Draft of a talk I helped give to the Summer science communication symposium at Iowa State reporting some initial analyses related to how we should measure trust in the context of public opinion about science and a desire to be more strategic about science communication.
The document provides observations of communication skills for 4 individuals at an organization.
For Person 1, their key strengths are listed as a pleasing personality and being assertive, while their limitation is noted as being prejudiced at times.
Person 2 is described as having simplicity as a strength, but sometimes being shy as a limitation.
The strengths of Person 3 are said to be leading by example, while their limitation is described as sometimes being indifferent and arrogant.
Finally, Person 4's strengths are identified as frankness and being assertive, while their limitation is stated as working on instinct at times.
Yanitsa prefers a cautious and methodical approach. She is reliable, consistent, and values traditions. While she may not openly express her opinions, she is a calming presence and loyal team player who focuses on practical support. Her modest manner can cause her contributions to be overlooked at times, so she will benefit from ensuring her accomplishments are recognized.
The document discusses the Myers-Briggs Type Indicator (MBTI) personality assessment. It describes MBTI as providing benefits such as improving self-awareness, communication skills, leadership, and managing stress. It outlines the four dichotomies measured by MBTI: Extraversion vs Introversion, Sensing vs Intuition, Thinking vs Feeling, and Judging vs Perceiving. It cautions that MBTI terms should not be interpreted literally. It also provides descriptions of the 16 personality types indicated by combinations of the preferences.
Identity Self-Perception Business Personality Questionnaire Comprehensive ReportPsyAsia International
ย
This document provides a personality profile for Test2 Test2 based on their responses to an identity questionnaire. The profile examines Test2's responses across various competencies including people and communication, intellectual and judgement, task orientation and drive, and leadership preference. Some key points are that Test2 tends to be less outgoing, prefers independent work, is less focused on emotions, takes a balanced approach to risk-taking, and prefers a participative leadership style with less focus on change. The profile provides an overview of Test2's self-perceived strengths and areas for development.
1. The document discusses common career stalling behaviors and stoppers such as blocked personal learning, political missteps, insensitivity to others, defensiveness, and performance problems.
2. For each behavior, the document outlines what would constitute a problem versus not being a problem, potential causes, and some recommended remedies.
3. The overall purpose is to provide insight into behaviors that can stall someone's career and suggestions for how to address them.
Identity Self-Perception Business Personality Questionnaire Careers ReportPsyAsia International
ย
The Careers Feedback Report can help decision makers gain an insight into a candidate's preferences, style of learning and which vocations may be best suited to their interests. The results are intended to help guide decision makers towards potential careers, occupations or educational programmes that the candidate might enjoy rather than providing a prescription of what the candidate should be doing.
This report has been generated based upon the test candidate's responses to the 'identity' questionnaire i.e. it is a 'self-perception' report. It is important to keep in mind that the report measures the candidate's preferences, not their skills or abilities.
(Note, the most-up-to-date sample reports are always available at the PsyAsia website.)
This document provides an overview of a 6-day consulting training course. The course covers topics such as communication foundations, crucial conversations, dealing with difficult people, and project management. It includes an agenda, definitions of communication, the communication process, barriers to effective communication, and overcoming those barriers. Personality tests are given to help understand communication styles. The ideal communication style is described as stating your path by sharing facts, your story, asking for others' perspectives, talking tentatively, and encouraging testing of ideas.
The document provides observations of communication skills for 4 individuals at an organization.
For Person 1, their key strengths are listed as a pleasing personality and being assertive, while their limitation is noted as being prejudiced at times.
Person 2 is described as having simplicity as a strength, but sometimes being shy as a limitation.
The strengths of Person 3 are said to be leading by example, while their limitation is described as sometimes being indifferent and arrogant.
Finally, Person 4's strengths are identified as frankness and being assertive, while their limitation is stated as working on instinct at times.
Yanitsa prefers a cautious and methodical approach. She is reliable, consistent, and values traditions. While she may not openly express her opinions, she is a calming presence and loyal team player who focuses on practical support. Her modest manner can cause her contributions to be overlooked at times, so she will benefit from ensuring her accomplishments are recognized.
The document discusses the Myers-Briggs Type Indicator (MBTI) personality assessment. It describes MBTI as providing benefits such as improving self-awareness, communication skills, leadership, and managing stress. It outlines the four dichotomies measured by MBTI: Extraversion vs Introversion, Sensing vs Intuition, Thinking vs Feeling, and Judging vs Perceiving. It cautions that MBTI terms should not be interpreted literally. It also provides descriptions of the 16 personality types indicated by combinations of the preferences.
Identity Self-Perception Business Personality Questionnaire Comprehensive ReportPsyAsia International
ย
This document provides a personality profile for Test2 Test2 based on their responses to an identity questionnaire. The profile examines Test2's responses across various competencies including people and communication, intellectual and judgement, task orientation and drive, and leadership preference. Some key points are that Test2 tends to be less outgoing, prefers independent work, is less focused on emotions, takes a balanced approach to risk-taking, and prefers a participative leadership style with less focus on change. The profile provides an overview of Test2's self-perceived strengths and areas for development.
1. The document discusses common career stalling behaviors and stoppers such as blocked personal learning, political missteps, insensitivity to others, defensiveness, and performance problems.
2. For each behavior, the document outlines what would constitute a problem versus not being a problem, potential causes, and some recommended remedies.
3. The overall purpose is to provide insight into behaviors that can stall someone's career and suggestions for how to address them.
Identity Self-Perception Business Personality Questionnaire Careers ReportPsyAsia International
ย
The Careers Feedback Report can help decision makers gain an insight into a candidate's preferences, style of learning and which vocations may be best suited to their interests. The results are intended to help guide decision makers towards potential careers, occupations or educational programmes that the candidate might enjoy rather than providing a prescription of what the candidate should be doing.
This report has been generated based upon the test candidate's responses to the 'identity' questionnaire i.e. it is a 'self-perception' report. It is important to keep in mind that the report measures the candidate's preferences, not their skills or abilities.
(Note, the most-up-to-date sample reports are always available at the PsyAsia website.)
This document provides an overview of a 6-day consulting training course. The course covers topics such as communication foundations, crucial conversations, dealing with difficult people, and project management. It includes an agenda, definitions of communication, the communication process, barriers to effective communication, and overcoming those barriers. Personality tests are given to help understand communication styles. The ideal communication style is described as stating your path by sharing facts, your story, asking for others' perspectives, talking tentatively, and encouraging testing of ideas.
