Week 6
Building Relationships
Skill #8: Hone your Emotional IQ to a level that you not only use them to build relationships and motivate people but to communicate and negotiate better.
Last week Dwight asked you to consider how best to cultivate customers who operate at a long-distance from EC. Dwight wants to extend this idea, even more, to see how you would approach the idea of using your Emotional IQ to communicate and negotiate with the long-distance customer.
Sarah is the team lead for EC in Japan. Sarah wants to find a small office for EW to show its products to potential distributors. She has arrived in Tokyo armed with her budget and culture research and confidence in her negotiation skills.
Sarah with the help of a real estate broker has found a promising leasehold in Tokyo near medical centers and elderly communities. The building is a small space but has good foot traffic and signage space and is located in a premier area of Tokyo. It is 75 Tsubo or 2,669 sq. ft. in size. The owners (a father and son) are asking rent of 1,000,000 JPY or $8895.21 per month excluding utilities. The owners have several buildings in the area and are well-respected real estate brokers in Tokyo as their family has been in the business for generations.
The broker who arranged the meeting with the owners urged Sarah to think carefully before she spoke to the two men. They were rather old fashioned and it was probably best to avoid offending them as they controlled a lot of real estate in Tokyo. It might be hard to find a good space if they did not like her. Still, the rent was higher than she budgeted for and getting the price down $1500 would be best for the company.
Sarah was due to meet the father and son the next day. At first, she thought it best for the real estate broker who showed her the space to carry out the negotiations. When asked, the broker was surprised by the request. He declined immediately explaining that it would be impolite. Sarah was worried. She always thought she could read people and their body language. She also felt confident in her negotiating skills as she was an active listener. Was she out of her league? It did not take Sarah long to see that the men were playing on a different playing field. They did not talk much, were not much interested in Sarah’s offer of $1500 less than the asking price. She began to talk too much and become more urgent in her demand for a lower price. The men said nothing accept no. They did not get up nor did they comment. The sat calmly and showed little expression. The son occasionally looked at the father. They both cracked a smile a funny joke made as Sarah left. Sarah was not sure if that was good or bad. Were they laughing with her or at her? The real question was; Did Sarah make any headway in the negotiations? Sarah could not tell. Dwight having heard the story was just as confused as Sarah and just as worried. It was a week after the meeting and Sarah still had not heard anything from the owners. The broker assures her that is good news. She may not have gotten the space but they did not cut her out from looking at other properties they owned. He would have heard by now.
Dwight is thinking that all the employees may benefit from some basic emotional intelligence tactics that could be used cross-cultural communication and negotiation?
He would like you to create a six-slide voice-over PowerPoint (not including title and reference slide) with a transcript in the NOTES Section that will outline a more in-depth presentation you would make to the employees going forward. The PPT should include:
Directions:
BY SATURDAY, complete the following:
Title and Reference slides – (not included in the slide count).
An explanation of the relationship of emotional intelligence to communication.
The barriers that cross-cultural workplaces on using emotional intelligence effectively.
How EI can be geared to cross-cultural work experiences.
Summarize the issues that Sarah faces and Give 5 tips the will improve here EI skills to better perform in a cross-cultural workplace. Remember Sarah has studied the culture of Japan and the language. She is not fluent in Japanese but can carry on a decent conversation.
You must use course material to support your responses and APA in-text citations with a reference list.
Make sure that you have adequate NOTES for each slide that serves as your transcript for the voice-over component. This should be in the NOTES section below each slide in the presentation, and it must be written in proper paragraph and APA format.
THROUGHOUT THE WEEK, complete the following:
Respond to your classmates three or more days throughout the week. Remember you are trying to develop the best answers to the questions as possible. Your classmates are doing the same so read the posts carefully looking for the best ideas being presented. The goal is that by the end of the week the class will come to some consensus as to the best answers giving you the chance to submit the best ideas in the final post.
You must use course material to support your responses but you do not need to use APA in the brainstorming discussion with the exception of Saturday’s initial first impression post.
Participation must be reflected in the final post so grades will be affected by the content portion of the post if participation is not shown. Therefore, it is important to get in the class often and with the idea of improving your initial post with the discussion so that the final grade will be the best you can deliver.
3. BY TUESDAY, complete the following:
Attach your final post in the classroom by 11:59 PM ET.
The final post must reflect the brainstorming activities and should be different than the Saturday initial post.
The final post must include a variety of sources from the class material as well as the use of scenario or case study facts where appropriate.
It must USE APA in-text citations and reference list.
Additional Requirements and How to Prepare the Weekly Attachment Submission
Follow the instructions carefully if the assignment asks for a memo, email, plan, report, etc. be sure to follow the format templates provided.
Submissions should be in proper business writing form.
APA formatting with in-text citations and a reference list is required.
Review the grading rubric for the assignment.
Carefully read all of the instructions to make sure all elements of the assignment have been covered.
Third-person writing is required. Third-person means that there are no words such as “I, me, my, we, or us” (first-person writing), nor is there use of “you or your” (second-person writing). If uncertain how to write in the third person, view this link.
Contractions are not used in business writing, so the expectation is that students do not use contractions in assignments.
Paraphrase and do not use direct quotes. This means you do not use more than four consecutive words from a source document; put a passage from a source document into your own words and attribute the passage to the source document. Provide the page or paragraph number. Note that a reference within a reference list cannot exist without an associated in-text citation and vice versa.
Do not use books as source material.
Use a variety as well as multiple course readings and research to support ideas, reasoning, and conclusions.
Submit the final project into the appropriate assignment submission folder. Once submitted, the project is eligible for grading and students will not be permitted to make changes or make another submission.
NOTE: All submitted work is to be your original work. You may not use any work from another student, the Internet or an online clearinghouse. You are expected to understand the Academic Dishonesty and Plagiarism Policy and know that it is your responsibility to learn about instructor and general academic expectations with regard to proper citation of sources as specified in the APA Publication Manual, 7th Ed. (Students are held accountable for in-text citations and an associated reference list only).
