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Chapter Resource

• Please refer to section 2.4 Communication Competence

Instructions:

Using the adjectives below, please select five to six that best describe you. Then answer the following questions:

• • Do you think that the adjectives that you chose would match the ones that a close friend or family member would chose to describe you? Why or why not?
  • What are some ways you can make your hidden area more open? What are the advantages to doing this?
  • How do you think this exercise relates to your sense of self and communication skills?
  • How can the information you gained about yourself apply to positive human relations?

simple	brash	vulgar	unimaginative	violent
withdrawn	childish	unhappy	irrational	insecure
cynical	impatient	inane	imperceptive	hostile
boastful	panicky	distant	loud	needy
weak	smug	chaotic	self-satisfied	ignorant
unethical	predictable	vacuous	overdramatic	blasé
rash	foolish	passive	unreliable	embarrassed
callous	patient	dull	dependable	insensitive
humorless	powerful	intelligent	dignified	dispassionate
sensible	proud	introverted	energetic	inattentive
sentimental	quiet	kind	extroverted	able
shy	reflective	knowledgeable	friendly	accepting
silly	relaxed	logical	giving	adaptable
spontaneous	religious	loving	happy	bold
sympathetic	responsive	mature	helpful	brave
tense	searching	modest	idealistic	calm
trustworthy	self-assertive	nervous	independent	caring
warm	self-conscious	observant	ingenious	cheerful
wise	cowardly	organized	inflexible	clever
witty	irresponsible	timid	glum	complex
intolerant	selfish	unhelpful	aloof	confident

References

This section was adapted from:

Chapter 1: What is Human Relations in Human Relations by Saylor Academy under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensor.

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Chapter Resource

• Please refer to section 2.4 Communication Competence

Read the following items and choose whether you believe the statement is True or False.

1. People would describe me as unhappy.
   • True
   • False
2. I complain right away if there is something I don’t like.\
   • True
   • False
3. Being positive most of the time is far too unrealistic.
   • True
   • False
4. If I have a bad morning, the rest of my day is sure to be ruined.
   • True
   • False
5. I tend to think more about my weak points than my strong points.
   • True
   • False
6. I don’t give out compliments because I don’t want someone to get a big ego.
   • True
   • False
7. In the past two weeks, I have called myself depressed.
   • True
   • False
8. I worry too much about things I can’t control.
   • True
   • False
9. It takes a lot to make me happy.
   • True
   • False
10. When I experience a failure, I usually just stop trying.
    • True
    • False

Now, count the number of true and false answers. The more false answers you have, the better attitude you tend to have. If you have many true answers, what are some ways to help you change to a more positive attitude?

When considering our personality, values, and attitudes, we can begin to get the bigger picture of who we are and how our experiences affect how we behave at work and in our personal lives. It is a good idea to reflect often on what aspects of our personality are working well and which we might like to change. With self-awareness, we can make changes that eventually result in more effective communication and positive interpersonal relationships.

References

This section was adapted from:

Chapter 1: What is Human Relations in Human Relations by Saylor Academy under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensor.

Download a PDF version of this assessment 

Chapter Resource

• Please refer to section 8.3 Theories of Personality

Instructions

Choose from the following responses to answer the questions below:

1. Almost always true
2. Usually trued.
3. Seldom true
4. Never true

Answer each question according to what is generally true for you:

1. I do not like to wait for other people to complete their work before I can proceed with my own.
2. I hate to wait in most lines.
3. People tell me that I tend to get irritated too easily.
4. Whenever possible I try to make activities competitive.
5. I have a tendency to rush into work that needs to be done before knowing the procedure I will use to complete the job.
6. Even when I go on vacation, I usually take some work along.
7. When I make a mistake, it is usually due to the fact that I have rushed into the job before completely planning it through.
8. I feel guilty for taking time off from work.
9. People tell me I have a bad temper when it comes to competitive situations.
10. I tend to lose my temper when I am under a lot of pressure at work.
11. Whenever possible, I will attempt to complete two or more tasks at once.
12. I tend to race against the clock.
13. I have no patience for lateness.
14. I catch myself rushing when there is no need.

