Category: Management

  • Management Question

    Assignment Title: Leadership Research Analysis & Executive Presentation Due Date: 31 March 2026

    Total Marks: 20
    Individual Assignment

    This assignment is designed to:

    • Develop advanced research literacy in leadership studies
    • Strengthen analytical and critical thinking skills
    • Bridge leadership theory with real organizational practice
    • Enhance executive-level presentation skills
    • Encourage contextual application to Saudi / GCC organizations

    Each student must:

    1. Select ONE peer-reviewed journal article (20182025) related to leadership.
    2. Conduct an in-depth critical analysis.
    3. Prepare:
      • A 45 page analytical report
      • A 1215 slide executive presentation
    4. Deliver a 12-minute professional presentation

    STEP 1: Article Selection Requirements

    The article must:

    • Be from a peer-reviewed journal
    • Published between 20182025
    • Focus on a clearly defined leadership concept
    • Include empirical research (quantitative or qualitative)

    Acceptable databases:

    • Google Scholar
    • Scopus
    • Web of Science
    • Emerald
    • ScienceDirect

    STEP 2: Required Report Structure (45 Pages)

    Students must structure the report under the following headings:

    1. Article Overview (2 Marks)
    • Title
    • Authors
    • Journal
    • Year
    • Research context (country/industry)
    • Why this article was selected
    1. Leadership Theory Background (3 Marks)
    • Define the leadership style/theory
    • Key theoretical foundations
    • Compare briefly with classical leadership models such as:
      • Leadership
      • Primal Leadership
    • Explain how this leadership theory evolved
    1. Research Design & Methodology (3 Marks)
    • Research problem
    • Hypotheses/research questions
    • Sample & sector
    • Data collection method
    • Statistical or qualitative analysis technique
    • Strength of research design
    1. Key Findings & Insights (3 Marks)
    • Major results
    • Surprising outcomes
    • Theoretical contributions
    • Practical contributions
    1. Critical Evaluation (4 Marks MOST IMPORTANT)

    Students must critically analyze:

    • Strengths of the article
    • Methodological weaknesses
    • Biases or limitations
    • Generalizability issues
    • Cultural/contextual limitations
    • Would the findings apply in Saudi Arabia or GCC?

    This section must show MBA-level critical thinking (not summary).

    1. Managerial & Strategic Implications (3 Marks)

    Students must answer:

    • What should managers do differently based on this research?
    • What behaviors should leaders adopt?
    • What risks exist if leaders ignore these findings?
    • How does this research influence strategic decision-making?

    Students may connect findings with real leaders such as:

    • Steve Jobes
    • Jac Ka
    • Satya Nadella
    • Indra Nooyi
    • Elon Musk
    1. Personal Leadership Reflection (2 Marks)
    • What did you personally learn?
    • How will this influence your leadership approach?
    • Does it change your leadership philosophy?

    Presentation Requirements (1215 Slides)

    Presentation should include:

    1. Title Slide
    2. Leadership Theory Overview
    3. Research Gap
    4. Methodology
    5. Key Findings
    6. Critical Analysis
    7. Application to Saudi/GCC
    8. Managerial Implications
    9. Personal Insight
    10. Conclusion

    Presentation Time: 12 minutes
    Q&A: 5 minutes

    Students must present professionally (executive style).


    Marking Rubric (20 Marks)

    Criteria

    Marks

    Quality of Article Selection

    2

    Theoretical Understanding

    3

    Research Method Analysis

    3

    Critical Evaluation

    4

    Managerial & Strategic Insight

    3

    Personal Reflection

    2

    Presentation Quality & Professionalism

    2

    Q&A Handling

    1

    Total

    20


    Important Academic Rules

    • No plagiarism
    • Proper APA referencing
    • Direct copying from article is prohibited
    • Slides must summarize, not duplicate article text
  • Fundamentals of Project Management

    Requirement:

    Submit a 2-3 page paper on one of the topics below. You should cite at least three scholarly sources other than the textbook and title page is required. For guidance, it is suggested to have 1-2 quotes with source citations per page. Include a references page (not counted in the 23-page length requirement). Use the APA material at the top of the course site to help with formatting.

    Topic,

    What role does communication play in managing interorganizational relationships?
    How can cultural differences between organizations affect outsourcing partnerships?
    What are the differences between performance measurement and performance evaluation?
    How can managers balance quantitative data (budget, schedule) with qualitative data (stakeholder satisfaction)?

  • Management Question

    Please see the attacheef

  • discussion #5

    Modeule 7 for assignment

    This weeks Discussion Post #5 asks students to post 2 PIE body paragraphs and respond to 1 peer’s post by the due date. You decide which specific aspects of the source to focus on. What stood out? Why? This assignment needs to explore 2 aspects of the primary source using PIE paragraph structure for this assignment. To learn more about PIE, see the handout posted in Module 7.

    Requirements

    • MLA style (12 point, Times New Roman font)
    • 2 body paragraphs (9-11 sentences in each paragraph); Select 1 main point for each paragraph and make sure they connect;
    • Avoid first-person (I, me, my) and second-person pronouns (you, your) in academic writing.
    • Use quotation marks around titles and quotes. At least 1 quote from
    • Name the title in the first body paragraph.
    • Take time to develop ideas and carefully proofread.
    • No outside sources. (Using outside sources will negatively impact discussion post grade.)
    • Avoid summary and paraphrasingPIE Paragraph
    • Example Paragraph
      Zinsser builds his emotional connection to student readers with his powerful use of repetition to
      describe the bind students often find themselves in: caught between their ideals and their parents need for
      security. For example, when Zinsser writes about students desires for straightforward answers, he
      stresses that there will be plenty of time to change jobs, change careers, change whole attitudes and
      approaches (446). The emphasis in this sentence is on the repetition of the verb change: in fact, the
      sentence reminds students that change is inevitable and security is not. He uses repetition again, but this
      second time focusing on the noun, security. He writes, They want a map . . . that they can follow
      unswervingly to career security, financial security, Social Security, and presumably, a prepaid grave
      (446). In the first sentence that really addresses the parental audience, the verb change indicates the
      process of movement continually happening. In the second, the repetition of the noun, security reflects
      the students desire to hold on to security as an object and can evoke the parents and students sense of a
      life with transformative potential, rather than a pre-made script.

    The information below is intended to provide instructions for creating body paragraphs needed for course
    Discussion Posts. The PIE structure will help students develop more analytical paragraphs.
    One way to think about structuring your paragraphs is to use the P.I.E. paragraph structure. Make sure
    each of your body paragraphs have the following parts:
    P = Point
    I = Information
    E = Explanation
    Point
    Make sure your paragraph has a point. Often, the point is the topic sentence (the first sentence of the body
    paragraph).
    What is the point of this paragraph?
    What claim is being made?
    What will this paragraph prove or discuss?
    Information
    After establishing your point, provide information in the form of evidence to support your topic sentence.
    Here are types of evidence you might include:
    Facts, details, reasons, examples
    Statistics, polls, percentages, data from research studies
    Information from credible research or course readings
    Expert opinions and analysis from experts on the topic
    Personal experience or stories from your life or others (mostly used for reflective writing rather
    than argumentative)
    Explanation
    The explanation is the writers analysis, elaboration, evaluation, or interpretation of the point and
    information given, connecting the information with the point (topic sentence). Without this step, your
    paragraph may be made up solely of someone else’s work. Without this, the reader is left hanging, with no
    real idea of why you chose the fact or quote that you used.
    Providing an explanation ensures the audience clearly understands the connection between the
    paragraphs main point and evidence (quotes).
    What does the provided information mean?
    How does it relate to your overall argument?
    Why is this information important/significant/meaningful?

  • Management Question

    Readings Assignment #6: Costing Turnover and Absenteeism

    Reading:

  • Cascio, W. F., & Boudreau, J. W., & Fink, A. A. (2019). Investing in People
  • (3rd edition). Pearson Education: Upper Saddle River, NJ. Chapter 4.

  • Cascio, W. F., & Boudreau, J. W., & Fink, A. A. (2019). Investing in People
  • (3rd edition). Pearson Education: Upper Saddle River, NJ. Chapter 5.

    Assignment:

    1. Think about your current position or a prior position you have held (provide a

    one or two sentence description of the position). Based on your reading of

    Chapter 4, how costly do you think absenteeism is for that position? You do

    NOT need to provide an exact estimate of the cost of absenteeism, but I would

    like you to think about both the direct costs associated with absenteeism as

    well as the indirect costs.

    2. If you had to provide even just a guess, what do you think is the cost (total, so

    including both direct and indirect costs) of 1 day of absence in the position

    you described?

    3. How do you feel your estimate of the cost of absenteeism compares to what

    others in the organization would feel is the cost of absenteeism?

  • Week 7: The Global Leadership

    Discussion Overview

    In this discussion, we analyze the case “The Global Leadership of Carlos Ghosn at Nissan”. Please read the case before engaging in the discussion.

