Expert answer:presentation
Expert answer:please help me write a presentation draft about 2 minutes thanksaccording to the this case and answer, just answer the QUESTION f, including the tips: employing people familiar with culture 2) doing enough research before program doing 3) getting proper train
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COMM 1710 W2016: Assignment Guidelines: Case Study
The case study assignment includes a group presentation, a group process assessment, and a self and peer
evaluation.
Presentation—Group mark (7%)
Groups will present on December 4. Each presentation should be 15 minutes in length, including 10-12 minutes of
presentation and 2-3 minutes of questions.
1.
2.
3.
4.
Presentations must include
a) an introduction of the team and its members;
b) a brief statement on the focus of the case and your final recommendation;
c) an overview of the case, including the main characters and relevant facts;
d) an identification of the key issue(s) or problem(s);
e) an explanation of the theoretical model(s) used to address the problem;
f) a list of alternative solutions;
g) a discussion of the pros and cons of each possible solution;
h) a recommendation on the best course of action;
i) a strategy for implementation;
j) a conclusion and invitation for questions.
Supporting material should be cited and listed in your references on the last slide of your PowerPoint.
Every member of the group must speak in the presentation.
PowerPoint slides should support the presentation. PowerPoints should be submitted in widescreen format
to me by 4:00 pm the day before the presentation. You cannot use a memory stick or set up your own
computer for the presentation.
Group process assessment (5%); Self and peer evaluation (3%)—Individual mark (Due December 5)
These documents should be submitted in hard copy on December 5.
Group process assessment: This submission should critically review your group processes, assessing both the
positive and negative elements of your work as a team from formation through the presentation, including
a)
b)
c)
d)
e)
how effectively your team worked through the phases of team development;
how you handled conflict and made decision;
what roles team members assumed (Table 2-1);
how effectively you adhered to the guidelines for effective meetings (p.46), and
what characteristics of successful and unsuccessful teams you exhibited (pp. 37ff.).
The assessment should be no more than 1 single-spaced page. Include appropriate APA citations and references.
Groups should maintain accurate records of their group processes, including agendas and minutes.
Self and peer evaluation: On a scale of 1-5, 1 being the lowest mark, and 5, the highest mark, assign yourself and
each group member a mark. Provide an explanation of the mark with specific detail. Consider attendance, reliability,
participation, performance of manager role, and work quality. Marks of 1 or 5 must be well supported with
evidence. Use the university grading scale (see the syllabus) as a guide.
Case study marking rubric
Group presentation (7%)
Team dynamics and delivery
The group effectively includes every group member
and operates seamlessly as a team.
The group displays enthusiasm and engagement with
the topic.
The speakers’ voice and pace contributed effectively to
the presentation.
The speakers’ movements and gestures contributed to
the effectiveness of the presentation.
The speakers appeared credible, genuine, and
confident.
The speakers appeared knowledgeable.
The group uses PowerPoint effectively.
The group addresses questions from the audience
effectively.
/30
The presentation is within the time limit.
Analysis and structure
The group clearly identifies the problem in the case.
The group presents an insightful and thorough
analysis of all issues identified.
The presentation incorporates convincing evidence.
The presentation follows a clear structure and
smoothly transitions between sections. The
presentation includes
a.
b.
c.
d.
e.
f.
An introduction of the group members and the
topic
Relevant background on the case
An overview of the problem(s) in the case
A list of alternatives solutions
A discussion of the alternatives
A recommendation and proposed action.
/40
Total
/70
Adventure English: Experiences with Face-Saving
Background
When conducting business with Chinese, it is crucial to understand Chinese face-saving
practices. Face-saving refers to protecting the positive social image of others. Compared to
Americans, Chinese are particularly sensitive to face-saving and otherwise enhancing the social
image of others in a variety of situations, including business. This sensitivity leads Chinese to
use face-saving strategies such as avoiding public disagreements; using intermediaries to avoid
direct conflicts; recognizing individuals (particularly high-status individuals) with honorifics;
using ritualistic apologies to smooth relationships even when not at fault; employing other signs
of respect; and communicating with ambiguous phrases to allow ways out or opportunities to
make expressions of obligation. The Chinese sensitivity to face is largely due to their strong
relationship orientation. A focus on the permanence and mutual obligation of relationships
causes Chinese to dread face-loss. Face-loss generally occurs when individuals violate social
norms. However, face-loss also occurs when others do not recognize one’s face. For example,
directly rejecting a request may cause considerable face-loss since it signals that the person
receiving the request is not granting face to the person making the request. Chinese face-saving
practices allow all members of a social interaction to preserve dignity and to avoid
embarrassment.
