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The Effects of Customer Service Positions on Communication Apprehension

Melissa McConnell

A Thesis Proposal for the Degree of Master of Arts, Communication and Leadership

Park University

Abstract

This study will use survey research to examine communication apprehension in employees who work in customer service. The participants of this study will be employees in two departments of a grocery store. A self report of communication apprehension (PRCA-24) and an open-ended question and answer survey will be completed by participants in order to learn more about individual experiences with customers. The data collection is designed to examine apprehension about interacting with customers that may result from job duties.

CHAPTER 1. INTRODUCTION

Problem

Communication apprehension and social anxiety have become an increasingly topic in the field of organizational communication. Relatively little research has been conducted regarding the specific effects that this condition can have on an individual’s professional life, and the steps that can be taken to improve the condition (e.g., Cole & McCroskey, 2003; Ayres, 1992). The majority of research studies conducted on communication apprehension address problems such as job satisfaction (Ayres & Winiecki, 1999), communication efficacy (Bennett & Rhodes, 1988), and treatment plans (Ablamowicz, 2005). Because communication behaviors directly affect the accomplishment of organizational goals, this is a significant topic for future research.

Communication apprehension is defined as “an individual’s level of fear associated with either real or anticipated communication with another person or persons” (Gibbs, Javidi, & Rosenfeld, 1994, p. 209). This apprehension can adversely affect the exchange of information within an organizational setting. Gibbs, Javidi, and Rosenfeld found that when employees feel apprehension an anxiety about communicating with other individuals, it is likely that ideas will be misconstrued, and important information could potentially be left out. Furthermore, individuals that experience communication apprehension are perceived as less competent, less likely to report a problem, and less likely to become leaders (1994).

Based on their research, communication apprehension problems are also apparent in the interview process. Individuals with communication apprehension are usually offered fewer opportunities for interviews. Those who do participate in interviews are often perceived as less competent, less successful, and less likely to develop meaningful and productive relationships with their coworkers. Individuals with communication apprehension are more likely to be dissatisfied with their jobs if they are forced to engage in oral communication, and do not perform their jobs as well as those that do not experience these symptoms (Gibbs et al., 1994).

The influence of communication apprehension on work raises a variety of questions for research. Employers may want to know what has caused the initial apprehension of communication in those individuals that experience this condition. This knowledge may eventually lead to a successful treatment or program aimed specifically at helping individuals with communication apprehension to be less fearful in the workplace.

There are several reasons why this topic may be a valuable area of research. A more sound understanding of communication apprehension may ultimately lead to greater organizational success, and greater intrapersonal well-being. Studies have shown that employees who are self-confident are more likely to demonstrate effective communication skills, be more satisfied with their jobs, and ultimately lead to the success of the organization (Gibbs et al., 1994).

Communication skills are essential in every aspect of life (Alley-Young, 2005). Without the ability to communicate, an individual would have difficulty finding a job in order to support themselves and a family. Without effective organizational communication skills, an organization would not be able to meet goals in order to achieve their desired mission. For these reasons, research in the topic of communication apprehension is necessary, especially when discussing customer facing positions. A decrease in effective communication between the customer and the individual servicing that customer could be detrimental to the success of the employee as well as the organization as a whole.

In the proposed study, individuals participating in customer service positions may or may not experience communication apprehension more frequently and with more intensity than those who are not in customer-facing career fields. The research questions are as follows:

R1: Do employees in customer service positions experience more communication apprehension than employees in positions that do not have a high amount of customer interaction?

R2: If employees in customer service positions do experience more communication apprehension than employees that do not have a high amount of customer interaction, in what ways do they experience communication apprehension?

The purpose of the current study is to explore a possible link between communication apprehension and customer service positions. While past research has revealed the impact that communication apprehension has on the success of employees as well as organizations as a whole, there has been little research regarding specific career fields and how their job influences levels of communication apprehension. The current study will contribute new and relevant information to the field of communication.

CHAPTER 2. REVIEW OF LITERATURE

This review of literature is relevant will give a general explanation of research related to the field of organizational communication and communication apprehension. Although communication apprehension has been the topic of several recent studies (e.g., Cole & McCroskey, 2003; Ablamowicz, 2005; Behnke, Mann, & Young, 2004), relatively little is known regarding specific job positions, especially those centered around customer service, and the affect customer service work has on communication apprehension.

Communication Apprehension

Communication apprehension is probably the most widely studied construct in communication studies (e.g., Lederman, 1986; McCroskey, 1983; McCroskey, Wheeless, & Nesser, 1986). The possible causes of communication apprehension has been an area of various research perspectives (e.g., Beatty, & McCroskey, 2000; Beatty, Heisel, & McCroskey, 1998; Heisel, McCroskey, & Richmond, 1999; McCroskey, McCroskey, & Richmond, 1989) as scholars defined the nature of communication apprehension (Booth-Butterfield, 1988; Diehl Hansford, & Wilson, 1987; Beatty & McCroskey, 1984; Adkins, Duran, & Zakahi, 1994). Probably the most extensive research relates to communication apprehension and oral communication or public speaking (Andriate & Beatty, 1985; McCroskey, 2004; Fordham & Gabbin, 1996). Related to the role of communication apprehensive in intercultural communication (e.g., Barraclough, Christophel, & McCroskey, 1988; Chadouir, McCroskey, & Neuliep, 2003; McCroskey & Toale, 2001), scholars have also studied communication apprehension as it relates to people learning English as a first or second language (Jung, & Mccroskey, 2004). Communication apprehension has also been studied as it relates to education (Chesebro, McCroskey, Atwater, Bahrenfuss, Cawelti, & Gaudino, 1992; Ericson & Gardner, 1992; Beatty & McCroskey, 2000; Booth-Butterfield, McCroskey & Payne, 1989). Other areas of research are communication apprehension related to health (Beynon, Booth-Butterfield, & Chory, 1997; Heisel, McCroskey, Richmond, & Smith, 1998) and age (Downs, Javidi, & Nussbaum, 1987). Relevant to the proposed thesis, the topics of the development of communication apprehension, workplace environments, and communication efficacy between individuals seem key to developing an appropriate theoretical basis for this thesis research.

According to Kim and Sharkey (2007), self-construal, embarrassability, and communication apprehension are all linked together. These researchers stated that self-construal and embarassability provide some guidance to why people develop an apprehension for communication. Their research fails to determine how the negative self-perceptions and high levels of embarassability are developed.

Bennett and Rhodes discussed writing apprehension as it relates to specific job positions. Five hundred people were randomly selected from clerical, technical, secretarial, professional, supervisory, and administrative positions from two manufacturing firms in the Midwest. The findings from this study suggest that there was a significant difference between high apprehensives and low apprehensives. The authors suggest that management may want to take a closer look at the writing productivity occurring in high writing intensity jobs (1988).

Workplace

Perhaps most relevant to this proposed study is the research about communication apprehension in the workplace over the last 25 years (Cole & McCroskey, 2003; McCroskey, & Richmond, 1979; Davis, McCroskey, Richmond, 1986; Frymier & Smith, 2006). Ayres and Winiecki (1999), for example, studied the effects of communication apprehension in the workplace. Their research suggested that communication apprehension has an effect on whether or not an individual decides to stay with an organization, and if the individual’s salary is affected by the apprehension. The researchers not, however, mention the steps that corporate leadership has taken in order to decrease the turnover rate, or to identify what is causing the decrease of communication in the organization.

Behnke, Mann, and Young discussed how communication apprehension has an impact on x, y, and z. Their research suggested that communication apprehension affected job interviews, and whether or not the individual’s conditions could influence obtaining the job. Communication apprehension also influences the way the interviewer perceives the interviewee. During a public speaking situation, they found anxiety levels are highest immediately before the presentation. In contrast, anxiety levels during an interview remain stable until the interview is complete. Adapting strategies used to improve public speaking could potentially help resolve some anxiety issues during employment interviews. Key factors during the interview that affect whether or not the employer is going to hire the interviewee are eye contact, body language, voice level, and projected confidence. Furthermore, interviewers perceive highly anxious people to be less trustworthy, less task-oriented, and less socially attractive than others who do not show signs of high levels of apprehension or anxiety (2004).

Davis, McCroskey, and Richmond (1986) studied the effects of communication apprehension between employees and their supervisors. The sample consisted of 328 employees from various organizations and areas of employment. Several measures were used in this study. McCroskey’s (1982) PRCA-24 was used to determine trait-like communication apprehension, while audience-based apprehension was measured using the McCroskey and Richmond (1982) Situational Apprehension Measure. In order to determine a subject’s affect toward a supervisor, the Job Descriptive Index developed by Smith, Kendall and Hulin (1969) was used. The study revealed that trait-like communication apprehension is a significant predictor of audience-based communication apprehension as it is related to subordinate-supervisor communication. The study also found that as satisfaction with a subject’s supervisor decreases, anxiety about communicating with them increases (1982).

Pacanowsky and O’Donnell-Trujillo (1982) studied communication apprehension in terms of organizational culture. Studying rites and rituals, ceremonies, and organizational behavior of employees in certain organizations has revealed whether or not communication apprehension is a problem within their organization.

Smith (2000) studied three different personality types and how they were linked to job satisfaction, assertiveness, and communication apprehension. The personality types included “upward mobile,” “ambivalent,” and “indifferent.” The studied revealed that all three personality types had some relation to communication apprehension, which demonstrates that any person, no matter what personality type, has the potential to develop communication apprehension.

Gibbs, Javidi, and Rosenfeld (1994) explained the relationship between self-reported communication apprehension, job satisfaction, and organizational behaviors. The results of the study conducted by the authors revealed that individuals are less satisfied when they are forced to do something. This can also increase apprehension and anxiety. Furthermore, individuals with high levels of communication apprehension are usually dissatisfied with their supervisors, because the individuals may perceive them as threatening and not compassionate. The literature does not mention suggestions for improvement on behalf of the organization.

