06 Aug Communication, Diversity and Management in a Multicultural Workplace
Topic already selected
Plz read questions, & instruction carefully
100% Original Work only
Presentation should be follow Rubric Superior Criteria .
PPT do according to Format which u hv done in past. I hv attached your past work Link
Week 6 Presentation (Due in 2 Days) Urgent/Lerning Resources.docx
Selected Topic for PPT: Communication, Diversity and Management in a Multicultural Workplace
Learning Resources
Required Readings
Engelbrecht, A., & Samuel, O. M. (2019). The effect of transformational leadership on intention to quit through perceived organisational support, organisational justice and trust. South African Journal of Economic and Management Sciences, 22(1), e1–e8. https://doi.org/10.4102/sajems.v22i1.2338
Gomarasca, P. (2013). Multiculturalism or hybridisation? Cultural mixing and politics. Diversities, 15(2), 67–80.
Grant, P. R., & Robertson, D. W. (2014). Predicting immigrants’ attitudes toward multiculturalism using a measure of its perceived benefits. Basic and Applied Social Psychology, 36(3), 209–220. https://doi.org/10.1080/01973533.2014.890622
Gražulis, V., & Markuckienė, E. (2014). Current issues of the development of employee intercultural competency in a work environment (a case-study of small municipalities of Lithuania). Socialiniai Tyrimai, 2014(3), 78–89.
Jones, H. (2014). “The best borough in the country for cohesion!”: Managing place and multiculture in local government. Ethnic and Racial Studies, 37(4), 605–620. https://doi.org/10.1080/01419870.2013.808758
Keddie, A. (2012). Australian multicultural policy: Social cohesion through a political conception of autonomy. Journal of Sociology, 50(4), 408–421. https://doi.org/10:1177/1440783312462166
Klocek, P., Dayib, H., Mukherjee, R., & Crespo, E. (2014). Supplier diversity: From “checking the box” to developing a trusted and valued partner. Journal: American Water Works Association, 106(9), 30–36. https://doi.org/10.5942/jawwa.2014.106.0138
Onghena, Y. (2013). Reflections from the world of policy-related research: Think tanks and cultural diversity—between theory and practice. Crossings: Journal of Migration & Culture, 4(2), 187–200. https://doi.org/10.1386/cjmc.4.2.187_7
Purvanova, R. K. (2014). Face-to-face versus virtual teams: What have we really learned? The Psychologist-Manager Journal, 17(1), 2–29. https://doi.org/10.1037/mgr0000009
Reeve, I. (2014). Multicultural health care? Cultural accommodation in non-devoted policy sectors. Canadian Public Administration, 57(4), 609–622. https://doi.org/10.1111/capa.12092
Smite, D., Moe, N. B., & Gonzalez-Huerta, J. (2021). Overcoming cultural barriers to being agile in distributed teams. Information and Software Technology, 138. https://doi.org/10.1016/j.infsof.2021.106612
Taylor-Gooby, P., & Waite, E. (2014). Toward a more pragmatic multiculturalism? How the U.K. policy community sees the future of ethnic diversity policies. Governance, 27(2), 267–289. https://doi.org/10.1111/gove.12030
Week 6 Presentation (Due in 2 Days) Urgent/Presentation Format.pdf
© 2016 Laureate Education, Inc. Page 1 of 1
Presentation Format During one set of paired weeks in this course, you will be appointed as a Presenter. When you are the Presenter, you will prepare an individual academic presentation, much like a poster session. Your presentation should include an analysis and synthesis of prior research, and your presentation begins the interaction with your colleagues. You will prepare a PowerPoint presentation of 7–10 slides to demonstrate your understanding of the research. Outline for Presentations The following PowerPoint presentation outline is suggested: Slide Number
Contents of Slide should include:
Slide 1 Title Slide—Weeks X–X/Week Title/Presenter Name Slides 2–3 An incorporation and analysis of the Required Resources from this pair of weeks,
including identification of an original research topic (related to the general topic for the week, to a specific reading for the week, or to apparent gaps in the literature)
Slides 4–6 An identification of principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding your topic
Slides 7–8 An evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change
Slides 9–10 APA-formatted References slide(s) (to include a minimum of 10 peer-reviewed, scholarly new references)
Guidelines for Presentations You must use APA formatting throughout your presentation and incorporate direct evidence of addressing the Learning Objectives from this 2-week unit. Each of the content slides must include detailed notes/paragraphs in the Notes section with appropriate citation of peer-reviewed, scholarly references. Please refer to the Presentation Rubric for specific grading elements and criteria. Note: If you choose to include graphics of any kind in your presentation, be prepared to accommodate participants with vision loss. Know that you may have to provide a written description of graphic or pictorial material for a fellow student who is visually impaired.
o It is the responsibility of any participant with a disability that limits access to the PowerPoint presentations to contact the Instructor and/or Disability Services to make a specific request regarding this assignment.
Week 6 Presentation (Due in 2 Days) Urgent/Week 6 Presentation (Required Assignment).docx
https://www.sweetstudy.com/questions/wk-2-ppt-presentation-due-in-2-days-greater-kimwood-only
Check above Your Past work ppt, This is same but research topic & References are different
Selected Topic: Communication, Diversity and Management in a Multicultural Workplace
My Note: (Presentation with notes/paragraphs) PPT Format attached, Need 7 Slides without References Slides. Total 9-10 Slides
(100% Original Plagiarism free work ) Due in 2 Days
Must be include all presentation requirement and follow Rubric Superior Criteria and Follow presentation Format
Course Name : Seminar in Multicultural Management
Selected Topic: Communication, Diversity and Management in a Multicultural Workplace
Discussion: Current Topics in Multicultural Management
Multiculturalism is evident in many aspects of life. For decades, organizations’ leaders have attempted to enhance their stakeholders’ relationships. Researchers from various countries are now discussing the need for valuing their diverse relationships with foreigners. As a global change agent, understanding other countries’ stances concerning multiculturalism and policy is imperative to your success as you develop your international relations.
After reading this week’s literature, consider how each article relates to the topics of global policy and impact in the field of multicultural management. What research questions or apparent gaps come to mind?
Keeping in mind what you have learned about research design and threats to validity, complete the following:
By Day 7 of Week 6
This week’s assigned Presenters should post a PowerPoint presentation with detailed notes section that contains the following:
· Incorporation and analysis of the Required Resources from this 2-week unit, including identification of any apparent gaps in the literature
· An original research topic related to the week’s literature (Note: The proposed research topic can be related to the general topic for the week or to gaps in the literature for the week, or it can be related to a specific reading for the week.)
· Background information on the research topic, including identification of principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding your topic
· Evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change
· A minimum of 10 peer-reviewed, scholarly new references
Note: The presentation must be in APA format and must incorporate direct evidence of addressing the Learning Objectives from this 2-week unit. Each of the content slides must include detailed notes/paragraphs with appropriate citation of peer-reviewed, scholarly references.
Refer to the Presentation Format document for more information about the expected contents of your Presentation. For suggestions on creating an effective PowerPoint presentation, see the Learning Resources
Your Instructor will use this rubric to assess your work.
Refer to the Presentation Rubric for specific grading elements and criteria.
Outline for Presentations
|
Slide Number |
Contents of Slide should include: |
|
Slide 1 |
Title Slide—Weeks X–X/Week Title/Presenter Name |
|
Slides 2–3 |
An incorporation and analysis of the Required Resources from this pair of weeks, including identification of an original research topic (related to the general topic for the week, to a specific reading for the week, or to apparent gaps in the literature) |
|
Slides 4–6 |
An identification of principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding your topic |
|
Slides 7–8 |
An evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change |
|
Slides 9–10 |
APAformatted References slide(s) (to include a minimum of 10 peerreviewed, scholarly new references) |
Rubric Detail
|
|
Superior Criteria |
Excellent Criteria |
Satisfactory Criteria |
Marginal Criteria |
Unsatisfactory Criteria |
Not Submitted |
|
Element 1: Incorporation and Analysis of Required Readings |
15 (15%) Student's presentation incorporates a thorough and detailed analysis of the Required Resources from this 2-week unit, including identification of any apparent gaps in the literature as well as detailed notes under each slide (except the Title and Reference slides). Several sources and examples support thinking. |
14.25 (14.25%) Student's presentation incorporates a thorough and detailed analysis of the Required Resources from this 2-week unit, including identification of any apparent gaps in the literature as well as detailed notes under each slide (except the Title and Reference slides). Several sources and examples support thinking. There are one or two minor errors in analysis. |
12.75 (12.75%) Student's presentation incorporates an analysis of most of the Required Resources from this 2-week unit and/or some key information is lacking or not fully developed, and may include identification of any apparent gaps in the literature as well as detailed notes may be incomplete under each slide (except the Title and Reference slides). Some sources and examples support thinking. |
11.25 (11.25%) Student's presentation provides a cursory or incomplete analysis of the Required Resources from this 2-week unit and/or does not include detailed notes under each slide (except the Title and Reference slides). Few sources or examples support thinking. |
7.5 (7.5%) Does not meet minimal standards. |
0 (0%) Did not submit element. |
|
Element 2: Original Research Topic & Background Information |
15 (15%) Student's presentation incorporates an original research topic related to the week's literature, and provides a thorough and detailed analysis of the principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding the topic. Several sources and examples support thinking. |
14.25 (14.25%) Student's presentation incorporates an original research topic related to the week's literature, and provides a thorough and detailed analysis of the principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding the topic. Several sources and examples support thinking. There are one or two minor errors in analysis. |
12.75 (12.75%) Student's presentation incorporates an original research topic related to the week's literature, and provides an analysis with some details regarding the principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding the topic. Some sources and examples support thinking. |
11.25 (11.25%) Student's presentation incorporates an original research topic related to the week's literature, but provides a cursory or incomplete analysis with vague or missing details regarding the principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding the topic. Few sources or examples support thinking. |
7.5 (7.5%) Does not meet minimal standards. |
0 (0%) Did not submit element. |
|
Element 3: Evaluation of Main Concepts & Impact on Positive Social Change |
15 (15%) Student presents a thorough and detailed evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change. Several sources and examples support thinking. |
14.25 (14.25%) Student presents a thorough and detailed evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change. Several sources and examples support thinking. There are one or two minor errors in evaluation. |
12.75 (12.75%) Student presents an evaluation of the main concepts with some details on their application to business/management practice and their impact on positive social change. Some sources and examples support thinking. |
11.25 (11.25%) Student presents a cursory or incomplete evaluation of the main concepts with vague or missing details on their application to business/management practice and/or their impact on positive social change. Few sources and examples support thinking. |
7.5 (7.5%) Does not meet minimal standards. |
0 (0%) Did not submit element. |
|
Element 4: Minimum of 10 Peer-Reviewed, Scholarly New References |
10 (10%) Student includes a minimum of 10 peer-reviewed, scholarly new references, including correct in-text citations, related to the proposed research topic. |
9.5 (9.5%) Student includes a minimum of 10 peer-reviewed, scholarly new references, including correct in-text citations, related to the proposed research topic. There are one or two minor errors in the reference citations and/or References slide. |
8.5 (8.5%) Student includes a minimum of 10 peer-reviewed, scholarly new references; however, some citations and/or References slide entries are incorrectly cited and/or are loosely connect to proposed research topic. |
7.5 (7.5%) Student includes fewer than 10 peer-reviewed, scholarly new references and/or many citations are not peer-reviewed, scholarly references and/or do not relate to the proposed research topic. |
5 (5%) Does not meet minimal standards. |
0 (0%) Did not submit element. |
|
Element 5: Critical Analysis in Presentation |
15 (15%) Student demonstrates an excellent ability to engage in scholarly thinking, and presents a clear and coherent critical analysis of the materials for the 2-week unit. The presentation shows a high degree of discovery and creativity in assimilating, synthesizing, and framing the resources into a coherent, plausible response. Student demonstrates a clear understanding of the weekly topic in the assigned 2-week span. |
14.25 (14.25%) Student demonstrates a very good ability to engage in scholarly thinking, and presents a clear and coherent critical analysis of the materials for the 2-week unit. The presentation shows a high degree of discovery and creativity in assimilating, synthesizing, and framing the resources into a coherent, plausible response. Student demonstrates a very good understanding of the weekly topic in the assigned 2-week span. |
12.75 (12.75%) Student demonstrates some ability to engage in scholarly thinking, and presents a critical analysis of the materials for the 2-week unit. Student demonstrates some understanding of the weekly topic in the assigned 2-week span. |
11.25 (11.25%) Student does not demonstrate the ability to engage in scholarly thinking, and presents a weak critical analysis of the materials for the 2-week unit. Student demonstrates a vague understanding of the weekly topic in the assigned 2-week span. |
7.5 (7.5%) Does not meet minimal standards. |
0 (0%) Did not submit element. |
|
Element 6: Response to Colleague's Posting |
10 (10%) Student responds to at least two colleagues, thoroughly addressing how the readings assigned and posted by colleagues address the "so what?" questions in the field of multicultural management, how the readings are valuable to the research in the field, as well as discusses any important gaps that point to potential topics, and how he/she would extend or explore these gaps. |
9.5 (9.5%) Student responds to at least two colleagues, mostly addressing how the readings assigned and posted by colleagues address the "so what?" questions in the field of multicultural management, how the readings are valuable to the research in the field, as well as discusses any important gaps that point to potential topics, and how he/she would extend or explore these gaps. |
8.5 (8.5%) Student responds to two colleagues, somewhat addressing how the readings assigned and posted by colleagues address the "so what?" questions in the field of multicultural management, how the readings are valuable to the research in the field, as well as discusses any important gaps that point to potential topics, and/or how he/she would extend or explore these gaps. |
7.5 (7.5%) Student responds to two colleagues, vaguely addressing how the readings assigned and posted by colleagues address the "so what?" questions in the field of multicultural management, how the readings are valuable to the research in the field, as well as discusses any important gaps that point to potential topics, and/or how he/she would extend or explore these gaps. |
5 (5%) Does not meet minimal standards. |
0 (0%) Did not submit element. |
|
Element 7: Written Delivery Style & Grammar |
10 (10%) Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are no spelling or grammar errors. |
9.5 (9.5%) Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are one or two minor errors in spelling or grammar. |
8.5 (8.5%) Student mostly follows APA writing style and basic rules of formal English grammar and written essay style. Student mostly communicates in a cohesive, logical style. There are some errors in spelling or grammar. |
7.5 (7.5%) Student does not follow APA writing style and basic rules of formal English grammar and written essay style and does not communicate in a cohesive, logical style. |
5 (5%) Does not meet minimal standards. |
0 (0%) Did not submit element. |
|
Element 8: Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations) |
10 (10%) Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are no APA errors. |
9.5 (9.5%) Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are one or two minor errors in APA style or format. |
8.5 (8.5%) Student mostly adheres to scholarly reference requirements and/or mostly adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Some errors in APA format and style are evident. |
7.5 (7.5%) Student demonstrates weak or inconsistent adherence scholarly reference requirements and/or weak or inconsistent adherence to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Several errors in APA format and style are evident. |
5 (5%) Does not meet minimal standards. |
0 (0%) Did not submit element. |
Learning Resources
Required Readings
Engelbrecht, A., & Samuel, O. M. (2019). The effect of transformational leadership on intention to quit through perceived organisational support, organisational justice and trust. South African Journal of Economic and Management Sciences, 22(1), e1–e8. https://doi.org/10.4102/sajems.v22i1.2338
Gomarasca, P. (2013). Multiculturalism or hybridisation? Cultural mixing and politics. Diversities, 15(2), 67–80.
Grant, P. R., & Robertson, D. W. (2014). Predicting immigrants’ attitudes toward multiculturalism using a measure of its perceived benefits. Basic and Applied Social Psychology, 36(3), 209–220. https://doi.org/10.1080/01973533.2014.890622
Gražulis, V., & Markuckienė, E. (2014). Current issues of the development of employee intercultural competency in a work environment (a case-study of small municipalities of Lithuania). Socialiniai Tyrimai, 2014(3), 78–89.
Jones, H. (2014). “The best borough in the country for cohesion!”: Managing place and multiculture in local government. Ethnic and Racial Studies, 37(4), 605–620. https://doi.org/10.1080/01419870.2013.808758
Keddie, A. (2012). Australian multicultural policy: Social cohesion through a political conception of autonomy. Journal of Sociology, 50(4), 408–421. https://doi.org/10:1177/1440783312462166
Klocek, P., Dayib, H., Mukherjee, R., & Crespo, E. (2014). Supplier diversity: From “checking the box” to developing a trusted and valued partner. Journal: American Water Works Association, 106(9), 30–36. https://doi.org/10.5942/jawwa.2014.106.0138
Onghena, Y. (2013). Reflections from the world of policy-related research: Think tanks and cultural diversity—between theory and practice. Crossings: Journal of Migration & Culture, 4(2), 187–200. https://doi.org/10.1386/cjmc.4.2.187_7
Purvanova, R. K. (2014). Face-to-face versus virtual teams: What have we really learned? The Psychologist-Manager Journal, 17(1), 2–29. https://doi.org/10.1037/mgr0000009
Reeve, I. (2014). Multicultural health care? Cultural accommodation in non-devoted policy sectors. Canadian Public Administration, 57(4), 609–622. https://doi.org/10.1111/capa.12092
Smite, D., Moe, N. B., & Gonzalez-Huerta, J. (2021). Overcoming cultural barriers to being agile in distributed teams. Information and Software Technology, 138. https://doi.org/10.1016/j.infsof.2021.106612
Taylor-Gooby, P., & Waite, E. (2014). Toward a more pragmatic multiculturalism? How the U.K. policy community sees the future of ethnic diversity policies. Governance, 27(2), 267–289. https://doi.org/10.1111/gove.12030
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