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COURSE CODE: BDKO1103

COURSE NAME: BASIC INTERPERSONAL COOMUNICATION

JAN 2011 FINAL EXAMINATION

SUGGESTED SOLUTION

5 SHORT QUESTIONS

BAHAGIAN A

QUESTION 1

Reference: Chap 8 Sec 8.2.2 pg 155Answer:

Definition: Rites are planned sets of activities that bring together aspectsof cultural ideology in a single event in an organisation. Rites of passageare used to mark entry into different levels in organisations.

Example: Rites of integration affirm and enhance the sense ofcommunity in an organisation such as family day, annual dinner, holidayparties, annual picnics, and graduation ceremonies at campuses.

Marks allocation: 2m for definition + 2m for example of rites = 4m

[Total: 4 marks]QUESTION 2

Reference: Ch5, Section 5.4.7 pg 92Answer: Vocal cues that accompany spoken language are called paralanguage.

Paralanguage includes:

1. PitchPitch refers to the highness or lowness of the voice.

2. VolumeVolume or degree of loudness frequently reflects emotional intensity.Loud people are often perceived as aggressive or overbearing. Softspoken people are often perceived as timid or polite.

3. RateThe rate or speed, at which we speak, is also important. A person whospeaks quickly may communicate a message that is different fromanother person who speaks slowly.

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4. SilenceSilence, the absence of both paralinguistic and verbal cues, also servesimportant communicative functions. Silence communicates just as inverbal communication.

Marks

allocation:

1m x 4 paralanguage = 4m

[Total: 4 marks]

QUESTION 3

Reference: Ch3, Section 3.4.2 pg 51Answer: Preoccupation

One of the most common hindrances to listening is preoccupation. Whenwe are absorbed in our thoughts and concerns, we cannot focus on whatsomeone else is saying. When we are preoccupied with our thoughts,we are not mindful.

PrejudgementsA second internal obstacle to good listening is the tendency to prejudgeothers or their ideas. Sometimes we think we already know whatsomeone will say, so we do not listen carefully. In other cases we decidein advance that others have nothing to offer us, so we tune them out. Wealso make prejudgements when we mind-read. This happens when weassume we know what another feels, thinks, and is going to say, and wethen fit their message into our preconceptions.

Marksallocation:

2m for each type = 4m

[Total: 4 marks]

QUESTION 4

Reference: Ch 10 Section 10.5 pg 197Answer: Two approaches to ethical issues across cultures:

(a) Ethical universalism a single ethical code which everybody shouldfollow that connects to individualism.

(b) Ethical empiricism behaviour which is related to the group and yourresponsibilities to it; so you maintain a higher standard of ethicalbehaviour with in-group members. You have different standards for the

different groups you interact with. This also extends to different cultures.This view easily comes across as patronising, unprincipled, and ethicallysuspect.

Marksallocation:

2m for every approach = 4m

[Total: 4 marks]

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QUESTION 5

Reference: Ch7 Section7.2 pg 120-121Answer: 2 types of group:

Delphi method

In the delphi method, a group of experts are established, but there is nointeraction among them. Instead, they communicate by repeatedlyresponding to questionnaires. The method is especially useful when youwant to involve people who are geographically distant from each otherand when you want all members to uphold the solution.

Quality Circles

A quality circle includes three or more people who are employed indifferent areas of an organisation and who work together to improvequality in the organisation. Originally, quality circles were part of total

quality management, a system that calls for intensive teamwork andhighly participative work structures to maximise the quality of anorganisations output.

Marksallocation:

2m for each type = 4m

[Total: 4 marks]

BAHAGIAN B

QUESTION 1a

Reference: Chapter 1, Section 1.6, page 17-18Answer:

i. Interpersonal Communication is a Transactional Process

When we call communication process, we mean all its elementsconstantly interact with and affect each other. It is an ongoing anddynamic process. It is hard to tell when communication starts and stopsbecause what happened before we talk to someone may influence ourinteraction, and what occurs in a particular encounter may affect thefuture. All communication elements are interdependent. Due to itsinterdependency, a change in any one element causes changes in the

others.

ii. Interpersonal Communication is Unrepeatable, Irreversible,and Inevitable.

It cannot be prevented (is inevitable), cannot be reversed (isirreversible), and cannot be repeated (is unrepeatable). When in aninteractional situation, you cannot be uncommunicative Interpersonalcommunication is irreversible. What you have remains communicated;

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you cannot uncommunicate. In interpersonal communication, you cannotrepeat exactly a specific message. The reason is simple; everyone andeverything are constantly changing.

