Appendix B: Self-Assessments

Chapter Resource

• Please refer to Section 2.2 Approaches to Conflict

What Is Your Approach to Conflict Resolution? Assessment

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Instructions

Think of a typical situation in which you have a disagreement with someone. Then answer the following items concerning how you would respond to the conflict. Circle the number that you feel is most appropriate.

Scoring

In this exercise there are no right or wrong answers. Instead, you are simply asked to describe your own approach to conflict resolution. To do this, score the instrument as follows:

Compare the relative strengths of your preferences in each of the five conflict-resolution modes. The higher your score on any of the scales, the more you favor this mode of resolution. What pattern do you see in this analysis? How will this inform you in future negotiations?

Source:  “Conflict and Negotiations” in Organizational Behaviour by OpenStax is licenced under a Creative Commons Attribution 4.0 International License.

Conflict Capability Assessment

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Instructions

• To take this self-assessment, please navigate to The University of Alabama’s Conflict Capability Questionnaire.  You’ll receive your score once you complete the assessment.

Chapter Resource

• Please refer to Section 4.2 Politics and Influence

Do You Have the Characteristics of Powerful Influencers?

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People who are considered to be skilled influencers share the following attributes. How often do you engage in them? 0 = never, 1= sometimes, 2 = always.

1. present information that can be checked for accuracy
2. provide a consistent message that does not change from situation to situation
3. display authority and enthusiasm (often described as charisma)
4. offer something in return for compliance
5. act likable
6. show empathy through listening
7. show you are aware of circumstances, others, and yourself
8. plan ahead

Scoring

If you scored 0–6: You do not engage in much effective influencing behavior. Think of ways to enhance this skill. A great place to start is to recognize the items on the list above and think about ways to enhance them for yourself.

If you scored 7–12: You engage in some influencing behavior. Consider the context of each of these influence attempts to see if you should be using more or less of it depending on your overall goals.

If you scored 13–16: You have a great deal of influence potential. Be careful that you are not manipulating others and that you are using your influence when it is important rather than just to get your own way.

Source: “Power and Politics” in An Introduction to Group Communication by Phil Venditti and Scott McLean is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

What Are Your Power Bases?

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Instructions

Using a current or former job, answer each of the following items by circling the response that most suits your answer.

Scoring

This instrument examines the five bases of power. When you have finished the questionnaire, add up your score for each scale as follows:

Referent power	(add up items 1–3)
Expert power	(add up items 4–6)
Legitimate power	(add up items 7–9)
Reward power	(add up items 10–12)
Coercive power	(add up items 13–15)

To interpret the scores, consider the following:

• A score of 3–6 points indicates a weak power base on a particular scale.
• A score of 7–11 points indicates a moderate power base on a particular scale.
• A score of 12–15 points indicates a strong power base on a particular scale.

On the basis of all of this, what does your power profile look like? Does this seem to be an accurate reflection of your actual situation? If you wished to change your power bases, which would you change? How would you try to change these bases?

How Political are You?

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Instructions

To determine your political appreciation and tendencies, please answer the following questions. Select the answer that better represents your behavior or belief, even if that particular behavior or belief is not present all the time.

Scoring

This questionnaire is designed to measure your political behavior. You have been asked to answer “true” or “false” to 10 questions. When you have finished, consider the following. If you answered true to almost all of the questions, you should consider yourself a confirmed politician. (This is meant to be a compliment!) If you answered false to questions 5 and 6, which deal with deliberate lies and uncharitable behavior, you have shown yourself to be someone with high ethical standards. Finally, if you answered false to almost all of the questions, you are most definitely not a politician; rather, you are a person who rejects manipulation, incomplete disclosure, and self-serving behavior. On the basis of this instrument, how political are you? How political are your friends? On the basis of your answers to these questions, what have you learned about political behavior in organizations? What implications follow from these results concerning your future management style?

Source: “Organizational Power and Politics” in Organizational Behaviour by OpenStax is licensed under a Creative Commons Attribution 4.0 International License.

Chapter Resource

• Please refer to Section 5.4 Working in Diverse Teams

Working in Diverse Teams, Cultural Intelligence

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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.

Adapted Works

 

Adapted Works

“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.

References

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.

Chapter Resource

Please refer to Section 6.1 Values

Which Values Are Most Important to You?

