CWB103 Interpersonal and Intercultural Negotiation Assessment 1 Sample

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CWB103 Interpersonal and Intercultural Negotiation Assessment 1 Sample

Task description

You will survey the research literature on a specified issue within interpersonal or intercultural communication, such as listening, stereotypes, representation, race and difference. Your review will address the state of current research around the issue, and also identify a gap or an unresolved problem in the research topic area.

Task Instructions

Rationale. This assessment item covers content of the first four weeks of semester. The expectation here is that you will produce a well-researched literature review about an issue that is common or influences interpersonal communication, or intercultural communication. The purpose of this assessment is to help you gain in-depth understanding of the elements and principles of interpersonal and intercultural negotiation. You will receive feedback on both your theoretical review of the literature and on your academic writing skills.

Steps. Follow these steps to prepare your Assessment 1:

1. Choose ONE issue topic around interpersonal or intercultural communication. From Week 1 to Week 5, the lectures and tutorials will cover different issues around this area, for example, listening and assertiveness in interpersonal communication, race, difference, stereotypes and representation in intercultural negotiation.

2. Use QUT library resources to search academic literature (e.g., journal articles, books, book chapters, research report) around your chosen topic. The writing of the literature review should stay focused on your topic, organise and summarise what has been discovered on this topic, namely, the current state of the research topic. 3. In addition to the review of the literature, you also need to demonstrate your own reflective and critical thinking based on your understanding of the literature, to identify any gap(s) or unresolved problem(s) in this topic area. Structure. Suggested structure of literature review:

• An overview of the focal issue/topic (e.g. what is the issue, how it relates to intercultural or interpersonal negotiation, why it is important).

• Key findings around the issue from the literature review (e.g. what is the state of the research area, what are the main theories/findings, trends, themes and subthemes in this topic area, methodological approaches used in the literature).

• Conclusion, including summaries of the research state and any gap(s) or unresolved problem(s) in the topic area (e.g. what remains to be • Able to locate arguments in literature within particular historical, political, socio-cultural contexts and point out the limitation of the theories or arguments

• Able to identify the gap or unresolved problem in the research topic area.

• For more information, refer to the Critical Thinking and Reflective/analytical Writing documents posted in Week 5.

2. What sources should be included in your literature review?

• Lecture notes, tutorial materials, and/or recommended readings posted on Canvas

• External sources and references are required for this assessment item. There is no strict number requirement of external references, but at least five relevant academic sources should be incorporated on top of your use of lecture/tutorial materials. The external sources should be quality academic literature, such as journal articles, book chapters, books, or research reports, not just websites.

3. Referencing style: Following APA

• Citing lecture notes: e.g., Hou, J.Z. (2019). Interpersonal and intercultural negotiation. Week 1: Introduction to interpersonal communication. Retrieved from: XXXX

4. How to use the Literature Review Sample (posted in the folder ‘Assessment Task 1 Guideline, provided by UTS)

• Learn how to write literature review in structure and style

• NOT to copy the reference style because the sample used Harvard, not APA answered by scholars, what practical problems remain to be further researched, why this gap needs to be filled).

Further information:

1. What is “critical thinking” that you need to demonstrate in literature review?

• Able to identify the underlying or hidden assumptions, philosophies, outlooks underlying the key arguments made in the literature

• Able to criticise or question the soundness of arguments based on logic reasoning or related evidence

• Able to locate arguments in literature within particular historical, political, socio-cultural contexts and point out the limitation of the theories or arguments

• Able to identify the gap or unresolved problem in the research topic area.

• For more information, refer to the Critical Thinking and Reflective/analytical Writing documents posted in Week 5.

2. What sources should be included in your literature review?

• Lecture notes, tutorial materials, and/or recommended readings posted on Canvas

• External sources and references are required for this assessment item. There is no strict number requirement of external references, but at least five relevant academic sources should be incorporated on top of your use of lecture/tutorial materials. The external sources should be quality academic literature, such as journal articles, book chapters, books, or research reports, not just websites.

3. Referencing style: Following APA

• Citing lecture notes: e.g., Hou, J.Z. (2019). Interpersonal and intercultural negotiation. Week 1: Introduction to interpersonal communication. Retrieved from: XXXX

4. How to use the Literature Review Sample (posted in the folder ‘Assessment Task 1 Guideline, provided by UTS)

• Learn how to write literature review in structure and style

• NOT to copy the reference style because the sample used Harvard, not APA

Solution

1.0 Introduction

Stereotype is a pressing issue in interpersonal communication creating barriers, fostering bias and misunderstanding. Uni assignment help, As this issue shows how stereotypes can profoundly affect relationships between people of different cultural origins, it is of special relevance to intercultural and interpersonal negotiations. These tend to impact by influencing communication styles, trust, and other factors. This is important because they can obstruct productive conversation, limit the formation of trust, and obstruct teamwork in social situations. Achieving effective and open communication in today's multicultural world requires first acknowledging the existence of harmful stereotypes and then working to dismantle them. This report highlights the literature review on the issue of stereotypes in interpersonal communication, where literature from different authors will be compared and contrasted.

2.0 Literature Review

The issue of stereotypes in interpersonal communication has been extensively studied in the literature, revealing several key findings and trends:

2.1 Interpersonal communication is affected by social factors

According to Berger & Roloff (2019), relationships between people of different backgrounds are heavily influenced by interpersonal communication, a cornerstone of social interaction. Interpersonal communication is the bedrock of all relationships. Cross-cultural adaptability and improved social skills are both possible results of more communication between people from different backgrounds.

DeVito (2019) commented that interpersonal communication is significantly impacted by social circumstances. Interpersonal communication between people living abroad is crucial for developing friendships and establishing social ties. The findings further demonstrated the importance of interpersonal communication in people's day-to-day lives and in fostering social ties.

Hargie (2021) suggested that interpersonal communication skills are also crucial for succeeding in a wide range of social settings. They have a major effect on the quality of interactions between people and are essential for the development and upkeep of relationships. As a result, it is clear that things like exposure to other cultures and different social context plays a role in shaping how people learn and use interpersonal communication skills.

2.2 Communication across different cultures is not subject to normative Western assumptions.

According to Chung (2019), the validity of conventional Western beliefs is questioned by the diverse and multifaceted field of cross-cultural communication. The prevailing Western-centric view of communication rarely accounts for the subtleties and diversity of communication practises in other cultures. There is a large corpus of research that emphasises the importance of seeing past Western-centric conventions and recognising the special cultural factors that impact communication patterns.
House & Kádár (2021) opined that the importance of context was a significant point of difference in cross-cultural communication. Explicit and direct communication is highly prized in Western culture because of the widespread belief that honesty and openness are highly valued. However, in many non-Western cultures, such as Asia and Africa, the context is as important as the message itself. This variation highlights the significance of recognising the degree to which cultural context influences communication preferences.

Face and civility provided yet another contrastive dimension. According to Irwin (2020), many Eastern cultures, including those in Asia, place a great value on maintaining harmony and saving face in communication, in contrast to the Western emphasis on assertiveness and individual expression. As a result, effective communication in these cultures is sometimes oblique and veiled, necessitating an in-depth familiarity with cultural conventions.

Swargiary & Roy (2022) commented that the significance of nonverbal communication cannot be ignored. However, many cultures outside of the West place a premium on nonverbal indicators like body language, facial expressions, and gestures, which are often overlooked in Western communication. This difference underlines the importance of understanding the cultural weight of nonverbal cues in communication.

2.3 Theory

Figure 1: Social Identity Theory
(Source: Structural-learning.com, 2023)

As Tajfel and Turner (1979) point out, dealing with stereotypes in interpersonal communication requires an understanding of Social Identity Theory (Structural-learning.com, 2023). According to this theory, individuals tend to naturally classify themselves and others into social groups that share comparable characteristics. People are involved in stereotyping when they generalise about a certain group based on their assumptions about the members of that group and the activities they engage in. In interpersonal communication, individuals make assumptions about other people based on preconceived notions or prejudices about them, which get in the way of productive communication.

In methodological approaches, research on stereotypes in interpersonal communication uses several secondary sources such as previous articles and scholarly papers.

3.0 Conclusion

Interpersonal communication stereotype research has uncovered their pervasiveness and influence, shedding light on important theoretical frameworks and ways for their reduction.

Research on the long-term effects of stereotypes in interpersonal interactions is sparse, which is a significant gap in the literature and needs more investigation.

Scholars need to dig deeper into the consequences of stereotypes on trust and cooperation in social relationships. To effectively combat stereotypes and encourage inclusive communication, it is essential to first understand their effects. This gap must be filled if it is to counteract the long-term effects of stereotyping.

References

Berger, C. R., & Roloff, M. E. (2019). Interpersonal communication. In An integrated approach to communication theory and research (pp. 277-292). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203710753-24/interpersonal-communication-charles-berger-michael-roloff

Chung, L. C. (2019). Crossing boundaries: Cross?cultural communication. Cross?cultural psychology: Contemporary themes and perspectives, 375-397. https://onlinelibrary.wiley.com/doi/abs/10.1002/9781119519348.ch18

DeVito, J. A. (2019). The interpersonal communication book. Instructor, 1, 18. https://www.pearsonhighered.com/assets/preface/0/1/3/4/0134624440.pdf

Hargie, O. (2021). Skilled interpersonal communication: Research, theory and practice. Routledge. https://books.google.com/books?hl=en&lr=&id=xmtHEAAAQBAJ&oi=fnd&pg=PT9&dq=+interpersonal+communication+&ots=Z96oN7

Am8Y&sig=i8PRpTk5A4kPmsSu5yYjrS_NWrs

House, J., & Kádár, D. Z. (2021). Cross-cultural pragmatics. Cambridge University Press. https://www.researchgate.net/profile/Daniel-Kadar/publication/366324880_Research_Report_Cross-cultural_Pragmatics/links/639c36efb260ef307fd79d76/Research-Report-Cross-cultural-Pragmatics.pdf?origin=journalDetail&_tp=eyJwYWdlIjoiam91cm5hbERldGFpbCJ9

Irwin, H. (2020). Communicating with Asia: Understanding people and customs. Routledge.https://books.google.com/books?hl=en&lr=&id=4p_5DwAAQBAJ&oi=fnd&pg=PT5&dq=+Many+Eastern+cultures,++Asia,+great+value+on++

face+in+communication&ots=LcX4F8bhob&sig=k4JyBAJ3IGvwypWAEGq_O8NiPdE

Sileyew, K. J. (2019). Research design and methodology. Cyberspace, 1-12. https://www.intechopen.com/chapters/68505

Structural-learning.com (2023). Social Identity Theories. Retrieved on 8 September 2023, from: https://www.structural-learning.com/post/social-identity-theories
Swargiary, K., & Roy, K. (2022). Body Language. LAP. https://books.google.com/books?hl=en&lr=&id=Ikq9EAAAQBAJ&oi=fnd&pg=PA5&dq=West+place+a+premium+on+nonverbal+indicators+

like+body+language,+facial+expressions,+and+gestures,+which+are+often+overlooked+in+Western+

communication&ots=VPbhXXHSzT&sig=1AWr0_auVdTpogPhycmG2p9UKXI

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