Description

Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University

College of Administrative and Financial Sciences

Assignment 1
Communications Management (MGT 421)
Due Date: 1/3/2025 @ 23:59
Course Name: Communication Management

Student’s Name: SEU ELITE

Course Code: MGT421

Student’s ID Number:

Semester: 2nd Semester

CRN:
Academic Year: 2024-25-2nd

For Instructor’s Use only
Instructor’s Name: Dr. Nada Alnemer
Students’ Grade: /10

Level of Marks: High/Middle/Low

General Instructions – PLEASE READ THEM CAREFULLY
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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.
Use APA reference style.
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.

Learning Outcomes:
1.1: Recognize and memorize concepts of communication theory as they affect business
organizations and the individuals in them.
1.2: Communicate better, knowing that good communicators make better managers, and that
communication is a dynamic process basic to individuals and organizational life.

Assignment Structure:

Assignment-1

Type
Part A
Part B

Total

Marks
5
5
10

Part-A-Emotional Intelligence in Practice
Suppose You are working in a team for academic assignment. One team member is not
responding at all, which is affecting the group’s progress. Use emotional intelligence
principles to outline a strategy for addressing the situation.
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Consider how you will use empathy, communication, and self-regulation to
address the issue with your teammate. (2.5Mark)
How can you maintain positive group dynamics while resolving the conflict?
(2.5Mark)

Part-B- Cultural Intelligence in Practice
Imagine you are working on a multicultural team at your workplace. One of the team
members is from a culture that values hierarchy and formality, while another team
member comes from a culture that values egalitarianism and informality. How would you
approach this situation using cultural intelligence principles?

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Address how you would adapt your communication and behaviours. (2.5Mark)

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Explain how you would motivate team members to respect cultural differences
and find common ground. (2.5Mark)

Answers
Part A.
Using Emotional Intelligence to Address a Non-Responsive Team Member
When working in a team for an academic assignment, a non-responsive
member can hinder progress and create frustration among the group.
Addressing this issue requires applying emotional intelligence principles—
empathy, communication, and self-regulation—to ensure a constructive
resolution without damaging group dynamics.
Empathy: is the foundation of understanding the non-responsive member’s
situation. Instead of assuming laziness or irresponsibility, it is essential to
consider potential challenges they may be facing, such as personal issues,
academic stress, or lack of clarity about their role. Arranging a private
conversation with the team member allows for open dialogue. During this
discussion, I would ask open-ended questions like, “Is everything okay? Is
there anything preventing you from participating fully?” This approach
demonstrates concern for their well-being, rather than jumping to
conclusions or criticism.
Effective communication: is critical to resolving the issue. Once I better
understand their perspective, I would clearly and respectfully explain how
their lack of participation is affecting the team’s progress. For instance, I
might say, “We value your contributions, but when tasks are left incomplete,
it creates additional pressure on the rest of the team.” Using “I” statements
rather than accusatory language helps avoid defensiveness. Additionally, I
would collaboratively set clear expectations for their role moving forward,
ensuring they are aware of deadlines and responsibilities. This conversation
should also include the opportunity for the individual to share their thoughts
and concerns, fostering mutual understanding.
Self-regulation: is essential to remain calm and composed throughout the
interaction. It can be frustrating when one member is not fulfilling their
responsibilities, but expressing anger or frustration can escalate conflict and
harm relationships. Instead, I would approach the conversation with

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patience, focusing on solutions rather than blame. Practicing self-regulation
ensures that the discussion remains productive and respectful.

To maintain positive group dynamics. it is important to avoid singling out
the individual in front of the team, as this could lead to embarrassment or
resentment. Instead, after the private conversation, I would communicate to
the group that adjustments have been made to ensure everyone’s workload is
balanced and progress continues smoothly. Encouraging collaboration and
offering support to the non-responsive member can reintegrate them into the
team. A shared vision and open communication channels foster trust and
accountability, strengthening group cohesion.
By combining empathy, clear communication, and self-regulation, the issue
can be addressed constructively while preserving the team’s morale and
effectiveness.

Part B.
Using Cultural Intelligence to Navigate Multicultural Team Dynamics
Working in a multicultural team where cultural differences influence
interactions, such as valuing hierarchy and formality versus egalitarianism
and informality, can create challenges. To manage this scenario effectively,
applying cultural intelligence (CQ)—including adaptation, awareness, and
motivation—is essential. This ensures that differences are respected, and the
team remains cohesive and productive.
Adapting communication and behaviour: is a critical first step. As a team
leader or member, I would begin by developing cultural awareness,
acknowledging the distinct communication styles and values of both
members. For the team member who values hierarchy and formality, I would
address them with respect for their position, use their formal title or surname

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when appropriate, and observe protocol in interactions. For example, I might
use structured communication such as setting agendas for meetings and
maintaining professional decorum. Conversely, for the team member who
values egalitarianism and informality, I would adopt a more relaxed and
approachable style, such as using first names and encouraging open,
unstructured brainstorming. By tailoring my communication to each
individual’s preferences, I demonstrate respect for their cultural norms while
fostering an inclusive environment. Additionally, I would act as a cultural
bridge by modeling a balanced communication style in team settings—
formal enough to include the hierarchical team member but relaxed enough
to make the egalitarian member comfortable.

To motivate team members to respect cultural differences and find common
ground, I would emphasize the value of diversity in enhancing team
outcomes. Facilitating an open discussion about cultural norms can build
mutual understanding. For instance, I could organize a team-building session
where members share aspects of their cultural backgrounds, preferences, and
workplace expectations. This dialogue can help break down stereotypes and
foster empathy. I would also highlight the importance of flexibility,
encouraging team members to meet halfway—for example, the hierarchical
member could try being more open to informal exchanges, while the
egalitarian member could practice more structured communication in
specific contexts.
And I would reinforce the shared goals of the team. Focusing on collective
objectives promotes collaboration and shifts attention away from cultural
differences. By celebrating achievements that result from diverse
perspectives, team members can see the value of inclusivity. Finally, I would
encourage ongoing learning by recommending resources or workshops on
cultural competence to deepen understanding.
By adapting communication, fostering mutual respect, and focusing on
shared goals, I can create a harmonious and productive multicultural team
environment

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References

Goleman, D. (1995). Emotional intelligence: Why it can matter more than
IQ. Bantam Books.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination,
Cognition and Personality, 9(3), 185–211.

Ang, S., & Van Dyne, L. (Eds.). (2008). Handbook of cultural intelligence:
Theory, measurement, and applications. Routledge.
Earley, P. C., & Mosakowski, E. (2004). Cultural intelligence. Harvard
Business Review, 82(10), 139–146.
Livermore, D. (2015). Leading with cultural intelligence: The real secret to
success. AMACOM.

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