Competencies 1025.1.1 : Implements Appropriate Communication Styles The learner implements appropriate communication styles based on audience and setting. Introduction Understanding your message’s audience and considering how to adapt your message is key to successful interactions. In this task, you will: 1. Write two emails introducing yourself in a professional workplace setting to two different characters from the scenario below. 2. Demonstrate in a written analysis how each introductory message is adapted to the audience you are addressing. 3. Use the RRM3 D268 Task 1 Template located in the Supporting Documents section below the rubric as a guide to complete this task. Scenario You work for a corporation with multiple branches across the United States. You have been called to the East Coast headquarters to work on a training program that will be used nationwide. You will be meeting your team memberswho come from various branchesfor the first time and would like to communicate with them to introduce yourself before arriving. The following list has important information to know about each of their work cultures. The team is as follows: Sarah: At Sarahs branch at company headquarters, her team values time, efficiency, and direct communication. She typically plans out every minute of her day and expects meetings to have clear agendas with concise information about daily tasks. The culture is low context and values certainty and formality. Sarah has worked in the organization for nearly 20 years. Joe: At the companys Southeast branch, Joes team values a relaxed and informal atmosphere. He and his colleagues focus a lot of energy on developing genuine relationships and trust. Joe and his coworkers use a high-context communication style. Joe is the newest hire out of this branch but has been working in the organization for 10 years. Blake: At Blakes branch in the Southwest, his team values collaborating, sharing work, and equally contributing to ideas. The culture tends to focus on equal distribution of workload and people who desire to improve the success of the overall group. They generally communicate in a nonassertive manner. Blake has been working in the organization for 30 years. Talia: At Talias branch in the Midwest, the culture is friendly and warm. People are very supportive of each other and value kindness and expressions of appreciation. They, at times, have difficulty communicating criticism. They are largely assertive and uncomfortable with silence. Talia was recently promoted, and she has worked for the organization for 5 years. Mei: At Meis West Coast branch, employees can work in the office building, outside on patios, or on lawn spaces. Their workplace culture is individualistic, and people focus on direct communication. In Meis office, workers appreciate diverse and novel ideas. They value discussion and are comfortable with ambiguity. Mei is a recent graduate, and this is their first year at the organization. Requirements Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information. Grammarly Note: Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information. Microsoft Files Note: Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see Computer System and Technology Requirements. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. A. Choose two of the characters from the scenario above and write an introductory email introducing yourself to each character (one email per character). For each email you must: 1. Use a different communication style based on the characters chosen from prompt A. 2. Include an opening (i.e., Dear, Hello, etc.) and closing (i.e., Sincerely, See you soon, etc.). Note: Suggested length for each email is 13 paragraphs. Note: When introducing yourself, you may use real or fictitious details about your personal and professional life. B. Based on the characters you chose to introduce yourself to in prompt A, complete the following: 1. Explain why you chose each communication style for each character. 2. Describe how each email from prompt A is different from the other. Note: Suggested length is 12 pages. C. Acknowledge sourcesusing in-text citations and referencesfor content that is quoted, paraphrased, or summarized. Note: Sources are NOT required for this task, but if sources are used, they must be acknowledged and cited appropriately. D. Demonstrate professional communication in the content and presentation of your submission. Note: See the rubric for what professional communication entails. File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z Rubric A:TWO INTRODUCTORY EMAILS Not Evident The 2 introductory emails are not provided. Approaching Competence Only 1 introductory email was written. Or the 2 introductory emails are not each written to a different character from the scenario. Competent The 2 introductory emails are each written to a different character from the scenario. A1:COMMUNICATION STYLE Not Evident The 2 introductory emails do not each use a different communication style. Approaching Competence The communication style chosen for 1 or both introductory emails is ineffective based on the characters chosen from prompt A. Competent The communication styles chosen for each of the 2 emails are different and effective based on the characters chosen from prompt A. A2:OPENING AND CLOSING Not Evident The 2 introductory emails do not include an opening or closing. Approaching Competence Only 1 email includes an opening and closing. Or an opening or closing is missing from one or both emails. Or the opening and closing for each email is ineffective. Competent Both introductory emails include an effective opening and closing. B1:EXPLANATION OF COMMUNICATION STYLE Not Evident An explanation is not provided. Approaching Competence An explanation of why the communication style was chosen is only provided for 1 character from prompt A. Or the explanation of why each communication style was chosen is illogical based on each character chosen from prompt A. Competent A logical explanation of why each communication style was chosen based on each character chosen from prompt A is provided. B2:DESCRIPTION OF DIFFERENCES Not Evident A description is not provided. Approaching Competence The description does not logically address how each email from prompt A is different from the other. Competent The description logically addresses how each email from prompt A is different from the other. C:SOURCES Not Evident If sources are used, the submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized. Approaching Competence If sources are used, the submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations and/or reference list is incomplete or inaccurate. Competent If sources are used, the submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available. D:PROFESSIONAL COMMUNICATION Not Evident This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category. Approaching Competence This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category. Competent This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.