Management Communication Case Study

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Management Communication Case Study

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. • 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. Assignment Regulation: • All students are encouraged to use their own word. • Each Answer is having word limit (300-500 words). • Assignment -1 should be submitted on or before the end of Week-06 in Black Board only. • This assignment is an individual assignment. • Citing of references is also necessary. Assignment Structure: A.No Assignment-1 Total Type Case Study Marks 05 05 Learning Outcomes: • • Recognizing and memorize concepts of communication theory as they affect business organizations and the individuals in them(Lo 1.1) The student will be able to Communicate better, knowing that good communicators make better managers and that communication is a dynamic process basic to individuals and organizational life.(Lo 1.2) CAN’T GET STARTED You are understandably excited about your first day as Unit Supervisor in the communications division of “Middleast Insurance Company”. You will direct the writing efforts of seven employees, working on such projects as brochures, advertisements, form letters, and reports. The previous supervisor was dismissed, you learned, for not providing “direction and leadership” for the unit’s writers. You resolve, therefore, to be a hands-on supervisor from your very first day. Your first day begins at 8 o’clock with the customary introductions and well- wishing. You are somewhat surprised by 9 o’clock to see that none of the writers has yet begun to work. You ask several if they have projects to work on. “Oh, yes,” they reply, “we all have plenty to do.” By 10 o’clock, you are dumbfounded to see every writer still nursing a morning cup of coffee, talking at the water cooler, or flipping through the newspaper. You promptly call a meeting to get to the heart of the problem. One writer seems to speak for the rest. “Well, you don’t start writing the way you start your car. It’s an art, and sometimes it takes several hours to get motivated. Most of us experience Writer’s Block until about 11 o’clock every morning. Assignment Question(s): 1. Write a step-by-step guide for overcoming Writer’s Block. (Marks 05) (02.00 Marks) 2. In a polite but firm memo to the writers in your unit, set forth your expectations of their activity beginning at 8 A.M. every morning. (01.50 Marks) 3.Tell how you manage to break through the blocks and dead ends that so often accompany the writing process. (01.50 Marks) Start Answering from next Page

Film Critique Essay

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Film Critique Essay:

Purpose:

The purpose of this assignment is to give you an opportunity to view a film centered on the target group of the social identity you are exploring as a person of privilege. This is the second assignment of the larger portfolio of assignments that you will complete as you explore your chosen position of privilege in your chosen social identify category to learning something about the lives of the target group members. You will write an essay of your observation and analysis synthesizing your experience and addressing the issues listed in the tasks below.

Knowledge

Use your knowledge of the elements of communication behavior, perception of difference, expressions of power, your critical listening skills and the rationalizing narratives of prejudice that you worked on last module to complete this assignment. As you watch, your chosen movie and explore the lives of the target and agent members use a critical lens to identify expressions of power in the communication behaviors of the characters and community. In chapter 7 of Hall’s book (the chapter is posted on Canvas), he writes that although most of us acknowledge that prejudice is both wrong and destructive, “we are still surrounded by it and very likely find ourselves guilty of perpetuating it in some form or another” (p. 206). He goes on to write that on way we and others do so is through “rationalizing narratives of prejudice.”

Skills

You will gain and practice these skills as you complete this agreement

  • Watch a film and examine how power and privilege manifest in communication in culture; identifying statements of prejudice and the rationalizations, we create to justify these statements.
  • Use writing and oral communication to explore, analyze, and evaluate ideas to interrogate dominant cultural narratives in film and connect them to other courses and communication interactions inside and outside of the course community
  • Use knowledge of cultural values and worldviews to analyze the expression of power in communication as you interpret communication patterns, styles, and behaviors of self and others.
  • Demonstrate one’s interpersonal skills of critical listening, and empathy, to analyze communication interactions including perceptions of difference, power, privilege, inequality, or equity.