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Instructions

People are influenced by a wide variety of personal values. In fact, it has been argued that values represent a major influence on how we process information, how we feel about issues, and how we behave. In this exercise, you are given an opportunity to consider your own personal values. Below are listed two sets of statements. The first list presents several instrumental values, while the second list presents several terminal values. For each list you are asked to rank the statements according to how important each is to you personally. In the list of instrumental values, place a “1” next to the value that is most important to you, a “2” next to the second most important, and so forth. Clearly, you will have to make some difficult decisions concerning your priorities. When you have completed the list for instrumental values, follow the same procedure for the terminal values. Please remember that this is not a test—there are no right or wrong answers—so be completely honest with yourself.

Instrumental Values

• _____ Assertiveness; standing up for yourself
• _____ Being helpful or caring toward others
• _____ Dependability; being counted upon by others
• _____ Education and intellectual pursuits
• _____ Hard work and achievement
• _____ Obedience; following the wishes of others
• _____ Open-mindedness; receptivity to new ideas
• _____ Self-sufficiency; independence
• _____ Truthfulness; honesty
• _____ Being well-mannered and courteous toward others

Terminal Values

• _____ Happiness; satisfaction in life
• _____ Knowledge and wisdom
• _____ Peace and harmony in the world
• _____ Pride in accomplishment
• _____ Prosperity; wealth
• _____ Lasting friendships
• _____ Recognition from peers
• _____ Salvation; finding eternal life
• _____ Security; freedom from threat
• _____ Self-esteem; self-respect

Scoring Key

This instrument is intended as an informal measure of instrumental and terminal values. There are no right or wrong answers here. This is simply a way for you to see what your value structure looks like. Simply examine the pattern of responses you made for both sets of values. What did you learn about yourself? Which values are most important to you?

Source: “Individual and Cultural Differences” in Organizational Behaviour by OpenStax is licensed under a Creative Commons Attribution 4.0 License.

Chapter Resource

Please refer to Section 7.1 Emotions and Intelligence

Emotional Intelligence

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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. I am aware of my emotions as I experience them.
_____2. I easily recognize my emotions.
_____3. I can tell how others are feeling simply by watching their body movements.
_____4. I can tell how others are feeling by listening to their voices.
_____5. When I look at people’s faces, I generally know how they are feeling.
_____6. When my emotions change, I know why.
_____7. I understand that my emotional state is rarely comprised of one single emotion.
_____8. When I am experiencing an emotion, I have no problem easily labeling that emotion.
_____9. It’s completely possible to experience two opposite emotions at the same time (e.g., love & hate; awe & fear; joy & sadness, etc.).
_____10. I can generally tell when my emotional state is shifting from one emotion to another.
_____11. I don’t let my emotions get the best of me.
_____12. I have control over my own emotions.
_____13. I can analyze my emotions and determine if they are reasonable or not.
_____14. I can engage or detach from an emotion depending on whether I find it informative or useful.
_____15. When I’m feeling sad, I know how to seek out activities that will make me happy.
_____16. I can create situations that will cause others to experience specific emotions.
_____17. I can use my understanding of emotions to have more productive interactions with others.
_____18. I know how to make other people happy or sad.
_____19. I often lift people’s spirits when they are feeling down.
_____20. I know how to generate negative emotions and enhance pleasant ones in my interactions with others.

Scoring

Perceiving Emotions	Add scores for items 1, 2, 3, 4, & 5	=
Understanding Emotions	Add scores for items 6, 7, 8, 9, & 10	=
Managing Emotions	Add scores for items 11, 12, 13, 14, & 15	=
Using Emotions	Add scores for items 16, 17, 18, 19, & 20	=

Source: “Conflict in Relationships” 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.

How Stable Is Your Life?

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Instructions:

Place a check mark next to each event you experienced within the past year. Then add the scores associated with the various events to derive your total life stress score.

