MGT 421 Saudi Electronic University Communication Management Paper

Description‫المملكة العربية السعودية‬
‫وزارة التعليم‬
‫ر‬
‫اإللكتونية‬
‫الجامعة السعودية‬
Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University
College of Administrative and Financial Sciences
Assignment 1
Communications Management (MGT 421)
Due Date: 29/4/2023 @ 23:59
Course Name: Communication Management
Student’s Name:
Course Code: MGT421
Student’s ID Number:
Semester: 3rd Semester
CRN:
Academic Year: 2022-23-3rd
For Instructor’s Use only
Instructor’s Name:
Students’ Grade: /15
Level of Marks: High/Middle/Low
General Instructions – PLEASE READ THEM CAREFULLY









The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.
Assignments submitted through email will not be accepted.
Students are advised to make their work clear and well presented, marks may be reduced for
poor presentation. This includes filling your information on the cover page.
Students must mention question number clearly in their answer.
Late submission will NOT be accepted.
Avoid plagiarism, the work should be in your own words, copying from students or other
resources without proper referencing will result in ZERO marks. No exceptions.
Use APA reference style.
All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures
containing text will be accepted and will be considered plagiarism).
Submissions without this cover page will NOT be accepted.
Learning Outcomes:
2.3
Explain how self-awareness impacts the communication process.
2.4
Describe how self-management impacts the communication process.
4.1
Describe characteristics of cultural intelligence, its importance for global business
leaders, and approaches to developing it.
4.2
Explain the major cultural dimensions and related communication practices
4.3
Name and describe key categories of business etiquette in the intercultural
communication process.
3.5
Explain basic principles for handling difficult conversations.
Assignment Structure:
Assignment-1
Total
Part-1:
Type
Part 1
Part 2
Part 3
Marks
5
5
5
15
Ali is a successful financial officer in a banking company. He will take over the recently
acquired footprint as the new regional CEO. The newly acquired banking institution has a good
market reputation
On Monday morning at 10am, Ali had called a meeting. He reached the office at 9am and saw
very few employees in the meeting so he got annoyed but keeping his emotions at side, he started
the meeting at sharp 10am .Ali was unhappy due to lack of dedication of employees towards the
organization, as most of the employees did not arrived on time.
Later that afternoon Ali met the executive team and outlined the strategic goals, objectives and
deadlines. A meeting was held with the senior staff members for reporting progress. In the report
it was shown that currently the market growth numbers were up and new business numbers were
increasing.
A quarter later Ali had a quarterly report result. The report showed both positive and negative
result. Ali reviewed the report with his staff and requested them for their input. However his
request was greeted with silence. He sensed an uneasy feeling in the room.
Questions:

To what extend do you think Ali process Emotional Intelligence. (2.5 Marks)

Do you think the concept of emotional intelligence is important in organizational setting?
Briefly justify your answer. (2.5 Marks)
Part-2-Case Study
Sara, a third-year adjunct faculty member at a major university, looked at her course evaluations
from students for the term just ending and shook her head in disbelief: What could have
prompted the very negative comment one student made? She remembered vividly the day in
question. It was the first day of class for a new school year and a new semester. Since this was a
freshman-level class, students were also new to campus. New classes routinely require
introductions, and Sara tried to have an interesting icebreaker. She had the students do a “mix it
up” exercise where they had to stand up, move around the room, shake hands with and greet
every other person in the class. The room buzzed with excitement as the new students greeted
each other, and it seemed to be quite a success. The rest of the semester went as expected, and
students continued to network with each other. Now, at the end of that term, Sara was looking at
a student’s comment on the semester end course evaluation and was shocked. The student rated
her “D” (the lowest possible) and commented: “The instructor was very insensitive and unaware.
She even expected us to shake hands during introductions.” Thinking about that first day of class,
Sara did not recall that any of the students participated reluctantly. No one seemed to hesitate, or
to avoid the activity, or to ask to be exempt from the introductions. She wondered why the
student did not immediately indicate any discomfort. Why did this student not ask for an
alternative way to participate? Looking back, Sara tried to think through how students who were
reluctant to “touch” anyone else could participate. While she thought of the handshake as a form
of friendly interaction, clearly some students did not see things that way. How could she redesign the exercise so that students from outside the main culture could fully participate but not
have to do anything that would make the giver or the receiver of the handshake uncomfortable?
She also thought about the idea that religious beliefs were not the only reason for a reluctance to
touch others. Perhaps students were germphobic, had skin sensitivities, or were adverse to having
others touch them for health reasons. She asked herself what other inclusive instructions could
have been provided, such as, “If anyone does not want to shake hands, let’s work out an
alternative now, before we start.” This would have provided an option before the activity started.
Also, in a low-key, positive and friendly way, any concerned student needed to be prepared to
suggest an alternative action, such as, “I am not able to shake hands, but I would be very happy
to do this [provide alternative].” No big loud “ugh..” no moaning or groaning, but a maturely
presented alternative. It was now apparent that, for the entire semester, the student had harbored
a grudge about the handshake introductions.
Discussion:
Q1. What responsibility should Sara take for her introduction exercise to be inclusive and respect
other cultural customs outside the host culture’s practices? (2.5 Marks)
Q2. What recommendations you have for the student who did not want to shake hands? (2.5
Marks)
Part-3
Think about any difficult situation/conversation, which you might have encountered in
your professional life or student life. Based on that conversation, answer the following

Briefly discuss the conversation/situation. (1 mark)

Evaluate your and others’ performance in terms of assuming the best in one another,
staying calm, finding common ground, disagreeing diplomatically, avoiding
exaggeration.(2 marks)
Describe three ways you would approach the conversation differently if you again
encountered the same situation (2marks)

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