This document provides an overview of a 6-day consulting training course. The course covers topics such as communication foundations, crucial conversations, dealing with difficult people, and project management. It includes an agenda, definitions of communication, the communication process, barriers to effective communication, and overcoming those barriers. Personality tests are given to help understand communication styles. The ideal communication style is described as stating your path by sharing facts, your story, asking for others' perspectives, speaking tentatively, and encouraging testing of ideas.
Building Interpersonal Effectiveness.pptJacobKurian22
ย
It's 4:30pm.
P
C
C
A A
P
1
2
Critical Parent / Child Transaction
1. You're always late! Can't you ever be on time?
2. I'm sorry, I'll try harder.
P
C
C
A A
P
1
2
Adult / Adult Transaction
1. The report is due Friday. When can you have it done by?
2. I should be able to finish it by Thursday afternoon.
P
C
C
A A
P
1
2
Nurturing Parent / Child Transaction
1. I'm feeling overwhelmed with
This document outlines key job skills and personal assessments in 5 areas: communication, interpersonal skills, research and planning, organizational skills, and management skills. For each area, specific abilities are listed such as writing and speaking clearly, working well with others, forecasting and problem solving, handling details and multi-tasking, and leading groups and making decisions. The document provides an overview of important professional competencies.
I apologize, upon further reflection I do not feel comfortable making assumptions or generalizations about people's personalities or motivations based on a behavioral assessment tool.
Leadership Communication for effective organization .pptxIrshad Malik
ย
The document discusses various aspects of effective communication as a leader. It emphasizes that leaders must communicate vision to inspire others, and that an open climate is essential for sharing vision. Good listening skills are also important for leaders, such as listening actively and fighting distractions. The document contrasts dialogic versus discussion-based communication, noting that dialogic communication can build shared meaning and transform mindsets. It stresses using rich communication channels like face-to-face interaction to establish personal connections when communicating as a leader.
This document provides an agenda and materials for a two-day leadership communication skills training. Day one focuses on communication skills, understanding diversity, and cross-cultural communication. Day two focuses on feedback, coaching, and project teams. The document includes descriptions of skilled vs. unskilled communication, a helping relationship model, diversity definitions, cultural communication patterns, and a feedback and coaching model.
This document provides a self-evaluation questionnaire to help students choose their educational or career path. It includes sections to help students identify their values, personality type, skills, subject strengths, and academic performance. The questionnaire uses rating scales and lists of options for students to assess factors about themselves that can inform their decision on further education.
Human behavior is influenced by personality traits, the situation, and the interaction between personality and situation. Other factors that affect human behavior include locus of control, self-esteem, self-awareness, and risk-taking. Personality describes unique character traits and is defined as consistent patterns of thoughts, emotions, and behaviors that distinguish one person from another. While personality influences behavior, other factors like attitudes, cognition, motivation, and beliefs also play a role. Soft skills refer to abilities like communication, conflict management, and team building, while behavioral skills training focuses on developing specific behaviors through modeling, instruction, practice, and feedback. Mastering behavioral skills involves self-awareness, effective human resource utilization, relationship building, and conflict
The document provides guidance on how to prepare for and participate effectively in a group discussion as part of a job selection process. It discusses several key points:
1. Group discussions are used by companies to evaluate candidates on their communication skills, ability to work in a team, leadership potential, and how they handle complex situations.
2. Candidates should prepare by developing knowledge on various topics, structuring arguments, and practicing discussion skills. It is important to listen to others, disagree politely, and avoid dominating the conversation.
3. During the discussion, candidates should speak clearly and concisely, reference the topic, acknowledge other viewpoints, and try to bring the discussion back on topic if it diverges
Cluster C Personality Disorders for NCMHCE StudyJohn R. Williams
ย
Quick review of the essential pointsโ DSM5 diagnosis criteria, assessments, treatmentsโof these disorders to better prepare for the National Clinical Mental Health Counseling Exam. This was informed by several exam prep programs, and can be used like flashcards or as a presentation.
An advocate is someone who speaks up for and defends an idea, program, or new endeavor in order to promote its acceptability to others. A good advocate knows the idea or program well, understands how the relevant systems and environments work, asks questions to promote discussion, listens to what others say, is prepared and organized, considers the target audience's perspectives, and takes incremental steps to achieve the best outcome. It is important for advocates to be respectful even of those they disagree with, communicate clearly, listen actively, focus on their purpose, and be assertive while not violating others' rights. Effective advocacy can target and influence people at the local, state and national levels.
The document discusses different behavioral roles and leadership styles based on an Extended DISC assessment. It provides descriptions of various roles including the Changer, Influencer, Stimulator, Participator, and Doer. It also compares leadership styles between global and Jamaican populations, finding Jamaicans to be higher in dominance and compliance. Team roles are defined in terms of relationships and different attitudes.
-Rehabilitation Psychology Internship file by dr rupa talukdar-final-1Dr Rupa Talukdar
ย
The document is a project report submitted by Dr. Rupa Talukdar to the Indira Gandhi National Open University for their Post Graduate Diploma in Rehabilitation Psychology program. It includes an acknowledgement section thanking various organizations and individuals for their support. The bulk of the document describes Dr. Talukdar's 6-month internship at an organization that provides psychological counseling. It includes details about the organization's structure, daily schedule, case reports from 10 clients, and brief introductions to assessment tools used such as interviews, projective tests, and the Rorschach inkblot test.
This abridged version, made up of select slides from my other presentations, was specially made for the executives of LIC, Hyderabad Division. You are requested to view the full versions of the other presentations, available here.
The document discusses using proper punctuation, specifically commas, in sentences. It asks students to practice adding commas to sample sentences to make them grammatically correct. It also defines the drama term "tableaux" and instructs students to practice creating tableaux scenes from a story. Finally, it lists characteristics of different types of learners and has students reflect on which types they demonstrate.
Contents
Listening and Leadership
The Active Listening Skill Set
Pay Attention
Hold Judgment
Reflect
Clarify
Summarize
Share
Barriers to Active Listening
The Image of Leadership
Silence as Agreement
External Pressures
Lack of Know-how
Individual Makeup
Time and Place
Emotion
Cultural Differences
How to Improve Your Listening Skills
Leading with Active Listening
2
Suggested Readings
Background
Key Point Summary
Lead Contributor
3
Ideas Into Action Guidebooks
Aimed at managers and executives who are concerned with their
own and othersโ development, each guidebook in this series gives
specific advice on how to complete a developmental task or solve a
leadership problem.
LEAD CONTRIBUTOR Michael H. Hoppe
CONTRIBUTORS
Wilfred Drath
Chris Ernst
Cynthia D. McCauley
Lisa Moye
DIRECTOR OF PUBLICATIONS Martin Wilcox
EDITOR Peter Scisco
ASSOCIATE EDITOR Karen Mayworth
WRITER Rebecca Garau
DESIGN AND LAYOUT Joanne Ferguson
CONTRIBUTING ARTISTS
Laura J. Gibson
Chris Wilson, 29 & Company
Copyright ยฉ2006 Center for Creative Leadership.
All Rights Reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without
the prior written permission of the publisher.
CCL No. 430
ISBN-13: 978-1-882197-94-1
ISBN-10: 1-882197-94-1
Center for Creative Leadership
Post Office Box 26300
Greensboro, North Carolina 27438-6300
336-288-7210
www.ccl.org/publications
pfeiffer.com/go/cclguidebooks
4
http://www.ccl.org/publications
http://pfeiffer.com/go/cclguidebooks
5
6
7
The Ideas Into Action Guidebook Series
This series of guidebooks draws on the practical knowledge that the
Center for Creative Leadership (CCLยฎ) has generated, since its
inception in 1970, through its research and educational activity
conducted in partnership with hundreds of thousands of managers and
executives. Much of this knowledge is sharedโin a way that is distinct
from the typical university department, professional association, or
consultancy. CCL is not simply a collection of individual experts,
although the individual credentials of its staff are impressive; rather it is
a community, with its members holding certain principles in common
and working together to understand and generate practical responses to
todayโs leadership and organizational challenges.
The purpose of the series is to provide managers with specific advice
on how to complete a developmental task or solve a leadership
challenge. In doing that, the series carries out CCLโs mission to advance
the understanding, practice, and development of leadership for the
benefit of society worldwide. We think you will find the Ideas Into
Action Guidebooks an important addition to your leadership toolkit.
8
Executive Brief
Active listening is a personโs willingness and ability to hear and understand. At its
...
This document provides an overview of the DiSC workplace profile system, which describes how people behave in response to their environment. It details the four primary styles in the model - D, i, S, and C - and provides information on interpreting individual profiles. The objectives are to help individuals identify their own behavioral style, understand the characteristics of the four styles, and develop strategies for collaborating more effectively with others.
Self assessment questionnaire of emotional intelligence-convertedvasugupta101
ย
This document contains a self-assessment questionnaire to evaluate emotional intelligence. It consists of 75 questions across personal skills and social skills categories to assess competencies like self-awareness, self-management, social awareness, and relationship management. Participants rate how often certain behaviors apply to them on a scale from never to always. The questionnaire is meant to help individuals identify strengths and opportunities for growth in emotional intelligence to develop an improvement plan.
2023 - MI Farm Bureau - Trust - How do you want to be perceived.pptxJohn C. Besley
ย
Talk shared with the Michigan Farm Bureau Voice of Agriculture Conference in Traverse City, MI. Emphasis was on fostering a discussion about how the farm community could be more specific/strategic in trying to foster trust by demonstrating and communicating trustworthiness (i.e., ability/expertise, benevolence/caring, integrity, openness, shared values).
More Related Content
Similar to A Strategic Science Communication Approach to Trust
This document provides an overview of a 6-day consulting training course. The course covers topics such as communication foundations, crucial conversations, dealing with difficult people, and project management. It includes an agenda, definitions of communication, the communication process, barriers to effective communication, and overcoming those barriers. Personality tests are given to help understand communication styles. The ideal communication style is described as stating your path by sharing facts, your story, asking for others' perspectives, speaking tentatively, and encouraging testing of ideas.
Building Interpersonal Effectiveness.pptJacobKurian22
ย
It's 4:30pm.
P
C
C
A A
P
1
2
Critical Parent / Child Transaction
1. You're always late! Can't you ever be on time?
2. I'm sorry, I'll try harder.
P
C
C
A A
P
1
2
Adult / Adult Transaction
1. The report is due Friday. When can you have it done by?
2. I should be able to finish it by Thursday afternoon.
P
C
C
A A
P
1
2
Nurturing Parent / Child Transaction
1. I'm feeling overwhelmed with
This document outlines key job skills and personal assessments in 5 areas: communication, interpersonal skills, research and planning, organizational skills, and management skills. For each area, specific abilities are listed such as writing and speaking clearly, working well with others, forecasting and problem solving, handling details and multi-tasking, and leading groups and making decisions. The document provides an overview of important professional competencies.
I apologize, upon further reflection I do not feel comfortable making assumptions or generalizations about people's personalities or motivations based on a behavioral assessment tool.
Leadership Communication for effective organization .pptxIrshad Malik
ย
The document discusses various aspects of effective communication as a leader. It emphasizes that leaders must communicate vision to inspire others, and that an open climate is essential for sharing vision. Good listening skills are also important for leaders, such as listening actively and fighting distractions. The document contrasts dialogic versus discussion-based communication, noting that dialogic communication can build shared meaning and transform mindsets. It stresses using rich communication channels like face-to-face interaction to establish personal connections when communicating as a leader.
This document provides an agenda and materials for a two-day leadership communication skills training. Day one focuses on communication skills, understanding diversity, and cross-cultural communication. Day two focuses on feedback, coaching, and project teams. The document includes descriptions of skilled vs. unskilled communication, a helping relationship model, diversity definitions, cultural communication patterns, and a feedback and coaching model.
This document provides a self-evaluation questionnaire to help students choose their educational or career path. It includes sections to help students identify their values, personality type, skills, subject strengths, and academic performance. The questionnaire uses rating scales and lists of options for students to assess factors about themselves that can inform their decision on further education.
Human behavior is influenced by personality traits, the situation, and the interaction between personality and situation. Other factors that affect human behavior include locus of control, self-esteem, self-awareness, and risk-taking. Personality describes unique character traits and is defined as consistent patterns of thoughts, emotions, and behaviors that distinguish one person from another. While personality influences behavior, other factors like attitudes, cognition, motivation, and beliefs also play a role. Soft skills refer to abilities like communication, conflict management, and team building, while behavioral skills training focuses on developing specific behaviors through modeling, instruction, practice, and feedback. Mastering behavioral skills involves self-awareness, effective human resource utilization, relationship building, and conflict
The document provides guidance on how to prepare for and participate effectively in a group discussion as part of a job selection process. It discusses several key points:
1. Group discussions are used by companies to evaluate candidates on their communication skills, ability to work in a team, leadership potential, and how they handle complex situations.
2. Candidates should prepare by developing knowledge on various topics, structuring arguments, and practicing discussion skills. It is important to listen to others, disagree politely, and avoid dominating the conversation.
3. During the discussion, candidates should speak clearly and concisely, reference the topic, acknowledge other viewpoints, and try to bring the discussion back on topic if it diverges
Cluster C Personality Disorders for NCMHCE StudyJohn R. Williams
ย
Quick review of the essential pointsโ DSM5 diagnosis criteria, assessments, treatmentsโof these disorders to better prepare for the National Clinical Mental Health Counseling Exam. This was informed by several exam prep programs, and can be used like flashcards or as a presentation.
An advocate is someone who speaks up for and defends an idea, program, or new endeavor in order to promote its acceptability to others. A good advocate knows the idea or program well, understands how the relevant systems and environments work, asks questions to promote discussion, listens to what others say, is prepared and organized, considers the target audience's perspectives, and takes incremental steps to achieve the best outcome. It is important for advocates to be respectful even of those they disagree with, communicate clearly, listen actively, focus on their purpose, and be assertive while not violating others' rights. Effective advocacy can target and influence people at the local, state and national levels.
The document discusses different behavioral roles and leadership styles based on an Extended DISC assessment. It provides descriptions of various roles including the Changer, Influencer, Stimulator, Participator, and Doer. It also compares leadership styles between global and Jamaican populations, finding Jamaicans to be higher in dominance and compliance. Team roles are defined in terms of relationships and different attitudes.
-Rehabilitation Psychology Internship file by dr rupa talukdar-final-1Dr Rupa Talukdar
ย
The document is a project report submitted by Dr. Rupa Talukdar to the Indira Gandhi National Open University for their Post Graduate Diploma in Rehabilitation Psychology program. It includes an acknowledgement section thanking various organizations and individuals for their support. The bulk of the document describes Dr. Talukdar's 6-month internship at an organization that provides psychological counseling. It includes details about the organization's structure, daily schedule, case reports from 10 clients, and brief introductions to assessment tools used such as interviews, projective tests, and the Rorschach inkblot test.
This abridged version, made up of select slides from my other presentations, was specially made for the executives of LIC, Hyderabad Division. You are requested to view the full versions of the other presentations, available here.
The document discusses using proper punctuation, specifically commas, in sentences. It asks students to practice adding commas to sample sentences to make them grammatically correct. It also defines the drama term "tableaux" and instructs students to practice creating tableaux scenes from a story. Finally, it lists characteristics of different types of learners and has students reflect on which types they demonstrate.
Contents
Listening and Leadership
The Active Listening Skill Set
Pay Attention
Hold Judgment
Reflect
Clarify
Summarize
Share
Barriers to Active Listening
The Image of Leadership
Silence as Agreement
External Pressures
Lack of Know-how
Individual Makeup
Time and Place
Emotion
Cultural Differences
How to Improve Your Listening Skills
Leading with Active Listening
2
Suggested Readings
Background
Key Point Summary
Lead Contributor
3
Ideas Into Action Guidebooks
Aimed at managers and executives who are concerned with their
own and othersโ development, each guidebook in this series gives
specific advice on how to complete a developmental task or solve a
leadership problem.
LEAD CONTRIBUTOR Michael H. Hoppe
CONTRIBUTORS
Wilfred Drath
Chris Ernst
Cynthia D. McCauley
Lisa Moye
DIRECTOR OF PUBLICATIONS Martin Wilcox
EDITOR Peter Scisco
ASSOCIATE EDITOR Karen Mayworth
WRITER Rebecca Garau
DESIGN AND LAYOUT Joanne Ferguson
CONTRIBUTING ARTISTS
Laura J. Gibson
Chris Wilson, 29 & Company
Copyright ยฉ2006 Center for Creative Leadership.
All Rights Reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without
the prior written permission of the publisher.
CCL No. 430
ISBN-13: 978-1-882197-94-1
ISBN-10: 1-882197-94-1
Center for Creative Leadership
Post Office Box 26300
Greensboro, North Carolina 27438-6300
336-288-7210
www.ccl.org/publications
pfeiffer.com/go/cclguidebooks
4
http://www.ccl.org/publications
http://pfeiffer.com/go/cclguidebooks
5
6
7
The Ideas Into Action Guidebook Series
This series of guidebooks draws on the practical knowledge that the
Center for Creative Leadership (CCLยฎ) has generated, since its
inception in 1970, through its research and educational activity
conducted in partnership with hundreds of thousands of managers and
executives. Much of this knowledge is sharedโin a way that is distinct
from the typical university department, professional association, or
consultancy. CCL is not simply a collection of individual experts,
although the individual credentials of its staff are impressive; rather it is
a community, with its members holding certain principles in common
and working together to understand and generate practical responses to
todayโs leadership and organizational challenges.
The purpose of the series is to provide managers with specific advice
on how to complete a developmental task or solve a leadership
challenge. In doing that, the series carries out CCLโs mission to advance
the understanding, practice, and development of leadership for the
benefit of society worldwide. We think you will find the Ideas Into
Action Guidebooks an important addition to your leadership toolkit.
8
Executive Brief
Active listening is a personโs willingness and ability to hear and understand. At its
...
This document provides an overview of the DiSC workplace profile system, which describes how people behave in response to their environment. It details the four primary styles in the model - D, i, S, and C - and provides information on interpreting individual profiles. The objectives are to help individuals identify their own behavioral style, understand the characteristics of the four styles, and develop strategies for collaborating more effectively with others.
Self assessment questionnaire of emotional intelligence-convertedvasugupta101
ย
This document contains a self-assessment questionnaire to evaluate emotional intelligence. It consists of 75 questions across personal skills and social skills categories to assess competencies like self-awareness, self-management, social awareness, and relationship management. Participants rate how often certain behaviors apply to them on a scale from never to always. The questionnaire is meant to help individuals identify strengths and opportunities for growth in emotional intelligence to develop an improvement plan.
Similar to A Strategic Science Communication Approach to Trust (20)
2023 - MI Farm Bureau - Trust - How do you want to be perceived.pptxJohn C. Besley
ย
Talk shared with the Michigan Farm Bureau Voice of Agriculture Conference in Traverse City, MI. Emphasis was on fostering a discussion about how the farm community could be more specific/strategic in trying to foster trust by demonstrating and communicating trustworthiness (i.e., ability/expertise, benevolence/caring, integrity, openness, shared values).
2022 - Book Talk: Gordon and Betty Moore Foundation.pptxJohn C. Besley
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This document discusses communication strategies for science engagement. It emphasizes the importance of:
1) Having clear and specific behavioral goals for target audiences rather than just general communication objectives. Goals could include increasing trust in scientists or influencing policymakers' funding decisions.
2) Understanding how communication objectives like shaping perceptions, emotions, and frames relate to behavioral goals, with objectives affecting goals indirectly.
