The Group Details

The Group Details

1. The names and contact details of each group member:1. Name-Abhadeep Student Id-12184241Email Id-12184241@cqumail.comContact No.- +61 4353204952. Name- KajalStudent Id-12194825Email Id-12194825@cqumail.comContact No.- +61 4043142083. Name-Mim Binte Razoan PurnotaStudent Id-12214743Email Id-m.purnota@cqumail.comContact No.- +61 403411281

2. The responsibilities of each group member. Here you need to designate the speaking order (Speaker One, Speaker Two, and Speaker Three) and the issue addressed (see the Assessment One Description).Responsibilities: -1. As a team, each group member will be equally participating by helping each other.2. Each group member will be completing his own assigned task before due date.The speaking order for the presentation will be-Speaker-1Name- AbhadeepTopic-Ineffective intercultural communication between the Australian headoffice and the regional offices.Speaker-2Name-KajalTopic-Misunderstandings amongst the employees based upon the differentintercultural communication contexts.Speaker-3Name-Mim Binte Razoan PurnotaTopic-Ineffective intercultural team communication.

3. Who is the team leader?Abhadeep is the team leader.

4. What are the responsibilities of the leader?1. Leader must be responsible for assigning tasks and monitoring the performance of employees or group members.2. Leader has the responsibility to ensure that there should be effective communication between the team members.3. Leader must develop a strong bond among the members while working in a group.4. Leader has to ensure that each member is delivering their job/ assigned work on time.

The Gantt Chart

5. The Gantt chart will help you plan the work activities and tasks around the deadlines. Please include the following information:(a) The times that the group meets:The group will meet twice in a week according to each other's suitability.

(b) The activities and tasks that each individual person needs to undertake and when he/she will complete the activity or task:1.Each group member has to find out the information according to assigned work.2.Each group member have to participate in meetings by giving their own opinions.3.Group members have to complete their assigned work which they have to present in the next scheduled meeting.4.Every member has to put their effort to complete the task on time .5.Each member has to complete its given task 4 days before the final submission so that we can make changes at the end if we want.c) The activities and tasks that the group needs to undertake and when the group will complete the activity or task.1.Assesment 1 (Part I) 22/08/20222.Assesment 1 (Part II) 05/09/223.Assesment 1 (Part III) 12/09/22

(d) Please make sure to include the due dates for each part of the assessment.Part I - 26/08/22Part I - 09/09/22Part III - 16/09/22

Ground Rules

6. Where will our meetings take place and for what duration?Our meetings will take place through both online and offline mode. We have decided to discuss about our assessment plans and discussion face to face twice in a week for an average of 1-2 hours. Moreover, we will make discussions and help each other through different communication platforms like WhatsApp, emails and zoom meetings. Our meetings can extend for long duration until and unless we get clear about the doubts or discussions.

7. What happens if a member misses one or more meetings?We will fix the meetings according to each other's availability and can reschedule it if someone is not able to attend the fixed meeting and has a genuine reason. If a member misses meetings regularly then we will ask her to have a conversation regarding it with the unit coordinator.

8. How do we inform each other when a group member cannot attend the meeting or is running late?We will inform our group members through phone call, voice message or via text message 2 hours prior to meeting.

9. How, as a group, will we deal with lateness to meetings? What will the group do if a person is consistently late?If any of the group member is consistently not on time or miss the meetings then we will tell her to prepare herself for the next meeting as she must make discussions and answer the problems faced by other group members.

10. What do we do with mobile phone calls and text messages during the meeting?We will avoid responding the messages and calls during the meeting and try to answer them later. Somehow, if its urgent then we will try to respond it quickly as soon as possible and will be back to the meeting.

11. What mark (e.g., High Distinction, Distinction. Pass) does the group wish to achieve?As a group we will work hard and will give our best to achieve the high distinction marks.

12. What will we do if a group member does not perform the task agreed or his/her work does not meet the stated group standards? Be specific here--if the group member does not perform, you will be asked to implement your agreed actions.Firstly we will try to find out the reason that why she is not performing her work. We will also help her by answering her queries. But if she does not perform intentionally then we will notify the unit coordinator to take further action against her.

