Gender and Communication in the Workplace Presentation Assignment

Question Description
Gender and Communication in the Workplace Narrated PowerPoint

Overview
Create an 8–12-slide narrated PowerPoint presentation on gender and communication in the workplace.

This assessment allows you to apply what you know about gender and communication to a professional environment.Gender and Communication in the Workplace Presentation Assignment

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Critically analyze issues related to gender and communication.
Describe how male and female leadership styles differ in the workplace
Competency 2: Evaluate personal and social dimensions of gender, communication, and culture.
Explain what gender barriers exist in the workplace.
Competency 4: Identify effective leadership strategies which promote effective communication between men and women.
Describe how to promote effective leadership strategies for both men and women in the workplace.
Describe how to promote effective communication between men and women in the workplace.
Competency 5: Communicate effectively in a variety of formats.
Develop a well-organized oral PowerPoint presentation.
Communicate with a clear voice and use correct pronunciation.Gender and Communication in the Workplace Presentation Assignment
Context
The Assessment 5 Context document reviews differences between male and female leadership-style stereotypes that influence the workplace. You may wish to review the document for an overview of these key concepts and ideas.
Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
How do male and female leadership styles differ in the workplace?
What strategies can we use to minimize gender barriers in the workplace?
How can we promote effective leadership strategies and effective communication between men and women in the workplace?

Resources
SUGGESTED RESOURCES
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Resources
Click the links provided to view the following resources:
Assessment 5 Context.
Using Adobe Connect.
SHOW LESS
Capella Multimedia
Click the links provided below to view the following multimedia pieces:
Gender and Communications | Transcript.
This interactive will help you review the information you learned about men’s and women’s verbal and nonverbal communication. Pay particular attention to which characteristics fit with which sex.
Key Terms | Transcript.
This media piece focuses on the key concepts and definitions you must be familiar with as you go through the course.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
Cowan, K. M. (1982). Assertive-responsive communication style of men and women who work. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Order No. 8227477, Bowling Green State University).
Barrett, M., & Davidson, M. J. (2006). Gender and communication at work. Aldershot, UK: Ashgate.
Hession, J. (2009). Women in the modern workplace: Gender barriers to business start-ups. Newcastle upon Tyne, UK: Cambridge Scholars.
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the COM-FP3200 – Leadership, Gender, and Communication Library Guide to help direct your research.
NBC Archives on Demand
Image of Capella University logo
How Men and Women Relate at Work
Click How Men and Women Relate at Work to view a video from NBC Learn.
In this video, you will examine how male and female children relate and how this can affect adult workplace relations.
Running time: 6:14.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
Geena Davis Institute on Gender in Media. (2014). Retrieved from http://seejane.org/
McConnell, M. (2008) Media and gender stereotyping. Retrieved from http://serendip.brynmawr.edu/local/scisoc/sports03…
Leigh, E. (2014). Men & women communicating in the workplace. The Center for Healthcare Communication. Retrieved from http://www.communicatingwithpatients.com/articles/…
Levit, A. (2013) Workplace confidential: Real gender differences in communication [Web log post]. Retrieved from http://quickbase.intuit.com/blog/2013/03/27/workpl…
Lieberman, S. (n.d.). Differences in male and female communication styles. Retrieved from http://www.simmalieberman.com/simma/differences-in…
Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.
Fixmer-Oraiz, N., & Wood, J. T. (2019). Gendered lives: Communication, gender, and culture (13th ed.). Boston, MA: Cengage.
Assessment Instructions
In this assessment, use Adobe Connect to record an 8–12-slide narrated PowerPoint presentation on gender and communications in the workplace. Include at least four working examples from your personal or professional experience to support your ideas. Focus on the following in your presentation:
How do male and female leadership styles differ in the workplace?
What gender barriers exist in the workplace?
What strategies can be used to minimize these barriers?
How can we promote effective leadership strategies and effective communication between men and women within the workplace?
Cite and refer to at least four resources to support your work. The majority should come from the Capella library. Be sure to use APA formatting for all citations. Note: If you use Internet sources, they must be credible. For example, Wikipedia and YouTube are not credible resources.
USING ADOBE CONNECT
To use Adobe Connect in this assessment, you will need a microphone (built-in or external). If you are unfamiliar with Adobe Connect, you may find useful the Using Adobe Connect iGuide page, linked in the Resources under the Capella Resources heading.
To refresh or enhance your PowerPoint skills, you will find a PowerPoint tutorial in the left navigation menu of your courseroom: Under Course Tools, click Supplemental Resources and then click the iGuide – Microsoft Tutorials under the Computer Skills heading.
ADDITIONAL REQUIREMENTS
Written communication: Written communication should be free of errors that detract from the overall message.
APA formatting: Resources and in-text citations should be formatted according to APA (6th edition) style and formatting.
Number of resources: 4 or more.
Length: 8–12 narrated slides.
ASSESSMENT 5 CONTEXT
Over the years, sexual discrimination within the workplace has become less prominent. However, gendered organizational communication is often a key factor in workplace interactions and the overall success or failure of communication. Specifically, many stereotypes exist regarding women and men, masculine and feminine norms, and gendered patterns of communication in organizations. The interworking of gendered relationships within the workplace and the factors that contribute to the success or failure of communication interactions help set the tone within corporations throughout our country. It is important to examine the meaning of personal workplace relationships and models of personal relationships and gain an understanding of how we (the sexes) can better coexist and work together. It is important to understand that, as Fixmer-Oraiz and Wood explain, “personal relationships are those in which partners depend upon each other for various things ranging from material assistance to affection”(2019, p. 173), and that “partners regard each other as unique individuals who cannot be replaced” (p. 173), and finally that “of the many relationships we form, only a few become really personal” (p. 173).
MALE AND FEMALE LEADERSHIP-STYLE STEREOTYPES WITHIN THE WORKPLACE
Females
Females are expected to play the role of a mother and be nurturing, supportive, and deferential.
Females are expected to smile constantly, listen, and support others
Female employees who are mothers are often considered less reliable and less committed to their work.
Females are more critical of other women.
Females lead democratically.
Females use only positive reinforcement.
Males
Men are expected to be tough and not show affect.
Men are expected to be aggressive and commit themselves more to work than to family.
Men are expected to outearn women.
Men often feel their identity is linked to their earning power.
Men use less positive reinforcement.
Men are very direct.
Men like to work independently.
References
Fixmer-Oraiz, N., & Wood, J. T. (2019). Gendered lives: Communication, gender, and culture (13th ed.). Boston, MA: Cengage.Wood, J. T., & Bodey, K. R. (2010). Gendered lives: Communication, gender and culture [Instructor’s Resource Manual]. Beverly, MA: Wadsworth.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.Gender and Communication in the Workplace Presentation Assignment

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.