Communication Efficacy

Bartoo & Sias (2004) found that supervisor communication apprehension negatively impacted employees’ reports of information received. Prior to this research, data mainly focused on the effects of communication apprehension on the individual. However, this study reveals that communication apprehension has the potential to negatively affect others. There are no suggestions in this literature for organizations or supervisors to take in order to improve communication between supervisor and employee, or how the condition impacts organizational or departmental goals.

Burk (2001) discussed how Master’s of Business Administration (MBA) students are likely to develop an apprehension towards communication. Since many of these students enter the corporate environment, they may not be communicating effectively if they have high levels of communication apprehension. By analyzing apprehension in students, researchers may be able to have a better understanding of why and when it develops. An assumption of the MBA program is that many students will move on to become managers. However, there are little or no communication courses offered in many MBA programs across the country. Corporations have been less than satisfied with the communication skills of newly hired MBAs and are turning to outside consultants to help resolve the problem. This problem with the education of today’s young managers can help to explain how communication apprehension and anxiety result in lower job satisfaction and efficiency in an organization (Burk, 2001). Something that would be interesting to research in correlation with this study would be to determine how MBAs with high levels of perceived communication apprehension have an impact on the employees that they manage. Does the apprehension cause a diminished understanding between employer and employee?

Cole and McCroskey (2003) studied how verbal aggressiveness and communication apprehension were found to be negatively correlated with credibility. This article also discusses how organizational and interpersonal contexts are affected by the diminished credibility. Communication apprehension, shyness, and verbal aggression have all been shown to negatively impact the source of communication, the receiver of communication, or both. The purpose of this study was to test these concepts on the receiver of communication. It is important not to confuse communication apprehension with shyness. Communication apprehension is the manifestation of an internal experience, while shyness is overt behavior. This literature doesn’t mention how the decreased level of perceived credibility impacts an individual’s position within an organization.

LaFrance and Limon (2005) researched the link between leadership emergence and communication apprehension. The qualities that are analyzed are argumentativeness, communication apprehension, and verbal aggressiveness. The study revealed that verbal aggressiveness was not related to leadership emergence. However, argumentativeness and communication apprehension had a significant affect on leadership emergence. Argumentativeness is seen as a dominant trait. While it is sometimes positive, the study has shown that it is negatively related to dominance and this could affect leadership emergence. In contrast, communication apprehension expresses little willingness to be involved, also negatively affecting leadership emergence. While this study contributes much to the topic of leadership and communication apprehension, it does not mention what steps individuals and organizations can take to become more successful and emergent leaders through communication tactics.

Roach (1999) examined the relationship between teaching assistant communication apprehension and how students perceive their power and influence. It takes a closer look at how an individual’s communication apprehension affects others. Specifically, instructor communication apprehension can certainly have an affect on students. Classroom instructors are required to communicate and do so effectively each and every day. The communication of the instructor has an affect on the teacher-student relationship, the classroom and environment, and on student learning. Individuals tend to either have the willingness to communicate or avoid communication. In the instance of classroom instructors, one can not assume that an instructor is willing to communicate at any particular time. However, more experienced classroom instructors have developed strategies or “masking techniques” to minimize any negative affects on the learning environment. This article doesn’t mention whether or not the “masking” techniques are improving the apprehension, or just simply covering it up. Without addressing the real problem, how will the apprehension and anxiety be reduced?

Ayres (1992) discussed how communication apprehension actually has a profound impact on memory retention. A study was designed to discover if communication apprehensive people who are expecting to interact after listening to a lecture recall less information than those who are not anticipating interaction. Twelve-hundred and twenty-three students enrolled in an introductory public speaking class completed the PRCA-24 (McCroskey, 1982) in order to determine if they could be classified as communication apprehensive. Those 391 students who scored one standard deviation above and below the mean on the scale were the focus of the study. Students were then either told or not told that they would be required to present an introductory speech at the end of the class. Each student then received a lecture, and was asked to recall what they were thinking about during the lecture. The results found that those students who were told they would be presenting a speech did not recall as much information from the lecture as those students that were not anticipating communicating.

McCroskey and Richmond (1979) discussed the effects of communication apprehension on organizational behavior. The results find that aspects including job satisfaction, employee retention, and occupational choice are all affected by communication apprehension. Since virtually all organizations require some communication between departments and among employees, it is important to discover how this issue can be resolved. The authors pose that employers can screen both possible and current employees to determine their level of communication apprehension. They also suggest that employers can provide communication training to their employees in order to increase effective communication within the organization.

Richmond and Roach (1992) studied willingness to communicate and employee success in U.S. organizations. The study found that a low willingness to communicate affects individuals and fosters certain organizational outcomes. On both individual and organizational levels, a low willingness to communicate was associated with negative outcomes.