Life Event	Scale Value
——— Death of spouse	100
——— Divorce	73
——— Marital separation	65
——— Jail term	63
——— Death of a close family member	63
——— Major personal injury or illness	53
——— Marriage	50
——— Fired from work	47
——— Marital reconciliation	45
——— Retirement	45
——— Major change in health of family member	44
——— Pregnancy	40
——— Sex difficulties	39
——— Gain of a new family member	39
——— Business readjustment	39
——— Change in financial state	38
——— Death of a close friend	37
——— Change to a different line of work	36
——— Change in number of arguments with spouse	35
——— Mortgage or loan for big purchase (home, etc.)	31
——— Foreclosure of mortgage or loan	30
——— Change in responsibilities at work	29
——— Son or daughter leaving home	29
——— Trouble with in-laws	29
——— Outstanding personal achievement	28
——— Spouse begins or stops work	26
——— Begin or end school	26
——— Change in living conditions	25
——— Revision of personal habits	24
——— Trouble with boss	23
——— Change in work hours or conditions	20
——— Change in residence	20
——— Change in schools	20
——— Change in recreation	19
——— Change in church activities	19
——— Change in social activities	18
——— Mortgage or loan for lesser purchase (car, etc.)	17
——— Change in sleeping habits	16
——— Change in number of family get-togethers	15
——— Change in eating habits	15
——— Vacation	13
——— Christmas	12
——— Minor violations of the law	11
Total Score = ———
Source: Adapted from “Scaling of Life Change: Comparison of Direct and Indirect Methods” by L. O. Ruch and T. H. Holmes, Journal of Psychosomatic Research 15 (1971): 224, 1971.

Scoring

This instrument attempts to assess your rate of life change—that is, how much activity and change do you have that may cause stress? To score this instrument, add up the score or units assigned to the various life units assigned to the events listed in the past year.

• If your total score is less than 150, this suggests that you should remain generally healthy during the next year.
• If your total score is 150 to 300, this suggests that there is a 50 percent chance that you will experience illness during the coming year.
• If your total score is over 300, this suggests that there is a 70 percent chance of impending illness during the coming year.

Remember that when evaluating your result, a high score does not automatically mean an illness is imminent. Rather, it means that statistically speaking an illness is more likely for you than for those with lower scores. Where did you score? Is this a reasonable description of your current situation? If so, what actions could you undertake to reduce your score?

Source: “Stress and Wellbeing” in Organizational Behaviour by OpenStax, Rice University and is licensed under Creative Commons Attribution 4.0 International License.

How Stressful Is Your Job?

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Instructions

This instrument focuses on the stress level of your current (or previous) job. Think of your job, and answer the following items as frankly and honestly as possible.

	Strongly Disagree			Strongly Agree
I am often irritable with my coworkers.	1	2	3	4	5
At work, I constantly feel rushed or behind schedule.	1	2	3	4	5
I often dread going to work.	1	2	3	4	5
I often experience headaches, stomachaches, or backaches at work.	1	2	3	4	5
I often lose my temper over minor problems.	1	2	3	4	5
Everything I do seems to drain my energy level.	1	2	3	4	5
I often interpret questions or comments from others as a criticism of my work.	1	2	3	4	5
Time is my enemy.	1	2	3	4	5
I often have time for only a quick lunch (or no lunch) at work.	1	2	3	4	5
I spend considerable time at home worrying about problems at work.	1	2	3	4	5

Scoring

To score this instrument, first add up your score:

• If you scored 1–18 points, you see yourself as having a normal amount of stress.
• If you scored 19–38 points, you feel that stress is becoming a problem.
• If you scored 39–50 points, you feel that stress is a serious problem.

Where did you score on this instrument? Does this seem like an accurate description of the real situation? On the job you described, what could you do to reduce stress levels?

Source:  Chapter 18: Stress and Wellbeing in Organizational Behaviour by OpenStax, Rice University and is licensed under Creative Commons Attribution 4.0 International License.

Are You Suffering from Burnout?

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Instructions:

Check whether each item is “mostly true” or “mostly untrue” for you. Answer as honestly as you can. When you have finished, add up the number of checks for “mostly true.”

	Mostly True	Mostly Untrue
I usually go around feeling tired.	———	———
I think I am working harder but accomplishing less.	———	———
My job depresses me.	———	———
My temper is shorter than it used to be.	———	———
I have little enthusiasm for life.	———	———
I snap at people fairly often.	———	———
My job is a dead end for me.	———	———
Helping others seems like a losing battle.	———	———
I don’t like what I have become.	———	———
I am very unhappy with my job.	———	———

Scoring

This instrument measures your self-perceptions regarding burnout. To score it, add up the number of times you answered “mostly true.” If you answered mostly true seven or more times, you may be suffering from burnout. If you received a high score, consider what actions you can undertake to reduce the level of burnout.

Source: Chapter 18: Stress and Wellbeing in Organizational Behaviour by OpenStax, Rice University and is licensed under Creative Commons Attribution 4.0 International License.

Chapter Resource

• Please refer to Section 9.3 ABCs of Conflict

ABCs of Conflict

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Instructions

Read the following questions and select the answer that corresponds with how you typically behave when engaged in conflict with another person. 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

When I start to engage in a conflict, I _______________

_____1. Keep the conflict to myself to avoid rocking the boat.

_____2. Do my best to win.

_____3. Try to find a solution that works for everyone.

_____4. Do my best to stay away from disagreements that arise.

_____5. Create a strategy to ensure my successful outcome.

_____6. Try to find a solution that is beneficial for those involved.

_____7. Avoid the individual with whom I’m having the conflict.

_____8. Won’t back down unless I get what I want.

_____9. Collaborate with others to find an outcome OK for everyone.

_____10. Leave the room to avoid dealing with the issue.

_____11. Take no prisoners.

_____12. Find solutions that satisfy everyone’s expectations.

_____13. Shut down and shut up in order to get it over with as quickly as possible.

_____14. See it as an opportunity to get what I want.

_____15. Try to integrate everyone’s ideas to come up with the best solution for everyone.

_____16. Keep my disagreements to myself.

_____17. Don’t let up until I win.

_____18. Openly raise everyone’s concerns to ensure the best outcome possible.

Scoring

Avoiders

• Add Items 1, 4, 7, 10, 13, 16______

Battlers

• Add Items 2, 5, 8, 11, 14, 17______

Collaborators

Add Items 3, 6, 9, 12, 15, 18______

Interpretation

Scores for each subscale should range from 6 to 30. Scores under 14 are considered low, scores 15 to 23 are considered moderate, and scores over 24 are considered high.

Source: “Conflict in Relationships” 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.

Chapter Resource

Please refer to Section 10.3 Listening

Listening Styles Questionnaire

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Instructions:

Read the following questions and select the answer that corresponds with how you tend to listen to public speeches. 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. I am very attuned to public speaker’s emotions while listening to them.

_____2. I keep my attention on a public speaker’s feelings why they speak.

_____3. I listen for areas of similarity and difference between me and a public speaker.

_____4. I generally don’t pay attention to a speaker’s emotions.

_____5. When listening to a speaker’s problems, I find myself very attentive.

_____6. I prefer to listen to people’s arguments while they are speaking.

_____7. I tend to tune out technical information when a speaker is speaking.

_____8. I wait until all of the arguments and evidence is presented before judging a speaker’s message.

_____9. I always fact check a speaker before forming an opinion about their message.

_____10. When it comes to public speaking, I want a speaker to keep their opinions to themself and just give me the facts.

_____11. A speaker needs to get to the point and tell me why I should care.

_____12. Unorganized speakers drive me crazy.

_____13. Speakers need to stand up, say what they need to say, and sit down.

_____14. If a speaker wants me to do something, they should just say it directly.

_____15. When a speaker starts to ramble on, I really start to get irritated.

_____16. I have a problem listening to someone give a speech when I have other things to do, places to be, or people to see.

_____17. When I don’t have time to listen to a speech, I have no problem telling someone.

_____18. When someone is giving a speech, I’m constantly looking at my watch or clocks in the room.

_____19. I avoid speeches when I don’t have the time to listen to them.

_____20. I have no problem listening to a speech even when I’m in a hurry.

Scoring

People-Oriented Listener

A: Add scores for items 1, 2, 3, 5 and place total on line. _____

B: Place score for item 4 on the line._____

C: Take the total from A and add 6 to the score. Place the new number on the line._____

Final Score: Now subtract B from C. Place your final score on the line._____

Content-Oriented Listener

A: Add scores for items 6, 8, 9, 10 and place total on line._____

B: Place score for item 7 on the line._____

C: Take the total from A and add 6 to the score. Place the new number on the line._____

Final Score: Now subtract B from C. Place your final score on the line._____

Action-Oriented Listener

Final Score: Add items 11, 12, 13, 14, 15_____

Time-Oriented Listener

A: Add scores for items 16, 17, 19 and place total on line._____

B: Add scores for items 18 & 20 and place total on line._____

C: Take the total from A and add 12 to the score. Place the new number on the line._____

Final Score: Now subtract B from C. Place your final score on the line._____

Interpreting Your Score

For each of the four subscales, scores should be between 5 and 25. If your score is above 18, you are considered to have high levels of that specific listening style. If your score is below 12, you’re considered to have low levels of that specific listening style.

Based on:

Watson, K. W., Barker, L. L., & Weaver, J. B., III. (1992, March). Development and validation of the Listener Preference Profile. Paper presented at the International Listening Association in Seattle, WA.

Source: “Talking and Listening” 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.