Marksallocation:

4m for points discussed in each number (i and ii)+ 1m for example = 5m*Examiners required using their own judgment when awarding marks.5m X 2 = 10m

QUESTION 1b

Reference: Chapter 1, Section 1.7 page 16-17Answer: Strategy 1: Avoid and Negotiate

The strategy involves withdrawing physically or psychologically. In thiscase, a person deals with the arguments or problems instead of avoidingthe issues. Avoid statements or actions and take responsibility for yourthoughts and feelings. Negotiation or a win-win solution is more effective

in interpersonal relationships.

Strategy 2: Focus on Issues, Not PersonalitiesWhen confronted with conflict, most people refuse to deal with issues butinstead force their position on others. This technique is commonly usedin interpersonal relationships. It involves emotional and physical force attimes. Focus on the conflict rather than on personalities or issues thathappened in the past.

Strategy 3: Attack or AcceptAttack or acceptance is a common strategy in resolving conflicts. The artof attacking comes in many forms of personal rejection in his or herfavour. However, acceptance such as expressing positive feelings can

sustain a relationship for a longer time.

Strategy 4: Be Mindful and FlexibleMindfulness is a state in which you are aware of the situation, the logicand rationality of your behaviour. Being open in discussions ornegotiations to different points of views or perspectives are examples ofhow to handle conflict mindfully. By being flexible, you will be able torespond differently depending on the specific situation.

Marksallocation:

4m for points discussed in any 2 strategies + 1m for example = 5m*Examiners required to use their own judgment when awarding marks.5m X 2 strategies = 10m

[Total: 20 marks]

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QUESTION 2a

Reference: Chapter 4, Section 4.3, page 61-63Answer: Principle 1: Interpretation Creates Meaning

Interpretation is an active, creative process we use to make sense ofexperiences in any communication context. Although we are usually notconscious of the effort we invest in interpreting words, we continuouslyengage in the process of constructing meanings. When somebody saysGet real, you have to think about the comment and the person whomade it to decide whether it is an insult, a friendly needling, or acolloquial way to say that you are out of line.

Principle 2: Messages are Rule-Based

Language is not only learnt through a set of specific word combinationsbut we learn rules that allow us to generate meanings. These rules arecomplex and interrelated, which allow us to understand sounds of

language, combine sounds into words and form sentences that makesense in interaction.

Principle 3: Punctuation Affects Meaning

We use punctuation in communication to interpret meaning. Ininterpersonal communication, punctuation is mentally markingbeginnings and endings of particular interactions to assign meaning tothem. To determine what communication means, we must establish itsboundaries. Usually this involves deciding who started the interaction.When we do not agree on punctuation, problems may arise. It is useful tounderstand that people do not always agree on punctuation. When theypunctuate differently, they ascribe different meanings to what is

happening between them.

Marksallocation:

4m for points discussed in any 2 principles + 1m for example = 5m.*Examiners required using their own judgment when awarding marks.5m X 2 principles = 10m

QUESTION 2b

Reference: Chap 5, Section 5.3, page 70-72Answer:

Function 1: Message Reinforcement or Complementation

Non-verbal cues reinforce the verbal message by adding redundancy.

Function 2: Message Negation

Non-verbal cues can sometimes contradict verbal messages. Such amessage is contradicted or cancelled by the communicators nonverbalcues. The interaction represents a double message as the non-verbal

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cues and the words spoken are at odds with each other.

Function 3: Substituting Verbal Behaviour

Non-verbal cues can substitute or replace verbal cues. Pointing at aperson can single someone out. Another hand gesture lets everyoneknow you are OK or doing just fine.

Function 4: Message Accentuation or Intensification

Non-verbal cues can also be used to intensify parts of a verbal message.The voice of a speaker or the slowing down of speech stresses themeaning or importance of keywords.

Function 5: Message Regulation

Non-verbal cues help regulate the back-and-forth flow of person-to-person interaction. We modulate conversational turn taking with non-verbal cues through facial expression, eye contact, body gestures,

posture, and tone of voice. We also send signals that we have completedtalking or indicate who should start next.

Function 6: Deceiving Messages

Non-verbal cues can create false impressions or convey incorrectinformation about someone or an act. A person may purposely misleadothers by doing so. A person may try to portray a happy facade when infact he is suffering from frustration.

Marksallocation:

2m for points discussed in any 5 functions = 2m.*Examiners required using their own judgment when awarding marks.2m X 5 functions = 10m

[Total: 20 marks]

QUESTION 3a

Reference: Chap 7, Section 7.4.2, Page 116Answer:

Disadvantages of group problem-solving and decision-making:

(a) When we are working with a number of other people, it sometimesbecomes very tempting to let someone else handle the duties andresponsibilities. A lazy group member (freerider) can maintain a lowprofile and simply coast along on the efforts of others.

(b) Personal goals sometimes conflict with group goals. As a result,people may try to use the group to achieve self-oriented objectives thatmight interfere with or even sabotage group objectives.

(c) The decision-making, problem-solving process may be dominated bya few forceful, persistent members who do not take the time to ensurethat all members have a chance to speak and be heard.

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(d) Certain people who are set on having their ideas and only their ideasaccepted may be unwilling to compromise. When this happens, thegroup decision-making machinery breaks down, and frequently, nosolution can be agreed on. In other words, the group becomesdeadlocked.

(e) The decisions reached and the actions taken after a group decisionsare often riskier than the individuals would have made or the actionsindividuals would have taken.

(f) It often takes longer to reach a group solution than an individualdecision. In business and industry, where time is frequently equated withmoney, the group can be a costly tool.

Marksallocation:

2m for points discussed in any 4 disadvantages+0 .5m for example = 2.5m.*Examiners required using their own judgment when awarding marks.2.5m X 4 disadvantages = 10m

QUESTION 3b

Reference: Chap 7, Sec 7.1 page 107Answer:

Phase 1: FormingThe initial stage of group life in which members define a purpose and getacquainted.

Phase 2:StormingThis is typically marked by conflict about goals, personalities,information, and so forth. Members may also struggle for power.

Phase 3:Norming

This is a phase in which members work out guidelines, rules and roles toregulate how they interact.

Phase 4:PerformingThis exists when members settle down

Marksallocation:

2m for points discussed in each phase + .5m for examples= 2.5m.*Examiners required using their own judgment when awarding marks.2.5m X 4 phases = 10m

[Total: 20 marks]

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QUESTION 4a

Reference: Chap 10, Sect 10.3, page 165-167Answer: Area 1: Technology

Internet has changed the nature of communication. Virtual communities

are becoming more and more widened. The Internet or network ofnetworks introduced us to different people from different places anddifferent cultures into the cyber world. Simultaneously, it also bringsdiversity and culture into human lives. Netizens from all around the worldnetwork, share and compare their life experiences, seek advice andshare success stories online. Thus, we have to be aware that messagesposted online have consequence just asthey do when delivered face-to-face.

Area 2: Stereotypes

One group often forms a mental picture of the main characteristics ofanother group, creating ideas of what people in this group are like, and

these are called stereotypes. They influences the way members of thefirst group interact with members of the second.

All cultures have stereotypes about other cultures they haveencountered.

Stereotyping is a barrier to communication in international relations;political, economic, and social.

Area 3: Timing

Time is also related to diverse cultures of the world and it does affecthow they communicate. The language of time is based on cultural factors

that are often misunderstood by others.

Area 4: Personal SpaceSpace operates as a language just as time does. By observing thebehaviour of others, you can gain some idea of their concept of personalterritory, which can assist you in your attempts to communicateinterpersonally.

Marksallocation:

2m for points discussed in each area + .5m for examples= 2.5m.*Examiners required using their own judgment when awarding marks.2.5m X 4 areas = 10m

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QUESTION 4b

Reference: Chap 10, Sect 10.4, pageAnswer:

Guide 1: Resist Ethnocentric Bias

Ethnocentrism is the tendency to regard ourselves and our way of life assuperior to other people and other ways of life. Ethnocentrismencourages negative judgments of anything that differs from our ownways. In an extreme form, ethnocentrism can lead one group of peopleto think that they have the right to dominate and exploit other groups.

Guide 2: Acknowledge Differences among Cultures

Interpreting cultural variations means learning to appreciate thedifferences between individualism and collectivism or between low-context and high-context communication culture.

Guide 3: Acknowledge Differences among Cultures

The relationships and lessons taught by culture influence ourcommunication style. Interpreting cultural variations means learning toappreciate the differences between individualism and collectivism orbetween low-context and high-context communication culture.

Guide 4: Acknowledge Differences among Cultures

The more knowledgeable we are of other cultures, the more we canreduce the personal biases and prejudices.

Guide 5: Recognise the Differences in Meaning

Meaning exists not in words but in people even though the same word isused, its meanings will vary greatly depending on the listeners culturaldefinitions.

Guide 6: Follow Cultural Rules and Customs

As we know, each culture has its own rules for communicating. Theserules identify what is appropriate and what is inappropriate. For aneffective communication encounter, it is important to familiarise yourselfwith the communication rules and preferences of members of differentcultures.

Guide 7: Patience with Yourself and the Other Person

By being patient, making sure that all questions are understood andanswered, we are more likely to make the conversation more meaningfuland consequently build positive relationships.

Marksallocation:

2m for points discussed in any 4 guides + .5m for examples= 2.5m.*Examiners required using their own judgment when awarding marks.2.5m X 4 guides = 10m

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[Total: 20 marks]

BAHAGIAN C

QUESTION 1

Reference: Chapter 8, Section 8.3, page 141-142

Answer: Challenge 1: Communicating Amid Advancing TechnologyThe Internet, e-mail, voice mail, faxes, pagers, and other wirelessdevices have revolutionised the way people communicate and how workis done. The challenge is to prepare a worker that is able to use theinformation received, retrieve and manipulate the use of technology inorder to be a knowledge worker

Challenge 2: Perceptual DifferencesEven in your own culture, you and your receiver may differ in age,education, social status, economic position, religion, and life experience.Differences as such increase the complexity of encoding and decoding amessage.

Challenge 3: Restrictive EnvironmentsRestrictive organisational structures and management block effectivecommunication. Formal channel tends to cause distortion, as each link inthe communication channel holds the potential for misinterpretation.

Challenge 4: DistractionsCommunication barriers are often physical in nature. Distractions appearin the form poor infrastructure, bad connections, poor language use, poorlistening skills or environmental factors (noise).

Challenge 5: Deceptive TacticsSome business communicators try to manipulate their receivers by using

deceptive tactics. Messages sent may be exaggerated, for example byquoting inaccurate statistics or hiding negative information behind anoptimistic attitude. Some may state opinions as facts, leave out crucialinformation, or portray graphic data unfairly. Some may even allowpersonal preferences to influence their own perception and theperception of others.

Marksallocation:

4m for points discussed in each challenge + 1m for example thatrelate to Malaysias business environment = 5m*Examiners required to use their own judgment when awarding marks.5m X 4 challenges = 20m

[Total: 20 marks]

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QUESTION 2

Reference: Chapter 8, Section 8.2.2, page 136-141

Answer: Four structures:

(i) RolesRoles are responsibilities and behaviours expected of people because oftheir specific positions in an organisation. Most organisations formallydefine roles in job descriptions. The critical quality of a role in anorganisational context is that it is not tied to any particular person.Rather, a role is a set of functions and responsibilities that could beperformed by any number of people who have particular talents,experiences, and other relevant qualifications.

(ii) RulesRules are patterns of communication in organisational contexts, just as

they are in other settings of interaction. As in other contexts,organisational rules may be formal (in the contract or organisationalchart) or informal (norms for interaction). Within organisations,constitutive rules specify what various kinds of communicationsymbolise.

Regulative rules specify when, where, and with whom communicationshould occur. Organisational charts formalise regulative rules by showingwho reports to whom.

(iii) PoliciesPolicies are formal statements of code of practices that reflect the overallregulations and culture of an organisation. Consistent with the

organisational identity reflected in that mission statement, we havepolicies that require teaching evaluations and policies that tie goodteaching performance to tenure, promotion, and raises. Mostorganisations codify policies governing such aspects of work life ashiring, promotion, benefits, grievances, and medical leave. The policiesamong organisations differ in ways that reflect the distinct cultures ofdiverse work environments.

(iv) Communication NetworksFormal networks provide the order necessary for organisations tooperate. They define lines of: upward communication (subordinates to superiors; providing feedback,reporting results)

downward communication (superiors to subordinates; giving orders,establishing policies); and Horizontal communication (peer to peer; coordinating amongdepartments).

The other form of network such as friendships, alliances and casualconversations are part of the informal network through which informationflows.

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Communication outside the formal channels of an organisation issometimes called the grapevine, a term that suggests their free-flowingstyle of communication in an organisation.

Marksallocation:4m for points discussed in each structure + 1m for example thatrelate to Malaysias business environment = 5m*Examiners required to use their own judgment when awarding marks.5m X 4 structures = 20m

[Total: 20 marks]