    Carlos Ghosn faced significant leadership challenges at Nissan, including addressing Japanese cultural norms that affected decision-making and innovation, transforming a bureaucratic corporate culture, and implementing a comprehensive turnaround plan amidst skepticism from various stakeholders. He needed to navigate these issues while fostering a new corporate culture that embraced transparency, execution, and clear communication. Ghosn’s leadership was pivotal in Nissan’s transition from financial distress to profitability.

    Case Reference: The Global Leadership of Carlos Ghosn at Nissan by John P. Millikin, Dean Fu. Thunderbird. Publishing Date: Jul 25 2003


    Questions & Instructions

    1. How do you evaluate Carlos Ghosn’s “cultural agility” competencies? You may point out any of his cultural agility competencies that you consider effective or ineffective.
    2. Based on the change management process outlined in Kotter (1995), how do you assess Carlos Ghosns ability to lead change at Nissan? See also Dr. Sauerwald’s video on Kotter (1995) for additional context.

    Examples1

    1. 1. How do you evaluate Carlos Ghosns cultural agility competencies? You may point out any of his cultural agility competencies that you consider effective or ineffective.

    I see Carlos Ghosns cultural agility competencies as effective, since he was able to turn Nissan around into a profitable company, but also had success in previous companies as well. Carlos Ghosn understood that you cannot force your own culture into a company of a different culture, but he could implement practices that can blend well with the Japanese culture. He was able to blend the hierarchical structures and the group interests together by creating Cross-Functional Teams and those teams creating teams within that reported to the main team. This worked well so not one person would be overwhelmed and that could still maintain that hierarchical status. By understanding the Japanese culture Ghosn understood how to maximize effort from them.

    2. Based on the change management process outlined in Kotter (1995), how do you assess Carlos Ghosns ability to lead changes at Nissan? See also Dr. Sauerwalds video on Kotter (1995) for additional context.

    Based on the change management process, I would assess Carlos Ghosns ability to lead changes at Nissan as super effective, since Carlos implemented every step in the change management process. He made sure employees at Nissan understood a sense of urgency when they learned they could not be bailed out by the Japanese government. He formed CFTs within the company and communicated his vision for his tenure and the future. He allowed employees within CFTs to act on his vision and created incentives for short-term and long-term. While it was a success, he still had another plan for the future and wanted constant improvements to continue success at Nissan. This revived Nissan and they are still operating well to this day.

    Examples 2

    1. Carlos Ghosn demonstrated a high level of cultural agility when he assumed leadership at Nissan, mainly in how he balanced respect for Japanese culture with the urgency of financial turnaround. Rather than imposing preconceived ideas, he intentionally made an effort to understand Japan from within. He met employees across levels and engaged in extensive listening before implementing reforms, signaling humility and perspective-taking which are key cultural agility competencies.

    At the same time, he recognized that certain norms such as consensus-based decision-making, seniority-based advancement, and keiretsu investments were limiting accountability and slowing action. His creation of Cross-Functional Teams (CFTs) reflected cultural agility in practice. Instead of rejecting Japanese collectivism, he leveraged it to break down silos and generate internal ownership of change. However, actions such as plant closures, layoffs, and dismantling keiretsu ties were culturally disruptive. While necessary for survival, these moves likely strained traditional expectations of lifetime employment. His agility was therefore pragmatic, respectful but firm in challenging norms that hindered performance.

    Through Kotters framework, Ghosn effectively followed the change process. He established urgency by highlighting Nissans financial crisis and publicly committing to resign if profitability was not restored. He built a guiding coalition through the CFTs, created and communicated a clear vision via the Nissan Revival Plan, and emphasized execution and transparency. He empowered employees by restructuring into a matrix organization and implementing performance-based incentives. Short-term wins, such as profitability within 18 months and a 20% reduction in purchasing costs, reinforced credibility. Importantly, he sustained momentum by launching the Nissan 180 plan rather than declaring victory prematurely. Ghosns leadership illustrates that cultural agility does not mean passive adaptation. It requires understanding which cultural elements to respect and which to transform in order to drive sustainable change

    Examples 3

    1. Question 1: How do you evaluate Carlos Ghosn’s “cultural agility” competencies? You may point out any of his cultural agility competencies that you consider effective or ineffective.

    Answer:
    Carlos Ghosn demonstrated strong cultural agility in leading the turnaround for Nissan. I believe his greatest strength was his cultural awareness. He took his time in understanding the Japanese corporate norms rather than imposing Western practices immediately. He learnt how their role is in making consensus decisions, their hierarchical structures, and their loyalty to keiretsu supplier networks. It helped him gain credibility and reduce unwanted resistance.
    Ghosn also showed strong signs of having adaptive leadership by forming cross-functional teams of Japanese managers. Instead of centralizing power around foreign executives, he empowered internal leaders to diagnose problems and ask to recommend solutions.
    Ghosn also showed decisiveness and courage by breaking closing plants and long standing supplier ties. These moves were controversial, but the actions were necessary for survival. If there was a weakness, I would say it is his communication style and his aggressive performance targets which collided against Japan’s harmony oriented culture. Given the situation and circumstances of Nissan, clarity and urgency were required.
    Overall, Carlos Ghosn’s cultural agility was effective because he had a little bit of both: a balanced respect for Japanese culture and a firm strategic leadership.

    Question 2: Based on the change management process outlined in Kotter (1995), how do you assess Carlos Ghosns ability to lead change at Nissan? See also Dr. Sauerwald’s video on Kotter (1995) for additional context.
    Answer:
    Based on John P Kotter’s eight step model, Ghosn’s leadership aligns with Nissan’s best practices for successful transformation. First and foremost he established sense of urgency. The financial losses for Nissan were severe, but Ghosn made the crisis visible by communicating openly about the company’s debt. He also built a guiding coalition by forming cross-functional teams for internal leaders. He created a vision and also communicated it by setting goals, timelines, and expectations. He focused on short term wins by increasing profit and reducing debts which showed signs of confidence in his strategy. Overall, Ghosn demonstrated a strong ability to lead change according to Kotter’s model.

  • week 7: Improving Perspectives

    1. Can you recall a situation where your perspective-taking competency helped you to be a more effective global leader, or a lack of perspective-taking held you back?
    2. Reflecting on this week’s content, what specific strategies or actions do you find effective to improve your perspective-taking in a global setting?

    Examples

    1.1. Can you recall a situation where your perspective-taking competency helped you to be a more effective global leader, or lack of perspective-taking held you back?

    At my last company we had meetings with ownership about the status of project and how well they were progressing. Because this was my first job starting from beginning to end, I had no experience with site issues and could not provide any perspectives that would help out my team. This occurred a lot as I would have to hear leadership talk about the project and if any delay occurred I could not give any help from any perspective, since I was still learning. Now that I have two project under my belt, I can give better perspectives for my new job from a field and office point of view when issues arise. While at first it was a disadvantage for me, it is now an advantage for me and will help out my future teams going forward.

    2. Reflecting on this weeks content, what specific strategies or actions do you find effective to improve your perspective-taking in a global setting?

    I would say the strategy that helps improve my perspective-taking in a global setting is finding similarity. This is because if I find people who had similar experiences to myself, then I can easily understand their perspectives on certain situations. I tend to find this helpful when working on group projects in classes, as we have similar experiences going to school, taking certain classes, and having to balance work and school. While some members of groups in the past have been from different countries, we still had similar experiences that allowed us to work well together. The one strategy I would say I need to improve upon is having better social connections. Specifically work social connections. This will definitely help me out connecting with other groups better at my job and would allow me to understand different perspectives of different project types.

    Example 2

    1. Another situation where perspective-taking made a difference was during coordination with a UK-based partner on a sourcing project. We were aligning on commercial terms and delivery milestones, and from my perspective, their communication felt too informal and fast-moving. Decisions were being discussed over quick calls without the detailed written follow-ups I was used to, especially compared to German teams.

    At first, I interpreted this as a lack of structure. However, after reflecting, I realized that their communication style emphasized flexibility and speed. They were comfortable making provisional decisions and adjusting as the project evolved. Instead of pushing for heavy documentation upfront, I adapted by summarizing key points after calls and confirming agreements in writing on my end. This created structure without forcing them to completely change their working style.

    Ive also had the opposite experience internally. During a cross-functional project, I assumed everyone shared the same understanding of priorities and deadlines. I moved forward quickly without fully considering how other departments viewed the projects urgency. Later, I realized that operations and finance had different pressures and performance metrics influencing their decisions. My lack of perspective-taking initially created friction because I didnt account for their constraints.

    From these experiences, Ive learned that perspective-taking requires intentional effort. I try to ask, What pressures are they under? and How does success look from their side? I also make it a habit to restate expectations and confirm alignment across teams. In global leadership, effectiveness comes from understanding not just what people are doing, but why they are doing it that way.

    Example 3

    1. One situation where perspective-taking significantly improved my effectiveness involved a machine build designed to increase plant capacity for this fiscal year. The project moved from near cancellation to an aggressive deadline almost overnight. My initial reaction was purely operational as we should have started pushing harder a month earlier. I viewed missed milestones as a lack of urgency.

    As the project progressed, I began noticing burnout signs on the floor. Turnover had increased, and several newer employees were still developing technical proficiency. What I initially interpreted as slow execution was actually a combination of training gaps and workforce strain. Slowing down my interpretation allowed me to separate facts from assumptions. The fact was that milestones were slipping. My assumption was that effort was insufficient.

    By asking clarifying questions and generating alternative explanations, I gained a better understanding of the capacity constraints the team was facing. While I could not change the overall deadline, I adjusted the project sequencing and increased personnel involvement to better rearrange the resources required. That shift improved buy-in and reduced friction.

    This experience reinforced the importance of slowing down reactions, separating facts from interpretations, asking clarifying questions, and considering multiple explanations before drawing conclusions. In high-pressure environments, perspective-taking creates the space needed to maintain urgency without misdiagnosing the root cause.

  • Week 7 Content Reflection

    This assignment is a one-page (double-spaced) description of what you found relevant, interesting, and useful from one of the following: (1) the weeks assigned chapter in the course textbook; the reading of the week; or (3) the assigned video of the week. Please specify in the assignment the content you are referencing. Note that the course is designed for you to think about this content and apply it to yourself; hence, all that you need to submit is a paper reflecting your thoughts about the work to which you were exposed over the week and how it can apply to and benefit you. To receive full credit, assignments should be typed double-spaced, use proper grammar, spelling, etc., and show reasonable personal reflection.

  • Module 06: Organizational Culture, Diversity and Decision-Ma…

    Critical Thinking Assignment

    Question Requirements:

    Intercultural Virtual Teams

    Provide a comprehensive analysis of challenges in and strategies for working with intercultural virtual teams, include the following:

    1. Examine how diverse cultural backgrounds can lead to conflicts, misinterpretations, and communication barriers.
    1. Share techniques and strategies that enhance and overcome intercultural communication challenges among team members and leaders.
    1. What role do moods and emotions play in intercultural decision-making and how should moods and emotions be managed.
    1. Detail which decision-making techniques you would incorporate to support an intercultural team?

    Directions:

    • Write an essay that includes an introduction paragraph, the essays body, and a conclusion paragraph to address the assignments guide questions. Do not address the questions using a question-and-answer format.

    Your well-written paper should meet the following requirements:

    • Be 6 pages in length, which does not include the title and reference pages, which are never a part of the content minimum requirements.
    • Use Saudi Electronic University academic writing standards and APA (7th ed) style guidelines.
    • Support your submission with course material concepts, principles, and theories from the textbook and at least two current, scholarly, peer-reviewed journal articles. Current articles are those published in the last five years.
    • Ensure zero plagiarism. (very, very important)

    In advance of submission, review the grading rubric to see how you will be graded for this assignment.

    Learning Outcomes

    1. Examine organizational culture concepts in MNEs.
    2. Explore management techniques for culture and diversity.
    3. Evaluate the use of decision-making tools.
    4. Compare and contrast decision-making techniques.
    5. Analyze how moods and emotions affect the decision-making process.

    Readings

    Required:

    Chapter 6 in International Management: Culture, Strategy, and Behavior

    Chapter 6 PowerPoint slides in International Management: Culture, Strategy, and Behavior

    Kahneman, D., Lovallo, D., & Sibony, O. (2019). . MIT Sloan Management Review, 60(3), 6773.

    Recommended:

    Parnell, K. J., Wynne, R. A., Plant, K. L., Banks, V. A., Griffin, T. G. C., & Stanton, N. A. (2022).. Human Factors & Ergonomics in Manufacturing & Service Industries, 32(3), 268285.

  • Intercultural Virtual Teams

    Provide a comprehensive analysis of challenges in and strategies for working with intercultural virtual teams, include the following:

    1. Examine how diverse cultural backgrounds can lead to conflicts, misinterpretations, and communication barriers.
    2. Share techniques and strategies that enhance and overcome intercultural communication challenges among team members and leaders.
    3. What role do moods and emotions play in intercultural decision-making and how should moods and emotions be managed.
    4. Detail which decision-making techniques you would incorporate to support an intercultural team?

    Your well-written paper should meet the following requirements:

    • Be 5-6 pages in length, which does not include the title page, abstract, or required reference page, which are never a part of the content minimum requirements.
    • Use Saudi Electronic University academic writing standards and APA style guidelines.
    • Support your submission with course material concepts, principles, and theories from the textbook and at least two scholarly, peer-reviewed journal articles.
    • Review the grading rubric to see how you will be graded for this assignment.