13. How we will take decisions?First we will get the opinions from each member then try to select the best one. We will make decisions by doing critical thinking and brainstorming. Before taking decision, we will find the pros and cons of it. we will try to make decision according to the majority wins in our group.

14. How will we keep a record of our decisions made at our meetings?We will note the highlighted points analyzed in the meeting. Moreover, while attending online meetings through zoom or calls we can also record it for further use.

BUSN20017: EFFECTIVE BUSINESS COMMUNICATION ASSESSMENT ONE

Part II The Sentence-Level-Speaking-Outline (SLSO)

Presentation Title:

Name of group members:

Speaker One: [NAME]

Speaker Two [NAME]

Speaker Three [NAME]

General Purpose: To gain an insight about the various intercultural communication issues

Specific Purpose: To gain insights about the various intercultural communication issues based on the company YLIME along with the identification of proper problems.

I. INTRODUCTION

A. Attention-getting statement: communication is a crucial part in exchanging ideas and managing all the functioning within an organisation, but ineffectiveness in the process can lead to conflicts and lower the overall productivity by the organisation.

B. Statement of ethos: I have been engaged in gathering in-depth ideas about various problems associated with communication within any organisation which has helped in gathering the adequate knowledge for the presentation.

C. Statement of exigence: The current case study on YLIME provides an example of inconsistencies and communication issues within an organisational setting.

D. Thesis: The thesis covers an introductory part, then three communication-based problems within a cross-cultural setting of YLIME along with solutions and then a conclusion.

E. Preview:

a. Cross-cultural communication issues interfere with the sharing of ideas and adequate knowledge.

b. Ineffective team communication in cross-cultural settings leading to poor outcomes in decision-making.

c. Communication barriers due to intercultural settings.

II. THE BODY OF THE PRESENTATION

A. Problem one: Ineffective communication in the cross-cultural setting between the Australian head office and the regional offices which is interfering with the sharing of ideas and adequate knowledge.

i. The problem of ineffective sharing of ideas due to cultural setting can cause adverse outcomes like

1. Limitations in innovations

a. Innovation is facilitated through sharing of ideas and involving all the different cultural subordinates in the communication process (Levitt et al. 2016).

b. Limiting the communication with regional offices would limit the understanding of the local needs.

2. Increased conflicts with lower productivity rates

a. The managers need to assess all the decisions by considering all the conflicting options to eliminate the conflicts and enhance moral principles to ensure better outcomes.

ii. In solution for ineffective sharing of ideas due to cultural setting can lead to better outcomes, which includes:

1. Training benefits

a. It would be important for all the employees and the managers to get trained in coordinating with all the members (Kim et al., 2007).

b. Training in all parts like operational strategy, financial planning, supply chain management, and client retention should be done through cultural management where Business English as a lingua franca (BELF) framework can be established (Kankaanranta et al., 2010).

B. Problem 2: Ineffective team communication in cross-cultural settings leading to poor outcomes in decision-making.

i. The problem of ineffective decision-making process due to cultural setting can cause negative outcomes within the organisation like

1. Lower motivation among employees

a. The lower inclusion of the culturally diverse employees in the decision-making process and lead them to feel unrecognised.

b. This can lead to lowering of motivation in managing work with lower job satisfaction abilities (Mattson & Stage,2010).

c. Ineffectiveness in the job outcomes can occur due to lowering of the overall satisfaction in the job premises (Nickerson & Goby,2017).

2. Ineffective strategic choices

a. Cross cultural setting can lead to lower maintenance of strategic choices.

b. It would need the inclusion of tactical decisioning to eliminate unnecessary conflicts and manage strategic choices in a culturally diverse environment (Pasztor, 2019).

ii. In solution for ineffective sharing of ideas due to cultural setting can lead to better outcomes, which includes:

1. Introducing group leadership efforts

a. The managers should engage in pointing out the necessities of participative style in a global context to promote inter-cultural aspects (Porter, 2019).

b. Group works provide increased horizons and opportunities in gaining insights about other members which would help in better understanding along with the elimination of the confusion.

C. Problem three: communication barriers occurring due to ineffective communication channels with lower interaction with managers and other staff in the intercultural setting.

i. The problem of ineffectiveness in the communication channels due to cultural setting can cause adverse outcomes like:

1. Increased conflicts among employees

a. The misinterpretation of the actual messages can lead to misunderstandings and clashes among the employees (Roebuck et al., 2016).

b. The clashes can lead to unhealthy working conditions and lower outputs on the cross-border trades.

2. Lower rates of motivation among employees

a. Increase in the conflicts or lower understanding of the culturally diverse employees can lead to lower rates of motivation with lower job satisfaction (Ruben & Gigliotti,2017).

ii. In solution for ineffectiveness in the communication channels due to cultural setting can lead to better outcomes, which includes:

Redefining the role of managers

a. The official as well as the unofficial communication channels would need to be managed by the managers to promote cultural acceptance (Swartz et al., 2020).

b. Both two-way as well as one-way conversation should include cultural aspects where the diversity would be respected.

III. CONCLUSION

A. Restatement of the thesis: The thesis has thus covered an introductory part, then three communication-based problems within a cross-cultural setting of YLIME along with solutions.

B. Restatement of the main points

a. Cross-cultural communication issues interfere with the sharing of ideas and adequate knowledge has been covered.

b. Ineffective team communication in cross-cultural settings leading to poor outcomes in decision-making has been covered.

c. Communication barriers due to intercultural settings have been covered.

C. Capstone Statement: YLIME as an organisation has a series of inconsistencies and communication issues which can be eliminated using an effective set of solutions.

References

Kankaanranta, A., & Planken, B. (2010). Belf competence as business knowledge of internationally operating business professionals. The Journal of Business Communication (1973), 47(4), 380407. https://doi.org/10.1177/0021943610377301Kim, M. S., & Ebesu Hubbard, A. S. (2007). Intercultural communication in the global village: How to understand the other. Journal of Intercultural Communication Research, 36(3), 223-235.

Levitt, S. R. (2019). Cultural dialectics in international teamwork dynamics. International Journal of Business Communication, 56(3), 326348. https://doi.org/10.1177/2329488416629094Mattson, M., & Stage, C. W. (2001). Toward an understanding of intercultural ethical dilemmas as opportunities for engagement in new millennium global organizations. Management Communication Quarterly, 15(1), 103109. https://doi.org/10.1177/0893318901151005Nickerson, C., & Goby, V. P. (2017). New lamps for old: The Gulf leadership communication framework. International Journal of Business Communication, 54(2), 182198. https://doi.org/10.1177/2329488416687055Pasztor, S.K. (2019). Exploring the framing of diversity rhetoric in top-rated in diversity organizations. International Journal of Business Communication, 56(4), 455475. https://doi.org/10.1177/2329488416664175Porter, J. E. (2017). Professional communication as phatic: From classical eunoia to personal artificial intelligence. Business and Professional Communication Quarterly, 80(2), 174193. https://doi.org/10.1177/2329490616671708Roebuck, D. B., Bell, R. L., Raina, R., & Lee, C. E. (2016). Comparing perceived listening behavior differences between managers and nonmanagers living in the United States, India, and Malaysia. International Journal of Business Communication, 53(4), 485518. https://doi.org/10.1177/2329488415572789Ruben, D. B., & Gigliotti, R. A. (2017). Communication: Sine qua non of organizational leadership theory and practice. International Journal of Business Communication, 54(1), 12 30. https://doi.org/10.1177/2329488416675447Swartz, S., Barbosa, B., & Crawford, I. (2020). Building intercultural competence through virtual team collaboration across global classrooms. Business and Professional Communication Quarterly, 83(1), 5779. https://doi.org/10.1177/2329490619878834

Annotated Bibliography1. Ineffective intercultural communication between the Australian head office and the regional offices.Herrington. T. K. (2010). Crossing global boundaries: Beyond intercultural communication. Journal of Business and Technical Communication, 24(4), 516539. https://doi.org/10.1177/1050651910371303This article, written by Ty Anna K. Herrington, analyses the advantages experiential learning may provide in cross-disciplinary and international learning situations. She uses the Global Classroom Project as an illustration of her point. This initiative uses technology to link youngsters and teachers in the United States and Russia.

The methods is secondary qualitative, according to the author, students benefit by incorporating the views, beliefs, and frames of reference of a varied group of co-participants, and the author also claims that students learn by experiencing what cannot be taught in the classroom. The students have examined the development and effect of the economic crisis in each of our nations, seeking parallels and contrasts that would lead to explanatory insights.The author asserts that students acquire information via experience that cannot be taught in a classroom. Students who participate in such activities are better prepared to prepare for a future in which innovative, creative problem-solving and inventions will be appreciated and need synthetic thinking.

In the presentation, ineffective intercultural communication between the Australian headquarters and "regional" offices will be examined using this article.

Kim, M. S., & Ebesu Hubbard, A. S. (2007). Intercultural communication in the global village: How to understand the other. Journal of Intercultural Communication Research, 36(3), 223-235.

The paper is authored by Min-Sun Kim. The field of communication and the social sciences in general stand to gain much from intercultural communication research. The focus of this paper is on four major issues that the author believes will stimulate future creative academic study.

The methods is secondary qualitative, to move beyond the ethnocentrism that defines contemporary communication research and to undertake more effective efforts, a new redefinition of personhood will be necessary. Future study will change its attention from discussions on cultural absorption to interactions between foreign cultures and the host culture in order to preserve cultural diversity. In addition to concentrating on linguistic and cultural differences, research will emphasise the importance that social contact plays in communication. In the future, efforts will move beyond the analysis of culturally formed identities and question the basic concept of cultural boundaries.

As an interdisciplinary "clearinghouse" in the social sciences, intercultural communication studies will be able to play a more major role. This presentation intends to utilise this article as a springboard to highlight the challenges inherent in bridging cultural divides between the Australian headquarters and "regional" operations.

Liddicoat, A. J. (2009). Communication as culturally contexted practice: A view from intercultural communication. Australian Journal of Linguistics, 29(1), 115-133. https://doi.org/10.1080/07268600802516400Anthony J. Liddicoat author of this article. This article explores the links between culture, language, and communication, as well as the effects of culture on the act and process of speaking. It will propose that dialogues (linguistic activities) are intimately connected to their cultural setting.

The method is secondary qualitative, communication is affected by culture in different ways. It supplies assertions with context. What is communicated is contingent upon both its cultural environment and its linguistic components. The literary structures, functions, and genres of writings are influenced by culture. Sequencing, recipient design, and the effect of communication are all culturally known. The aim behind linguistic actions in communication may be altered by culture. It influences views of the interpersonal and interactional worth of linguistic activities, as well as their communicative aim at different interactional stages. Culture is the last need for establishing linguistic actions.

Languages are culturally constructed artefacts that communicate worldview concepts. Because culture contextualises communication, there is a difficulty with inter-translatability across languages and cultures, as well as a need for specificity in each instance. This article will be used during the presentation to discuss overcoming cultural barriers between the Australian headquarters and "regional" operations.

Berry, G.R. (2011). Enhancing effectiveness on virtual teams: understanding why traditional team skills are insufficient. The Journal of Business Communication, 48(2), 186206. https://doi.org/10.1177/0021943610397270The above-mentioned work was written by R. Gregory Berry. Almost usually, communication between members of a virtual team may be facilitated by computer- mediated communication technologies. In contrast to conventional face-to-face interaction, computer-mediated communication is often asynchronous rather than synchronous.

This is the most significant distinction between the two forms of communication. The methods is secondary qualitative, temporary communication isolation influences how decisions are made, how work is accomplished, how it is perceived, and how persons interact with one another. In light of this, managing virtual teams is unique and more challenging than managing face-to-face teams, despite the fact that virtual teams are comprised mostly of individuals who share the traits and dynamics of traditional teams. This is due to the fact that managing virtual teams demands a distinct set of skills and dynamics. Successful administration of virtual teams involves both specific expertise and an awareness of the basic team dynamics concepts.

This is the case despite the fact that face-to-face work situations vary in terms of time, location, and the kind of communication. This essay will serve as the basis for a presentation on the challenges of bridging cultural differences between the Australian headquarters and "regional" operations.

Liddicoat, A. J. (2009). Communication as culturally contexted practice: A view from intercultural communication. Australian Journal of Linguistics, 29(1), 115-133. https://doi.org/10.1080/07268600802516400Anthony J. Liddicoat is the author of the essay. This study examines the relationship between culture, language, and communication. It also examines the effects of culture on the act and process of communication.

The methods is secondary qualitative, It will argue that the cultural context in which linguistic actions are generated and received cannot be isolated from how language is utilised in communication (linguistic acts). Culture influences communication in several ways. It gives a framework for how things are expressed and comprehended. Culture influences the construction of language, including the sorts of texts, their features, and their functions. Some aspects of communication, such as how they are constructed, who they are intended for, and what impact they have, are understood in terms of their worth and proper application. Culture also influences how individuals interpret the purpose of a linguistic act while speaking. It alters perceptions of the communicative function associated with certain kinds of language acts at specific interactional times, as well as the interactional and interpersonal value of linguistic acts.

At least partially, languages are culturally produced artefacts that preserve varying amounts of conceptual awareness of the universe. This essay will serve as the basis for our presentation on the difficulties of overcoming cultural gaps between our Australian headquarters and "regional" operations.

2. Misunderstandings amongst the employees based upon the different intercultural communication contexts.Aritz, J.A., & Walker, R. C. (2014). Leadership styles in multicultural groups: Americans and east Asians working together. International Journal of Business Communication, 51(1), 72 92. https://doi.org/10.1177/2329488413516211Jolanta Aritz and Robyn C. Walker are the authors of this paper. As a consequence of the global economy, businesses are now confronted with new realities, and it is more vital than ever to understand diverse communication styles and cultural conventions, particularly in light of the East's developing economies.

Working in multicultural work groups is a new reality in the workplace, which has raised the need to understand how to maximise the productivity of these groups via effective leadership. The methods is secondary qualitative, there are cultural differences in the importance and value of leadership. However, much remains to be learned about how culture influences organisational structure and leadership techniques. This study adopts a discursive leadership approach in order to get a better understanding of how different leadership styles influence group member interaction in multicultural groups composed of Americans and East Asians. It is mostly intended for American readers. Different discursive leadership philosophies may impact group members' participation and contributions, as well as their feelings of belonging and happiness, according to the research.

In addition, the data indicate that particular leadership ideas and techniques may not be as effective with other ethnic groups. This article will be used in the presentation to highlight how disparities in intercultural communication contribute to misunderstandings amongst employees.

Croucher, S. M., Bruno, A., McGrath, P., Adams, C., McGahan, C., Suits, A., & Huckins, A. (2012). Conflict styles and highlow context cultures: A cross-cultural extension. Communication Research Reports, 29(1), 64-73. https://doi.org/10.1080/08824096.2011.640093The article is written by Stephen M. Croucher the author of the paper. This research investigates the hypothesis that differences in conflict styles might be attributed to cultural factors.

The method is primary quantitative, Data were collected in India (with a sample size of n = 657), Ireland (311), Thailand (232), and the United States (592). Oetzel's Conflict Style Measure was used in order to quantify the conflict. The findings show that low-context nations like Ireland and the United States prefer the dominating conflict style more than high-context nations like India and Thailand. On the other hand, high-context nations like India and Thailand prefer avoiding and obliging conflict styles more than low-context nations like Ireland and the United States. However, the findings of this study run counter to those of other studies in the sense that high-context countries are more likely to favor the compromise style of negotiation than low-context nations do, although the amount of preference for the integrating approach across the nations is more variable.

This article will be used in a presentation on intercultural communication to show how cultural differences may lead to misunderstandings on the job.

Fleischmann, C., Folter, L.-C., & Aritz, J. (2020). The impact of perceived foreign language proficiency on hybrid team culture. International Journal of Business Communication (Thousand Oaks, Calif.), 57(4), 497516. https://doi.org/10.1177/2329488417710440Article writers include Carolin Fleischmann, Laura-Christiane Folter, and Jolanta Aritz. The objective of this study is to examine the impact of perceived foreign language proficiency on the emergence of hybrid cultures within ethnic teams.

The hybrid culture of a team is defined by a set of mutually agreed upon conventions, communication patterns, problem-solving approaches, and synergistic task coordination that are the direct result of the diverse cultural backgrounds of the team's members. Language is the fundamental means of communication and has an important role in both social interaction and, thus, the creation of hybrid cultures. The methods is secondary qualitative, it is argued that the perceived degree of language ability of multicultural team members affects the emergence of hybrid cultures. Consequently, having good language skills not only results in an efficient solution to a problem, but also plays a crucial role in the development of interpersonal connections and the formation of a shared culture. According to the results of our empirical study, there is a favourable effect of language competency in hybrid teams; nevertheless, foreign language ability has a stronger impact on the intellectually focused components of multicultural cooperation than on its emotional dimensions.

This piece will be used in the presentation on cross-cultural communication to highlight how cultural differences may lead to misunderstanding in the workplace.

Levitt, S. R. (2019). Cultural dialectics in international teamwork dynamics. International Journal of Business Communication, 56(3), 326348. https://doi.org/10.1177/2329488416629094According to Steven R. Levitt's essay, some individuals see transnational cooperation as a difficulty, while others view it as an opportunity. Intercultural cooperation is characterised by a dynamic push-pull conflict between variety and cohesion, placing its study firmly within a dialectical framework.

The author used in-depth interviews to perform primary research with 27 persons who held managerial or supervisory roles, worked on global teams, and spent time working overseas. Collectively, these people have worked in dozens of countries in Asia, Europe, the Middle East, Africa, North and South America, Australia, and New Zealand, representing a wide variety of sectors. The findings showed a range of cultural paradoxes, dialectics, complexities, and disparities that influence several elements of collaborative work. The significance of cultural identity and relationships reoccur in participant accounts. Self-other validation, autonomy-connection, national-organizational culture, work-life, ambiguity-certainty, efficiency-redundancy, and direct-indirect communication methods are all components of dialectics.

Additionally, intersections between dialectics are highlighted. During the presentation, this will serve as an illustration of how cultural differences may lead to misconceptions in the workplace.

Mattson, M., & Stage, C. W. (2001). Toward an understanding of intercultural ethical dilemmas as opportunities for engagement in new millennium global organizations. Management Communication Quarterly, 15(1), 103109. https://doi.org/10.1177/0893318901151005Given the presumption that the world may now be seen in terms of a global community, Christina's paper represents standard practise.

The method of this perspective is seldom questioned. Even if many people are delighted with the progress that globalisation is making, the cultural alterations that accompany it may provide unique difficulties in intercultural communication, which may sometimes lead to the emergence of new problems. Because "in the global workplace, communications symbolise the dynamic unfolding on relationships between individuals and organisations rooted in a system of social and cultural restrictions and possibilities," workers are confronted with significant moral quandaries. This is due to the fact that "in the global workplace, communications encapsulate the developing dynamics of actor-organization relationships." Workers' quality of work life (QWL) is impacted by these limits and opportunities.

This article will be used during the presentation to highlight how cultural differences may lead to misunderstanding on the workplace.

3. Ineffective intercultural team communication.

Swartz, S., Barbosa, B., & Crawford, I. (2020). Building intercultural competence through virtual team collaboration across global classrooms. Business and Professional Communication Quarterly, 83(1), 5779. https://doi.org/10.1177/2329490619878834Isabella Crawford, Stephanie Swartz, Susan Luck, and Belem Barbosa wrote the article. We now inhabit a worldwide world, whether we like it or not.

The method of this paper is primary quantitative, the Fortune 500's 500 largest firms employ 67 million people across 34 nations. In the context of the global society, teaching courses at the tertiary level presents instructors with a variety of challenges. Due to the ease with which information can be accessible in any part of the world, educators in all areas are obliged to continuously keep abreast of new developments in their fields and to teach their students critical thinking skills and fundamental subject matter knowledge. In addition, today's graduates are expected to have a solid technical foundation, proficiency in many languages, and an awareness of how to communicate successfully across cultures. These skills are no longer exclusive to occupations in the global marketplace; rather, they are increasingly essential for employment in mid-sized companies. No matter what level of job a person has, they must possess intercultural communication skills to be competitive and successful in today's global organisations.

This article will be included in the presentation to help the audience comprehend the causes and effects of inefficient intercultural team communication.

Berry, G.R. (2011). Enhancing effectiveness on virtual teams: understanding why traditional team skills are insufficient. The Journal of Business Communication, 48(2), 186206. https://doi.org/10.1177/0021943610397270In this article, the Honorable Gregory R. Berry Virtual team interactions are almost always aided by technology that promotes computer-to-computer communication. In a variety of ways, computer-mediated communication differs from ordinary face-to-face communication.

One of the most distinguishing characteristics is that computer-mediated communication is often asynchronous as opposed to synchronous. The methods is secondary qualitative, the capacity to communicate in a manner that is independent of time changes the methods in which work is performed, the procedures by which choices are made, the ways in which people perceive their jobs at work, and the relationships between those individuals. Despite the fact that virtual teams still consist of individuals who share the majority of the characteristics and dynamics of traditional teams, managing virtual teams is a different and more complex process than managing face-to-face teams.

In spite of the differences in time, location, and communication that exist between virtual and face-to-face work settings, in order to successfully manage virtual teams, one must be familiar with the basic principles that govern the dynamics of teams. This essay will be included into the presentation to assist the audience in understanding the reasons and repercussions of ineffective multicultural team communication.

Fleischmann, C., Folter, L.-C., & Aritz, J. (2020). The impact of perceived foreign language proficiency on hybrid team culture. International Journal of Business Communication (Thousand Oaks, Calif.), 57(4), 497516. https://doi.org/10.1177/2329488417710440This article was produced by Jolanta Aritz. The objective of this study is to examine the impact of perceived foreign language proficiency on the emergence of hybrid cultures within ethnic teams.

The hybrid culture of a team is defined by a set of mutually agreed upon conventions, communication patterns, problem-solving approaches, and synergistic task coordination that are the direct result of the diverse cultural backgrounds of the team's members. Language is the fundamental means of communication and has an important role in both social interaction and, thus, the creation of hybrid cultures. The methods is secondary qualitative, it is contend that the perceived language competency of ethnic team members impacts the formation of hybrid cultures. Consequently, having good language skills not only results in an efficient solution to a problem, but also plays a crucial role in the development of interpersonal connections and the formation of a shared culture. Our empirical study demonstrates the positive impact language competency has on hybrid teams. However, our data show that foreign language proficiency has a bigger influence on the cognitive components of intercultural collaboration than on the emotional ones.

Ineffective multicultural team communication may have far-reaching implications, and this article will help the audience grasp those consequences during the presentation.

Lockwood, J., & Song, Y. (2020). Understanding each other: Strategies for accommodation in a virtual business team project based in China. International Journal of Business Communication, 57(1), 113144. https://doi.org/10.1177/2329488416675841The article's author is Ying Song. The usage of accommodation mechanisms between native and non-native interlocutors of English in the rapidly expanding virtual and global work contexts remains understudied. This study is situated in a Chinese IT outsourcing company where English serves as a lingua franca. Its major focus is on the way in which members of both on-site and off-site team projects use accommodation techniques throughout their virtual meeting interactions.

The article's authors contend that the actual verbal interaction seems to be supported and aided by a variety of "extratextual accommodation methods," such as the usage of comprehensive minutes of accomplished tasks and an agreed-upon meeting structure. While "intratextual accommodation strategies," that is, those relating to specific linguistic behaviours through English in the exchanges, are also used by interlocutors to accommodate each other's speech, the article argues that both extra- and intratextual accommodation strategies appear to work together to ensure successful exchange in business virtual meeting contexts.

This article's presentation will assist readers in understanding the possible consequences of inefficient multicultural team communication.

Yuan, Y. C., Liao, W., & Bazarova, N. N. (2019). Judging expertise through communication styles in intercultural collaboration. Management Communication Quarterly, 33(2), 238271. https://doi.org/10.1177/0893318918824674The author of the article is Y. The authors of this work are Connie Yuan, Wang Liao, and Natalya N. Bazarova. A new research on the management of expertise suggests focusing more on the role that communication plays in the recognition of knowledge. It may be more difficult to transfer information across cultures due to differences in communication styles, making it more difficult for members of mixed-culture groups to be acknowledged for their competency than members of organisations with the same culture.

The methods is primary quantitative, This article presents the results of a two-phase study (the first phase included 348 Chinese and non-Asian U.S. citizen [NAUSC] students, and the second phase involved 24 four-person groups composed of both NAUSC and Chinese students) on the role of communication styles in the process of intercultural collaboration. According to the results, conversational control, tenseness, task-oriented communication, and confidence seem to be significant signals that impact expert judgement for students at both NAUSC and Chinese colleges. However, real competence and perceived expertise may have no correlation all.

This article will aid the audience in recognising the potential implications of ineffective multicultural team communication during the presentation.