Characters:
Jackie Wong is a teacher from the Taichung School District in Taiwan. Jackie has been an
English teacher at the high school level for ten years. Superintendent Li has asked Jackie to be in
charge of organizing a trip to the United States for a group of interested students from their
school district.
Jenny Chan is a principal at Fengyuan Middle School – located approximately twenty miles from
the Taichung School District. She took a group of twenty students to Adventure English last
summer and recommended the program to Jackie Wong.
Pat Li is the superintendent of the Taichung School District. Pat has been superintendent for
nearly twenty years. Pat plans on going on the trip to the United States to find out how the
program operates.
Johnny Chang is a teacher assistant to Jackie Wong. He is training to become a full-time English
teacher and will assist Jackie Wong in trip preparation before leaving for the United States and
will act as an additional chaperone once in the United States.
Cory Wright is the marketing director of Adventure English in Sacramento, California. Cory has
been in charge of marketing international programs for Adventure English for two years. Before
that, Cory was a college student.
Robin Phillips is the president of Adventure English in Sacramento, California. Robin has been
president for one year. Previously, Robin was a marketing director at another branch of
Adventure English for three years.
Judy Anderson is a program leader for Adventure English. She schedules day-to-day activities
for visiting groups as well as acts as a guide for each activity.
Part 1
Adventure English is a company in Sacramento, California, that provides international students
with short-term English learning in the classroom and in authentic environments, homestays with
American families, and daily sightseeing excursions as well asextended tours to popular U.S.
cities. Adventure English attracts many small groups of students from Asia and Latin America
for short four-week tours.
In March, Jackie Wong placed a telephone call to Robin Phillips. Robin explained that Cory
Wright was in charge of setting up programs and forwarded the call to Cory. “Hello, Director
Wright. I am Jackie Wong from Taiwan. I am sorry to disrupt your schedule and be so
bothersome. Last year, Principal Jenny Chan guided a school from our region to your school. She
said their children were very happy. You made a very safe and valuable trip for them. My school
also wants to join your program in Sacramento. We know your program is very prestigious. We
look forward to developing friendly relations with your school. Our school would like to make a
trip every summer.”
“Jackie, thank you for your call. We would be happy to help you. If you just let us know the
dates you’re interested in, we could fax or priority mail you a price proposal and optional
activities for the trip. Once you’ve received the information, we’ll talk some more. We would
love to have you visit us in Sacramento.”
“Director Wright, it is important that the children are taken care of very well. The Taiwan group
from last year reported that one student had problems with the homestay family.”
“Jackie, our homestay families are wonderful. Your students, by and large, will have great
experiences. However, sometimes there are problems with homestay families. This is the
exception but is also unavoidable. I can confidently tell you that our homestay families are better
than those of any program I know.”
“Thank you very much. We know you will take good care of our children. Their parents will
worry very much – we must reassure the parents, Director Wright. The parents give us a great
responsibility by letting us take their children.”
“Jackie, you don’t need to worry, we take great pride in making sure the kids have a great
experience. After all, we’ve never lost a child yet” (laughter).
“Director Wright, thank you for your help. We look forward to your communication.”
After the phone call, Director Wright sent out a price proposal within one hour to the fax number
Jackie Wong had provided. A month later Adventure English received a check paying for 40
children to arrive in Sacramento in July. The group Jackie had organized would spend three
weeks in Sacramento and one week in Los Angeles.
Discuss the following questions about Part 1:
a. How did Jackie Wong establish a relationship with Cory Wright and the Adventure English
company? How does this relate to the notion of face?
b. How did Cory Wright initially respond to Jackie Wong? How well did this response address
the face of Jackie Wong?
c. How do you think Cory Wright’s use of humor was perceived by Jackie Wong after a request
was made that the children be taken care of well?
d. In terms of face, how do you think Jackie Wong felt about receiving Cory Wright’s prompt
price proposal fax?
e. What other aspects of Part 1 do you think relate to face-saving? Why?
