八月 4, 2019

代写论文-业务通信的实际应用

在这门课程之前,个人对于商务沟通中语言使用的观点似乎并不重要。人们似乎会利用他们的技术知识来达成共识。普遍的观点是,人们实际上是在讨论这些问题,并达成共识(Chaney and Martin, 2013)。然而,业务通信的角色在这个过程中发生了变化。这一点在实习期间发生办公室冲突时得到了特别的理解。从本练习中了解了业务通信的实际应用。这些差异在跨文化团队成员被迫工作的情况下占主导地位。本分析代写论文-业务通信的实际应用的目的是查看如何使用业务通信使人们在虚拟会议中达成共识。

As an intern, I was observing the events in meetings in a small software firm. During the observational process, it was seen that many members have strong opinions about how the processes should be run. There were a number of opinions that each person seemed to stress. The organizer of the particular team meeting was found to have lots of opinions before the start of the meeting (Ober, 2009). It was evident that the facilitator wanted the people to follow his directions. This leads to a lot of people murmuring and the nonverbal cues of the people were found to be in an antagonistic position. It was evident that the people in the teams were not comfortable with the situation. It was also evident as an observer that the people had certain prior issues that were the reason for hostile actions. The team members from a more collectivistic nation were found to be attuned towards the mandates of the facilitator. In the meeting, it was evident that the people were assigned new responsibilities based on their technical skills. The people were not allowed to make assumptions. The issue that the people were discussing was about the ways in which the project roles needed to be added to the existing paradigm. From an observer point of view, it was evident that the people were not working in cohesion with each other. Finally, another project manager walked in and resolved the issues. From an observer point of view, a number of issues were comprehended from this process. These needed to be connected to business communication theories.
Relating to Business Communication
In the cases of business communication, the people were initially made to adhere to the tenets of classical theories. In the case of classical theories, the notion of Frederick Taylor theory was practiced by the facilitator. Frederick Taylor’s theory of scientific management was originally developed to improve the efficiency of work process. This was derived based on the systematic study of people and their work behaviour. Taylor’s theory broke into a number of processed down into smaller tasks (Chaney and Martin, 2013). This is based on the notions of productivity. The people are made to adhere to the requirements. They simply follow the rules. For the particular project, it was evident that there was a need of innovative processes and optimization that was required in the paradigm (Ober, 2009). The facilitator was from a collectivistic culture. In this process, the expectation of the facilitator was to adhere to the tenets of the organization. There was no room for discussion and the conflict was considered to be rude. To the team members working in an individualistic culture, it was evident that the people wanted to discuss about their role. When they were not allowed to openly discuss about the issues, they felt that they were not valued by the company (Ober, 2009.). On the other hand, it was evident that the facilitator felt that the people were rude by questioning authority. The issues with scientific theory of management are that for innovative jobs, the work requirements are found to be different. In these cases, the companies cannot stick to the previous conventional theories. They need to adhere to a system where the people were allowed to work and formulate their own opinions about the issues. For the particular product development stage for the client, the company needed to focus on the innovative features of the deliverable, rather than following the classical tenets of management. This was the root cause of the conflict. There was a need of a mediator who needed to resolve the issues without hurting the sentiments of the other person. The mediator had to ensure that the people in the team felt that they were empathized and make sure that there was reasonable assignment of the job responsibilities.

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