Yamazaki (2006) studied how an individual’s perceived control in interaction influenced their choice of approaching or avoiding situations in which they would have to communicate. The results revealed that self-construal was significantly related to an individual’s willingness to interact with others. Both internal and external control was linked to communication apprehension.

Wilson (2005) also discussed how communication apprehension as well as other work-related phobias has an impact on an individual’s work environment. Employees that are interested in “climbing the corporate ladder” may find it difficult to do so when they are apprehensive about communication. Most individuals with this condition will readily avoid uncomfortable situations, or those in which they feel forced into communicating. This article also mentioned how individuals with communication apprehension negatively view the average work day, dreading every situation that involves possible contact. While this literature provided insight to how communication apprehension affects an individual in a professional setting, it offered no information on what the individual can do to overcome the condition in order to pursue their dreams and aspirations.

Another article discussed how communication apprehension has an impact on salesperson performance. Since these jobs are highly correlated with communication, individuals that demonstrate the signs of communication apprehension are likely to not be as successful as others who don’t. In fact, individuals who are seen as successful salespeople have usually been “gifted” in the field of communication and have above average ability and willingness. It was revealed that salesperson performance relies heavily on personal factors, skill, role variables, aptitude, and motivation (Berthon, Pitt, & Robinson, 2000). However, this article did not relate the sales career field with others.

Holt & Vittengl (1998) discussed how the quality of communication is affected by communication apprehension. Mood is also negatively affected by communication apprehension. Several trait-like factors have been found to affect anxiety levels including an elevated desire for others’ approval, tendencies to underestimate positive aspects of performance, and holding unrealistically high expectations for performance of themselves. The study conducted also revealed that individuals with communication apprehension and anxiety not only display this behavior with strangers, but also with family and friends they interact with on a daily basis.

Causes and Solutions

Several communication articles discuss some of the possible causes for communication apprehension, or why it might develop in certain individuals. Bossley and Watson (1995) explained that there are communication skills that are required when someone steps into a leadership position. For one reason or another, not all individuals possess these skills, and are unable to become effective communicators. Those who have communication anxiety also avoid careers in which they are required to interact with others, and seldom draw attention to themselves or their ideas. Fear of speaking not only restricts the communication of the employee it also has effects on the attitudes and productivity of the company. According to a recent study conducted by John Daly and Gustav Friedrich (1995), communication professors at the Universities of Texas and Oklahoma, the causes of communication anxiety may be the result of a child’s experience in the formative years. For example, if a child is reinforced for being silent, but not for communicating, they will likely remain quiet. Also, if a child is punished during an attempt to communicate, they will likely remain quiet. Several studies have shown that the incorporation of communication anxiety coping techniques and development of communication skills are effective in addressing the problem of communication anxiety. While this literature provides much insight to the field of communication apprehension, there is still no mention of specific career fields and the development of communication apprehension.

Ayres, Heuett, & Hsu (2003) suggested that a screening procedure could be effective in the treatment of communication apprehension. Another approach would be to use public speaking learning communities to reduce communication apprehension. The participants in this group were students enrolled in a basic communication course. The results revealed that learning communities decrease a student’s communication apprehension level.

Edwards & Walker (2007) discussed how learning communities can help decrease students’ communication apprehension during public speaking. This may give some insight into what techniques can be used to decrease the symptom of communication apprehension. The study consisted of seventy undergraduate students enrolled in introductory speaking courses. The participants were administered the PRCA-24 both pre-test and post-test. The purpose was to discover if students enrolled in a learning community public speaking course experienced less communication apprehension than those enrolled in non-learning community public speaking classes. This study found that those enrolled in the learning community public speaking course experienced a reduction in communication apprehension, while those enrolled in the other course did not experience a significant reduction in communication apprehension.

Johnson (2003) discussed how students’ perceptions of communication changes over the period of a basic communication course. It examines changes in thoughts about communication which is the goal of the course. Results suggest that there is a relationship between learning modes and thoughts about communicating, which reveals that basic communication courses could in fact reduce symptoms of communication apprehension.

Alley-Young (2005) focused on examining the individual’s social and cultural communication barriers rather than on quantifying and measuring communication apprehension. This literature contributed to the study of communication apprehension. It would also be beneficial to know how various social and cultural groups address the problem of communication apprehension and if their methods are more or less effective than those that have been adopted by other cultures.

Several techniques have been introduced that could potentially decrease the negative impact of communication apprehension on individuals’ professional lives. The first article discusses how public speaking is one of the greatest fears among Americans. Ablamowicz (2005) stated that those who teach public speaking courses need to develop and implement more effective tools for reducing nervousness and apprehension. The author believed that the use of an open-ended questionnaire may provide additional assistance in helping students overcome these fears, because it helps them to identify what is causing the apprehension.

Ayres, Heuett, & Hsu (2003) suggested that a screening procedure could be effective in the treatment of communication apprehension. Another approach would be to use public speaking learning communities to reduce communication apprehension. The participants in this group are students enrolled in a basic communication course. The results revealed that learning communities decrease a student’s communication apprehension level.