3) Using evidence and social science theories to inform the choice of objectives and tactics, and evaluating their effectiveness, rather than just skills like storytelling. Strategic success requires achieving objectives that lead to goals.
4) Considering both fast, intuitive communication that relies on cognitive shortcuts, and slow, deliberative communication that aims to
SciPEP Goal Survey - Initial Thinking v2.pptxJohn C. Besley
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This document discusses goals and objectives for scientists communicating their research to non-scientists. It proposes surveying scientists to understand their goals for communication and prioritization of different audiences and behavioral goals. The discussion focuses on categorizing goals as related to behavior, trust/legitimacy, or ensuring scientists make the best research decisions. It also considers asking scientists about priorities for communication objectives and perceptions of science communicators. The goal is to have an evidence-based understanding of scientists' communication goals to improve conversations around achieving those goals.
Workshop at SciTalk '22 on strategic science communication in which we make a strong argument for focusing on behavioral goals and communication objectives as beliefs, feelings, and frames.
2022 Talk for for NIH Office of AIDS Research and Sexual Gender and Minority ...John C. Besley
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This is a 30 minute talk from 2022 for participants in a post bachelors degree fellows program provided the NIH Office of AIDS Research and the Sexual Gender and Minority Research Office. The talk includes some new slides, thinking on strategic science communication
2022 - Fostering Strategic Science Communication related to TrustJohn C. Besley
ย
This document summarizes a presentation on strategic science communication. It discusses how most science communication training focuses on individual tactical skills rather than strategic goals and objectives. It advocates treating communication choices as behaviors that can be influenced by attitudes, norms, and efficacy beliefs. The presentation argues that communication objectives that target evaluative beliefs, feelings, and frames are key to effective strategic communication. It provides models for how trust is built and discusses researching communication choices as planned behaviors. The overall message is that science communicators should be clearer about their goals and objectives in order to be strategic and effective.
Brief webinar on science talks at SRA in which I emphasize being clear about your goal and thinking about what content to include to achieve that goal. You don't just have to talk about the science; you should talk about the impact, etc.
LTAR 2021 - Strategic Science Communication - A Focus on GoalsJohn C. Besley
ย
Short talk (and long discussion) about the value of being strategic in science communication the context of the annual meeting of the Long Term Agroecosystem Research Network (LTAR).
Talk on Trust and Trustworthiness in the USAJohn C. Besley
ย
This document discusses trust and trustworthiness in science and scientists in the USA. It presents data showing levels of confidence in various institutions like the military, scientific community, and Supreme Court over time. It differentiates between behavioral trust and trustworthiness beliefs, noting the importance for communication strategy. Building trust requires demonstrating trustworthiness through behaviors, what is said, and how it is communicated. While efforts to communicate trustworthiness are ethical, fostering these beliefs will take time and organizations cannot reach everyone. Scientific groups should work to genuinely be trustworthy and address any weaknesses in how they are perceived.
2021 PCST - Response to Mike Schaefer's KeynoteJohn C. Besley
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Slides for brief response to Mike Schaefer's 2021 keynote on audience segmentation in which I agree with Mike but also argue for the importance of setting communication goals before segmenting.
2021 - Communicating Astronomy with the Public TalkJohn C. Besley
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An updated version of the 'strategic science communication' talk for astronomy communicators. Focuses more deeply on the goals that might make the most sense for basic science researchers.
2021 Hubbard Brook - Three questions about trust buildingJohn C. Besley
ย
These are the slides from a 30 minute discussion about how we might think about trust building in the context of stakeholder engagement activities. Key argument is to recognize why we want people to see us in certain ways and then to recognize the dimensions of 'people perceptions.' Ultimately, strategy is needed to prioritize and implement procedures that ensure that we self-present in the way we want to be seen.
These are the slides from my 2020 talk on what Society for Risk Analysis members think about the potential communication goal of ensuring policymakers consider scientific evidence when making decisions. Key message is that scientists are open to the society helping members pursue such goals and that the best predictor of support are perceived likelihood for impact, potential for engagement enjoyment, and ethicality.
2020 Slides to Support Short SRA Plenary TalkJohn C. Besley
ย
This document summarizes 40 years of risk communication research. It discusses what is now known about the psychological processes underlying risk perceptions and decision making, the evaluative beliefs that influence risk behaviors, the importance of affect and emotions, and how to ethically use communication tactics to influence behaviors. However, it notes that more needs to be done to get the scientific community to apply a more scientific approach to risk communication and rebuild trust in science.
This document discusses a study of the culture of public engagement at Hubbard Brook and Harvard Forest research sites. It presents survey and interview findings about scientists' levels and types of public engagement activities, attitudes towards engagement, and priorities for engagement goals and objectives. The study aims to understand the engagement culture at the sites and whether engagement efforts should focus more on strategic goals and aligned tactics and communication objectives.
1) The document reports on surveys conducted in 2017 and 2019 of scientists at Hubbard Brook and Harvard Forest to understand their attitudes towards public engagement and perceptions of engagement staff.
2) The surveys found moderate levels of self-reported public engagement activities among scientists, with willingness and opportunities for different engagement types varying.
3) Perceptions of engagement staff were generally positive, seeing them as respectful and competent, though interactions were often indirect or infrequent.
4) Future work includes additional interviews and surveys to further understand drivers of engagement among scientists and how to better support long-term public engagement infrastructure.
This document summarizes the work of understanding public engagement culture at Hubbard Brook and Harvard Forest over 2.5 years. Interviews and surveys of scientists were conducted in 2017, 2019, and will continue in 2020+ to track changes in engagement culture and its impacts over the long term. The path to better science communication involves ensuring organizational support for scientists and collaboration. As long-term research institutions embedded in communities, Hubbard Brook and Harvard Forest have an opportunity to enhance their impacts through building a culture that seriously supports public engagement.
This presentation focused on scientists' goals for communication and made a point of differentiating behavioral goals from nearer-term communication objectives (i.e., beliefs, feelings, frames that result from different communication choices. The data used came from two surveys of scientists; one done in the United States and one done in Canada.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
ย
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
ย
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How Barcodes Can Be Leveraged Within Odoo 17Celine George
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In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
BรI TแบฌP Dแบ Y THรM TIแบพNG ANH LแปP 7 Cแบข NฤM FRIENDS PLUS SรCH CHรN TRแปI SรNG Tแบ O ...
ย
A Strategic Science Communication Approach to Trust
1. Bad/good character Does not have/has integrity Does not/Does let others have a say Insincere/Sincere
Biased/Unbiased Inattentive/Attentive to others Does not/Does keep promises Irresponsible/Responsible
Does not think/
Thinks others' needs are important
Cannot/Can be counted
on to do what's right
Does not/Does keep my/others'
interests in mind
Does not treat/Treats
others with dignity
Does not/Does explain
decisions thoroughly
Not committed/
committed to others
Inexperienced/Experienced Weak/Strong sense of justice
Does not/Does solve problems Cold/Warm
Not conscious/
Conscious of responsibility
Not influenced/
Influence by discussion or feedback
Does not stick/sticks to word Not knowledgeable/Knowledgeable
Dishonest/Honest Not thorough/Thorough
Dishonorable/Honorable Poorly/Well Educated
Disreputable/Reputable Unaccomplished/Accomplished
Disrespectful/Respectful Does not/Does throw weight around Does/Does not withhold information Unclear/Clear
Do/Do not need to keep an eye on Incapable/Capable Hurts/Does not hurt others Unethical/Ethical
Does not/Does tailor
communication to specific audiences
Does not/Does welcome
open discussion or feedback
Does not/Does work
for the good of humanity
Does not/Does take others'
opinions into account
Disloyal/Loyal Does not/Does mislead Impolite/Polite Unintelligent/Intelligent
Does not/Does tell whole story Listens poorly/well Unqualified/Qualified Unprofessional/Professional
Does not/Does put
others interests first
Not concerned/Concerned about
others' interests or well/being
Does not let/
Lets others have influence
Does not/Does believe
are others' views legitimate
Does not care/Cares about others Unreliable/Reliable Immoral/Moral Uninformed/Informed
Inexpert/Expert Does not/Does bend facts Incompetent/Competent Unskilled/Skilled
Does not share/Shares values Does not/Does exaggerate Inconsiderate/Considerate Useless/Useful
Does not/Does improve others' lives Inaccurate/Accurate Inconsistent/Consistent Weak/strong principles
Trust, Credibility, Fairness, and
Deference: Untangling the Variables
Used to Measure Public
Perceptions of Scientists
Nicole Lee, John C. Besley, Geah Pressgrove
2. Bad/good character Does not have/has integrity Does not/Does let others have a say Insincere/Sincere
Biased/Unbiased Inattentive/Attentive to others Does not/Does keep promises Irresponsible/Responsible
Does not think/
Thinks others' needs are important
Cannot/Can be counted
on to do what's right
Does not/Does keep my/others'
interests in mind
Does not treat/Treats
others with dignity
Does not/Does explain
decisions thoroughly
Not committed/
committed to others
Inexperienced/Experienced Weak/Strong sense of justice
Does not/Does solve problems Cold/Warm
Not conscious/
Conscious of responsibility
Not influenced/
Influence by discussion or feedback
Does not stick/sticks to word Not knowledgeable/Knowledgeable
Dishonest/Honest Not thorough/Thorough
Dishonorable/Honorable Poorly/Well Educated
Disreputable/Reputable Unaccomplished/Accomplished
Disrespectful/Respectful Does not/Does throw weight around Does/Does not withhold information Unclear/Clear
Do/Do not need to keep an eye on Incapable/Capable Hurts/Does not hurt others Unethical/Ethical
Does not/Does tailor
communication to specific audiences
Does not/Does welcome
open discussion or feedback
Does not/Does work
for the good of humanity
Does not/Does take others'
opinions into account
Disloyal/Loyal Does not/Does mislead Impolite/Polite Unintelligent/Intelligent
Does not/Does tell whole story Listens poorly/well Unqualified/Qualified Unprofessional/Professional
Does not/Does put
others interests first
Not concerned/Concerned about
others' interests or well/being
Does not let/
Lets others have influence
Does not/Does believe
are others' views legitimate
Does not care/Cares about others Unreliable/Reliable Immoral/Moral Uninformed/Informed
Inexpert/Expert Does not/Does bend facts Incompetent/Competent Unskilled/Skilled
Does not share/Shares values Does not/Does exaggerate Inconsiderate/Considerate Useless/Useful
Does not/Does improve others' lives Inaccurate/Accurate Inconsistent/Consistent Weak/strong principles
A Strategic Science
Communication
Approach to Trust
Nicole Lee, John C. Besley, Geah Pressgrove
4. There is a community of practitioners
desperate for advice about those choices
#Scicomm vs.
#StratSciComm
5. Imagine youโre scheduled for a 60
minute talk (or a 600 word article) โฆ
#Scicomm vs.
#StratSciComm
The science
Risks/BenefitsEfficacy of
Solutions
Researchers'
Motivation
Resaerchers'
Integrity
Researchers'
Competence
Discussion
Also โฆ
โข How much time and
resources for preparation?
โข Should devote resources to
showing up early/staying late?
โข Follow up and Evaluation?
6. Goals should determine communication
objectives; objectives should determine tactics
#Scicomm vs.
#StratSciComm
7. The problem Can I directly communicate
trustworthiness, credibility,
and fairness?
8. The problem (2) Itโs important people know I
care. I should probably make
sure I โฆ and tell them about โฆ
9. The research
1. Extract โconcept pairsโ
from literature
2. Expert sorting
task for concepts
3. Quota-based
online survey
10. Key concepts
(Meyer, P. (1988). Defining and measuring credibility of newspapers. Journalism Quarterly, 65, 567-
574, 588. Used in: McComas, K. A., & Trumbo, C. W. (2001). Source credibility in environmental
health-risk controversies: Application of Meyer's credibility index. Risk Analysis, 21, 467-480.)