Scoring

This instrument is somewhat complicated to score. Follow these instructions carefully:

• Time urgency: Time urgency reflects one’s race against the clock, even on items when there is little reason to hurry. It is measured by the following items 1, 2, 8, 12, 14. For each A or B answer you gave on these questions, give yourself 1 point. Put the total number on the line on the left.
• Inappropriate aggression and hostility: This dimension reflects excessively competitive behavior and frequent displays of hostility. It is measured by items 3, 4, 9, and 10. For each A or B answer you gave on these questions, give yourself 1 point. Put the total number on the line on the left.
• Polyphasic behavior: This is the tendency to undertake several activities simultaneously at inappropriate times. As a result, individuals often end up wasting time instead of saving it, which leads to wasted energy. It is measured by items 6 and 11. For each A or B answer you gave on these questions, give yourself 1 point. Put the total number on the line on the left.
• Goal directedness without proper planning: This is the tendency to rush into work without knowing how to accomplish the desired result. Consequently, incomplete work or errors are likely to occur. It is measured by items 5 and 7. For each A or B answer you gave on these questions, give yourself 1 point. Put the total number on the line on the left.

Now add up your total score.

If you received a total of 5 or greater, you may possess some of the attributes of a Type A personality. How did you do? If you received a high score, what are some things that you can do to reduce your stress level?

Source: Adapted from “Are You a Type A?” The Stress Mess Solution: The Causes and Cures of Stress on the Job, by G. S. Everly and D. A. Girdano. Reprinted by permission of the authors.

References

This section is adapted from:

Chapter 18: Stress and Well-being in Organizational Behaviour by Rice University, OpenStax and is licensed under a Creative Commons Attribution 4.0 International License, unless otherwise noted.

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Chapter Resource

• Please refer to section 8.4 Personality at Work

Instructions

This instrument lists several pairs of statements concerning the possible causes of behavior. For each pair, select the letter (A or B) that better describes your own beliefs. Remember: there are no right or wrong answers.

1. A) In the long run, the bad things that happen to us are balanced by the good ones.
   B) Most misfortunes are the result of lack of ability, ignorance, laziness, or all three.
2. A)  I have often found that what is going to happen will happen.
   B) Trusting to fate has never turned out as well for me as making a decision to take a definite course of action.
3. A) Many of the unhappy things in people’s lives are partly due to bad luck.
   B) People’s misfortunes result from the mistakes they make.
4. A) Without the right breaks, one cannot be an effective leader.
   B) Capable people who fail to become leaders have not taken advantage of their opportunities.
5. A) Many times, I feel I have little influence over the things that happen to me.
   B) It is impossible for me to believe that chance or luck plays an important role in my life.
6. A) Most people don’t realize the extent to which their lives are controlled by accidental happenings.
   B) There really is no such thing as “luck.”
7. A) Unfortunately, an individual’s worth often passes unrecognized no matter how hard they try.
   B) In the long run, people get the respect they deserve.

Scoring

After completing the instrument, score it by assigning a zero (0) to any A you assigned and a one (1) to any B. Add up your total score, and compare it to the following norms:

• 1–3 = an external locus of control
• 4–5 = a balanced locus of control
• 6–7 = an internal locus of control

Source: Adapted from Julian B. Rotter, “Generalized Expectancies for Internal Versus External Control of Reinforcement.” Psychological Monographs, 80 (Whole No. 609, 1966), pp. 11–12.

References

This questionnaire is adapted from:

Chapter 2 Management Skills Application Exercises in Organizational Behaviour by Rice University, OpenStax and is licensed under a Creative Commons Attribution 4.0 International License, unless otherwise noted.

Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80 (609), pp. 11–12.

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Chapter Resource

• Please refer to section 9.2 Characteristics of Effective Groups

Instructions

Think of a typical group situation in which you often find yourself (e.g., a club, study group, small work group), and answer the following items as accurately as possible.

In a group, how often do you:	Never	Seldom	Fairly Often	Frequently
1. Keep the group focused on the task at hand?	1	2	3	4
2. Help the group clarify the issues?	1	2	3	4
3. Pull various ideas together?	1	2	3	4
4. Push the group to make a decision or complete a task?	1	2	3	4
5. Support and encourage other groups members?	1	2	3	4
6. Try to reduce interpersonal conflicts?	1	2	3	4
7. Help the group reach a compromise?	1	2	3	4
8. Assist in maintaining group harmony?	1	2	3	4
9. Seek personal recognition from other group members?	1	2	3	4
10. Try to dominate group activities?	1	2	3	4
11. Avoid unpleasant or undesirable group activities?	1	2	3	4
12. Express your impatience or hostility with the group?	1	2	3	4

Scoring

This questionnaire asks you to describe your own behavior within a group setting. To score the instrument, add up your scores as follows for the three categories of behavior.

Examine the resulting pattern in your answers. As usual, there are no correct or incorrect answers. Instead, this is an opportunity to view how you describe your own role-related activities in a group. What did you learn about yourself? How does your role in a group differ from those of other individuals?

References

This section is adapted from:

Chapter 9: Group and Intergroup Relations in Organizational Behaviour by Rice University, OpenStax and is licensed under a Creative Commons Attribution 4.0 International License, unless otherwise noted.

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Chapter Resource

• Please refer to section 11.4 Culture

One of the latest buzz-words in the business world is “cultural intelligence,” which was initially introduced to the scholarly community in 2003 by P. Christopher Earley and Soon Ang. In the past decade, a wealth of research has been conducted examining the importance of cultural intelligence during interpersonal interactions with people from other cultures. Cultural intelligence (CQ) is defined as an “individual’s capability to function effectively in situations characterized by cultural diversity”(Earley & Ang, 2008).

Four Factors of Cultural Intelligence

In their original study on the topic, Earley and Ang argued that cultural intelligence is based on four distinct factors: cognitive, motivational, metacognitive, and behavioral dimensions. Before continuing, take a minute and complete the Cultural Intelligence Questionnaire in the table below:

Instructions

Read the following questions and select the answer that corresponds with your perception. Do not be concerned if some of the items appear similar. Please use the scale below to rate the degree to which each statement applies to you.

Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
1	2	3	4	5

_____1. When I’m interacting with someone from a differing culture, I know when I use my knowledge of that person’s culture during my interactions.

_____2. When I interact with someone from a culture I know nothing about, I have no problem adjusting my perspective of their culture while we talk.

_____3. During intercultural interactions, I am well aware of the cultural knowledge I utilize.

_____4. I always check my knowledge of someone from another culture to ensure that my understanding of their culture is accurate.

_____5. During my intercultural interactions, I try to be mindful of how my perceptions of someone’s culture are either consistent with or differ from reality.

_____6. I pride myself on knowing a lot about other people’s cultures.

_____7. I understand the social, economic, and political systems of other cultures.

_____8. I know about other cultures’ religious beliefs and values.

_____9. I understand how daily life is enacted in other cultures.

_____10. I know the importance of paintings, literature, and other forms of art in other cultures.

_____11. I enjoy reaching out and engaging in an intercultural encounter.

_____12. I would have no problem socializing with people from a new culture.

_____13. Although intercultural encounters often involve stress, I don’t mind the stress because meeting people from new cultures makes it worth it.

_____14. I would have no problems accustoming myself to the routines of another culture.

_____15. I enjoy being with people from other cultures and getting to know them.

_____16. I know how to interact verbally with people from different cultures.

_____17. I know how to interact nonverbally with people from different cultures.

_____18. I can vary my rate of speech if an intercultural encounter requires it.

_____19. I can easily alter my behaviors to suit the needs of an intercultural encounter.

_____20. I can alter my facial expressions if an intercultural encounter requires it.

Scoring:

Add items 1-5 (Intercultural Understanding) = _____________

Add items 6-10 (Intercultural Knowledge) = ________________

Add items 7-15 (Intercultural Motivation) = _________________

Add items 16-20 (Intercultural Behavior) = _________________

Interpreting Your Scores:

Scores for each of the four factors (intercultural understanding, intercultural knowledge, intercultural motivation, and intercultural behavior) can be added together to get a composite score. Each of the four factors exists on a continuum from 5 (not culturally intelligent) to 25 (highly culturally intelligent). An average person would score between 12-18.

Based on:

Van Dyne, L., Ang, S., & Koh, C. (2008). Development and validation of the CQS: The Cultural Intelligence Scale. In S. Ang & L. Van Dyne (Eds.), Handbook of cultural intelligence: Theory, measurement, and application (pp. 16-38). Armonk, NY: M. E. Sharpe.

Cognitive CQ

First, cognitive CQ involves knowing about different cultures (intercultural knowledge). Many types of knowledge about a culture can be relevant during an intercultural interaction: rules and norms, economic and legal systems, cultural values and beliefs, the importance of art within a society, etc.… All of these different areas of knowledge involve facts that can help you understand people from different cultures. For example, in most of the United States, when you are talking to someone, eye contact is very important. You may have even been told by someone to “look at me when I’m talking to you” if you’ve ever gotten in trouble. However, this isn’t consistent across different cultures at all. Hispanic, Asian, Middle Eastern, and Native American cultures often view direct contact when talking to someone superior as a sign of disrespect. Knowing how eye contact functions across cultures can help you know more about how to interact with people from various cultures.

Motivational CQ

Second, we have motivational CQ, or the degree to which an individual desires to engage in intercultural interactions and can easily adapt to different cultural environments. Motivation is the key to effective intercultural interactions. You can have all the knowledge in the world, but if you are not motivated to have successful intercultural interactions, you will not have them.

Metacognitive CQ

Third, metacognitive CQ involves being consciously aware of your intercultural interactions in a manner that helps you have more effective interpersonal experiences with people from differing cultures (intercultural understanding). All of the knowledge about cultural differences in the world will not be beneficial if you cannot use that information to understand and adapt your behavior during an interpersonal interaction with someone from a differing culture. As such, we must always be learning about cultures but also be ready to adjust our knowledge about people and their cultures through our interactions with them.

Behavioral CQ

Lastly, behavioral CQ is the next step following metacognitive CQ, which is behaving in a manner that is consistent with what you know about other cultures (Ang & VanDyne, 2008). We should never expect others to adjust to us culturally. Instead, culturally intelligent people realize that it’s best to adapt our behaviors (verbally and nonverbally) to bridge the gap between people culturally. When we go out of our way to be culturally intelligent, we will encourage others to do so as well.

As you can see, becoming a truly culturally intelligent person involves a lot of work. As such, it’s important to spend time and build your cultural intelligence if you are going to be an effective communicator in today’s world.

References

This section was adapted from:

Chapter 6: Cultural and Environmental Factors in Interpersonal Communication in Interpersonal Communication by Jason S. Wrench; Narissra M. Punyanunt-Carter; and Katherine S. Thweatt is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

Earley, P. C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Stanford University Press.

Ang, S., & Van Dyne, L. (Eds.). (2008). Preface and Acknowledgements. In Handbook of cultural intelligence: Theory, measurement, and applications (pp. xv-xviii). M. E. Sharpe; pg. xv.

Ang, S., & Van Dyne, L. (Eds.). (2008). Conceptualization of cultural intelligence definition, distinctiveness, and nomological network. In Handbook of cultural intelligence: Theory, measurement, and applications (pp. 3-55). M. E. Sharpe.