Current literature on the topic of communication apprehension provides little information about whether or not an individual’s professional position has an impact on the condition. It will be beneficial for organizations and employers to know if there is a link between communication apprehension and customer service positions, so companies can determine new ways to address communication between employees and customers. The current study will provide information regarding customer service positions and how they relate to communication apprehension.

CHAPTER 3. METHOD

This study will examine whether or not reported communication apprehension is more prevalent in individuals with customer service jobs. In addition, this study will examine how participants perceive their communication with customers.

Procedures

After receiving approval from the company, a recruitment letter will be put in the mailbox of each potential participant.

Participants will be directed to a stack of survey packets near the mailboxes. Participants will complete the survey on their own, retail the consent and contact information, and return the completed survey in the same envelope to a box provided for the surveys. The PRCA-24 and questions will be numbered so that the information is paired for each participant. There is no copyright for PRCA-24, which is released by the author for use without fee.

Participants will not complete the survey during work time, but are free to take the survey home.

Participants

Participants will be recruited from employees of a grocery store located in a southern state. Participants will not be members of any protected groups. No names or demographic data will be collected. No deception is involved in this research. There is no financial gain for anyone involved in this research. There are no anticipated benefits or risks for the participants. . The participant may feel a sense of satisfaction for helping a graduate student in the Communication and Leadership program at Park University. There do not appear to be any known risks in the survey.

Participants will include employees in two different departments of the grocery store, for a total of up to forty participants. The first group will be the customer service department, including cashiers, bagging clerks, as well as front-end managers. The other department will include book keepers, human resources, and overnight stockers who rarely interact with customers. Participants will be recruited on a voluntary basis. Participants must be at least eighteen years of age and currently be employed at the same local grocery store.

Data Collection

No demographic information of any kind (e.g., age, gender, ethnicity) will be collected. No person in a supervisory position will distribute questionnaires or be involved in any kind of data collection. No pilot will be conducted.

Volunteers from each department will pick up an envelope containing consent information, the survey, and contact information (see appendices). Once participants have read the consent information, they will be complete the PRCA-24 and a survey (see appendices). Once complete, participants will return the assessment and survey to a secure envelope in order to remain confidential.

The introductory information provides information typically included in a consent form. Because no names will be collected, participants will not sign the consent form. A followup page will be included, which will thank participants and include contact information. In case a subject feels upset by any question, a written list of local counselors and human relations specialists will be given to the participant.

Results from the study will be made available to participants in aggregate form, but no personal identifying information of any kind will be included in the distribution. For example, a story by a participant will not be repeated as an individual story because other employees may recognize the story.

Measure-- PRCA-24

This study will use of the PRCA-24 (Levine & McCroskey, 1990; Beatty, Kearney, McCroskey, & Plax, 1985; Roberts & Vinson, 1994). This measure and similar measurement of apprehension have been shown to be effective in communication research(Booth-Butterfield & Gould, 1986; Duran & Kelley, 1990; McCroskey, 1992; Ray & Soares, 1986; Duran & Zakahi, 1985).

The measure for this experiment is McCroskey’s (1982) Personal Report of Communication Apprehension (PRCA-24). The reason why this particular measure was chosen is because this one is one of the most established assessments related to communication apprehension. It is also the most popular and valid assessments of trait-like communication apprehension. Research has consistently shown that the PRCA-24 is internally reliable, with alpha reliability coefficients ranging from .93-.95. Also, test-retest coefficients greater than .80 have been reported, which indicates that the measure is stable across time (McCroskey, 1982).

Beatty, Kearney, McCroskey, and Plax (1985) explored the content validity of the PRCA-24. Research indicated that the scores produced by the measure are independent of the content of the items employed, and are effective of predicting apprehension.

Timeline for Research Study

September 2008-December 2008-Complete literature review for thesis
September 29-October 5, 2008-Complete scripts for IRB, complete comprehensive interview questions for individual and focus group interviews, create online assessment, complete IRB course online, submit proposal to IRB for approval
November.-Recruit participants, distribute survey packet to participants.

a. November-December, 2008-Participants to complete assessment and survey and return to secure envelope

November 2008-December 2008-Complete results, analysis, and discussion sections, complete final touches on thesis, and prepare to submit
January 2009-Submit final thesis to committee, complete comprehensive exam
February 2009-Submit final thesis with revisions to graduate school

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Appendix A: Letter to Company

Melissa McConnell

Graduate Student, Communication and Leadership

Contact information

October 6, 2008

To Whom It May Concern:

My name is Melissa McConnell and I am a graduate student participating in a distance learning graduate program in through Park University in Parkville, Missouri. I am currently working on a project that examines communication apprehension of employees in customer service positions and am interested in possibly using employees from your company as participants. A brief description of the project is outlined below.

Participants will not be members of any protected groups. No deception is involved in this research. There is no financial gain for anyone involved in this research. There are no anticipated benefits or risks for the participants. No demographic information of any kind (e.g., age, gender, ethnicity) will be collected. No person in a supervisory position will distribute questionnaires or be involved in any kind of data collection.

