do you think influence self-esteem?
4. This week, make a point of expressing affection—in whatever ways feel natural—to close family members, co-workers, and/or friends. Then, in a short report, briefl y describe two or three instances of this expression of affection and explain how your efforts have supported both your own and
4. What social behaviors are enhanced by having high self-esteem? How does self-esteem differ between the sexes or among various ethnic groups?What three interpersonal needs did Schutz propose were fundamental?
4. How do your friends and relatives affi rm and reinforce your perceptions of yourself? If you had to create a time capsule to describe yourself to future generations and could include only five things, what things would you choose? Why?
4. Create a version of Figure 3.1 for yourself. Around the figure in the middle, draw six to eight small images that represent your different selves.Then draw three or four new selves that represent not the person you are but the person you would like to become. Next to each of those ideal selves,
4. What does it mean to say that self-concepts are partly subjective?Compare and contrast reflected appraisal and social comparison as influences on the development of a self-concept. What are the advantages and disadvantages of being a low self-monitor?
4. How do you feel about people whose sexual orientation is different from yours? How do you think those feelings affect your communication with them? What are the biggest challenges you have noticed in male–female communication?
4. In small groups or with your class as a whole, create a discussion board or blog to identify the ways in which masculine and feminine communication behaviors are taught and reinforced in your society. Consider not only the family, the school system, religion, and the media, but other aspects of
4. How do masculinity, femininity, and androgyny compare with one another? In what ways do psychological, genetic, and anatomical differences influence one’s biological sex? What is a sexual orientation? What are the principal ways of explaining gendered communication, and how well are those
4. How are culture’s effects on communication learned and reinforced?What challenges have you experienced when communicating with people from other cultures?
4. Select a gesture that is commonly used in U.S. American society, such as the thumbs-up or OK sign. Using the Internet, research and document the many different interpretations that gesture has in cultures around the world. This exercise will sharpen your skill as an intercultural communicator by
4. In what ways do people from individualistic and collectivistic cultures differ in their communication behaviors? Do people use more explicit language in high- or low-context cultures? Is power more evenly distributed in a high- or a low-power-distance culture? What makes a culture feminine as

Showing 4200 - 4300 of 4683

First
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47

Interpersonal Communication 2nd Edition Kory Floyd - Solutions

Step by Step Answers