Tasks

  1. Watch your chosen movie (see list of approved movies for your category)
  2. Write a TYPED double spaced, 12pt font, 3 page critical essay after watching a movie and briefly describe/ summarize the movie (this shouldn’t be more than one paragraph–do NOT copy from the DVD jacket or a movie review site. This is your own brief synopsis. What were you hoping to challenge by choosing this film?
  3. Use the form posted on Canvas titled “Rationalizing Narratives of Prejudice” (we worked on this in class) and report the particular statement of prejudices and the “rationalizing narratives of prejudice” characters used that you were able to identify while you watched the movie (there may be more than one).
  4. Report feelings that you may have experienced while watching the movie. What were some of your thoughts about the characters and their communication behavior? Did you watch it alone or with someone else (like family)? How did this choice affect your experience?
  5. Refer to your “Surface assumptions” list and briefly comment on what your assumptions were about the target and agent group members before the movie and how your assumptions were challenged by the character’s life in the movie, may have changed as a result of seeing the movie, or were affirmed in this experience.
  6. What was your overall response to the movie? Did you see any places where oppression in one social category for a character was affected (either positively or negatively) by privilege in another category for that same character? What did that look like? What might the life of your target group members feel like after watching this movie? What course content did you think about while watching? Apply course terms to your analysis and respond to these questions noted here in your essay
  7. FILM: RAINMAN (Tom Cruise and Dustin Hoffman)

Research Methods on Communication Questionnaire

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Research Methods on Communication Questionnaire
Intro to Communication Research Professor Hashash Social Sciences vs. Natural Sciences ◉ SS is the study of human and social behaviour ○ Political Science, Communication, Sociology, etc. ◉ NS is the study of the physical world ○ Physics, Chemistry, Biology, etc. 2 ? What would the study of COVID-19 fall under? 3 ? So why research? 4 To challenge our flawed perceptions of reality ◉ Biased Questions ◉ Limited Sampling ◉ Selective Attention, Perception, and Retention ◉ Inaccurate Generalizations 5 “Natural Laws” guide the Natural Sciences while social researchers still have trouble creating “laws” or “rules” for understanding human behavior. 6 The reality dilemma ◉ ◉ ◉ Social behavior is complex Requires: ○ Systematic and Deliberate methods ○ Objective, Intersubjective, Replicable procedures Consequences of perceived knowledge: ○ Our health and well-being ○ Ineffective social, government, and economic policy, etc. 7 Science, Perception, and Emotion 8 Understanding Phenomena i. ◉ Human communication is: ○ The process of making sense out of the world and sharing that sense with others. ◉ So, communication research tries to understand, describe or explain this process. 9 Understanding Phenomena ii. ◉ Epistemology ◉ Induction (particular to general) vs. Deduction (general to particular) ◉ Causation vs. Prediction vs. Correlation ◉ Micro vs. Macro approaches 10 Course highlights 11 Validity and Reliability ◉ Validity = Accuracy ◉ Reliability = Consistency 12 Research Designs ◉ ◉ ◉ ◉ ◉ ◉ Qualitative Quantitative Historical-Comparative Unobtrusive Experimental Content Analysis 13 Data Collection Methods ◉ ◉ ◉ ◉ ◉ Surveys Media Content Analysis Participant Observation In-Depth Interviews Focus Group discussions 14 Sampling Strategies ◉ Population size ○ Total number of elements that a researcher wants to understand within the universe 15 Data Analysis Qualitative Analysis Quantitative Analysis ◉ Textual analysis ◉ Statistically based (i.e. numbers) ◉ NVivo software ◉ Descriptive stats ◉ Inferential stats ◉ SPSS software 16 Report Writing and Presenting Findings ◉ ◉ ◉ ◉ Know your audience Present the information ethically Divide report into sections Intro, Lit Review, etc… 17 Merci! Any questions ? 18 Science and Experts 19 Experimental Research Design Professor Hashash Tuesday January 26, 2021 Experimental research ◉ Experimental research allows the researcher to observe causation ○ Does using social media ( ________ var) increase depression ( ________ var)? ◉ Experimental research controls more accurately for internal validity 2 Customer service & tips GOAL /decrease as e e r c ic e n v i r s e s p i r t e if m o t s u c To see l of e v e l n o based 3 Tipping experiment variables ve tips ser f o t n amou s receive ◉ Dependent Variable (DV): ○ The variable we seek to understand ◉ Independent Variable (IV): ○ The force we manipulate ◉ Control Variable: ○ A constant variable or set of variables you control r ion with t c a r e t in rs custome le servers, a m e f / le a m room, ambiance in g food pricin 4 Back to our first example: ◉ Does using social media ( ___________ var) increase depression ( ____________ var)? ◉ A better way of saying it: ○ Does the degree of social media use increase depression among Gen Z ? 5 Causation hinders on 3 conditions #1. Temporal Order ◉ Change in the IV must occur before the DV #2. Association #3. Zero Alternative Explanations ◉ As values in the ◉ Nothing but the treatment is IV change, the influencing the DV DV measures vary systematically 6 Steps in classical experimental design i ◉ Generate Hypothesis ◉ Find a Sampling Frame à Select a Sample Size ◉ Random Assignment ◉ Control Group ◉ Experimental Group 7 Steps in classical experimental design ii ◉ ◉ ◉ ◉ ◉ Pretest Treatment Control Post-test Analysis and Findings 8 Internal validity: “the ability to eliminate alternative explanations of the dependent variable.” External validity: “the ability to generalize results across groups, settings, and time.” 9 Threats to internal validity i ◉ #1. How the research is conducted ○ Measurement (i.e elastic to measure distance vs. slab of wood) ○ Procedures (i.e. Selection Bias / Sampling) ○ Data Analysis 10 In the server experiment, can you name the measurement technique used? 11 Threats to internal validity ii ◉ #2. Unwanted effects due to research participants ○ Maturation ○ History Effects ○ Mortality ○ Inter-subject Diffusion 12 Threats to internal validity iii ◉ #3. Unwanted effects due to researcher (that’s you!) ○ Researcher presence ■ Hawthorne Effect ● When research subjects perform differently because they know they are being observed ○ Researcher bias 13 Threats to external validity ◉ Ecological Isomorphism ○ Did the procedures mirror real life? ◉ Population ○ Is the sample representative of the population? 14 Field / Quasi / Natural Experiments 15 Field experiments ◉ ◉ ◉ ◉ Take place in natural setting Harder to control for other variables Greater external validity Low internal validity ○ WHY? 16 Quasi-experiments ◉ Lack random assignment due to nature of study ◉ More difficult to assess impact of independent variable on the dependent variable 17 Natural experiments ◉ Convenient for researchers because of their natural occurrence ○ i.e. a new policy implementation by the government ◉ Increase in validity due to lack of researcher presence 18 Thanks! Any questions ? 19 Causation and Experimental Design 20 Marshmallow experiment 21 Research Ethics Professor Hashash Tuesday February 2, 2021 2 Research Ethics are … A set of principles that assist the community of researchers in deciding how to conduct ethical research – Christensen, Johnson & Turner, 2011: 15 “ In Ethics, We’re Concerned with 3 Areas #1. Relationship between society and science #2. Professional Issues #3. Treatment of Research Subjects ◉ Partially dictated by ◉ Researcher ◉ Psychological harms ◉ Physical Harm ◉ Release of Personal Info GOVs and CORPs misconduct ○ Fabrication Falsification Plagiarism 3 Ethical standards of research adopted following the: Nuremberg Trials 4 Research ethics institutions ◉ uOttawa Research Ethics Boards (REB) ◉ Commercial Institutional Review Boards (IRB Services) ◉ Animal care The Canadian Council on Animal Care in Science uOttawa – Using animals for research 5 Seeking ethical approval ◉ Purpose ◉ Relevant background and rationale ○ Contribution to knowledge ◉ Population ◉ Design and methodology ◉ Incentives ◉ Risks and benefits to participants ◉ Privacy (confidentiality or anonymity) 6 Treatment of Research Subjects – Traditional concerns 7 Treatment of research subjects i. Orphan, Hazel Dornbush ◉ Ethical Dilemma (costs & benefits) ◉ Freedom from Harm (physical & psychological) The Monster Experiment 8 Treatment of research subjects ii. ◉ Freedom to Leave/Decline Participation ◉ Coercion (incentives as persuasion) ◉ Informed Consent 9 Treatment of research subjects iii. ◉ Active and Passive Deception ◉ Debriefing / Dehoaxing 10 Treatment of research subjects iv. ◉ Desensitizing ◉ Privacy ○ Confidentiality ○ Anonymity 11 Treatment of Research Subjects – Online concerns 12 13 Ethical online as offline Every participant should be able to make their own decisions to participate in research and the persons who are unable to make these decisions should be protected – Kitchin, 2007, cited in Gupta, 2017: 4 “ huh ? Recruiting, retaining, and tracing research participants online i. ◉ ◉ Ambiguity with engaging participants via social media ○ Ethical guidelines unclear ○ Private vs. public data ○ Anonymity, Confidentiality, Informed Consent ○ Technology constantly evolving = difficult to keep up Recruit ○ Identifying and collecting your sample ■ Targeted Facebook ads ■ Emails 14 Recruiting, retaining, and tracing research participants online ii. ◉ ◉ Retaining ○ To ensure ongoing involvement ■ Emails / “friending” participants ○ Issues ■ confidentiality / researcher-subject relationship / access to more info then initially consented to Tracing ○ “[S]trategies to find and re-connect with participants who have been lost to follow-up.” – Hokke et al. ○ Issues ■ Creep factor – “How did u find me?” 15 ? Thanks! Any questions ? 16 Famous controversial experiments i. Milgram’s Study on Obedience (1961) A case of ethical controversy x “Could it be that Eichmann x x and his million accomplices x x in the Holocaust were just x x following orders?” x 17 Milgram ad 18 Famous controversial experiments ii. Zimbardo’s Stanford Prison Experiment (1971) “Inherently Evil?” Desensitization 19

Communication Growing up Online Documentary

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Communication Growing up Online Documentary

Description

 

 

Please take some time to watch the following documentary this week: “Growing Up Online”: http://video.pbs.org/video/1082076027/

After watching the documentary you will answer the questions below.

You can refer to the Chapter 3 Outline located on Canvas in the Modules section at the top where it says “Chapter Outlines” while answering the questions. Remember to use specific examples from the documentary, write using complete sentences, and explain your answers with extra detail versus just using one-sentence answers.

Discussion Questions:

  1. In the Chapter 3 Outline on Perception & Communication, one of the steps identified in the perceptual process is called negotiation. Negotiation refers to the process of sharing personal narratives (personal stories and experiences) with other people in order to achieve a common understanding or agreement. While we negotiate with others we exchange these personal narratives, which represent our view of the world. In the documentary “Growing Up Online”, we learned that the Internet and social media have changed the way younger generations communicate and express themselves. Share one example from the documentary that illustrates how individuals may use the Internet to share their own personal narrative. Do you believe this to be an effective way to share personal narratives with other people? Why or why not?
  2. In Chapter 3, Perception & Communication, the authors discuss how cultural differences influence the way people interpret the communication of others. This can come from ethnic culture, national culture, family culture, or even the culture of your particular friend group or family. Share an example from the “Growing Up Online” documentary of how the Internet and social media have shaped part of the younger generation’s culture in a way that’s different from their parents and explain how this has affected the communication between the teenagers and their families.
  3. One of the concepts in Chapter 3 is called gender roles. Gender Roles are the socially approved ways that men and women are expected to behave. Find an example from the “Growing Up Online” documentary of a male gender role and female gender role when it comes to using the Internet specifically. In other words, share an example of how the boys and girls are taught to use the Internet differently depending on their gender role. What differences did you notice? Why do those differences exist? What can we learn from this?
  4. A Self-Serving Bias is defined as blaming a person’s personal qualities when they make mistakes, but blaming the circumstances instead when we, ourselves, make mistakes. What Chapter 3 teaches us is that we judge others more harshly than we do when it comes to ourselves. We expect more from others and do not hold ourselves to the same standards. Share an example from the “Growing Up Online” documentary of a self-serving bias and explain how it impacted the communication of the person or people who were engaging in the self-serving bias.