Participants will include employees in two different departments, for a possible total of forty-fifty participants. The first group will be the customer service department, including cashiers, bagging clerks, as well as front-end managers. The other department will include book keepers, human resources, and overnight stockers.

Participants will be recruited on a voluntary basis. They must be at least eighteen years of age, and currently be employed with the company. Each participant will receive a brief assessment as well as a survey, which can be completed at any time and returned back to their employment location via a secure envelope. It should take about 15 minutes to complete the information.

Results from the study will be made available to participants, but no identifying information of any kind will be included in the distribution. In case a subject feels upset by any question, along with the thank-you, a written list of local counselors and human relations specialists will be given to the participant.

If you agree, please provide me with written approval on your letterhead so I can have my research plan reviewed by Park University. If you have any questions or concerns I cannot answer, please feel free to contact my thesis advisor: Dr. Joan Aitken, Professor, Communication Arts, contact information.

Sincerely,

Melissa McConnell

Park University Graduate Student, Communication and Leadership Program, contact information.

Appendix B: Recruitment Letter to Participants to Be Placed in Employee Mailboxes

Help! I need to know what you think!

I am asking you to participate in a survey for a Communication and Leadership Program course I am taking at Park University. As part of my studies, I am researching a topic of interest to me based on my years of working for this company.

The purpose of the survey is to determine if communication apprehension, or the level of concern you feel when communicating, and might relate to your job. There is a communication test and list of questions for you to answer, which will take about 30 minutes. You must be 18 years or older to participate.

If you decide to participate, no identification information will be collected, and your answers will be kept confidential. Your participation is voluntary, and you are welcome to stop at any time or skip any questions once you begin.

You can pick up the survey at ________________________ and return it to the box located _____________. The surveys will be collected on ____________________(date).

Thank you,

Melissa McConnell

Park University student in the Master of Arts in Communication and Leadership Program

Appendix C: Follow-up Recruitment Letter to Participants to Be Placed in Employee Mailboxes

Your opinions are still needed!

You may remember that last week I asked you to participate in my research study about communication apprehension on the job. I am studying this topic for the Communication and Leadership Program course I am taking at Park University. If you already completed the survey, thank you for your help!

If you haven't completed the survey, I still need your help. The more people who participate, the more valid the results will be. So, I'm trying to get as many employees to participate as possible.

You may remember that the purpose of the survey is to determine if communication apprehension, or the level of concern you feel when communicating, and might relate to your job. There is a communication test and list of questions for you to answer, which will take about 30 minutes. You must be 18 years or older to participate.

You can pick up the survey packet at ________________________ and return it to the box located _____________. The surveys will be collected on ____________________(date).

Thank you,

Melissa McConnell

Park University student in the Master of Arts in Communication and Leadership Program

Appendix D: Consent for Participation in a Research Study

Consent to Participate in a Research Study

The Effects of Customer Service Positions on Communication Apprehension

Dr. Joan E. Aitken, Professor of Communication Arts, Park University and Professor Emerita, University of Missouri-Kansas City

Melissa McConnell, Graduate Student in Communication and Leadership, Park University

Please keep this information for your records.

Invitation to Participate & Purpose

You are being invited to participate in a research study for a graduate program in Communication and Leadership at Park University.

Who will Participate

All employees who work at this store--who are aged 18 or older--are invited to participate.

Purpose

The research explores possible effects of customer service positions on communication apprehension.

Description of Procedures

The method of data collection for this study will be a brief written test about communication, then a question and answer survey. In this envelope (packet) you will find materials to complete. The survey and follow-up questions should take you less than 30 minutes to complete. You then will return the materials to the box near the employee mailboxes.

Voluntary Participation

Participation in this study is voluntary at all times. You may choose to not participate or to withdraw your participation at any time. Deciding not to participate or choosing to leave the study will not result in any penalty or loss of benefits to which you are entitled. If you decide to leave the study, just throw away your packet.

Fees and Expenses

We know of no monetary costs to the participant.

Compensation

There is no compensation for participation or reimbursement for expenses.

Risks and Inconveniences

There are no anticipated risks to participants. In the unlikely event you are bothered by a question that is asked, you will find some local resources you may find helpful, which are listed at the end of this information. If you feel that you would like to discuss any of this information or ideas with a counselor, here are some local counseling services.

If you would like to discuss any of this information or ideas with a human resources department representative, these people are available to you.

Please keep this information for your records.

Benefits

A potential benefit of participating in this research is that you may enjoy thinking about your communication. I hope you will feel positive about helping in this research study, which may help other people.

Alternatives to Study Participation

You have the alternative of not participating.

Confidentiality

No names or personal information will be recorded. If you reveal some information that may suggests who you are—by telling us a story, for example--that information will be kept confidential.

While every effort will be made to keep confidential all of the information you complete and share, it cannot be absolutely guaranteed. Individuals from the University's Institutional Review Board (a committee that reviews and approves research studies), Research Protections Program, and Federal regulatory agencies may look at records related to this study for quality improvement and regulatory functions.

