Instructions Quiz 4 Covers Topics From Un Its 4 And 5 Reflect On Th ✓ Solved

Instructions: Quiz #4 covers topics from Un its 4 and 5. Reflect on the following questions, drawn from each chapter, and return a typewritten word short essay responding to each of them. Each question is worth 1 0 points . 1. Unit 5, Section 2.

Remember a time you were caught in a lie, or caught another person in a lie. Tell the story. Which of the methods used in Figure 5.12 (Page 335) helped to find out about the lie? 2. Unit 5, Section 3.

Consider the section on the Extended Parallel Process Model (EPPM) and Fear Appeals (Pages ) . Now think of some of the health improvement campaigns you have seen (anti-smoking, or weight loss, or anti- drug , etc.) and talk about one of them . Were the creators of the campaign trying to create an extreme level of fear, moderate level , or low level? How did the campaign make you feel and how did you react to it? Based on how the campaign influenced you (or did not) , would you say the level of fear it created was effective?

3. Unit 5, Section 4. Describe each of the seven competence areas in the Digital Literacy Global Framework (DLGF, Pages ) . Which areas are your strongest, and which ones do you believe need improvement? What are some specific strategies you can apply to improve your digital competence in these areas?

4 . Unit 4, Section 1. Describe the type(s) of information (or content) that is shared through formal and informal communication networks of organizations. How is this information similar or different? Further, describe what organizational members accomplish using each of these networks.

5. Unit 4, Section 3. Define organizational culture and explain why this concept is important to understand. What are the primary differences between the two views of organizational culture (Prescriptive and Descriptive)?

Paper for above instructions

Introduction

Communication is an integral part of human interaction and plays a crucial role in organizational behavior and individual experiences. This essay reflects on various prompts from Units 4 and 5, delving into concepts such as lying, fear appeals in health campaigns, digital literacy, communication networks, and organizational culture.

1. Experience of Lying

Reflecting on a personal experience with deception, there was a time during college when I was caught lying about having completed an assignment. I had procrastinated and falsely told my professor that my internet had failed, preventing me from submitting it on time. In this instance, various methods identified in Figure 5.12 assisted in revealing the truth. One of these methods includes verbal cues—my nervousness and inconsistent story details led my professor to doubt my explanation (Friedman & Riggio, 2005). Additionally, the nonverbal cues of avoiding eye contact and fidgeting indicated dishonesty during the conversation (Buller & Burgoon, 1996). Ultimately, the professor requested proof of my internet issues and, unable to provide that, I was compelled to admit the truth. This experience emphasizes the importance of honesty and illustrates how closely communication can be linked to interpersonal understanding.

2. Extended Parallel Process Model in Health Campaigns

The Extended Parallel Process Model (EPPM) offers a valuable framework to analyze effectiveness in health campaigns. In recent years, the "Truth" campaign aimed at reducing cigarette consumption among teenagers provides an example of fear appeals at play (Romer & Jamieson, 2009). The campaign employs moderate levels of fear by highlighting the serious health risks associated with smoking while also presenting empowering messages to discourage initiation (Bansal-Travers et al., 2011). This dual approach made me feel concerned about smoking but also hopeful due to the actionable strategies presented to avoid it. Therefore, the campaign's level of fear was effective as it motivated me to reflect on smoking's dangers and reinforced my commitment to not smoke. Ultimately, the campaign adeptly applied the EPPM principles, creating awareness and promoting health behaviors without inducing overwhelming fear.

3. Digital Literacy Competence Areas

The Digital Literacy Global Framework (DLGF) outlines seven competence areas that are essential in today’s digital landscape:
1. Information Literacy: Ability to locate, evaluate, and use information.
2. Communication and Collaboration: Skills for sharing and working with others digitally.
3. Digital Content Creation: Capacity to create new content using digital tools.
4. Safety: Awareness of online safety issues, including privacy and ethical considerations.
5. Problem Solving: Skills to troubleshoot and address digital issues.
6. Data Literacy: Understanding and using data effectively.
7. Digital Health and Wellbeing: Understanding the impact of digital environments on personal well-being.
Among these areas, I feel strongest in Communication and Collaboration due to my extensive experience utilizing various platforms for team projects. However, I need to improve my Data Literacy, as working with data sets has been less frequent in my academic journey. To enhance my skills in data literacy, I plan to enroll in online courses focusing on data analysis and visualization and practice using data manipulation tools such as Excel.

4. Formal and Informal Communication Networks

Organizations utilize both formal and informal communication networks to share information that aids in operational functioning and social bonding. Formal networks officially convey organizational policies, procedures, and strategic directives (Downs & Adrian, 2004). These communications might include meetings, memos, and official emails, which create clarity and structure within the workplace. Informal networks, in contrast, consist of unofficial channels through which conversations occur, including social interactions among employees (Kraut et al., 1989). Informal communications are often more spontaneous, allowing team members to build camaraderie and share unfiltered thoughts.
Both networks share similar content concerning interpersonal dynamics, yet they differ in their structure and purpose. Formal communication ensures that everyone remains informed and aligned, while informal communication fosters social cohesion, creativity, and a supportive work culture (Robinson, 2006). Members achieve goals through formal networks by following established protocols, while informal networks promote collaboration, innovation, and problem-solving among workers.

5. Understanding Organizational Culture

Organizational culture is a complex concept encompassing the shared values, beliefs, and norms that shape how members of an organization interact and work together (Schein, 2010). Understanding this culture is vital, as it influences employee engagement, job satisfaction, and overall organizational effectiveness.
The primary differences between prescriptive and descriptive views of organizational culture lie in their approach. The prescriptive view emphasizes what culture should be, often portraying ideals and desired behaviors that organizations strive to promote. Conversely, the descriptive view focuses on who the organization is, assessing existing cultures based on observed behavior and practices (Martin, 2002).
Recognizing both perspectives is critical for leaders aiming to navigate and cultivate a positive organizational climate, as it informs how they can align member behavior with strategic objectives while honoring what already exists within the cultural fabric (Kotter, 1996).

Conclusion

This reflective essay demonstrates the interconnectedness of communication strategies, behavior responses to fear appeals, digital literacy competencies, and the foundation of organizational culture. As professionals, understanding these elements enriches our capability to navigate and influence complex social and organizational interactions.

References

1. Bansal-Travers, M., O'Malley, M., & McCulloch, J. (2011). The impact of the Truth campaign on adolescent smoking. Health Marketing Quarterly, 28(3), 237-258.
2. Buller, D. B., & Burgoon, J. K. (1996). Interpersonal deception theory. Communication Theory, 6(3), 203-242.
3. Downs, C. W., & Adrian, A. D. (2004). Assessment of communication in organizations. New York: McGraw-Hill.
4. Friedman, H. S., & Riggio, R. E. (2005). Social skills and deception. New York: Psychology Press.
5. Kotter, J. P. (1996). Leading change. Harvard Business Review Press.
6. Kraut, R. E., Fish, R. S., Root, R. W., & Chalfonte, B. L. (1989). Informal communication in organizations: Form, function, and technology. In Organizations and communication technology (pp. 145-199). Newbury Park, CA: Sage.
7. Martin, J. (2002). Organizational culture: Mapping the terrain. Thousand Oaks, CA: Sage.
8. Romer, D., & Jamieson, K. H. (2009). The role of media in adolescent smoking initiation. Archives of Pediatrics & Adolescent Medicine, 163(7), 570-577.
9. Robinson, S. P. (2006). Organizational Behavior. New York: Prentice Hall.
10. Schein, E. H. (2010). Organizational culture and leadership. San Francisco: Jossey-Bass.