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RRM1 — RRM1 TASK 1: INTRODUCTORY MESSAGES

INTRODUCTION TO COMMUNICATION: CONNECTING WITH OTHERS — D268

PRFA — RRM1

COMPETENCIES

1025.1.1 : Implements Appropriate Styles of Communication The learner implements appropriate styles of communication based on the audience and setting.

INTRODUCTION

Understanding your audience for a message and considering how to adapt your message is key to successful interactions. In this task, you will develop two introductions of yourself in a professional workplace setting as either a script, an audio recording, or a video recording. You will then demonstrate in a written analysis how each introductory message should be adapted based on the audience you are addressing.

SCENARIO

You work for a corporation with multiple branches across the United States. You have been called to the East Coast headquarters to work on a training program that will be used nationwide. You will be meeting your team members, who come from various branches, for the first time and would like to communicate with them to introduce yourself before arriving. Important information to know about each of their work cultures is listed below.

The team is as follows:

• Sarah: At Sarah’s branch at company headquarters, her team values time, efficiency, and direct communication. She typically plans out every minute of her day and expects meetings to have clear agendas with concise information about daily tasks. The culture is low context and values certainty and formality. Sarah has worked in the organization for nearly 30 years.

• Joe: At the company’s southeastern branch, Joe’s team values a relaxed and informal atmosphere. He and his colleagues focus a lot of energy on developing genuine relationships and trust. Joe and his coworkers use a high-context communication style. Joe is the newest hire out of the group but has been working in the industry for 10 years.

TASK OVERVIEW SUBMISSIONS EVALUATION REPORT

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• Blake: At Blake’s branch in the Southwest, his team values collaborating, sharing work, and equally contributing to ideas. The culture tends to focus on equal distribution of workload and people who desire to improve the success of the overall group. They generally communicate in a nonassertive manner. Blake is one of the older group members.

• Talia: At Talia’s branch in the Midwest, the culture is friendly and warm. People are very supportive of each other and value expressed appreciation and kindness. They, at times, have difficulty communicating criticism. They are largely assertive and uncomfortable with silence. Talia was recently promoted, and she has worked for the organization for five years.

• Mei: At Mei’s West Coast branch, employees can work in office or outside on patios or on lawn space. Her workplace culture is individualistic, and people focus on direct communication. In Mei’s office, workers appreciate diverse and novel ideas. They value discussion and are comfortable with ambiguity. Mei is one of the younger group members.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt). A. Identify two characters from the scenario and create an introductory message to present to each

character (suggested length of 1–2 pages written or 30–120 seconds recorded), using a different communication style for each message. Create a fictitious persona (as if you will be working with the two characters you have chosen) that includes the following:

• a fictitious name • a fictitious job history • a fictitious job function • your fictitious project and team goals as related to the training program to be developed by the

team • fictitious details about your personal life

Note: Possible formats for your introductory message could include a face-to-face introduction during a live video conference meeting, an email, a social media post, a formal memo letter, or some

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form of audio or video recording that could be posted on social media or be emailed to your colleagues. You may write a script of your introduction, or you can record yourself delivering the introduction and upload the recording using Panopto. Note: For instructions on how to access and use Panopto, use the "Panopto How-To Videos" web link provided below. To access Panopto's website, navigate to the web link titled "Panopto Access," and then choose to log in using the “WGU” option. If prompted, log in using your WGU student portal credentials, and then it will forward you to Panopto’s website. To submit your recording, upload it to the Panopto drop box titled “Introduction to Communication Introductory Messages – RRM1 Task 1 | D268.” Once the recording has been uploaded and processed in Panopto's system, retrieve the URL of the recording from Panopto and copy and paste it into the Links option. Upload the remaining task requirements using the Attachments option.

B. Analyze the development of each introductory message from part A by doing the following: 1. Describe the channel and format of each introductory message.

a. Explain why you chose the channel and format of each introductory message. 2. Compare your two introductory messages, including the differences between each introduction.

a. Explain why you chose to make the changes to your introductory messages and why they are different, based on the characters to whom you were presenting.

C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

D. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

RUBRIC

A:TWO INTRODUCTORY MESSAGES

NOT EVIDENT

The submission does not in-

clude 2 introductory messages.

APPROACHING COMPETENCE

The 2 introductory messages

do not each address a different

character from the scenario, do

COMPETENT

Each of the 2 introductory mes-

sages addresses a different

character from the scenario,

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B1:CHANNEL AND FORMAT

B1A:EXPLANATION OF CHANNEL AND FORMAT

B2:COMPARISON

not each use a different com-

munication style, or do not

each include all the given

components.

uses a different communication

style, and includes all the given

components.

NOT EVIDENT

A description is not provided.

APPROACHING COMPETENCE

The description does not accu-

rately identify the channel or

format of each introductory

message from part A. Or the

channel or format of 1 or more

of the introductory messages is

not appropriate for profession-

al workplace communication.

COMPETENT

The description accurately iden-

tifies the channel and format of

each introductory message

from part A. The channel and

format for each introductory

message are appropriate for

professional workplace

communication.

NOT EVIDENT

An explanation is not provided.

APPROACHING COMPETENCE

The explanation does not logi-

cally address why the channel

and format were chosen for

each introductory message

from part A. Or the explanation

does not include relevant sup-

port from the character de-

scriptions in the scenario.

COMPETENT

The explanation logically ad-

dresses why the channel and

format were chosen for each

introductory message from part

A and includes relevant support

from the character descriptions

in the scenario.

NOT EVIDENT

A comparison of the 2 intro-

ductory messages is not

provided.

APPROACHING COMPETENCE

The comparison of the 2 intro-

ductory messages does not log-

ically address the differences

between each message.

COMPETENT

The comparison of the 2 intro-

ductory messages logically ad-

dresses the differences be-

tween each message.

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B2A:EXPLANATION OF CHANGES

C:SOURCES

D:PROFESSIONAL COMMUNICATION

NOT EVIDENT

An explanation is not provided.

APPROACHING COMPETENCE

The explanation does not logi-

cally address why each intro-

ductory message is different.

Or the explanation does not

address how each difference is

logically based on the descrip-

tion of the character from the

scenario to whom the message

was presented.

COMPETENT

The explanation logically ad-

dresses why each introductory

message is different and how

each difference is logically

based on the description of the

character from the scenario to

whom the message was

presented.

NOT EVIDENT

The submission does not in-

clude both in-text citations and

a reference list for sources that

are quoted, paraphrased, or

summarized.

APPROACHING COMPETENCE

The submission includes in-text

citations for sources that are

quoted, paraphrased, or sum-

marized and a reference list;

however, the citations and/or

reference list is incomplete or

inaccurate.

COMPETENT

The submission includes in-text

citations for sources that are

properly quoted, paraphrased,

or summarized and a reference

list that accurately identifies the

author, date, title, and source

location as available.

NOT EVIDENT

Content is unstructured, is dis-

jointed, or contains pervasive

errors in mechanics, usage, or

grammar. Vocabulary or tone is

unprofessional or distracts

from the topic.

APPROACHING COMPETENCE

Content is poorly organized, is

difficult to follow, or contains

errors in mechanics, usage, or

grammar that cause confusion.

Terminology is misused or

ineffective.

COMPETENT

Content reflects attention to

detail, is organized, and focuses

on the main ideas as prescribed

in the task or chosen by the can-

didate. Terminology is pertinent,

is used correctly, and effectively

conveys the intended meaning.

Mechanics, usage, and grammar

promote accurate interpreta-

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tion and understanding.