In Case of Injury

The University appreciates the participation of people who help it carry out its function of developing knowledge through research. If you have any questions about the study that you are participating in, you are encouraged to call me, Melissa McConnell, the investigator, at 210-823-9372 Melissa.mcconnell@park.edu.

You also are welcome to contact my faculty advisor, who is Dr. Joan E. Aitken, Professor, Communication Arts, 229 Copley, 8700 NW River Park Drive, Park University, Parkville, MO 64152, 816-584-6785 joan.aitken@park.edu

Although it is not Park University’s policy to compensate or provide medical treatment for persons who participate in studies, if you think you have been injured as a result of participating in this study, please call the IRB Administrator—Dr. Dennis Kerkman--of Park University at (816) 741-2000 or (800) 745-7275.

Questions

If you have any questions about the study that you are participating in, you are encouraged to call Melissa McConnell, the investigator contact information. We will be happy to answer any of your questions.

Authorization

If you are 18-years old or older and agree to participate, you can proceed to the next page and begin answering the survey questions.

If you do not agree to participate, please return this packet to the pile by the employee mailboxes or throw away this packet.

Appendix E: Personal Report of Communication Apprehension (PRCA-24)

There is no copyright for this measure, which is released by the author for general use without fee.

Complete and return this survey.

: Personal Report of Communication Apprehension (PRCA-24)

DIRECTIONS: This instrument is composed of twenty-four statements concerning feelings about communicating with other people. Please indicate the degree to which each statement applies to you by marking whether you

(1) strongly agree, (2) agree, (3) are undecided, (4) disagree, or (5) strongly disagree.

Work quickly; record your first impression.

___ 1. I dislike participating in group discussions.

___ 2. Generally, I am comfortable while participating in group discussions.

___ 3. I am tense and nervous while participating in group discussions.

___ 4. I like to get involved in group discussions.

___ 5. Engaging in a group discussion with new people makes me tense and nervous.

___ 6. I am calm and relaxed while participating in group discussions.

___ 7. Generally, I am nervous when I have to participate in a meeting.

___ 8. Usually I am calm and relaxed while participating in meetings.

___ 9. I am very calm and relaxed when I am called upon to express an opinion at a meeting.

___ 10. I am afraid to express myself at meetings.

___ 11. Communicating at meetings usually makes me uncomfortable.

___ 12. I am very relaxed when answering questions at a meeting.

___ 13. While participating in a conversation with a new acquaintance, I feel very nervous.

___ 14. I have no fear of speaking up in conversations.

___ 15. Ordinarily I am very tense and nervous in conversations.

___ 16. Ordinarily I am very calm and relaxed in conversations.

___ 17. While conversing with a new acquaintance, I feel very relaxed.

___ 18. I'm afraid to speak up in conversations.

___ 19. I have no fear of giving a speech.

___ 20. Certain parts of my body feel very tense and rigid while giving a speech.

___ 21. I feel relaxed while giving a speech.

___ 22. My thoughts become confused and jumbled when I am giving a speech.

___ 23. I face the prospect of giving a speech with confidence.

___ 24. While giving a speech, I get so nervous I forget facts I really know.

SCORING: The PRCA permits computation of one total score and four subscores. The subscores are related to communication apprehension in each of four common communication contexts: group discussions, meetings, interpersonal conversations, and public speaking. To compute your scores merely add or subtract your scores for each item as indicated below.

This doesn't make sense. Correct the formatting. Do you want people to compute their own scores? You need to say something like, You don't need to compute your score, but if you're curious, you can do so.

Subscore Desired Scoring Formula

Group discussion 18 + scores for items 2, 4, and 6; - scores for items 1, 3, and 5.

Meetings 18 + scores for items 8, 9, and 12;
- scores for items 7, 10, and 11.

Interpersonal conversations 18 + scores for items 14, 16, and 17;
- scores for items 13, 15, and 18.

Public speaking 18 + scores for items 19, 21, and 23;
- scores for items 20, 22, and 24.

To obtain your total score for the PRCA, simply add your four subscores together.
Your score should range between 24 and 120. If your score is below 24 or above 120,
you have made a mistake in computing the score.

Scores on the four contexts (groups, meetings, interpersonal conversations, and
public speaking) can range from a low of 6 to a high of 30. Any score above 18 indicates
some degree of apprehension. If your score is above 18 for the public speaking context,
you are like the overwhelming majority of Americans.

Appendix F: Questions about Your Communication at Work

Complete and return this survey.

Questions about Your Communication at Work

How long have you been in your current position? Please indicate months and years.

Please describe what your job duties include.

How often do you speak to customers?

____ a work-day

____ a work-week.

How would you describe the communication of the average customer that you speak to on any given day? If you think there are multiple types of people, please describe each.

Have you had a customer make you feel nervous or anxious? Yes___ No___ (If no, skip to question #8.)

