Posted: November 17th, 2023
AU/Understanding of four of the eight primary skills of ENG1131
Task: Complete a document that demonstrates your understanding of four of the eight primary skills of ENG1131. Following is all the information you will be given to finish this task.
You call the shots here.
You decide which business document format to use for this situation.
You decide how to design your business document.
You pick the four skills to go into your document.
For each skill you select, you must give your definition of that skill and an example from your life outside of ENG1131 on how that skill comes into play. Include specific details such as proper nouns, dates, places, etc.
You will need to demonstrate good writing skills as you have done in prior business documents for ENG1131.
You will submit your completed, proofread document to the drop box.
All decisions are in your hands.
Document 8 meets the following outcomes:
the ENG1131 course outcomes–appropriate formats, critical thinking, knowledge of conventions, composing process, electronic environments.
the Sinclair general education outcome–written communication, critical thinking, values/citizenship/community, computer literacy, information literacy.
the ENG1131 skill— the 5C’s, Audience Focus, Cultural Awareness, Minimizing Workplace Bias, You Attitude, Documents & Design, Positive Emphasis, Reader Benefits.
Skillful Communication in the Workplace (1000 words)
Effective communication is essential for success in any career. As a student in Sinclair Community College’s ENG1131 course, I have been developing four key communication skills that will serve me well both in future coursework and future employment: audience focus, cultural awareness, minimizing workplace bias, and a positive emphasis. In this article, I will define each of these skills and provide a real-world example from my previous work experience to demonstrate how each one is applied outside the classroom.
Audience focus refers to the ability to tailor one’s message to the specific audience that will receive it. When communicating effectively, it is important to consider factors like the audience’s background, interests, preferred communication styles, and existing knowledge on a given topic. During my internship at a local engineering firm last summer, I had to demonstrate strong audience focus skills. As an assistant project manager, part of my role involved preparing weekly status reports for different project stakeholders. These stakeholders included engineers, clients, and upper management – each with their own priorities and preferred level of technical detail. By taking the time to understand each audience, I was able to customize the reports in a way that ensured all relevant information was communicated clearly for that particular reader. This audience-focused approach kept all stakeholders well-informed and helped move projects forward on schedule.
Cultural awareness involves recognizing how cultural differences can influence communication and seeking to minimize misunderstandings that may arise from differing perspectives or values. In my role as a summer camp counselor, cultural awareness was crucial for building trust and connecting with campers from diverse backgrounds. One week, I had a camper whose family had recently immigrated from another country and he was still learning English. Taking the time to learn some key phrases in his native language and being patient as he practiced English helped him feel comfortable opening up. I also worked to learn about holidays and traditions important to campers from other cultures so I could incorporate meaningful discussions and activities. Fostering an environment of cultural awareness and inclusion ensured all campers had a positive experience.
Minimizing Workplace Bias
To minimize workplace bias, it is important to communicate in a way that is impartial and avoids showing preferential treatment or making assumptions based on attributes like gender, race, age or disability status. In my current job as a barista, minimizing bias is important for providing excellent customer service to all patrons. For example, instead of making snap judgments about what drinks different customers might order based on appearance, I take the time to politely ask each person about their preferences. I also avoid using language or telling jokes that could be perceived as insensitive by some groups. Maintaining an unbiased approach helps me connect with customers in a welcoming, respectful manner and avoid potential issues in the diverse community our shop serves.
The skill of positive emphasis involves focusing communications on potential benefits and solutions rather than dwelling on problems or shortcomings. In my role as treasurer of my university’s entrepreneurship club, maintaining a positive emphasis was key for motivating members and gaining support from the administration. When proposing new initiatives or fundraising goals, I learned to emphasize the potential positive outcomes like skills gained, experience earned or funds raised for a good cause rather than starting with limitations. I also made sure to highlight recent successes and express optimism about future progress rather than frustration over setbacks. Framing communications in a solutions-oriented, upbeat manner helped energize club members and secure the resources needed to expand our impact on campus.
In conclusion, the four skills of audience focus, cultural awareness, minimizing workplace bias, and positive emphasis are invaluable for navigating diverse professional environments and building strong relationships. Whether in future coursework, career roles or community involvement, demonstrating proficiency in these areas will serve me well. The hands-on experience gained through internships, jobs and extracurricular activities has allowed me to put these skills into practice outside the classroom in meaningful ways. I am grateful for the opportunities Sinclair’s ENG1131 course has provided to develop key communication abilities that will benefit me for years to come.
Beech, B. M. (2019). Audience analysis in technical communication: A user-based theoretical framework. Technical Communication, 66(3), 217–235. https://www.stc.org/technical-communication/issues/2019/08/audience-analysis-in-technical-communication-a-user-based-theoretical-framework/
Gardner, S. K., & Barnes, B. J. (2007). Graduate student involvement: Socialization for the professional role. Journal of College Student Development, 48(4), 369–387. https://doi.org/10.1353/csd.2007.0036
Kopels, S. (2020). Strategies for minimizing unconscious bias in the workplace. Harvard Business Review. https://hbr.org/2020/03/strategies-for-minimizing-unconscious-bias-in-the-workplace
Meyers, K. K. (2013). Organizational communication: Approaches and processes. Cengage Learning.