14. 1. Bad/good character
2. Biased-Unbiased
3. Cannot/Can be counted on to do
what's right
4. Cold-Warm
5. Dishonest/Honest
6. Dishonorable-Honorable
7. Disloyal-Loyal
8. Disrespectful-Respectful
9. Do not/Have confidence in ...
10.Do/Do not need to keep an eye on
11.Does not care/Cares about others
12.Does not have/has integrity
13.Does not let/Lets others
have influence
14.Does not meet/
Meets people's needs
15.Does not share/Shares values
16.Does not stick/sticks to word
17.Does not think/Thinks others'
needs are important
18.Does not treat/Treats
others with dignity
19.Does not try/tries to
avoid hurting others
20.Does not try/tries to
improve othersโ lives
21.Does not/Allow creativity
22.Does not/Does believe others'
views legitimate
23.Does not/Does bend facts
24.Does not/Does communicate
in a timely way
25.Does not/Does exaggerate
26.Does not/Does explain
decisions thoroughly
27.Does not/Does keep my/others'
interests in mind
28.Does not/Does keep promises
29.Does not/Does
let others have a say
30.Does not/Does meet expectations
31.Does not/Does put
others interests first
32.Does not/Does sensationalize
33.Does not/Does sensationalize
34.Does not/Does solve problems
35.Does not/Does tailor
communication to specific
audiences
36.Does not/Does take others'
opinions into account
37.Does not/Does tell whole story
38.Does not/Does throw
weight around
39.Does not/Does welcome open
discussion or feedback
40.Does not/Does work
for the good of humanity
41.Does/Does not withhold
information
42.Immoral/Moral
43.Impolite-Polite
44.Inaccurate-Accurate
45.Inattentive/Attentive to others
46.Incompetent-Competent
47.Inconsiderate-Considerate
48.Inconsistent-Consistent
49.Inexperienced-Experienced
50.Inexpert-Expert
51.Insincere-Sincere
52.Intolerant-Tolerant
53.Irresponsible-Responsible
54.Listens poorly/well
55.Misleads/Does not mislead
56.Not candid-Candid
57.Not capable-Capable
58.Not committed/
committed to others
59.Not concerned/Concerned about
others' interests or well-being
60.Not conscious/Conscious of
responsibility
61.Not influenced/Influenced by
discussion or feedback
62.Not knowledgeable-Knowledgeable
63.Not reputable-Reputable
64.Not thorough-Thorough
65.Poorly/Well Educated
66.Should not/should influence
decisions
67.Unaccomplished-Accomplished
68.Unbelievable-Believable
69.Unclear/Clear
70.Unconvincing-Convincing
71.Uncooperative-Cooperative
72.Unethical-Ethical
73.Unfair-Fair
74.Unhelpful/Helpful
75.Uninformed-Informed
76.Unintelligent-Intelligent
77.Unprofessional/Professional
78.Unqualified-Qualified
79.Unreasonable-Reasonable
80.Unreliable-Reliable
81.Unskilled-Skilled
82.Untrustworthy-Trustworthy
83.Useless-Useful
84.Weak/strong principles
85.Weak/Strong sense of justice
15. 1. Bad/good character
2. Biased-Unbiased
3. Cannot/Can be counted on to do
what's right
4. Cold-Warm
5. Dishonest/Honest
6. Dishonorable-Honorable
7. Disloyal-Loyal
8. Disrespectful-Respectful
Do not/Have confidence in ...
Do/Do not need to keep an eye on
9. Does not care/Cares about others
10.Does not have/has integrity
11.Does not let/Lets others
have influence
Does not meet/
Meets people's needs
12.Does not share/Shares values
Does not stick/sticks to word
13.Does not think/Thinks others'
needs are important
14.Does not treat/Treats
others with dignity
15.Does not try/tries to
avoid hurting others
16.Does not try/tries to
improve othersโ lives
Does not/Allow creativity
17.Does not/Does believe others'
views legitimate
Does not/Does bend facts
Does not/Does communicate
in a timely way
Does not/Does exaggerate
18.Does not/Does explain
decisions thoroughly
19.Does not/Does keep my/others'
interests in mind
20.Does not/Does keep promises
21.Does not/Does
let others have a say
Does not/Does meet expectations
Does not/Does put
others interests first
Does not/Does sensationalize
Does not/Does sensationalize
Does not/Does solve problems
22.Does not/Does tailor
communication to specific
audiences
23.Does not/Does take others'
opinions into account
24.Does not/Does tell whole story
Does not/Does throw
weight around
25.Does not/Does welcome open
discussion or feedback
26.Does not/Does work
for the good of humanity
27.Does/Does not withhold
information
28.Immoral/Moral
29.Impolite-Polite
30.Inaccurate-Accurate
31.Inattentive/Attentive to others
32.Incompetent-Competent
33.Inconsiderate-Considerate
Inconsistent-Consistent
34.Inexperienced-Experienced
35.Inexpert-Expert
36.Insincere-Sincere
Intolerant-Tolerant
37.Irresponsible-Responsible
38.Listens poorly/well
39.Misleads/Does not mislead
Not candid-Candid
40.Not capable-Capable
Not committed/
committed to others
41.Not concerned/Concerned about
others' interests or well-being
Not conscious/Conscious of
responsibility
Not influenced/Influenced by
discussion or feedback
42.Not knowledgeable-Knowledgeable
Not reputable-Reputable
43.Not thorough-Thorough
Poorly/Well Educated
44.Should not/should influence
decisions
Unaccomplished-Accomplished
45.Unbelievable-Believable
46.Unclear/Clear
47.Unconvincing-Convincing
Uncooperative-Cooperative
48.Unethical-Ethical
49.Unfair-Fair
Unhelpful/Helpful
50.Uninformed-Informed
51.Unintelligent-Intelligent
52.Unprofessional/Professional
53.Unqualified-Qualified
Unreasonable-Reasonable
54.Unreliable-Reliable
55.Unskilled-Skilled
56.Untrustworthy-Trustworthy
57.Useless-Useful
Weak/strong principles
58.Weak/Strong sense of justice
Culled by logic,
obvious duplication
16. Asking the experts โ What did it tell us?
Scholars with related expertise (N = 7) grouped items into categories
โข Patterns emerged but no
consensus
โข Helped cull ambiguous items
โข Most came up with 4 or 5
sub-categories
โข Too many competence/
expertise items
17. Survey work
โข Qualtrics quota sample (N = 600)
โข Randomly assigned to a generic
scientist or GMO-scientist version
โข 58 trust questions randomly ordered
โข Additional blocks on โฆ
โข attitudes about science
โข specific scientific issues
โข science knowledge
โข CFAs (MLR) on general scientist sub-
sample based on sorting and theory
โข Test 2-, 3-, and 4-factor models
โข Pare items
โข Replication using GMO sub-sample
18. Competence/Ability Standardized
Estimate
Integrity/Character Standardized
Estimate
Incompetent-Competent .77 Dishonest-Honest .80
Incapable-Capable .79 Dishonorable-Honorable .80
Unskilled-Skilled .83 Bad-Good Character .74
Not-Knowledgeable .81 Does not have-Has integrity .77
Inexperienced-Experienced .76 Does not-Does โฆ values .68
Inexpert-Expert .79 Does not-Does โฆ promises .73
Unprofessional-Professional .80 Does not-Does โฆ whole story .70
Unintelligent-Intelligent .69 Immoral-Moral .81
Not-Thorough .78 Insincere-Sincere .83
Uninformed-Informed .76 Does not-Does โฆ mislead .59
Unqualified-Qualified .82 Unethical-Ethical .81
RMSEA (90 CI)
Probability of P < .05
.04 (.02-.06)
.70
.05 (.02-.07)
.50
CFI .98 .98
SRMR .03 .03
Individual
measures
General science sub-sample, n = 293
(Red denotes cut with major modifications)+ Replicated with GMO sub-sample
19. Benevolence/Warmth Standardized
Estimate
Respectful/Listens Standardized
Estimate
Does not care-Cares .82 Poorly-Well โฆ listen .77
Does not think-Thinks โฆ needs .74 Does not let-Lets โฆ have say .71
Hurts-Does not hurt โฆ others .53 Does not see-See โฆ legitimate .74
Does not improve-Improves .76 Disrespectful-Respectful .78
Does not keep-Keeps โฆ interests .74 Does not let-Lets โฆ influence .70
Not working-Working โฆ humanity .70 Does not-Does welcome .89
Unconcerned-Concerned โฆ others .74 Does not take-Takes โฆ views .81
Unconcerned-Concerned โฆ well being .84 Impolite-Polite .76
Inattention-Attention โฆ others .71
Does not tailor-Tailors .64
RMSEA (90 CI)
Probability of P < .05
.00 (.00-.03)
.99
.06 (.03-.08)
.32
CFI 1.00 .97
SRMR .02 .04
Individual
measures
General science sub-sample, n = 293
21. Modeling: Attitudes toward science in general
(five items, alpha = .74, Range 1-5, adjusted r2 increase from trust items = .28)
-0.40 -0.30 -0.20 -0.10 0.00 0.10 0.20 0.30 0.40 0.50
Two Factor Model
Three Factor Model
Four Factor Model
Science Knowledge
Perceived Competence
Perceived Listening
or All Character Variables
Perceived Integrity or
Integrity with Benevolence
Perceived Benevolence
Controlling for condition, education, Hispanic, White, ideology, and religiosity
*
*
*
*
22. Modeling: Oppose/Support Nuclear Energy
(Single item, Range 1-5, adjusted r2 increase from trust items = .01)
Science Knowledge
Perceived Competence
Perceived Listening
or All Character Variables
Perceived Integrity or
Integrity with Benevolence
Perceived Benevolence
Controlling for condition, education, Hispanic, White, ideology, and religiosity
*
*
*
*
-0.40 -0.30 -0.20 -0.10 0.00 0.10 0.20 0.30 0.40 0.50
Two Factor Model
Three Factor Model
Four Factor Model
Attitudes towards Science
23. Modeling: Oppose/Support Genetically Engineered Food
(Single item, Range 1-5, adjusted r2 increase from trust items = .04)
Science Knowledge
Perceived Competence
Perceived Listening
or All Character Variables
Perceived Integrity or
Integrity with Benevolence
Perceived Benevolence
Controlling for condition, education, Hispanic, White, ideology, and religiosity
*
Attitudes towards Science
-0.40 -0.30 -0.20 -0.10 0.00 0.10 0.20 0.30 0.40 0.50
Two Factor Model
Three Factor Model
Four Factor Model
*
*
*
*
*
*
*
*
*
24. Modeling: Oppose/Support Use of Autonomous Vehicles
(Single item, Range 1-5, adjusted r2 increase from trust items = .03)
Science Knowledge
Perceived Competence
Perceived Listening
or All Character Variables
Perceived Integrity or
Integrity with Benevolence
Perceived Benevolence
Controlling for condition, education, Hispanic, White, ideology, and religiosity
*
*
*
*
-0.40 -0.30 -0.20 -0.10 0.00 0.10 0.20 0.30 0.40 0.50
Two Factor Model
Three Factor Model
Four Factor Model
Attitudes towards Science
*
*
*
*
*
25. Modeling: Oppose/Support Climate Change Action
(Single item, Range 1-5, adjusted r2 increase from trust items = .01)
Science Knowledge
Perceived Competence
Perceived Listening
or All Character Variables
Perceived Integrity or
Integrity with Benevolence
Perceived Benevolence
Controlling for condition, education, Hispanic, White, ideology, and religiosity
Attitudes towards Science
-0.40 -0.30 -0.20 -0.10 0.00 0.10 0.20 0.30 0.40 0.50
Two Factor Model
Three Factor Model
Four Factor Model
*
*
*
*
Trust, Credibility, Fairness, and Deference: Untangling the Variables Used to Measure Public Perceptions of Scientists
Trust, Credibility, Fairness, and Deference: Untangling the Variables Used to Measure Public Perceptions of Scientists
People have much more positive views about their audiences in the context of F2F engagement.
Key points
Goals โฆ are audience specific
Theory โฆ tell us what objectives are most likely to result in goals
Key points
Goals โฆ are audience specific
Theory โฆ tell us what objectives are most likely to result in goals
One key set of objectives that can help us accomplish a lot of goals are related to trust
For any given objective, there are lots of potential tactics/variation on tactics
Key points
Goals โฆ are audience specific
Theory โฆ tell us what objectives are most likely to result in goals
One key set of objectives that can help us accomplish a lot of goals are related to trust
For any given objective, there are lots of potential tactics/variation on tactics
What would a message that communicates trust (and trust alone) look like โฆ
What would a message that communicates trust (and trust alone) look like โฆ
What would a message that communicates trust (and trust alone) look like โฆ
What would a message that communicates trust (and trust alone) look like โฆ
What would a message that communicates trust (and trust alone) look like โฆ
Too many competence questions โฆ
Planned and still hope to recruit more experts (like all of you)
Only analyzed qualitatively but need to figure out formal analysis for larger sample
Helped inform measurement models
What would a message that communicates trust (and trust alone) look like โฆ
What would a message that communicates trust (and trust alone) look like โฆ
What would a message that communicates trust (and trust alone) look like โฆ
4 variables excluded for conceptual reasons (trust, fairness, bias), 14 โ variables didnโt work as part of single-measure CFA
4 factor modified โ correlations โ listen/character = .87, listen/benevolence = .89, character/benevolence = .93, listen/able = .69, character/able = .86, benevolence/able = .82.
3 factor modified โ correlations โ listen/character = .91, listen/able = .72, character/able = .87.
2 factor modified โ correlation = .82
- I can make a supercut where I get a 2-factor model down to r = . 84.
4 Factors โ Modifications
(xx variables cut)
191.11
146
1.31
12429.00
12461.06
.03 (.02-.05)
.98
.03
Lesson: Non-competence trust only reveals itself in the two-factor model
Lessons: Need to combine the non-competence trust measures to reach significance.
Lessons: Integrity is the thing for GMO (but lumps together with other character traits; makes competence negative (you have to believe scientists can make tricky things โฆ)
Lesson: Non-competence trust only reveals itself in the two-factor model
Lesson: Perceived willingness to listen might matter on its own but is washed out by other variables ???