If yes, please describe a recent experience when a customer made you feel nervous or anxious.

Complete and return this survey.

If you answered "yes" to question five, how did this experience affect the rest of your day?

Have you had a customer make you feel like you were felt like you were under verbal or physical attack? Yes___ No___ (If no, skip to question #10.)

If you answered yes to question #8, please describe this experience that felt like an attack.

Please describe someone that you might call a “positive customer.”

Please describe someone that you might call a “negative customer.”

If you have had experiences with someone you think of as a "negative customer," describe how that communication has influenced—if it has--the way you feel about your work position.

Complete and return this survey.

Do you feel apprehensive about coming to work? If so, please explain your experience.

Please return this survey in this envelope to the box marked "Melissa McConnell's Study," which is provided by the employee mailboxes. You envelope will then be collected by Melissa McConnell, contact information by ________________ (date).

Thank you for your help!

WEEK 4 CA517 STEP THREE OF CORE ASSESSMENT: QUANTITATIVE RESEARCH DESIGN	Meets Program Goal	Meets Course Goal	Requirement Mastery for Social Scientific Standards Earns 2 points	Nearing Standards 1.5 points	Lacks Adequate Standards (Provide a major revision for the core assessment.) 0 points
VARIABLES __/ 2 points	Read and conduct research and apply the principles to their own organizations.	1. Identify and explain basic principles and terminology used in quantitative research. 8. Write an answerable research question or testable hypothesis, operational definitions, and independent and dependent variables for a quantitative research study.	1. Correctly identifies the independent variable. 2. Correctly identifies dependent variables. 3. Clear research question.	Lacks one of the requirements for social scientific standards.	Lacks multiple requirements
GENERAL PROCEDURE __/ 2 points	Read and conduct research and apply the principles to their own organizations.	2. Analyze and evaluate research quality as a social scientist (e.g., method, design, ethics, statistical tests).	1. Explain protocols. 2. Identify quantitative method of experiment, survey, or content analysis. 3. Give procedures for a quantitative study. 4. Study in communication.	Lacks one of the requirements for social scientific standards.	Lacks multiple requirements
ARTIFACTS OR PARTICIPANTS __/ 2 points	Read and conduct research and apply the principles to their own organizations.	3. Propose a quantitative study, which is in communication studies.	1. Explain procedures for selecting artifacts or participants. 2. Procedures for recruiting and protecting participants.	Lacks one of the requirements for social scientific standards.	Lacks multiple requirements
SCRIPTS FOR USING HUMAN SUBJECTS __/ 2 points (human subjects) 2 points (public artifact)	Read and conduct research and apply the principles to their own organizations.	7. Design a real or hypothetical quantitative research proposal intended to resolve organizational issues or improve decision-making (e.g., test-treatment-retest procedures).	Delineate procedures for conducting the study. Informed consent script. Interview script. Debriefing script.	Lacks one of the requirements for social scientific standards.	Lacks multiple requirements
ETHICS AND PROFESSIONAL WORK __/ 2 points	Develop a framework for ethical conduct in contemporary organizations.	2. Analyze and evaluate research quality as a social scientist (e.g., method, design, ethics, statistical tests)	1. Wrote detailed procedures for ethical research. 2. Completed IRB forms if using research on humans. 3. Uses own words. 4. Avoids direct quotations, but uses quotation marks or left column indent in those rare cases of direct quotation. 5. No opinion without research citation.	Lacks one of the requirements for social scientific standards.	Lacks multiple requirements
Total /10 points

Example Rubric CA517 STEP OF CORE ASSESSMENT Established communication measure and statistical test.	Meets Program Goal	Meets Course Goal	Meets Standards for assignment Earns 5 points	Lacks Adequate Standards (Provide a major revision for the core assessment.)0 point
MEASURE http://www.jamescmccroskey.com/measures/ __/5 points	Read and conduct research and apply the principles to their own organizations.	3. Propose a quantitative study, which is in communication studies. 5. Write an quantitative research proposal grounded in communication theory.	1. Select an established measure from communication studies. 2. Correctly cite and reference the measure.	Missing established measure. Develop own measure.
STATISTICAL TEST __/5 points Total __/10	Read and conduct research and apply the principles to their own organizations.	2. Analyze and evaluate research quality as a social scientist (e.g., method, design, ethics, statistical tests).	1. Determine a statistical test to be used.	No statistical test.
ETHICS AND PROFESSIONALISM	Develop a framework for ethical conduct in contemporary organizations.	2. Analyze and evaluate research quality as a social scientist (e.g., method, design, ethics, statistical tests)	1. No question about research-based content. 2. Uses own words. 3. Avoids direct quotations, but uses quotation marks or left column indent in those rare cases of direct quotation. 4. No opinion without research citation.	Zero Credit, with no opportunity for revision of the assignment, with one of the following: Any Turnitin duplication, plagiarism, fabrication, or academic integrity problem. or If the professor cannot open your file, you will earn zero points. Acceptable formats include .doc, .txt, and .rtf.