JWI 505: Business Communications and Executive Presence
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
Executive Presence and Communication Skills
Reflect on how your Executive Presence and communication skills have grown this term. Use the prompts below to organize your thoughts:
- Reflecting on your first video in the course, what changes did you make for Assignment 3, to improve your Executive Presence?
- What have you learned this term about how you communicate in the workplace? Include both positive and negative aspects of your communication style.
- In what ways have you improved your communication skills during this term?
- What will you do going forward, to continue to improve your communication skills and Executive Presence?
Post your initial response by Wednesday, midnight of your time zone, and reply to at least 2 of your classmates’ initial posts by Sunday, midnight of your time zone.
Class:
Take a deep breath and let it out. We are in Week 10, our last week, and all of your major assignments have hopefully been submitted. So let’s relax, reflect, and have fun.
This is an important week as you sum up what you have learned in this course, and how you can apply this information at your current job and in the future.
Please spend some time answering these questions. Just writing one sentence to complete the assignment is not what is intended for this week’s discussion. Please include references and in-text citations.
Please print the questions out separately within your post so you can be sure to address them all.
Read the four questions carefully and reflect on how your Executive Presence and Communication Skills have grown this term.
1. Reflecting on your first video in the course, what changes did you make for Assignment 3 to improve your Executive Presence?
Go back and read my suggestions from your first video recording and see if you included them in Assignment 3.
Do you feel your Executive Presence was elevated?
2. What have you learned this term about how you communicate in the workplace? Include both positive and negative aspects of your communication style.
Think about how you responded in the past to your colleagues during a normal workday. Now think about when things got tense or there was a crisis. What did you do before this course? What have you learned and applied now? What will you do in the future when these situations occur?
3. In what ways have you improved your communication skills during this term?
List specific improvements that you feel demonstrate that your communication skills have improved. Have any of your colleagues at work, boss or family members noticed a positive change?
4. What will you do going forward, to continue to improve your Communication Skills and Executive Presence?
This question requires thought. Will you continue to refer to what you learned here in your future journeys? Will you look deeper into any specific subjects?
I look forward to reading your answers and what changes your colleagues have noticed and identified that have taken place in your “persona” through your writings this semester.
Response
55 minutes agoJocelyn Johnson Sanders RE: Week 10 DiscussionCOLLAPSEHello Professor Paulson and Classmates,
Comparing My Videos
My Assignment 3 video provided an opportunity for adjustments to some of the technical aspects of my presentation as well as executive presence overall.
Learnings
The first technical change was the position of the camera. Instead of looking down into the camera, it was placed at my same height. Additional adjustments were made in order to stand during the video presentation, another great recommendation in my feedback and the reading assignments (Paulson, 1). The final adjustment was the lighting and background for the video which improved the glare from the original assignment.
The Positive and the Negatives
One negative aspect regarding my communication at work that has definitely been improved is the ability to hold back and truly listen. Due to my Di personality style, getting right to the point of my presentation has always been my workplace communication style. Learning about storytelling tactics and examples was a huge benefit and growth opportunity in this course. Conversely, positive aspects include the clarity of my voice and the fact that over the years, my experiences are of great interest to others and can be shared to help develop and grow my team.
Improved Communication Skills
Storytelling and increased listening skills would be the biggest areas of improvement. Understanding the importance of the “jaw-dropping” moment (JWMI, 2) is the best improvement. Through these exercises, recalling stories of the past are appropriate for both the Business Communications and Leadership MBA courses. Sharing these skills with my team has improved business relationships and provided a feeling of trust in places that did not exist previously. Taking the listening to the next level by referring back to a statement or recommendation made by a team member has encouraged others to share more ideas and openly communicate with the entire team.
Going Forward
Referring back to my learnings will be utilized throughout my MBA program. At work, the executive sponsorship opportunities are abundant with my team, my peers, business leaders, and community events throughout the year. Taking advantage of these opportunities and properly preparing for them will be the biggest take away to continue improving my skills. There’s also a note of laziness during internal leadership meetings where sitting has become the norm. My preference lately is to stand and there is a better quality of voice and reaction from the audience as a result. This will remain a practice going forward.
Normal Workdays of the Past
When a crisis happened in the past, my adrenaline would kick into high gear. Time for listening was a challenge. Remembering to make sure there was a focus on the bigger “Why” is always a challenge in these situations. At GE, we tend to go right to the solution or fix it mode of thinking. My learnings have reminded me to ask “why” and “what did we learn from the crisis” and “how do we make sure this doesn’t happen again” when these situations occur. My readings of Simon Senik in the past had taught me this but the culture quickly pulled me back into the “fix it” mode (3). Asking the right questions must increase in my communications.
Demonstrations of Improvement
My team has been most impacted by my communication skills work in this course. That was intentional due to the number of opportunities in any given workweek. The dynamics on the team continue to improve and the benefits of team performance and openness are definitely noticed with a positive reaction. No one has specifically asked if I’m taking a world-class MBA course in Business Communications but the increased feedback and dialogue from my team are evident.
Future Communications Journeys
There are often compliments with regards to my speaking capabilities and when the proper preparation is utilized, the response is abundant. To that end, there are many speaking engagements on my path forward, and honing these skills coupled with the areas of career expertise will open the door to refer back and improve my skills in the future. The storytelling, the succinct, and clear thinking in my message, and the body language will be my points to excel and grow.
- Paulson, E. 2020. JWMI505 Business Communications Assignment Feedback.
- JWMI. 2020. Week 10 Lecture Notes.
- Sinek, S. 2009. Start With Why
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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