Business Executive Presence and Communication Skills Discussion
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Business Executive Presence and Communication Skills Discussion
Executive Presence and Communication Skills – – Reflect on how your Executive Presence and communication skills have grown. Use the prompts below to organize your thoughts:
What have you learned 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?
Part a – please respond to classmate discussion whether you agree or not & a detailed why:
Although presenting is an essential function of my current role, it was good to revisit presentation best practices. The biggest issue I developed over the years of presenting in the corporate environment is the tendency to ramble. This tendency is a hard habit to break, especially when it shows up in both my writing and presentations. For the second video, I was sure to create speaker notes and use concise bulleting for my presentation. This method kept me on task while ensuring words were not “thrown up” on each slide. To maintain the engagement of an audience, it is vital that you, the speaker, command the attention, not the presentation.
I have learned had to be concise and using the proper formatting when sending communications. At times, I am required to communicate with C-Level management. These communications need to be brief and to the point, as C-Level managers rarely are answering their emails (most have their admins screening them). Through the teachings of this session, I have embraced working on condensing the electronic communication to be practical rather than extended forays into the unknown.
To reinforce the new communication skills, I gained during this class, I will remain disciplined in my communication while paying the lessons I have learned forward to my peers and subordinates. Communication exchanges can be complex when dealing with the public, shareholders, and investors (Plyler, 2020). Knowing how to communicate effectively is key to the success of any people leader.
PART A – PLEASE RESPOND TO CLASSMATE DISCUSSION WHETHER YOU AGREE OR NOT & A DETAILED WHY:
Reflecting on your first video in the course, what changes did you make for Assignment 3, to improve your Executive Presence? Adding non-verbal gestures and adding a story during presentations are the most significant changes I have made between Assignment 1 and 3. Before presentations, I have also spent more time on the preparation that has helped me be calmer, especially when I forget a line of two of my talk track during the presentation.
I have also started writing down a couple of keywords per slide on a small piece of paper, and I keep it handy, so if anyone asks questions during the presentation, I know where I need to resume after I answer the question.
What have you learned about how you communicate in the workplace? Include both positive and negative aspects of your communication style. Authenticity and candor in my communication make it easier for me to work with others and for them to trust me. My director has also commented during my recent performance review that I do ask great questions that bring clarity to the discussions on conference calls.
However, I also tend to be overeager to speak during conference calls. At times, I also write slightly long e-mails where the message gets buried. I also noticed that often I did not pay attention to the subject of the e-mails subject line would be generic.
In what ways have you improved your communication skills during this term? During the last ten weeks, a deliberate change I have made is to be a better listener. I started listening with the intent to understand, not just to respond. While writing e-mails, I have started writing a more informative subject line that tells the recipients why I am writing this e-mail, so that it doesn’t get buried in their Inbox (Garner, 1). I also focused on shortening my e-mails, adding bullets, and highlighting the main asks from the recipients in response to my e-mail.
What will you do go forward, to continue to improve your communication skills and Executive Presence? I want to learn the art of asking questions with the intent to persuade, to surface people’s own reasons for doing something. Till now, when I created presentations, I used to create slides first and then prepare my talk track. I learned during the term that we should do the opposite. I am not used to doing presentations this way, so this is something I will work on in future.
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. They 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.
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