حلول واجبات الجامعة العربية المفتوحة المضمونة AOU

حلول واجبات الجامعة العربية المفتوحة لجميع تخصصات الجامعة ولجميع فروع الجامعة حلول واجبات – مشاريع تخرج – ملخصات هامة Mobile: 00966542495275 حلول واجبات الجامعة ا
الرئيسيةالرئيسية  س .و .جس .و .ج  بحـثبحـث  الأعضاءالأعضاء  المجموعاتالمجموعات  التسجيلالتسجيل  دخول  

شاطر | 

 LB160: Professional Communication Skills for Business Studies

اذهب الى الأسفل 
كاتب الموضوعرسالة

المساهمات : 2578
تاريخ التسجيل : 23/01/2012

مُساهمةموضوع: LB160: Professional Communication Skills for Business Studies   السبت أكتوبر 18, 2014 1:20 am

Faculty of Business Studies
LB160: Professional Communication Skills for Business Studies
First Semester 2014-2015
Tutor Marked Assignment (TMA)
Academic Year 2013 - 2014 Semester: Spring
Branch: Lebanon Program: Faculty of Business Studies
Course Title: Professional Communication Skills for Business Studies Course Code:LB160
Student Name:
Student ID:
Section Number: Tutor Name:

Total Mark: Awarded Mark:
Mark details
Allocated Marks Questions Q1 Q2 Q3 Q4 Q5 Q6 Total
Weight 10 10
Marks 10 10 20

Allocated Marks Criteria Content Language Organization Total
Marks Q1
Marks Q2
Student’s Total Mark 20

Notes on plagiarism:
A. According to the Arab Open University By-laws, “the following acts represent cases of cheating and
 Verbatim copying of printed material and submitting them as part of TMAs without proper academic acknowledgement and documentation.
 Verbatim copying of material from the Internet, including tables and graphics.
 Copying other students’ notes or reports.
 Using paid or unpaid material prepared for the student by individuals or firms.
B. Penalties for plagiarism ranges from failure in the TMA to expulsion from the university.

Declaration: I hereby declare that the submitted TMA is my own work and I have not copied any other person’s work or plagiarized in any other form as specified above.
Student Signature

Tutor’s Feedback

Tutor Name: Tutor Signature: Date returned:

• This TMA contains 2 parts. You should answer both parts.
• The value of TMA is 20 points.
• The mark assigned to each part is 10 points.

PART 1 (10 points)
• To check the student’s skill in applying SWOT when analyzing a case study (B1S4, pp122).

Learning Outcomes (B1S4, pp.109)

In about 300 – 400 words, write an essay analyzing the below case study using the SWOT framework.

Creating Leaders

In American, business schools have long aimed to provide general business education for a career as a leader or manager in the form of the Masters in Business Administration (MBA). The first Master of Business program was established at the Tuck Business School in the early twentieth century. Today, there are over seven thousand MBA colleges and universities offering the program as part of their curriculum. In both the U.S. and most parts of Europe, an MBA degree from a leading educational institution holds great value and opportunity to those seeking higher education. A Master of Business Administration program from a leading college or university offers a wide range of benefits including business knowledge, leadership abilities, and networking. Overall, MBA graduates obtain higher positions in business and management, especially for those who already hold executive and managerial positions. For most people, a huge pay raise is enough incentive to get an MBA degree. MBA candidates can expect to earn at least 50 percent more than they earned before obtaining the degree.

However, the MBA has few of the characteristics of traditional professional training. For example, it involves no promise to follow professional standards, as seen with qualifications in law, medicine, auditing and accountancy. There is also no commitment to taking shorter follow-up courses as part of the professional’s continuing education. Worse, argues Mr Khurana, who is currently writing a book on the evolution of management as a profession, some of the theories taught in business schools conflict with a sense of professionalism. For example, if managers are ‘agents’, shareholders are ‘principals’ and organizations simply process contracts, the implication is that a manger has an obligation to fulfill a contract, as does a consultant or an investment banker, but owes no loyalty to a larger body, which is one of the characteristics of a professional.

A further criticism of MBA courses is that they may be more useful at training people to advise large complex corporations than to run them. Certainly, many companies seem critical of the courses that business schools teach. When INSEAD, a top-ranking business school near Paris, asked the companies whose managers it educates what they wanted, it found the answer was increased hands-on experience, less analysis and fewer case studies.

So schools are redesigning their courses. The Sloan school at MIT is offering MBA students a three-day workshop on ‘visioning’ and role-playing, and a selection of compulsory leadership courses, including one on leading in an entrepreneurial firm. There is a course on self-assessment, and the option to work for an organization, create change, and be coached on how they are doing.

Such changes may help business schools to retain clients, especially for executive education, which has been one of their most profitable sidelines. But companies often want to teach their up-and-coming leaders themselves. Many now have programmes loosely modeled on GE’s in-house academy, Crotonville, founded by Ralph Cordiner, who ran the company in the 1950s. Chief executives such as Jorma Ollila at Nokia and JT Battenberg of Delphi, a large car parts company, personally teach on such courses.

Noel Tichy, a guru at the University of Michigan, cleverly runs a course to teach business leaders to run their own courses. He points out that most business school staff are researchers with little real-world experience. “Leadership is a clinical art, and people need experience,” he argues. “You don’t train a physician by getting a researcher to perform open-heart surgery”.

Whether people can learn to be leaders from traditional business school courses is questionable. Most people probably learn largely on the job, by watching and by making mistakes, as they have always done.

Taken from:
1. Trappe, T. & Tullis, G. (2005). Intelligent Business. England: Longman.
2. http://www.mbaprogramsguide.com/

Answer Notes: Students may begin by creating a grid to identify the SWOT components as Strengths, Weaknesses, Opportunities and Threats and a mind map to construct the analysis text. Students are required to identify 6 strengths, 3 weaknesses, 1 opportunity, and 2 threats. Then to write an analytical text for the case study, you may refer to Text 4.3 in the Resource Book 1 as an example.

Answer Guide:
B1S4, Act. 4.10- 4.11, pp. 123; RB1 Extract 4.3(use as an example of analysis writing), pp. 56-57.

الإجــابة النمــوذجية
[عزيزي الزائر يتوجب عليك التسجيل لمشاهدة الإجابة النموذجية ، للتسجيل اضغط هنا]

Watsapp: 00966542495275

خدمات مجانية – حلول واجبات الجامعة العربية المفتوحة
لجميع تخصصات الجامعة ولجميع فروع الجامعة
حلول واجبات – مشاريع تخرج – ملخصات هامة

Watsapp: 00966542495275

حلول مضمونة وغير مكررة وغير متشابهة لجميع واجبات الجامعة
متوفرمدرسين ومدرسات لجميع المواد والتخصصات
الرجوع الى أعلى الصفحة اذهب الى الأسفل
معاينة صفحة البيانات الشخصي للعضو http://learning.123.st
LB160: Professional Communication Skills for Business Studies
الرجوع الى أعلى الصفحة 
صفحة 1 من اصل 1
 مواضيع مماثلة
» تحميل ESET Smart Security & Antivirus Business Editions مع مفاتيح التسج
» المكافح المصنف الاول عالميا: Symantec Endpoint Protection Small Business Edition
» برنامج محول الصيغ Any Video Converter Professional
» موسوعة كتب الاتصالات (الجزء الأول)
» القلم السوبر للترجمة لجميع اللغات SuperPen Professional Translator

صلاحيات هذا المنتدى:لاتستطيع الرد على المواضيع في هذا المنتدى
حلول واجبات الجامعة العربية المفتوحة المضمونة AOU :: حلول الواجبات-
انتقل الى: