Negotiation. Hofstedes Cultural Model in Negotiations

Negotiation. Hofstedes Cultural Model in Negotiations Introduction Negotiations are important avenues through which different parties can mutually agree to a solution after holding discussions. Negotiations are often held between interested parties with a view of achieving positive results at the end of the process. Culture may affect the level of success of a negotiation, particularly where the parties involved hail from different cultural backgrounds.Advertising We will write a custom essay sample on Negotiation. Hofstede’s Cultural Model in Negotiations specifically for you for only $16.05 $11/page Learn More This paper seeks to discuss in detail the concept of negotiations by specifically analyzing the significance of Hofstede’s cultural model in negotiations, addressing impasses in negotiations, and examining relationships and their significance during negotiations. Hofstede’s Model of Culture and Its Impacts There are four dyads of cultural aspects, according to Hofstede’s cult ure differentiation model. These include masculinity against femininity, long term orientation against short term orientation, individualism against collectivism, and uncertainty avoidance index (Steers and Nardon 137). Masculinity against femininity focuses on a culture’s emotional roles distribution between the genders. Masculine cultures have specific characteristics, such as assertiveness, competitiveness, and power, whereas feminine cultures characteristically give more emphasis on quality of life. Examples of masculine societies include Germany and the USA, while Sweden is a feminine society (Steers and Nardon 137). Longs of collectivistic cultures include Latin America and Indonesia, while individualistic cultures include Australia and the Scandinavian countries (Steers and Nardon 137).  Uncertainty avoidance measures the scope of a people’s feeling of threat out of situations that are uncertain.Advertising Looking for essay on business economics? Let 's see if we can help you! Get your first paper with 15% OFF Learn More Where a society is considered as having low uncertainty avoidance, the subjects tolerate ambiguity and there is little need for regulations in order to put uncertainty into check. Examples of such societies include the United Kingdom and Singapore. High uncertainty avoidance societies, on their part, are intolerant where there is ambiguity, and it requires many regulations to control uncertainty. Such societies include Greece and France (Steers and Nardon 137). Significance on International/Multi-Cultural Negotiations Hofstede’s dimensions are significant in minimizing cultural conflicts between countries. There is a greater possibility of misunderstandings emerging where individuals from different societies meet for negotiations since cultural practices and beliefs vary. Through understanding this model, such misunderstandings are minimized because individuals get to learn about cultural practices of other countries and learn to appreciate them. Thus, participants will be keen on the verbal cues, as well as the non verbal cues that they choose during negotiations.  For instance, an American who is highly individualistic and who negotiates with an Indonesian may likely consider his personal interests as taking precedent in their discussions. The Indonesian, however, may shelve his own interests in favor of collective benefit. This may prompt the American to consider him a coward, which may not augur well for the negotiations. Understanding Hofstede’s cultural model, however, will make both parties understand and respect each other’s position in their negotiations. Impasses in Negotiations It is possible to determine the most appropriate time when negotiations would require third party involvements. Several pointers to this effect exist, including a stressful or emotional situation, when the participant lacks the appropriate expertise required for the negotiation, and when a participant’s strategy is failing. In the first instance, where the situation seems to be emotional, a participant’s rational thinking is likely to be affected by the situation. A third party involvement would, thus, help in making the discussions clearer to the advantage of the participant.  Lack of technical skills, on the other hand, may deprive a participant the advantage of negotiating from an informed position. A third party negotiator in this instance, therefore, would involve a person who is highly skilled in the aspects being negotiated and whose arguments are made from an informed position. A doctor, for instance, would argue on health matters from a point of understanding compared to the contributions that a teacher would give on the same topical issue (Dietmeyer 112).  Equally, when a negotiation strategy fails, it is important that a third party negotiator is involved in order to ensure the objectives are attained.Advertising We will write a custom essay sample on Negotiation. Hofstede’s Cultural Model in Negotiations specifically for you for only $16.05 $11/page Learn More The third party negotiator must have adequate understanding on the negotiations such that it would be easy for him to employ alternative strategies until the anticipated results are achieved (Dietmeyer 112). Forms of Third Party Involvement Third parties may take part in negotiations through mediation or arbitration. While acting as mediators, the third party negotiator seeks to build up mutually satisfactory solutions such that the parties to the negotiations may easily arrive at a conclusion. For instance, a mediator would seek to establish an agreeable solution for both parties where workers withdraw their services because they demand a 50% increase in salaries, yet the employer can only add 20%. This may be done by suggesting a 30% pay increase. This would call for the workers to climb down from thei r initial position of 50%, while imploring on the employer to include an additional 10% to the previous position of 20%. Third parties may also participate in negotiations as arbitrators, where they act by dictating outcomes. Arbitrators enjoy immense powers because the solutions they offer to a negotiating party are final and have to be adopted even though they may not be acceptable. In an election dispute, for example, an arbiter may decide that a particular candidate is the winner and the solution offered will be allowed to stand even though the candidate ruled against may not be in agreement with the decision. Relationship Building and Negotiations Relational contexts during negotiations may be considered as integrative or distributive. In an integrative context of negotiation, the parties assume greater cooperation and trust and relations are given priority (Schermerhorn 350). This contrasts with a distributive context, where hard positions during the bargaining are adopted. Th e parties involved often lack past interactive relationships and are least expected to forge any interactive relationship (Schermerhorn 350). Manifestation of the negotiation process Negotiators in an integrative context focus more on value creation during the entire process. Their idea revolves around expanding the subject of their negotiation such that both parties may emerge as winners at the end of the process.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Each party begins the negotiating process by understanding the interests of the other party such that this takes the center stage rather than focusing on their individual arbitrary starting positions. Strict observation of the objectives is significant in achieving successful results for the whole process, even though the entire negotiation process will look at the issue at hand as a common problem (Schermerhorn 350). This negotiation process involves both parties seeking to outdo the other in order to benefit more. The parties regard each other as adversaries more than partners, with the negotiations adopting hard line positions from the onset (Schermerhorn 350). How to earn trust in a relationship One way through which parties to a negotiation can earn trust in order to bolster relationships is by minimizing on perceptions and the effects of stereotypes. Negative consideration of others will only create a counter reaction, which ends up creating conflict. Negotiators can adopt use of pleasant adjectives, such as honorable or brother, to portray their positive perception towards the other party (Movious and Susskind 98). Recognition of the other party’s legitimacy is also significant in earning trust and bolstering relationships in negotiations. This equally creates a situation where the other party considers its counterpart as legitimate, and therefore opens up fully without any kind of fear (Movious and Susskind 99). All the necessary details required during the process will be issued by both parties, making the negotiation healthy altogether. Number of Parties in Negotiations Types of parties Several types of parties involved in negotiations exist, including agents and constituencies, and negotiating dyad. Agents and constituencies refer to a negotiation type where the negotiator involved is acting on the behalf of another party. The individual involved in the actual negotiation is referred to as the agent, while those represented are the constituen cy (Gelfand and Brett 214). Another type of negotiation by party composition is the negotiating dyad, which involves two individuals actively and directly involved in the negotiations. Such negotiations often center on the needs and interests of the participants. The diagram below depicts a negotiating dyad structure. Source: Lewicki, Barry, and Saunders (2010) How the Parties Shape Pending Negotiations Agents begin by negotiating with the constituents whom they seek to represent in another negotiation, where the collective view of what is intended in the negotiation is determined. The agent next establishes a relationship with the other party in the negotiation in order to reach an agreement. Measures to lessen complexities in multi-party negotiation Complexities can be eliminated by ascertaining the compatibility of the two parties where constituents and agents are involved. This means both parties must be understanding each other properly and be ready to work together as agreed between them. The contract binding the two must also be clear. Clarity of the contract should involve spelling out the expectations properly and determining the terms and conditions of the cooperation. It is important to provide the agent with the discretion to design, as well as develop the overall negotiation process since he or she will assume the full responsibility of a party to a negotiation, thus the need to have the discretion. Conclusion Negotiations are part of an important discussion that brings together individuals or parties in their bid to achieve a common goal over a divergent issue. It is important for parties to a negotiation to prepare adequately before engaging each other in order to achieve quality negotiations. Preparations aim at creating trust and building relationships. Understanding the culture of parties involved in a negotiation is important as it aims at reducing conflicts that mainly occur through assumptions or stereotypes. It is important to include te rms and conditions of the relationship as a measure of reducing conflicts where third parties are involved. Dietmeyer, Brian. Strategic Negotiation: A Breakthrough Four-Step Process for Effective Business Negotiation. New York, NY: Kaplan Professional. 2004. Print Gelfand, Michele and Brett, Jeanne. The Handbook of Negotiation and Culture. Stanford, CA: Stanford University, 2004. Print. Lewicki, Roy, Barry Bruce, and Sauders David. Negotiation. New York, NY: McGraw-Hill, 2010. Print. Movious, Hallam and Susskind Lawrence. Built to Win: Creating a World-Class Negotiating Organization. Boston, MA: Harvard, 2009. Print. Schermerhorn, John, R. Exploring Management. Danvers, MA: Wiley. 2010. Print. Steers, Richard M, and Luciara Nardon. Managing In The Global Economy. New York, NY: M.E. Sharpe, Inc, 2006. Print.

Operation Management Essay Example | Topics and Well Written Essays - 5500 words

Operation Management - Essay Example Hence the current paper explains the operational scenario of Online DVD rental business with the special concentration of recently entered brand - EASY DVD group. The one of the chain entrepreneur’s brainchild Easycinema has launched its Online DVD rentals from March 20005. The recently emerged branded product has come out with the many features to unleash the market, where the earlier giants have left. As the competitors of the online DVD rental industry are in price war with highest credits, the Easy group has come up with the best features in DVD listings, facility and logistics. Keeping the complete entertainment in the motto of the vision in setting up the DVD rental business, the easy group follows the rest of the players with no late fee for the returns. However the mind-boggling situation for any strategist of such logistics is the time frame. Customers anticipate for the quickest delivery of the DVD, soon after they click on the button, according to their schedule. This supply at anticipated time makes to concentrate much on the product delivery logistics. Supply Chain Management encompasses the planning and management of all activities involved in sourcing and procurement, conversion, and all Logistics Management activities. Importantly, it also includes coordination and collaboration with channel partners, which can be suppliers, intermediaries, third-party service providers, and customers. In essence, Supply Chain Management integrates supply and demand management within and across companies. Logistics Management is an integrating function, which coordinates and optimizes all logistics activities, as well as integrates logistics activities with other functions including marketing, sales manufacturing, finance and information technology." But there are some boundaries and relationships of Logistics Management adopted by the Council of Logistics Management; "Logistics Management activities typically

Carbon Dioxide Fire Suppression System Essay Example | Topics and Well Written Essays - 250 words

Carbon Dioxide Fire Suppression System - Essay Example For carbon dioxide to be effective as a total flooding fire suppressant, a minimum design of 34% concentration is needed. However, laboratory testing and simulation of carbon dioxide fire suppressant use indicate that concentrations greater than 17% results to loss of controlled and purposeful activity, convulsions, unconsciousness, coma and even death within 1 minute of initial inhalation (OSHA, 1999). Even at 10-17% concentrations, carbon dioxide inhalation has been shown by Wong (1992) to result to drowsiness, sever muscle twitching and even unconsciousness. At 7 to 10 percent, headaches, visual and hearing dysfunction, hallucination and shortness of breath have been observed. At a minimum of 34% designed concentration for effectiveness, Carbon dioxide suppression systems are lethal. Any inadvertent discharge of the carbon dioxide in an occupied room can cause death quickly and without warning. The National Fire Protection Agency and the Occupational Safety and Health Authority have established guidelines such that human exposure do not occur during fire-fighting events but documented cases occurred during system installation, commissioning and maintenance because many of the servicemen lack the necessary knowledge and training. OSHA (1999) Carbon Dioxide, Industrial Exposure and Control Technologies for OSHA Regulated Hazardou

A Second Chance Essay Example for Free

A Second Chance Essay It was my chance to prove myself; I was about to go out there and audition for a talent show through singing and playing the piano. I was so sure that I would do it, since I knew the judges personally and they were already aware that I had the talent. I haven’t actually practiced the song as much as I was supposed to, but I was certain that I would know it properly since I have practiced before several times. I was waiting for my turn, and while I was waiting, I was starting to get nervous and tense about the whole thing. When I was up, I took a deep breath and started playing the song. The first thing I did wrong was mix up the notes. The first time was excused as it was thought to be normal and that everyone makes mistakes. The second time was also excused, the third, the fourth.. It was starting to get irritating. Other than the note mix up, when I started to sing, my voice went too high and I started to get out of breath. In addition to this, I forgot and mixed all the lyrics of the song. This made me stop in the middle of the song excusing myself for all the mistakes that I’ve done. Since the judges were my friends, they were totally understandable; they realized that I was nervous and that I am good at this, despite my failed efforts. This made me feel miserable. I have failed to preform something I have known and been playing for almost a year. I couldn’t sing the song without making a word mixup every now and then. I informed the judges the next day that I would like to audition again, and this time I was going to do it right. The minute I told them I was going to audition again, I went home searching for a completely different song to preform, and this time I was going to focus on singing it only. I found the perfect song, and once I did I started practicing on it. I have noticed that the last time I auditioned, I was nervous when my turn was up, so I decided to ask different people I knew to hear me out, and anytime I would get nervous I would randomly start singing, to try and overcome my fear of preforming in front of a crowd. When the day of my second audition finally arrived, I was assured that I would do it this time, given the fact that I have practiced beforehand and tried to overcome my fear. The minute I preformed, I felt a tinge of nervousness, but then It was like I was preforming to myself, not scared at all. I was confident enough and because of this I did a good job and the judges loved it. This made me realize that once you set your mind on something, even if you fail it once, you can always achieve it. If you have the will to do it, you will succeed. The second thing I realized was that you should always, ALWAYS make sure you are prepared for any situation that may arise, even if you think you know how to handle it. After all, practice makes perfect. This has made me believe that I should never give up on where I want to study, and even if I don’t get accepted the first time, I can work harder and apply again, I have nothing to loose. I should believe in myself and prepare myself for what’s ahead and will hopefully succeed.

An Organic Dissection of a Tutoring Session :: Personal Narrative Writing

An Organic Dissection of a Tutoring Session When Delvin (that's what I will call him) walked into the Writing Resource Center I was a little worried because I knew him from another class and a few social events, besides talking with him on occasion around the campus. I had had a bad experience earlier in the year when tutoring a friend of mine who'd asked me to help him with punctuation. I ended up just giving him a punctuation sheet and tried to work on some deeper level problems with word choices and development. He didn't see the problems or seem to want help in those areas, so he was offended at my attitude towards the content of his paper. (He thought that it was a near final draft except for a little editing.) Right away, though, Delvin said that his paper was in an early draft stage and he need some help "making it clear" because he was dealing with a difficult topic for Philosophy 205, Aesthetics. Now, Aesthetics is a complex topic dealing with ideas, objects, feelings, and theories as to what is beautiful and what is ugly. And Philosophy has a mode of thinking that is complex. At the time of my session with Delvin I didn't make the connection between the two, but prior writing to this paper the magnets reached their poles: the connection between philosophical thinking and writing development and also their ability, when done properly, to deal with complex issues. The main connection between the two is their ability to start with a topic and break it down into simple ideas and then reconstruct it into a theory or paper that displays, argues, questions, or proves the topic to a reader or listener. The philosophers main mode of dissecting a topic is by questioning every factor that is relevant (and even some that are irrelevant.) This is basically the same thing a writer should do when he or she begins to organize his or her paper. They need to find out, "who did what, when, where, and why?" Many writers and philosophers can organize these questions and answers in their head so that it makes sense to them, but the problem lies when they have to communicate multitudes of simple ideas to someone other than themselves. The overall idea won't make much sense to a reader if the writer spits it out like a madman babbling about the apocalypse.

Natsume Soseki’s Kokoro

Few novels dare to touch the inner vulnerability of humankind. It is Soseki’s Kokoro that captures the essence of friendship and loneliness, truth and betrayal, and life and death. The novel is, after all, about human nature. Any one reading this powerful work will quickly relate to the characters who go through tremendous strife, personal changes and much reflection. While Kokoro was written in Japan many years ago, it may be valuable to a reader even in contemporary society as its attributes may be embraced today, despite its age and cultural focus. Natsume Soseki’s Kokoro explores a great deal of subject matter. Several themes are woven into the pages of this older novel. It is fair to say, at least based on a personal experience, that one might have a tendency to discount the credibility of the work or deem much of the information irrelevant due to ages age and cultural differentiation. However, it will be shown that Kokoro is a novel that, like so many others, breaks the barriers of time. Soseki successfully creates deep characters that permeate the weak boundaries of the human character. We recognize that this novel shares a sense of timelessness supporting the entire foundation; the themes we see explored here are quite applicable to the lives we live today. Naturally, the Japanese component of the work is what makes the clear distinction between Japanese culture and Western mentality. But all the same, the morals in Kokoro seem to be fundamental enforcing great personal reflection upon the reader. As the reader progresses through the novel, contemplating themes and depicting the characters, specifically the student and Sensei, he begins to develop the notion that indeed the characters possess a sense of timelessness. They could have been born in the twentieth century and experienced the same sort of friendship and turmoil. However, the relationship between the two men is out of the realm of ordinary fiction. It is unique and something that this author explores quite candidly. The fact that the two are in a close friendship and that the young student explores new territory is in some way allowing the older character to live up to his title of â€Å"teacher†, or Sensai. Yet, in exploring the issue of timelessness, and applicability to other situations, the particular point about the friendship between the two is omething that could have taken place anywhere and anytime. While other portions of the work are pertinent to Japanese culture, the exploration of such a friendship is something that is truly universal. The reader might note perhaps the anomaly of their relationship, though, considering the ages of the men. Yet, such friendships do form between old and young; youthful intellectuals mi ght find greater knowledge in those older individuals who experienced history than what is written in a book. Clearly, their relationship differs from that of the bonds between grandparents and grandchildren though. They are peers, respectful and yet colloquial in their manners. In the case of Kokoro, the relationship begins between two strangers but the friendship formed becomes intense very quickly. There are yet more ways to explore relationships between men in the novel. It must be emphasized that these relationships all too often go unnoticed and unexplored by fiction. Soseki looks at not only the student’s relationship with Sensei but also with his dying father. Here we have a young man, his father on his death-bed and his mentor stating to have ended his life. What was the student to do, where was he to go, who would he want to be with during those men’s last minutes of life? Quite a lot of pressure for any individual. He was caught up in the times, the evolution of modernization and the uncertainty as to remain in the traditional realm of Japanese culture and stay by his father’s side or perhaps continue to pursue his education and knowledge, returning to Sensai to demonstrate his gratitude, devotion, and friendship. Ironically, it is Sensei who commits suicide! The emotions that well up in the young man, however, are truly universal. A sense of betrayal and sadness permeate the work and create a void. After all, things were going quite well in the world of friendship and male bonding until the young student’s mentor of sorts would commit this ultimate act. This story is about one man’s journey through self-realization and the revelations he makes after befriending a man. In one way, it is more about a personal journey than about a relationship. What is most troubling, and lends the work a somber tone, is the main character’s loneliness, yet another theme illustrated in this novel. In some way, Sensei helps to break through that barrier. After K’s suicide, he realized the atrocities of his actions and the heinous development of his character from diligent student to human betrayer. After much time of personal torment, K confided in him of his love for Ojasan. Why Sensai seemed surprised as to the context of the confession somewhat confuses the reader as clearly anyone could have seen that K was also in love with her, in fact, surely Sensai knew, but he reclined to a state of denial. He states, â€Å"I felt as if I had been turned into stone by a magician’s wand. I could not even move my lips as K had done† (205). As Sensai came to understand it was he who was responsible for the death of this man, he felt he had no choice but to cease all human actions and remain an outcast in society, secluding himself to his home and his wife. Surely, no one could understand what he had done or what he had been through, not even his wife as he states, â€Å"I was saddened by the thought that she, whom I loved and trusted more than anyone else in this world, could not understand me. And the thought that I had not the courage to explain myself to her mad me sadder still. I was very lonely. Indeed, there were times when I felt that I stood completely alone in this world, cut off from every other living person† (240). He began to realize he was no longer innocent like the student who visited him often, the student he had once been, but he became his betraying uncle who robbed him of the only money his parents left him after they died. And even more than this pitiful character, Sensai then evolved into a character such as K, burying himself in books, avoiding people and friendships, bottling up all of his emotions inside and eventually ending his life as a means of escaping loneliness. Certainly another significant theme explored in this novel is the assumption that by losing one’s identity, one learns to value it. What is meant by identity is that by rejecting ones own particular understanding of themselves, they are likely to find it once again, a theory that that cannot be ignored as the student learned this by befriending the old man. And he did not do this in the easiest way. His challenge was between the two cultures, that of a liberal nature and that of a traditional nature. He imply did not know which one to turn to in times of need and in desperation to seek knowledge. In fact, perhaps what makes the novel so powerful is it’s thought provoking style, allowing the reader to analyze his own life through the main character’s journey. The loss of one’s identity perhaps creates a blank slate to enable one to find it. We see quite a change in the young man as he learns that Sensai will commit suicide. While it is difficult to read abo ut suicide and how it affects others, this is a major theme as the concept of suicide is universal. When it is brought up, the ultimate questions must be asked and answered. Sometimes there are no answers. The young man wrestles with a great deal of conflict throughout the novel but it is the knowledge of the suicide that perhaps becomes the final straw— the young man’s loneliness is accentuated. What does he have left? Many people have experienced such trauma in their lives and may be able to relate to what he felt. There is that sense of betrayal and self-blame, â€Å"what if I had done or said something differently? † Such thoughts are enough to drive any individual to insanity. There are moments when emotions of remorse and guilt are so overwhelming they cloud all better judgment and force the individual into a deep state of depression. The ultimate questions of free will and fate come rushing to consciousness. Sensai even declares that it was his pre-destined fate that his life would conclude this way as he states, â€Å"Her fate had been pre-ordained no less than mine had been† (244). The themes carried through the book are certainly something inherent in more modern fiction, thus proving that the theme has a sense of timelessness. The novel is further a testimony that suicide does indeed affect more than ones self. Of course, even if suicide is not legal or does not conform to a society’s standards, there is nothing one can do to punish the person who commits such an act. Speaking of suicide, Sensai states, â€Å" Some may say that this was a vain sort of thing to do. But who are we to judge the needs of another man’s heart? † (247). He is already dead. It is those who are living who must bear the brunt of the act and that is what, above all, this novel shows. With the use of Sensei, the author is able to tell more about the young student. This technique also creates empathy for the father who additionally served to create conflict within the reader. Loyalty is sometimes split and there is sometimes a sense of tension in the air. The characters reveal something every reader can use, something perhaps the author was conscious of. The author may not have realized that these characters, and their predicaments, would be so moving as to inspire its audience to examine ones own self. Soseki creates a difficult situation and through the main characters, is able to inspire a number of emotions that the reader likely can use and identify with. The reason is because although the author uses a certain predicament, the problem can be easily applied to other situations. Thus, it is quite easy to look at Kokoro and think about ones own personal dilemmas that are somewhat related to the problems that torment these characters. The idea that the book permeates time and is applicable to today’s world, through use of the characters, has been demonstrated. It would be difficult to argue against it as Soseki’s characters certainly live today. Reading Kokoro is like looking in a mirror, sometimes at things no one wants to see. It begs the reader to question his or her own personal relationships and how far they would go for a friend. How far would they go to protect their own honor? What would one do if a friend did kill himself? What would it take for the reader to commit the ultimate act? And yet, time would continue. That it a message that emanates from the pages of this great work and breaks through the boundaries that time tries to inflict. The concepts inherent in the work are certainly applicable in modern society despite the fact that the author lived so long ago in Japan.

What You Need to Know About the Executive Assessment

The Executive Assessment (EA) is a standardized exam developed by the Graduate Management Admission Council (GMAC), the organization behind the GMAT. The exam is designed to help business school admissions committees assess the readiness and skills of experienced business professionals who are applying to an Executive Master of Business Administration (EMBA) program. Who Should Take the Executive Assessment? If you are applying to an MBA program of any kind, including an EMBA program, you will almost certainly have to submit standardized test scores as part of the admissions process. Most business school applicants take either the GMAT or GRE to demonstrate their readiness for business school. Not every business school accepts GRE scores, so the GMAT is taken more often. The GMAT and GRE both test your analytical writing, reasoning, and quantitative abilities. The Executive Assessment tests some of those same skills and is meant to replace the GMAT or GRE. In other words, if you are applying to an EMBA program, you can take the Executive Assessment instead of the GMAT or GRE. How Business Schools Use the Executive Assessment Business school admission committees assess your standardized test scores to get a better understanding of your quantitative, reasoning, and communication skills. They want to see if you have the capacity to understand the information being presented to you in a graduate business program. They also want to make sure that you will be able to contribute something to the class discussions and assignments. When they compare your test score to the scores of candidates who are already in the program and scores of other candidates who are applying to the program, they can see where you stand in comparison to your peers. Although test scores arent the only deciding factor in the business school application process, they are important. Getting a test score that is somewhere in the score range for other candidates will only increase your chances of getting accepted to a graduate level business program. The GMAC reports that while most business schools use Executive Assessment scores to assess your readiness for an academic business program, there are some schools that also use your score to help you succeed in the program. For example, a school may determine that you need additional quantitative preparation and recommend a refresher course prior to starting certain courses within the program. Test Structure and Content The Executive Assessment is a 90-minute, computer-adaptive test. There are 40 questions on the test. Questions are split into three sections: integrated reasoning, verbal reasoning, and quantitative reasoning. Youll have 30 minutes to complete each section. There are no breaks. Heres what you should expect on each section of the test: The integrated reasoning section has 12 questions. The question types that youll encounter on this section of the test include multi-source reasoning, graphics interpretation, two-part analysis, and table analysis. To answer the questions, youll have to use your logic and reasoning skills to evaluate information that is presented to you through a graph, table, diagram, chart, or passage of text. The verbal reasoning section consists of 14 questions. Question types include critical reasoning, sentence correction, and reading comprehension. To answer the questions, youll have to read a passage and then answer questions that test your understanding of the text, your ability to evaluate an argument, or your knowledge of grammar in written English. The quantitative reasoning section has 14 questions. Youll encounter just two different types of questions: data sufficiency and problem-solving. Youll need some knowledge of basic arithmetic (fractions, decimals, percents, roots, etc.) and alg ebra (expressions, equations, inequalities, functions, etc.) to answer these questions, but not much more than you would need to know to pass a freshman algebra class in high school. In some cases, youll be asked to solve a math problem; in others, youll be asked to evaluate the information provided in the question to determine if there is enough data to answer the question. Pros and Cons of the Executive Assessment The biggest advantage of the Executive Assessment is that it is specifically designed to test the skills that you have already acquired in your professional career. So unlike the GMAT and GRE, the Executive Assessment does not require you to take a prep course or engage in other forms of expensive, time-consuming preparation. As a mid-career professional, you should already have the knowledge you need to answer the questions on the Executive Assessment. Another plus is that there is no  analytical writing assessment like there is on the GMAT and GRE, so if writing under a tight deadline is difficult for you, youll have one less thing to worry about. There are drawbacks to the Executive Assessment. First off, it costs a little bit more than the GRE and the GMAT. It can also be a challenging test if you don’t have the required knowledge, if you need a math refresher, or if you arent familiar with the test structure. But the biggest drawback is that it is only accepted by a limited number of schools - so taking the Executive Assessment might not fulfill the standardized test score requirements for the school you are applying to. Business Schools That Accept the Executive Assessment The Executive Assessment was first administered in 2016. It is a relatively new exam, so it is not accepted by every business school. Right now, only a handful of  top business schools are using it. However, the GMAC hopes to make the Executive Assessment the norm for EMBA admissions, so it is likely that more and more schools will begin to use the Executive Assessment as time goes by. Before making the decision to take the Executive Assessment instead of the GMAT or GRE, you should check the admissions requirements for your target EMBA program to see what types of test scores are accepted. Some of the  schools that accept Executive Assessment scores from EMBA applicants include: China European International Business School (CEIBS)Columbia Business SchoolDarden School of BusinessIESE Business SchoolINSEADLondon Business SchoolThe University of Chicago Booth School of BusinessThe University of Hong KongUCLA Anderson