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RRM1 — RRM1 TASK 1: INTRODUCTORY MESSAGES
INTRODUCTION TO COMMUNICATION: CONNECTING WITH OTHERS — D268
PRFA — RRM1
COMPETENCIES
1025.1.1 : Implements Appropriate Styles of Communication
The learner implements appropriate styles of communication based on the audience and setting.
INTRODUCTION
Understanding your audience for a message and considering how to adapt your message is key to
successful interactions. In this task, you will develop two introductions of yourself in a professional
workplace setting as either a script, an audio recording, or a video recording. You will then demonstrate in
a written analysis how each introductory message should be adapted based on the audience you are
addressing.
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 members, who come from various branches, for the first time and would like to communicate
with them to introduce yourself before arriving. Important information to know about each of their work
cultures is listed below.
The team is as follows:
• Sarah: At Sarah’s 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 30 years.
• Joe: At the company’s southeastern branch, Joe’s 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 the group but has
been working in the industry for 10 years.
TASK OVERVIEW SUBMISSIONS EVALUATION REPORT
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• Blake: At Blake’s 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 is one of the older group members.
• Talia: At Talia’s branch in the Midwest, the culture is friendly and warm. People are very supportive of
each other and value expressed appreciation and kindness. 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 five years.
• Mei: At Mei’s West Coast branch, employees can work in office or outside on patios or on lawn space.
Her workplace culture is individualistic, and people focus on direct communication. In Mei’s office,
workers appreciate diverse and novel ideas. They value discussion and are comfortable with ambiguity.
Mei is one of the younger group members.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and
no more than a 10% match to any one individual source can be directly quoted or closely paraphrased
from sources, even if cited correctly. An originality report is provided when you submit your task that can
be used as a guide.
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.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.,
unless specified in the task requirements. All other submissions must be file types that are uploaded and
submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Identify two characters from the scenario and create an introductory message to present to each
character (suggested length of 1–2 pages written or 30–120 seconds recorded), using a different
communication style for each message. Create a fictitious persona (as if you will be working with the
two characters you have chosen) that includes the following:
• a fictitious name
• a fictitious job history
• a fictitious job function
• your fictitious project and team goals as related to the training program to be developed by the
team
• fictitious details about your personal life
Note: Possible formats for your introductory message could include a face-to-face introduction
during a live video conference meeting, an email, a social media post, a formal memo letter, or some
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form of audio or video recording that could be posted on social media or be emailed to your
colleagues. You may write a script of your introduction, or you can record yourself delivering the
introduction and upload the recording using Panopto.
Note: For instructions on how to access and use Panopto, use the “Panopto How-To Videos” web link
provided below. To access Panopto’s website, navigate to the web link titled “Panopto Access,” and
then choose to log in using the “WGU” option. If prompted, log in using your WGU student portal
credentials, and then it will forward you to Panopto’s website.
To submit your recording, upload it to the Panopto drop box titled “Introduction to Communication
Introductory Messages – RRM1 Task 1 | D268.” Once the recording has been uploaded and processed
in Panopto’s system, retrieve the URL of the recording from Panopto and copy and paste it into the
Links option. Upload the remaining task requirements using the Attachments option.
B. Analyze the development of each introductory message from part A by doing the following:
1. Describe the channel and format of each introductory message.
a. Explain why you chose the channel and format of each introductory message.
2. Compare your two introductory messages, including the differences between each introduction.
a. Explain why you chose to make the changes to your introductory messages and why they are
different, based on the characters to whom you were presenting.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased,
or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
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, 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 MESSAGES
NOT EVIDENT
The submission does not include 2 introductory messages.
APPROACHING
COMPETENCE
The 2 introductory messages
do not each address a different
character from the scenario, do
COMPETENT
Each of the 2 introductory messages addresses a different
character from the scenario,
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B1:CHANNEL AND FORMAT
B1A:EXPLANATION OF CHANNEL AND FORMAT
B2:COMPARISON
not each use a different communication style, or do not
each include all the given
components.
uses a different communication
style, and includes all the given
components.
NOT EVIDENT
A description is not provided.
APPROACHING
COMPETENCE
The description does not accurately identify the channel or
format of each introductory
message from part A. Or the
channel or format of 1 or more
of the introductory messages is
not appropriate for professional workplace communication.
COMPETENT
The description accurately identifies the channel and format of
each introductory message
from part A. The channel and
format for each introductory
message are appropriate for
professional workplace
communication.
NOT EVIDENT
An explanation is not provided.
APPROACHING
COMPETENCE
The explanation does not logically address why the channel
and format were chosen for
each introductory message
from part A. Or the explanation
does not include relevant support from the character descriptions in the scenario.
COMPETENT
The explanation logically addresses why the channel and
format were chosen for each
introductory message from part
A and includes relevant support
from the character descriptions
in the scenario.
NOT EVIDENT
A comparison of the 2 introductory messages is not
provided.
APPROACHING
COMPETENCE
The comparison of the 2 introductory messages does not logically address the differences
between each message.
COMPETENT
The comparison of the 2 introductory messages logically addresses the differences between each message.
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B2A:EXPLANATION OF CHANGES
C:SOURCES
D:PROFESSIONAL COMMUNICATION
NOT EVIDENT
An explanation is not provided.
APPROACHING
COMPETENCE
The explanation does not logically address why each introductory message is different.
Or the explanation does not
address how each difference is
logically based on the description of the character from the
scenario to whom the message
was presented.
COMPETENT
The explanation logically addresses why each introductory
message is different and how
each difference is logically
based on the description of the
character from the scenario to
whom the message was
presented.
NOT EVIDENT
The submission does not include both in-text citations and
a reference list for sources that
are quoted, paraphrased, or
summarized.
APPROACHING
COMPETENCE
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
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.
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive
errors in mechanics, usage, or
grammar. Vocabulary or tone is
unprofessional or distracts
from the topic.
APPROACHING
COMPETENCE
Content is poorly organized, is
difficult to follow, or contains
errors in mechanics, usage, or
grammar that cause confusion.
Terminology is misused or
ineffective.
COMPETENT
Content reflects attention to
detail, is organized, and focuses
on the main ideas as prescribed
in the task or chosen by the candidate. Terminology is pertinent,
is used correctly, and effectively
conveys the intended meaning.
Mechanics, usage, and grammar
promote accurate interpreta-
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WEB LINKS
Panopto Access
Sign in using the “WGU” option. If prompted, log in with your WGU student portal credentials, which
should forward you to Panopto’s website. If you have any problems accessing Panopto, please contact
Assessment Services at [email protected]. It may take up to two business days to receive
your WGU Panopto recording permissions once you have begun the course.
Panopto How-To Videos
tion and understanding.