Part 2
On July 3 the Taiwan group arrived. Judy Anderson had sent a set of five vans to pick up the
Taiwan group at the airport and bring them immediately to the Adventure English center for a
welcome party. Once at the center, the Taiwan group was ushered into a large room with many
of the English teachers and plenty of refreshments. About five minutes after the party began,
Cory Wright and Robin Phillips entered the room to greet their Chinese guests.
“Hello, everyone! You must be Jackie and Pat. Welcome to America!” Robin Phillips said to
Jackie Wong and Superintendent Li, shaking their hands warmly. “It’s wonderful to have you
here! Are you tired? You’ll have a great time here. And, who is your friend?”
Robin continued, pointing toward a man with some of the students.
Superintendent Li said, “Greetings, President Phillips. We are honored to be here. That is Mr.
Chang. We have brought some gifts we want to present to you.” Superintendent Li handed a
beautifully wrapped gift to Robin.
“Thanks so much! Let’s see what we’ve got here.” Robin opened his gift to find several items.
Robin beamed at the first item – a carefully crafted and painted statue of a horse. The next item
was a plaque identifying the first annual Taichung School District-Adventure English
partnership. Insignias of both institutions were on it. “This is wonderful – thank you very much,
Jackie and Pat.”
“Also, we have gifts for Director Wright and Miss Anderson.” Jackie Wong handed gifts to Cory
and Judy. Cory was delighted to open the gift – a professional pen set with the name of the
Taiwan school district engraved on each part of the set. Judy followed by opening her gift – a
banner with Chinese calligraphy on it. Both thanked their guests.
“Thank you, again!” boomed Robin. “We’ve got some presents for you, too! We’ve got presents
for all of the students as well.” Robin handed out Sacramento souvenir pins to all of the children.
Then, he gave Superintendent Li and Jackie Wong two enclosed gift bags.
“Thank you for your kindness!” said Superintendent Li.
“Go on – open it!” exclaimed Robin. The children laughed at Robin’s jubilant emotions.
Encouraged, Robin once again mentioned, “See what’s in the bag!”
Superintendent Li, apparently embarrassed, said, “Thank you very much for the gift. You did not
need to get us a gift.” However, Superintendent Li still didn’t open the gift bag.
Robin, once again, mentioned “Go on and open it. It won’t hurt you” (laughter).
“You didn’t have to do this kindness,” replied Superintendent Li.
“Come on – open it up and see what we’ve got you,” Judy said.
Superintendent Li, clearly uncomfortable, opened the gift bag filled with California honey,
caramel popcorn, and several types of cheese.
Discuss the following questions about Part 2:
a. What expectations do you think the Taiwan group leaders had for being greeted the airport?
Do you think they felt the airport and transportation arrangements were respectful? Why?
b. In what order did Superintendent Li and Jackie Wong present their American counterparts
with their gifts? Was there a distinction among gifts? What do you think this manner of giftgiving indicated about face-saving and face-granting?
c. How did Robin Phillips present gifts to and accept gifts from members of the Taiwan group?
In what ways was this different from the Chinese approach? Why do you think Superintendent Li
may have felt a loss of face?
Part 3
After being in Sacramento for several weeks, Jackie Wong approached Robin Phillips.
“President Phillips, I would like to speak to you about a few matters. We would like to thank you
for all of your efforts. I think most of the children are very happy. I am sorry I must bother you
about some matters. I do not want to be a bad guest. I am sorry that we cause you trouble. Please
help me with a few matters.”
“Thank you for coming to me – what can I help you with?” replied Robin.
“Well, several of our students do not feel their teacher is very respectful. Also, some teachers let
the children play too much. And, some of the activities have been changed. For instance, the
water park activity was cancelled, and we went to a pioneer museum instead. The children really
wanted to go to the water park. Superintendent Li worries that some of the students are not
enjoying the food prepared by their homestay families.”
“As part of the contract, we agreed that some of the activities could be changed. Because there
was a possibility of rain, we had to cancel the water park activity. We could do it another time,
but we would have to cancel a different activity. As far as the food for the children, we really
can’t control that. Possibly you could tell me which children are having problems with which
teacher, and I could speak to the teacher,” replied Robin.
“No. It really wouldn’t be necessary to say which teachers. But, maybe, could you provide a
Chinese lunch at the school for the final week so that the children have at least one meal they
like each day? This would make our group much happier.”
“We’ll be happy to provide the lunch at whatever expense it is – we won’t add any amount for
profit.”
“Don’t worry. I think everything will be okay,” replied Jackie Wong.
Later that day, Robin approached Superintendent Li. “Pat, I’ve been told you’re not satisfied
with every part of the program. Perhaps we could talk about it. I’d like to make sure we get
everything out in the open so that we can meet your needs.”
Superintendent Li looked surprised. “The program is great. The children are happy.”
Robin replied, “I’m glad you’re enjoying the program. Please let me know if there is anything we
can do.”
Discuss the following questions about Part 3:
a. Do you think Jackie Wong’s apology was based on a feeling that Jackie had done something
wrong? Why? How do you think Robin Phillips interpreted the apology? Why?
b. For whom was Jackie Wong acting as an intermediary? How did Jackie Wong’s acting as an
intermediary help save face?
c. What requests did Jackie Wong make? Do you think Jackie Wong felt that the Taiwan group’s
requests were being honored by Robin Phillips? Why? How do you think Jackie Wong felt about
Robin Phillip’s references to business-oriented solutions? Why?
d. Why didn’t Superintendent Li voice her concerns when Robin Phillips approached her?
Epilogue
Six months later when Cory Wright tried to contact Superintendent Li and Jackie Wong to
promote the program for the following year, neither would return his phone calls or letters. Cory
even contacted Jenny Chan, who had referred Jackie Wong to the program, to learn about
Superintendent Li or Jackie Wong’s whereabouts as well as the possibility of future business
with Jenny’s school. Jenny mentioned that she did not know how to contact Jackie Wong and
that her group would be going to an English language center in New York for the next five years.
Discuss the following questions about the Epilogue:
a. Why do you think Jackie Wong and Superintendent Li would not return phone calls or other
communications?
b. Do you think Jenny Chan lost face? Why? What effects might this have on Adventure
English?
c. How could the American hosts have acted differently to show respect (give face) to the
Taiwan group leaders and avoid loss of their business in subsequent years?
Adventure English » Association for Business Communication – Ass… http://businesscommunication.org/membership/welcome-to-our-me…
Discussion questions
Adventure English: Experiences with Face-Saving
Part 1
a) Jackie Wong established a connection with Mr. Cory Wright through a referral by Jenny
Chan by phoning him.
Be referring to Mr. Cory Wright as a director Jackie Wong used a strategy of individual
recognition to create a good rapport.
b) Coy Wright’s initial response was polite. Positive politeness from Cory Wright helped lift
self-esteem of Jackie Wong as he agreed to comply with a request hence creating a
positive image.
c)
Jackie Wang could have felt her face being threatened by Cory Wright. The humor was
an act of disapproval of her claims about some students not being treated well by some
home stay family. The humor caused Jackie is about notion her face.
d) It’s evident from the expert the Jackie didn’t like the manner with Robin responded, as
she almost took a month to respond to the fax.
e) Jackie Woo also demonstrated a face saving strategy of ritualistic apology. When
introducing herself, Jackie apologized to the director for interfering with his schedules
even though she was not wrong.
Surname 2
Part 2
a) The Taiwan group had a face loss as they felt being let down by the Adventure English
Company
The airport situations and arrangement were not respectful and in line with Taiwan
group’s expectations. They expected a timely welcoming at the airport by officials from
Adventure English Company and perceived the lateness as being rude.
b) They presented their gifts in a vertical line, that is to say, from the president of the
company Mr. Robin, director Mr. Wright and finally to Judy Anderson a program leader.
The gifts presented to respective leaders were no similar. The president was presented
with a horse feature and plaque symbolizing his supreme nature. Cory had a pen
signifying his position and lastly Anderson with the banner.
The presentation of the gift in the order of their job ranking shows the recognitions
individual achievement raising the face-saving of the offici …
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