Business Communication International Business Machines

Question: Describe about the Business Communication for International Business Machines. Answer: Part A: Academic referencing Skills Article 1 Todays Curricula in Business Communication: Revisiting 50 top Undergraduate Business Schools Authors Sharp and Brumberger (2013), have scrutinized the offerings related to the course of business communication of the top 50 undergraduate business schools as ranked in the 2011 edition of the Bloomberg Businessweek. The authors have mainly focused on the requirements of the communication course along with different programs and sequences associated with it. Identifying the areas receiving the most coverage is the primary goal of this study. In this article the authors have put the spotlight on the changes being made in the curricula from the first study as depicted by Knight in this field. This article also refers to the study and research work conducted by other authors like Wardrope and Bayless. As per Macnamara (2013), previous studies do not take into account the differences between the general requirements to that of the business-specific requirements which limits the option of comparison. As per the data analysis, results showed that the main focus o the business schools are on enhancing team work. Researchers and authors are now more into things like visual communication, ethics, and intercultural communication as portrayed in the course descriptions (Eisenberg et al. 2013). Business communication is becoming a hot topic in the academic section where improvements is necessary in the study and development programs related to the course. The limitation of this article is that it is only limited to 50 B-schools where there are many which has not been considered for the study (Collis and Hussey 2013). Moreover, this article is based on the report of Bloombergs and it lacks proper investigation in the course content factor. Article 2 Assessing Business Communications Simulation Impact on Students Self-Perception Russ and Drury-Grogan (2013), conducted this study to focus on recognizing the students participation impact in a business communication simulation (BCS) on the perception of the behaviour portrayed by them in the business communication transversely through 5 categories: a) construction of message, b) delivery of message, c) critical analysis d) collaboration and last but not the least e) participation. Kolbs experimental learning theory is being put into use in this article for the use of simulation as an experience in learning. Simulation has been defined as a chronological decision making effect constructed around a business operation model (Mets, Ojea. and Develder 2014.). In this study of Russ and Drury-Grogan, mirrors and windows theory is taken into consideration for developing BCS. The challenges faced by employees in the 21st century are reflected through simulation (Wilson et al. 2015). An executive teams one day experience at a Fortune 500 company is being simulated through BCS. Feedbacks on each of the following module should be received by students through: A) Negotiation in business, B) Analysis of Stakeholders, C) Press Interview, D) Social media management. There is a major difference in the pre scores of students to that of their post scores. Higher post scores have been reported by students in categories like message delivery, critical analysis and message construction (Komatsu, Ohsawa and Shimizu 2014). Findings of this article disclose the fact that a students participation in simulation has a positive impact on the estimation of students of business communication competencies. Article 3 Are links relevant between business and theatre? A conceptual paper and a case study Lesavres (2012) purpose of study is to find certain links between the business management and the theatre. Training managers through theatre techniques and change managements tool of corporate theatre are two affairs that have been improved by business and theatre. Detailed methods of pedagogical will take in the managers professional training, helping them to develop their creativity, imagination and expressions (Bevan, and Kipka 2012). To maintain memory, gestures are essentials; therefore the body and word can be harmonized through proven theatre exercises, proving helpful to speakers. Another way how theatre can be made relevant to business is through corporate theatre. The corporate theatre involves the process of analyzing a company by the theatre professionals in diagnosing an exact problem. Managers are in the habit of performing finally in front of the professionals who assists them in recognizing and solving the problem (Martins, Rindova and Greenbaum 2015). A positive change in the organization may happen through the hands of the professionals. As a part of this study, theatre has been educated in the Grenoble Graduate School of Business for 10 years under the strict eyes of the author. Managers reaction has been collected along with the training programs to display the importance of theatre techniques. As per Land (2016), approximately 88% of managers do indulge themselves in training with around 83% of them finding the trainings to be relevant. For long term inference of the course further research is suggested. Part B: Reflective Writing: Scenario 1 Describe: During my days of education in the university, I met someone who was more interested in saying negative things about others and was keen on gossiping about anyone and everyone. Everybody came to know about him, even he realised that people do not like his company and this habit of his was tarnishing his image in the university. Interpret: Everybody knew what this person was capable of and what he was up to. People realized that the person with whom he would share his gossips today will be his target tomorrow. He would even say negative things about the persons whom he hardly knew. There was no personal enmity between him and the persons he gossiped about. On finding fault in others gave him immense pleasure. He was soon becoming peoples nightmare and people started distancing themselves from him. During the initial stages there were misunderstanding and confusion because of him. But when people came to know about the truth, his interactions became limited with those who too found happiness in talking negativity about others. Evaluate: Gossip should never be entertained. It is that sort of communication which will only bring in negativity. The persons who indulge themselves in gossip are not mentally sound and are very insecure. He generally targets the weak and the small, and if people do share any personal information with the gossiper, that would sooner change into a public information. Plan: Such experience has helped me immensely in understanding what is required for a proper communication. I do not indulge into gossips, neither do I encourage them. Scenario 2: Describe: It has happened many times during my education days in the university that I have not been able to understand a topic and have clarified it from the professors personally. During one such clarification I had to face a major problem as the professor was not able to make me understand in the way I would have liked him to as his English was not that good, though he had good knowledge on the subject matter. I had doubts to clarify, it was essential too as clearing out those doubts would haves served me with good marks. Interpret: His English was weak, he was having difficulty in understanding my point of view, but his attitude was such that it was my fault not to understand whatever he was trying to say. He became agitated and irritated on being asked to clear out my doubts. This behaviour of his jeopardized our relationship and the conversation was not productive. Evaluate: Teachers and professors need to be student friendly; language can never be a barrier between a student and a teacher. I would have understood his broken English but what I could not take is his negative facial expressions he was putting up while I was stating my doubts. He failed to create an environment for me, where I could have understood better. However, another fact is that students should clear off their doubts in class itself and not disturb professors in their cabins as they might be engaged with some other important works of their own. Plan: Next time round, I will focus on having a more fruitful discussion with the faculty as this experience has taught me a lot of things. Scenario 3 Describe: During my education days in the university, I had a friend who had this attitude of being critical on others and had the habit of interrupting others too during a conversation. According to him, his ideas and opinions were always good and scored high over others. Interpret: In whichever team he was drafted in, he contributed only negativity. His continuous critical comments and interruptions let down the moral of the team. He had such a bad influence on the teams he represented that no one used to share their views and opinions when he was around. It happened so that he was not informed of any team meetings. He never let anyone speak during meetings which irritated others. Evaluate: One cannot always be critical on others ideas and opinions. He was sarcastic and people do not like sarcasm as it is best done to humiliate others. Watch before you speak should be the mantra, as a little slip here and there can cause a lot of damage. Plan: This is another experience that has assisted me in understanding the proper ways and means of communication. It is always advisable to be open to all suggestions and ideas and I always try to follow this rule. Reference: Article 1: Collis, J. and Hussey, R., 2013.Business research: A practical guide for undergraduate and postgraduate students. Palgrave macmillan. Eisenberg, J., Lee, H.J., Brck, F., Brenner, B., Claes, M.T., Mironski, J. and Bell, R., 2013. Can business schools make students culturally competent? Effects of cross-cultural management courses on cultural intelligence.Academy of Management Learning Education,12(4), pp.603-621. Macnamara, J., 2013. Creating value through communication. International standards for measurement and evaluation linking communication to business and organisation outcomes. Sharp, M.R. and Brumberger, E.R. (2013) Business Communication Curricula Today: Revisiting the Top 50 Undergraduate Business Schools. Business Communication Quarterly. 76(1), 527. Article 2: Komatsu, H., Ohsawa, F. and Shimizu, S., International Business Machines Corporation, 2014.Simulation method, system and article of manufacture. U.S. Patent 8,670,967. Mets, K., Ojea, J.A. and Develder, C., 2014. Combining power and communication network simulation for cost-effective smart grid analysis.IEEE Communications Surveys Tutorials,16(3), pp.1771-1796. Russ, T. and Drury-Grogan, M.L., 2013. Assessing the Impact of a Business Communication Simulation on Students' Self-Perceptions.Communication Quarterly,61(5), pp.584-595. Wilson, T.M., Lindsay, J.M., Dohaney, J. and Brogt, E., 2015. Training in crisis communication and volcanic eruption forecasting: design and evaluation of an authentic role-play simulation. Article 3: Bevan, D. and Kipka, C., 2012. Experiential learning and management education.Journal of Management Development,31(3), pp.193-197. Land, J., 2016. Dragons Den. Lesavre, L. (2012) Are theatre and business links relevant? A conceptual paper and a case study. SJournal of Management Development. 31(3), pp. 584-595. Martins, L.L., Rindova, V.P. and Greenbaum, B.E., 2015. Unlocking the hidden value of concepts: a cognitive approach to business model innovation.Strategic Entrepreneurship Journal,9(1), pp.99-117.Reflective Writing: