Activity 6: International Trade Fairs/Shows (100 points)

This Activity is comprised of three (3) parts. Your Activity responses should be both grammatically and mechanically correct, and formatted in the same fashion as the Activity itself. If there is a Part A, your response should identify a Part A, etc. In addition, you must appropriately cite all resources used in your response and document in a bibliography using APA style. (100 points) (A 2-page response and one (1) Excel spreadsheet are required for the combination of Parts A, B, and C.) 

You are the person on your new global marketing team that is in charge of trade shows. Until now, your work has focused on exhibiting at trade shows within your home country. You have recently been informed that your company has decided to explore selling in markets outside your home country. One of the first sales strategies the company has decided to focus on is to exhibit at as many international trade fairs/shows as possible to learn about the international market and to hopefully make a few early adopter sales. (100 points)

Part A Your initial task is to research and list the major trade fairs/shows held inside your home country in your industry (or an industry of your choosing) that attract international exhibitors and attendees. Your list should cover the upcoming 12 months. In addition, you need to research the industry trade fairs/shows held outside your home country. You should find a minimum of one (1) home country trade show and two (2) trade shows held outside your home country. (55 points) 

1. Briefly summarize the industry/company for which you are researching trade shows. 

2. Create an Excel spreadsheet to organize your findings. Provide a description or “key” explaining each column heading. You will probably need to create at least 12-15 columns to fully demonstrate your trade show research findings from Parts A, B, and C. Include columns containing event dates, show names, locations, web information, contact names, and other useful information. Complete (fill in) your spreadsheet.

Part B Determine how much it would cost your company to exhibit at each of these trade fairs/shows. Place the total cost for attending each trade show in a column in the spreadsheet you created in Part A above. (Assume two people will “work in the booth” at each trade show.) Then, discuss how you arrived at the costs. (15 points) 

NOTE: You do not need to discuss this separately for each trade show; you may provide a general discussion of cost determination factors. 

Part C If the Global Marketing Director gave you a trade show budget that allowed you to exhibit at only half of the possible trade shows you have identified, how would you prioritize your international trade fair/show exhibit schedule for the next 12 months? Discuss why you made the choices you did and note what information you are lacking if you cannot complete the prioritization process. In the spreadsheet you made for Part A above, create a column labeled “priority ranking.” Place the priority ranking for each trade show in this column. (20 points) 

This Activity will also be evaluated in terms of your use of mechanics (grammar, punctuation, and spelling) and formatting. (10 points)

CLASSMATE 1

I believe that just because an individual is in a leadership position, it makes them a leader. Leadership traits and characteristics are important to define as it displays who the leader is. Effective leaders are essential in the workplace; however, not all leaders are effective. In my perspective, leaders are not born. I would like to consider that leaders are developed over the course of their journey. Vince Lombardi stated, “leaders are made, they are not born. They are made by hard effort, which is the price which all of us must pay to achieve any goal that is worthwhile (Johnson & Hackman, 2018).” According to Nahavandi (2014), a leader can be defined as, “any person who influences individuals and groups within an organization, helps them establish goals, and guides them toward the achievement of those goals (Nahavandi, 2014).” 

Johnson and Hackman (2018) discussed a skills approach to leadership, which entails the skills needed to effectively lead. Characteristics are traits in which one possesses that can make one like others or different from others. Every individual possesses characteristics, however, not all individuals possess the traits needed to be an effective leader. I believe some essential traits that a leader should possess are innovation, emotional intelligence,  critical thinker, effective decision maker, flexible, empathetic, understanding, adaptable, visionary, and empower. Leaders should possess the capability of being creative for the betterment of the organization. Having emotional intelligence involves not operating off one’s emotions, but yet operating in what is right, leading individuals the right way. Critical thinking and effective decision making are both essential, as the leader wants to ensure that they have critically thought about changes that are needed within the organization and that they are doing what is best for the organization as a whole and not just themselves as the leader. Adaptability and flexibility are knowing that one way does not fit all; if changes have to be made, one is working toward enforcing those changes as easily as possible for self and the employees. Being empathetic can provide safety with the employees, to where they can feel comfortable, and be able to communicate to the leader if something is wrong. As can be seen, each of the 10 traits I listed is essential to an effective leader.

Nahavandi, A. (2014). The art and science of leadership. Harlow, Essex, England: Pearson Education Limited.

Johnson, C. E., & Hackman, M. Z. (2018). Leadership : a communication perspective / Craig E. Johnson, Michael Z. Hackman (Seventh edition.). Waveland Press.

CLASSMATE 2

Topic: Are leaders Born or Made? List the top ten traits of an effective leader.

     Before researching the topic, I believed and still believe that great leaders are composed of genetic and environmental influences. Boerma et al. (2017) reported it is a combination of genetic and environmental factors. However, I do believe that the percentage genetic traits are relatively smaller than that of environmental. For example, I believe that 25% of genetic factors contributes to the composition of a great leader and 75% of that makeup is due to environmental influences. I believe that one can have many innate qualities, however the individual must learn how to demonstrate those qualities in order to be effective. Leadership is a skill that can be learned. In fact, United States’ companies spend billions on trainings that aids employees in building leadership skills (Boerma et al., 2017).

“Learning involves a relatively permanent increase or change in behavior, knowledge, or skill that comes about as a result of experience” (Nahavandi, 2014). If one aspires to lead an organization, they must comprehend that learning is continuous. There will always be a new and better way of doing things. As the saying goes, “things gets better with time”. In order to test new behaviors and practices, one must, first, learn them. A leader cannot teach their staff how to implement certain skills, until they learn how to do so. Nahavandi (2014) listed several elements that make up the core of learning. The first element, that caught my attention, was the motivation and willingness to learn. The inspiration and enthusiasm acquire more information. Is necessary component of one who is aspiring to be a leader. The second element, that grasped my attention, was the opportunity to learn. If a learning opportunity isn’t provided, one cannot grow. It is imperative for leaders to allow staff this opportunity. Nahavandi (2014) mentioned how smaller organizations are more exposed to diverse experiences. This is a great example of being provided with an opportunity to learn. Of course there are ways large companies can provide these experiences, as well. Larger companies can utilize various training opportunities to assist in growing professionally.

The ten traits of an effective leader that I’ve chosen to expound on are adaptability, cultural cognizance, deep self-awareness, empathy, critical thinking, decision making, innovative, communicative, collaborative, and integrity. Flexibility is a vital skill that leaders must have, in order to be able to adapt to any changes that may occur within the business. Cultural cognizance is also an important skill, as understanding the values and practices of other cultures can work to the advantage of any organization. A leader must acquire a strong sense of self. Attaining deep self-awareness enables the leader to guide others more confidently and efficiently. Empathy is significant in leadership, as it is the ability to understand and connect with the feelings of someone else. This characteristic can assist in the leader building a strong rapport with its’ counterparts. Critical thinking is a vital component of leadership. This ability enables leaders to make effective decisions that are pertinent to the betterment of the business. Decision making is a skill needed to assist organizations in achieving their goals and objectives. This skill is a vital component of effective leadership. There is power in decisiveness as it can impact an organization, internally and externally, positively or negatively. A good leader is innovative, as this skill aids them in creatively accommodating any situation they’re faced with. Effective communication skills will assist the leader in being cognizant of the team’s issues that might negatively impact the success of the team. Being collaborative increases unity in the work environment. The team will develop a sense of alliance as they, collectively, work towards achieving a common goal. Leaders with integrity carry themselves as upstanding individuals that are honest, reliable, accountable, and trustworthy.

Boerma, M., Coyle, E. A., Dietrich, M. A., Dintzner, M. R., Drayton, S. J., Early, J. L., 2nd, Edginton, A. N.,             Horlen, C. K., Kirkwood, C. K., Lin, A., Rager, M. L., Shah-Manek, B., Welch, A. C., & Williams, N. T.             (2017). Point/Counterpoint: Are Outstanding Leaders Born or Made? American Journal of                           Pharmaceutical Education, 81(3), 58. https://doi.org/10.5688/ajpe81358 (Links to an external site.)

 (Links to an external site.)

Nahavandi, A. (2014). The Art and Science of Leadership. (7th Ed.). San Diego, CA: Pearson                                     Education,  Inc.  

• Discuss  what you believe is the most important issue in large-scale  transformation. 

 Congratulations! You have recently been promoted and are the company’s new Human Resources Manager! You have offices in several countries, so how would you evaluate different compensation packages for employees who are located throughout the world?

Your discussion is to be submitted in 12-point Times New Roman font using APA format.  You must have a minimum of two sources to support your answer. You must also have a minimum of two intext citation of your sources. This is very important.

Students are required to post their primary response (200 word minimum) by Wednesday midnight. Students will respond to 1 other posting (150 words minimum each) by Wednesday midnight..

A common debate in ethics is universalism versus relativism of ethics and moral codes.  A frequently asked question is “Does a universal moral code exist regardless of an individual’s culture?” As organizations are becoming increasingly global,  and understanding of universalism versus relativism of culture ethics is important.

Compare and contrast universalism and relativism.

Evaluate how universalism and relativism affect global social corporate responsibility.

Your response must be a minimum of 300 words.

Please use at least one scholarly or credible source in your discussion.

Narrative and solution-focused therapy are postmodern theories of working with couples and families. In terms of practitioner relationships, both forms of therapy can be viewed as more collaborative than other theories discussed thus far in the course. They emphasize a more equal distribution of power between helping professional and client. They also promote movement away from a traditional metaphor of couple/family relations toward conceptualizing couple/family relationships as networks of co-constructed meanings.

For this Assignment, view two of the media resources in this week’s resources (at least one narrative and one solution-focused video). Identify the couple’s or family’s issue(s) and begin to think about short- and long-term goals you might include in treatment plans for them. As you consider techniques or interventions to accomplish these goals, think about how you would measure progress in re-authoring or storytelling.

The Assignment (2–3 pages)

Based on the theory demonstrated in the narrative video:

• Define the problem.
• Formulate a theory-based treatment plan including short- and long-term goals for the couple’s or family’s issues.
• Describe two theory-based interventions you would use and justify your selection.

Based on the theory demonstrated in the solution-focused video:

• Define the problem.
• Formulate a theory-based treatment plan including short- and long-term goals for the couple’s or family’s issues.
• Describe two theory-based interventions you would use and justify your selection.
• Explain one anticipated outcome of each.

https://waldenu.kanopy.com/product/id-hear-laughter-finding-solutions-family-

https://waldenu.kanopy.com/product/irreconcilable-differences

https://waldenu.kanopy.com/product/narrative-therapy-children-stephen-madigan

Review the Culture and Health Literacy page on the Centers for Disease Control and Prevention (CDC) website. Its at the bottom of this post.

Discuss your thoughts with the class about the content addressed on the website and answer the following question in 175 to 265 words:

• How could you use information to communicate cross-culturally as a health care administrator?

Read and respond to at least two of your classmates’ discussion posts in 100-150 words. Be constructive and professional with your thoughts, feedback, or suggestions.

Culture & Health Literacy

Tools for Cross-Cultural Communication and Language Access Can Help Organizations Address Health Literacy and Improve Communication Effectiveness

Effective communication recognizes and bridges cultural differences.

The ideas people have about health, the languages they use, the health literacy skills they have, and the contexts in which they communicate about health reflect their cultures. Organizations can increase communication effectiveness when they recognize and bridge cultural differences that may contribute to miscommunication.

Culture Allows and Can Get in the Way of Communication

Culture can be defined by group membership, such as racial, ethnic, linguistic or geographical groups, or as a collection of beliefs, values, customs, ways of thinking, communicating, and behaving specific to a group.

As part of a cultural group, people learn communication rules, such as who communicates with whom, when and where something may be communicated, and what to communicate about. Members of a cultural group also learn one or more languages that facilitate communication within the group.

Sometimes, though, language can get in the way of successful communication. When people and organizations try to use their in-group languages, or jargon, in other contexts and with people outside the group, communication often fails and creates misunderstanding and barriers to making meaning in a situation.

Doctors, nurses, dentists, epidemiologists, and other public health and healthcare workers belong to professional cultures with their own languages that often aren’t the everyday language of most people. When these professionals want to share information, their jargon may have an even greater effect when limited literacy and cultural differences are part of the communication exchange with patients, caregivers, and other healthcare workers. Review the Find Training section of this website for courses in culture and communication.

Translation and Interpretation Are Necessary but Not Complete Solutions

Translated materials and interpreter services can help bridge language differences, but translations and interpreter services may not be fully accurate or complete. Not all languages have words for something that exists in other languages and cultures, and not all words and ideas can be easily translated into or explained in another language.

Or, people may have weak literacy and numeracy skills in their native language, and translated materials are too complex or technical for them. The interpreter may not be fully attuned to the need for everyday language, making it difficult for the client to fully comprehend the information.

The context for communication, such as the physical location or people’s shared or different experiences, may also affect the meaning of translated and interpreted words. The intended meaning may be lost, causing confusion even when everyone involved in the communication exchange believes they understand what is being said.

Organizations Can Support Cross-Cultural Communication and Language Access

The National Institute on Minority Health and Health Disparities (NIMHD)  launched a resource for people who work with health disparity populations with limited English proficiency: the Language Access Portalexternal icon (LAP). The LAP contains information, in multiple languages, for six disease areas where major health disparities have been identified in non-English speaking populations. The portal supports NIH’s comprehensive Language Access Plan by providing access to reliable cross-cultural and linguistically appropriate health information from NIH and other federal agencies.

The National Culturally and Linguistically Appropriate Services (CLAS) Standardsexternal icon can help organizations address the cultural and language differences between the people who provide information and services and the people they serve. The principal standard is to provide effective, equitable, understandable and respectful quality care and services that are responsive to diverse cultural health beliefs and practices, preferred languages, health literacy and other communication needs.

Organizations can use the Guide to Providing Effective Communication and Language Assistance Servicesexternal icon to help communication between those who provide and receive care in a health care facility.

Federal agencies, and potentially organizations that receive federal funds, must create and follow plans to meet the needs of people with Limited English Proficiencyexternal icon. On November 3, 2015 the U.S. Census Bureau released a set of new tablesexternal icon reporting at least 350 languages that U.S. residents speak in their homes. These tables show the number of speakers of each language and the number who speak English less than “very well” — which is a common measure of English proficiency.

The best way to make sure of translation and interpreter quality is to select and match certified translators and interpreters with the primary audience. The American Translators Associationexternal icon has information on the certification process. A good match between translator or interpreter and primary audience happens when the translator or interpreter uses information about the language preferences, communication expectations, and health literacy skills of the audience to create appropriate messages and materials.

Health professionals and educators can use the Primer for teaching cultural competency. The Primer: Cultural Competency and Health Literacyexternal icon guide provides teaching tools to improve cross-cultural communications skills, deliver culturally and linguistically appropriate healthcare services to diverse populations, and develop programs and policies to improve health outcomes and reduce health disparities.

The CDC webinar, Cultural Competence in Preparedness Planning, can help your organization enhance its commitment to cultural competence during emergencies and reduce the disparities among people of different cultural backgrounds that can sometimes arise during disasters. Our Emergency Partners Information Connection and Office of Minority Health and Health Equity came together for this webinar to discuss:

• Why responding organizations should demonstrate cultural competence during emergencies
• What can happen if a responding organization is culturally incompetent
• Where you can find resources to help build your organization’s understanding of cultural competence

Resources for Translated Materials

• CDC.gov in Spanish
• Easy to Understand Medicine Instructions in 6 Languagesexternal icon
• HealthReachexternal icon – HealthReach from the National Library of Medicine is a resource of quality multilingual, multicultural public health information for those working with or providing care to individuals with limited English proficiency.

 
6 hours agoBrittany Thorpe RE: Week 10 DiscussionCOLLAPSE

Hello Professor and Fellow Classmates,

1.  Reflecting on your first video in the course, what changes did you make for Assignment 3 to improve your Executive Presence?

• Compared to Assignment 3, I felt more comfortable in presenting a video presentation, and I feel that alone helped me to feel more relaxed and confident which in my opinion helped improve my executive presence. I also feel that rehearsing and timing myself helped to convey my knowledge on the subject I discussed within my presentation.

2.  What have you learned this term about how you communicate in the workplace?

• This course has helped me to see that I communicate with a lot of emotion in the workplace however, at times the emotions I give off aren’t always received properly. This has caused me to think in detail about what I’m communicatin,g and the tone in which I’m communicating my thoughts.

3.  In what ways have you improved your communication skills during this term?

–  To answer this question I went over the comments Professor Paulson left on each of my assignments and compared them to the last, and in doing so I could see my growth without the course. From week to week in the beginning of the course, I noticed that Professor Paulson enjoyed my post however, he would remind to rely my message clearly so that my entire audience would understand my point of view. Now I am able to do this, and I am able to do so by questioning my thoughts and using a strength that I already have; looking at the subject matter from all angles. This course has helped me to develop that skill even more and help to improve my communication.

4.  What will you do going forward, to continue to improve your Communication Skills and Executive Presence?

• When I conclude any course I reflect on the quarter as a whole, and this quarter was rough. The coursework wasn’t difficult to understand however, I found myself not being able to put my all into weekly discussion boards, and assignments the way I would have liked to. This quarter has been an emotional roller coaster with COVID-19, e-learning with my son, working from home, maintaining the household, and now the recent events of the country I have become overwhelmed. I always thought of myself as one that is organized and can handle pretty much anything you threw my way, but the last 10 weeks have tested all of my previous notions of myself. I give that brief summary of current feeling in coming to the end of the quarter to help you understand that in going forward I have no choice to continue to resort back to this courses content and reading materials. Again, not because I didn’t understand the coursework, but because I plan to continually improve on my communication skills and my executive presence with the knowledge I have gained within this course, and from the knowledge I have yet to find within the course material.  

References:

• Paulson, E. 2020. JWI 505: Business Communications and Executive Presence Discussion Question and Assignment 1 – 2 Feedback
• JWI 505. 2020. Week 10 Lecture Notes: Executive Presence and Presentation Skills

Read and Review Chapter 12. 

“From a strategic perspective, it is imperative that employers provide the types of benefits that motivate workers and encourage them to stay with a company.”  Research indicates the importance for HR professionals to identify and implement competitive benefits that are desirable to employee.

Research Employee Benefits and explain/identify:

– How companies utilize benefits as a competitive advantage?  

– Trends in retirement plans and also compare the advantages and/or disadvantages of a defined benefit versus defined contribution plans.

– Growth and trend of financial, family-oriented, and time-off benefits and outline their importance to employees.

– Importance of managing the cost of health benefits and identify how organizations are mitigating the rising cost(s)?

Paper Requirements:

• Write a 3-4 page double-spaced, 12 font, and APA formatted paper that addresses the items above.
• Do not use first person. This paper isn’t your opinion. Your paper is guided by your research. 
• The 3-4 pages does not include the title page or reference page.
• Include a title page properly formatted in APA. 
• You Do NOT need to include an abstract
• Make sure to include an Introduction to your paper. Your introduction needs to include a strong preview sentence.
• Create headings in the body of the paper (between the Introduction and Conclusion) that are named based on the content in that section of the paper. For example, your headings could be the trends you identified. Please review the APA Heading Format Guidelines (Links to an external site.)Links to an external site. (Links to an external site.) in order to develop a good understanding of how to format the headings in your paper.
• Include a Reference page. You must include a minimum of 5 references (textbook and 4 scholarly peer-reviewed journal articles from Welder Library E-Resources). 

Please refer to the rubric for the grading requirements.    

Your submission will go through turnitin. Turnitin evaluates the originality score of your paper. Your turnitin score should be 25% or less. 

Rubric

I need 6 slides PPT. See the instructions given below. No Plagiarism. Speaker notes are also there. Everything is given below.  

Prior to beginning work on this assignment, read Chapter 4, Chapter 5, Chapter 6, Chapter 18, and Chapter 19 from your textbook; the Week 2 Weekly Lecture; Making PowerPoint Slides: Avoiding the Pitfalls of Bad Slides PowerPoint presentation; the article The Challenge of Exceptional Communication; and the web page Self Assessment: Learn About Your Personality and Strengths (Links to an external site.).

In preparation for the Final Paper as well as having real-world applicability, this week’s assignment is a PowerPoint presentation that will provide you an opportunity to create a career skills inventory and associated gap analysis. Using the article The Challenge of Exceptional Communication as a guide, the goal for this assignment is to professionally present your current skills and identifiable gaps in existing skills to promote yourself as an ideal candidate for the career of your choice. The information derived from this assignment should accurately reflect your existing skills.

In your presentation,

Describe the skills you possess that make you an ideal candidate for your chosen career.

Identify any gaps in your existing skill set that an employer may require.

Explain how you plan on honing these gaps in your existing skill set.

Explain how you would effectively and persuasively communicate this gap in a manner that would still qualify you for your career choice.

The Making PowerPoint Slides: Avoiding the Pitfalls of Bad Slides PowerPoint is a good resource to use for tips and guidelines for creating an effective PowerPoint presentation.

The Skills Inventory and Gap Analysis presentation

Must be five to six slides in length (not including title and references slides), formatted according to APA style as outlined in the Ashford Writing Center’s How to Make a PowerPoint Presentation (Links to an external site.) resource, and include substantial speaker notes (no less than 100 words per slide).

Must include a separate title slide with the following:

Title of presentation

Student’s name

Course name and number

Instructor’s name

Date submitted

Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.

Must use at least two scholarly or credible sources in addition to the course text.

The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

To assist you in completing the research required for this assignment, view this Ashford University Library Quick ‘n’ Dirty (Links to an external site.) tutorial, which introduces the Ashford University Library and the research process, and provides some library search tips.

Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.)

Must include a separate references slide that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment