Communication In Business

Many f our historic brands such as Johnnie Walker and Guinness were built on the same corporate citizenship that we hold today. We agree to the fact that we cannot change the world on our own. With our participation and continuous support towards the UN Global Compact, we can learn from others and show leadership. Though, here at Adagio Pl, we recognize that there are still many changes and improvements that need to be made among us and also among our supply chains. This submission hopes to continue our commitment to the UN Global Compact policies by proposing recommendations based on our experiences and mistakes to the local network.

Our local network region chosen will be India. The recommendations are based on two principles of the UN Global Compact. The principles are 1) Principle 2: “Businesses should make sure they are not complicit in human rights abuses. ” (The Ten Principles/ Principle 2 2012). 2) Principle 8: “Businesses should undertake initiatives to promote greater environmental responsibility’ (The Ten Principles/ Principle 8 2012). The recommendations are:- Encourage suppliers to Join the Suppliers Ethical Data Exchange (Sexed). Encourage other corporations to harness employee’s power. Recommendation 1

Our experience in developing countries has shown how complicity in human right abuses can arise when negligence occurred in the supply chain. We learned from our mistakes and come up with the following recommendation to prevent such thing from happening again in India. We Join the Suppliers Ethical Data Exchange (Sexed) (Adagio 2007). Through Sexed, suppliers will post a self-assessment of their practices and products. These can be accessed by any of their customers. At present we count 300 of our own suppliers in Sexed. The assessment of each supplier is then closely checked against the Ethical Trading Initiative standards of human rights.

We encourage all suppliers of Adagio Pl to Join the Sexed. We also Join a group of food and drink manufacturers who have strong belief on the fact that their supply chains should operate in the highest standards towards human rights. We are currently working with suppliers assessed as non-compliant and try to make them improve. Incase there is no improvement from our supplier; we retain the possibility of seeking alternative sources of supply. This year, we stopped our business with one of our supplier in Asia because he was not willing to report his performance.

Benefits and Implications Consumers: They are given information about the product that they will be using directly from our supplier. Moreover they will know whether or not the supplier is compliant with current human right policies. Suppliers: Getting involved in Sexed will definitely capture the interest of other companies in the product they made. Shareholders: By avoiding human rights controversies, the company will be protected against legislative and financial repercussion and as a result the company’s profit will not be affected.

Recommendation 2 Since we’re been creating our 201 5 targets, we have been working hard to minimize our environmental impact. Targeting the obvious things can be straightforward. But to able to address our other impacts, we needed the knowledge and ideas of the people on the ground in our daily operations. We realized that the employee’s involvement could be the missing link to achieve our environmental targets. We come up with the Greening as recommendation (Adagio Sustainability & Responsibility Report 2011). Greening is the codename for the strategy implemented to encourage employees to act in an environmental friendly way.

The employees from different site will form teams known as the “GREEN TEAM”. Teams will compete to win Olympic- Tyler medals for completing environmental initiatives. These ranges from bronze medal projects to gold medal achievements. Winning sites will be chosen across the whole world and each winner will be awarded EYE,OHO to invest in the new environmental friendly project either on site or locally. Also depending on the success of the program, one idea is to launch a new platinum category to reward gold medal sites that will help another facility start a green team.

Our business is about celebration and we try to bring that into everything we do. And also the reason why Greening will work is we tap our people’s sense of community and also their nominative spirit. Benefits and Implications Employees: Capture the interests of 20,000 people working on all level of our business in 80 sites across 40 countries and also provide a platform for the employees to share their idea. Consumers: This will create an impact in the mind of our consumers. People are starting to care for their future generation.

They want to deal with firms who are environmentally responsible. Greening will definitely create something positive for our company. Environment: The purpose of Greening is the impact it has on the environment whilst the main purpose of the whole program. The award winning project will be implemented throughout all sites in the world. We are expecting achievements like cutting amount of water used by 60% or reducing amount of carbon dioxide emission by 50% on our site. Greening will definitely be beneficial for the environment.

Challenges The implementation of the proposed recommendations will be a challenging task. The problem with the first recommendation is that withdrawing from a non- compliant supplier will only displace the problem rather than solving it. Our action could affect the supplier’s employees and owners. For small community, the loss in business of the supplier could have big economic implications. Our objective is to balance those risks and help the supplier to improve instead. The challenge faced due to the second recommendation is not all employees will be willing to take part in the program.

Creating awareness among the employees is also of great concern for A success story We at Adagio Pl have responsibility towards our stakeholders and the environment. We continue to show our support to the principles of the UN Global Compact. We believe that the proposed recommendation could be used as a guideline by our local network and other corporation to fulfill their social contract towards their stakeholders. By creating innovative and smart CARS approaches, our business and our society will benefit hence continuing our success story.

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Unit guide

It will look at the evolution of risk, the requirements for risk management, the risk management process and steps, and the application of risk management. Mode of Delivery Coalfield (Evening) 3 hours per week Additional workload requirements This is a six credit point unit with three hours class contact per week over 12 teaching weeks. It is expected that you will spend, on average, nine hours in self-directed study each week, in addition to the three hours of class contact. Self-directed study for a particular unit may exceed nine hours during weeks preceding an in-semester test, submission of a major assignment or final examination.

The feedback is anonymous and provides the Faculty with evidence of aspects that students are satisfied 1 For more information on Manama’s educational strategy, see: www. Monish. Deed. AU/ about/Monish-directions/ and on student evaluations, see: www. Policy. Monish. Deed/ policy-bank/academic/education/quality/student-evaluation-policy. HTML Previous Student Evaluations of this Unit Student feedback has highlighted the following strengths of this unit: (1) ‘great delivery’ and (2) ‘aligned with the real world’. Student feedback has also contributed to continuous improvements, including ‘more practice examples’.

Classes may consist of group presentations, case studies, discussions and completion of assigned work. The lecture sessions will cover significant points of the topics (see Unit Schedule), and may be used to discuss a aspect of each topic, but rather provide a framework of the important theoretical concepts and practical issues. Given this framework students are expected to attend all classes and participate actively. In order to participate and to gain maximum benefit from the sessions, all the questions, set for each week, are to be attempted before the class for that week.

At times in the class the lecturer will invite students to raise and discuss relevant issues and areas of concern. Students should take this opportunity, particularly in lass, to clarify areas of difficulty and to contribute actively to the discussion of the model answers to the set of weekly questions. 4 Students are expected to spend additional private study time and access the recommend readings, which are listed in this guide and on Blackboard. In addition to the recommended readings and sets of weekly questions, a number of past examinations and tests, together with model answers, are provided on Blackboard.

These resources enable students to develop a mastery of the topics covered by the unit. To ensure a high probability of completing successfully this unit, students need o approach it in a systematic way. At a minimum this should involve: reading the prescribed material prior to each weekly session; preparing solutions to each set of questions prior to the session; attending sessions and participating in discussions of model answers; reviewing material from other references from time to time; and attempt relevant past examination and test questions.

Assessment Summary Within semester assessment: 50% Examination: 50% Assessment Task Value Due Date Individual assignment 15% spin, 1 April 2014 25% spin, 13 May 2014 week 3 – week 12 on class) Examination 1 To be advised Hurdle Requirements There is a hurdle requirement in this unit. The learning outcomes in this unit require students to demonstrate a comprehensive understanding of the topics covered in the unit. This is demonstrated by the requirement that the student must attain a mark of at least 50% in the final examination.

A student’s final mark is normally the sum of the marks obtained in all of the individual assessment items in the unit. Where a student fails the unit solely because of failure to satisfy the hurdle requirement, a mark of 48 will be returned for the unit. Second marking Where an assessment task is given a fail grade by an examiner, that piece of work will be marked again by a second examiner who will independently evaluate the work, and consult with the first marker. No student will be awarded a fail grade for an assessment task or unit without a second examiner confirming the result.

Note: Exceptions to this are individual pieces of assessment contributing 10% or less of the final mark, unless the total of such pieces exceeds 30% of the final mark. Return of final marks Faculty policy states that ‘the final mark that a student receives for a unit will be determined by the Board of Examiners on the recommendation of the Chief Examiner taking into account all aspects of assessment’. The final mark for this unit will be released by the Board of Examiners on the date nominated in the Faculty Calendar. Student results will be accessible through the my. Gnash portal. Exam viewing Feedback on student performance in examinations and other end-of-semester assessment is required, in accordance with the University’s procedures on Unit www. Busses. Monish. Deed. AU/ABA/student/exam-view/index. HTML. Assessment Criteria Grading Descriptors available at: http://www. Busses. Monish. Deed. AU/eggs/gag/policies/assessment. HTML. Assessment Requirements Assessment task 1 Title: Due date: Details of task: Full details of the assessment task will be provided on Model along with all references required to complete the task.

Word limit: 2,000 words Weighting’s: Presentation requirements: Referencing requirements: Work submitted for assessment must be consistent with the guidelines set down in the Q Manual, which is the faculty’s student guide for producing quality work on time. Marks may be deducted where in-text citations and/or the reference list is not insistent with the American Psychological Association (PAPA) style, which is illustrated in the Q Manual.

Plagiarism: In order to ensure the academic integrity of your submission and to deter others from copying your work, your submission may be processed by a plagiarism checker such as Turning. The University’s plagiarism policy is available online. Estimated return date: Marked assignments will be returned to you during week 7. If you do not attend the class in week 7, you may collect your assignment from your tutor during consultation times from week 8 onwards. You should retain the marked copy of your submission until the final results for the unit are released.

Criteria for marking: Overall, the work submitted for assessment will be graded in accord with the table showing examples of grades and corresponding achievement levels published in the Q Manual (2012, p. 6). A detailed marking guide will be provided on Model. Learning This assessment task is designed to test your achievement of learning objectives 1 , 3, 4 and 5. Submission details: Assignments should be submitted electronically and in hardcopy via the department assignment box at Level 3, Building H.

Work submitted for assessment must be accompanied by a completed and signed assignment coversheet. Penalties for late lodgment: A penalty of 10% of the total mark allocated to this assessment task will be deducted for each day, or part thereof, it is late. Applications for an extension of time allocated to an in-semester assessment task must be made by completing the application form. The application form must be submitted to the Chief Examiner for consideration no later than two university working days after the due date. Assessment task 2 references required to complete the task 3,000 words

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Enhanced Formal Communications Project

————————————————- ————————————————- Memorandum TO:Accountants FROM:—– SUBJECT:Changes to SAS 115 DATE:September 30, 2011 ————————————————- Overview The American Institute of Certified Public Accountants (AICPA) was founded in 1887, the AICPA represents the AICPA represents all Certified Public Accounts (CPA) nationally regarding rules and regulations and also serves as advocate to public interest groups and other professional organizations.

The AICPA develops standards regulations, educates its members on various directions, monitors and enforces compliance and ethical standards. Statement of Accounting Standards (SAS No. 115) was issued by the Auditing Standards Board (ASB); became effective for audit of financial statement for period ending on or after December 15, 2009. SAS 115 supersedes SAS 112 that had some weaknesses in its terminology, definitions and guidance for evaluating deficiencies. Benefits of the New Requirements The new requirement will establish standards rules and provides guidance on communicating matters related to your organization’s internal control over financial reporting identified on the next audit of financial statements * SAS 115 will prevent, detect and correct misstatements on a timely basis * It will provide reasonable assurance about your achievement and objectives with regard to the reliability of financial reporting effectiveness and efficiency of operations, and compliance with the new laws and regulations. Communication Upon completion of the audit, our firm will provide you with a management letter identifying the findings. * Our firm will still continue to monitor progress on all previous existing deficiencies or weaknesses from previous years. * All communications pertaining to deficiencies or weaknesses will be made available within 60 days following the completion of the report. * Our firm will provide a management letter of “no findings” for your records if no deficiencies are found. Audit is not a punishment, but in a process mechanism to help organizations have zero findings on their financial statement regardless of the size of the organization.

While requirements to report in writing all deficiencies or weaknesses may take more time, it will ensure for better communication and awareness. SAS 115 allows our firm to gain insightful information to better serve you in the future and help you improve internal control by eliminating deficiencies. We thank you for continuing trust in our firm for the past three 3 years and our staff is available to answer or walk through any process that might seem challenging with the new regulations. We will schedule a meeting with the members of your finance team to go over these regulations two weeks prior to our audit scheduled date.

References Anderson, B. (2007, June). The Management Letter After SAS 112. Retrieved from http://www. allbusiness. com/professional-services/accounting-tax-auditing/8900335-1. html Beichler, V. (2009, March). Communicating Internal Control-Related Matters in SAS No. 115. Tennessee CPA Journal. Retrieved from http://www. tncpa. org/journal/articles/communicatinginternal. pdf AICPA, (2010, September). Employee Benefit Plan Audit Quality Center. Statement of Auditing Standards (SAS) No. 115 Communicating Internal Control Related

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Famous people

The reason I’m writing Is to give you some Information about famous people and to express my thoughts about It. To begin with, I know many famous people In our world. They try to do their best to become such. My favorite personality Is the British actress Kerri Knightly. I think that Kerri Is the best combination of beauty and talent. Her acting amazes me, her actions make me speechless, her voice can attract anybody attention. She worked very hard and collaborated with the most ammos actors and became one of them very quickly.

She played and is still playing in very popular movies with the most known directors and that’s why she is very famous. The most popular her roles are in the films “Pirates of the Caribbean”, “Pride and Prejudice”, “Ana Karen”. So, I want to say that Kerri is very famous and popular nowadays. I usually get information about this person from the Internet, TV, some magazines and newspapers. Also, my friends are fond of her talent, so we often tell each other deferent facts about her life and exchange different Information.

We know everything about her work and private life. As far as I’m concerned, I would not Like to be famous. There are many reasons why I think so. Firstly, I think, It Is very hard to be famous. Every time you must know that you are an example to follow by many. So, you should avoid some situations In which you can attract your fans and abandon the usual look. Secondly, every time you can be pursued by paparazzi, hat’s why you won’t be able to feel good in your daily life and work.

Also, your fans will spy on you in every possible way. You will feel tired giving them your autographs. And lastly and most importantly, everyone will know everything about your life. Your private life will be public and you won’t be able to hide some facts, which are very dear to you. In addition, I think that to be a famous person is not an easy task. So, people who work hard, must be successful in their life, but they must also remember that to be a famous person Is hard too.

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How to Become a Good Communicator

How to become a good communicator? I want to start my topic with the quotation of Antoine de Saint-Exupery: “There’s only one true luxury, and that is the luxury of human relations”. I think lots of people would agree with this statement because human relations are one of the most important things in our lives. Relations are communication – communication in a family, communication with friends, communication at work and so on. I want to emphasize on communication at work because communication in an organization is one of the hardest nuts to crack in business today.

Communication has an enormous influence on business, it comes up in every company, every department. The repercussions of not communicating are vast. And it’s clear that face-to-face communication is far more important than any others. It can’t be beaten. That’s why it’s necessary to be a good communicator. Good communicators have always been a valuable asset for any business. When speaking, they are good at giving information. They don’t confuse their listener; they make their points clearly and try to avoid technical terms, abbreviations or jargon.

Furthermore, although they may digress and leave the main point, they will not ramble and lose sight of their main message. Good communicators also really listen to people and take in what is said. So, to sum up, I’d like to mention that really effective communicators, who have the ability to engage with colleagues, employees, customers and suppliers, are highly appreciated in business nowadays. In conclusion I’d like to say that good communication is trust to each other and the quotation of Fransua de Laroshfuko proves it: “Trust helps the conversation much more than intellect”.

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Communication and Child Persuasive Essay

Introduction: The aim of this report is to identify the reasons why people communicate and the ways in which this can affect relationships. I will identify what we need to remember when we are trying to promote communication with others and the barriers that we may come across when doing this. I will endeavour to explain the extra support available for individual’s who may have problems communicating and how coming from different backgrounds/cultures can affect how an individual communicates.

I will also describe the ways in which we must treat confidential disclosures and how confidential information should be treated. 1. 1 IDENTIFY THE DIFFERENT REASONS PEOPLE COMMUNICATE People communicate to: Build relationships When a new child/parent enters our setting the first thing that will happen is some form of communication such as a smile or greeting the child/parent with hello. This is the foundation on which a child’s trust is based. If a child sees a good relationship between us and their parents this will make the transition period smoother.

Share thoughts and ideas When children share thoughts and ideas they are being given the chance to express themselves freely. Children will have ideas and thoughts that they need to share by doing this they are able to grow in confidence and self-esteem, we should always listen to a child’s ideas even if they are incorrect as this will encourage a child to share further ideas and thoughts. feedback and reflection encourages mental stim Gain and share information track development, diagnose problems early Express needs and feelings Gain reassurance and acknowledgement 1. EXPLAIN HOW COMMUNICATION AFFECTS RELATIONSHIPS IN THE WORK SETTING Communication affects relationships in the work setting in the following ways: – Sharing and Gaining Information By sharing and gaining information from parents/colleagues such as how the child is feeling, their likes and dislikes, what play interests the child has, we are much better equipped to bring the best out of the child. Effective communication is extremely important if the child has a medical condition or perhaps is attending a speech therapist. Knowing these things can help us with the child’s development. Settling In It is important that we communicate well when a child is settling into a new environment as the child may feel anxious or nervous about the new setting as this may be the first time the child has left the parents. Good communication helps in building relationships, making it easier for the child to feel happy and secure in a new environment. Communicating and building a relationship with the parents allows them to trust and feel happy with us as practitioners enabling them to confidently leave the child in our care. – Supporting children’s Play and Learning

If we have good communication with a child they are able to benefit more from play and learning activities. It enables them to take part and understand activities. It also encourages better speech and vocabulary and gives them the confidence to express their thoughts and ideas, making them feel more relaxed and comfortable within the setting. – Transitions It is important to have good communication in periods of transition such as moving schools or childminders, as this makes it easier for the child to adjust and feel happy and comfortable in the new setting.

For example having good communication and building relationships with each other allows information to be passed on effectively and efficiently making the transition easier for the child, parents and practitioner. 2. 2 DESCRIBE THE FACTORS TO CONSIDER WHEN PROMOTING EFFECTIVE COMMUNICATION The factors to consider when promoting effective communication are: – Environment It is important that we think about the environment we are in when communicating with others.

When we are communicating with adults or young children we may need to find somewhere quiet, a busy or noisy environment may be distracting, preventing information being passed / received accurately. A young child will be able to understand instructions, learn better and feel relaxed if the environment is quieter and calmer. With toddlers and younger children we may need to find an area which is familiar to their home setting, e. g. if the child likes playing with play dough we could arrange to sit with the child at this table. – Proximity, Orientation and Posture

We should always consider distance when we are communicating with others. If we have a strong relationship with a child they will allow us to get closer as the child knows and trusts us and should not find this behaviour intimidating. We should also consider cultural with others as some sayings/gestures in our culture may differ to that of a person from a different culture. Our body’s position is also important as if we stand in front of someone they may find this overpowering. But if we were to stand beside them and turn our body towards them this sends out a warm and friendly signal.

Having good posture when communicating with others is also important as this gives out a clear message that you are listening and interested in what they are saying. – Listening Skills When we are communicating we should always show that we are ‘Actively Listening’. To Actively Listen we must think about what is being said and be aware of the body language. We should always give our full attention to the person speaking and listen to the tone of what they are saying. This is important when communicating with children as it promotes children’s speech and helps when dealing with difficult situations. Time When we are communicating we need to give the person we are communicating with time to think about what we are saying. This is very important with young children so they understand what we are saying, or understand the instruction that has been given. Parents may also need time to understand or digest the information that has been past onto them. 3. 1 EXPLAIN HOW PEOPLE FROM DIFFERENT BACKGROUNDS MAY USE AND/OR INTERPRET COMMUNICATION METHODS IN DIFFERENT WAYS. People from different backgrounds may use and/or interpret communication methods in the following ways: – Family Background

Family background is important in communication as all families have different styles of communication. For example some children may come from a family that has more than one language, while other children may come from a family that is outgoing and noisy. Others may come from a family that is shy in nature. All of these will affect the way in which the child later communicates as an adult. – Personality Personalities can affect the way in which a child/adult communicates. With young children we can often see if their personality is outgoing even before their speech / language has developed.

For example a child of a shyer nature will have a quieter personality, they may seem unenthusiastic in group discussions or with people they don’t know as they find this uncomfortable. – Confidence and Self-esteem Confidence and self-esteem plays an important part in the way people communicate. For example a child who has been mocked when they have been reading in class may find public speaking as an adult difficult. Whereas a child who was praised for their reading is more likely to grow into an adult with more confidence in this area. – Literacy Literacy skills are acquired throughout life.

Some people will have a higher level of literacy skills than others. For example some people may have learning difficulties or may have had to immigrate and have had to learn a completely new language. – ICT Knowledge Most people will have acquired some form of ICT Knowledge whether it be using internet, internet phones, emails, accessing photos, phone conversations, but we will not all have the same level of ICT knowledge. For example a person may not be able to read emails or follow written instructions well, so they are not as comfortable in this area as others. 3. 2 IDENTIFY BARRIERS TO EFFECTIVE COMMUNICATION

Some of the barriers we may face to effectively communicate are: Information – Sender may have language difficulties and find it hard to express themselves in oral or written forms. Encoding – Sender may have difficulty in choosing appropriate words/language or use an inappropriate style or tone. Transfer – Emails may not be received. Reception – Visual impairment may prevent a recipient from picking up facial expressions, gestures or anything that has been written down. Decoding – Recipient’s relationship with the sender will influence the way that messages are decoded e. message from someone who is liked may be received differently than from a stranger. Feedback – Sender may not see feedback and realise that there are any difficulties with the way that they have communicated. Response – Sender may respond negatively as meaning of communication is not clear or style of communication is inappropriate. 3. 5 EXPLAIN HOW TO ACCESS EXTRA SUPPORT OR SERVICES TO ENABLE INDIVIDUALS TO COMMUNICATE EFFECTIVELY The ways in which we can access extra support or services to communicate effectively are: Transition and Interpreting Services We may need to use a Translator from time to time if a person cannot read/understand our language. For example this is useful if a parent wants to show us a letter that has been written in a different language. An Interpreter may also be used if someone has hearing or speech impairment this assists communication to be made with them. – Speech and Language Services Children’s speech develops at different times and stages, every child is different. For example some young children may need the service of a Speech Therapist.

We may need to seek support of these services to help us communicate effectively with the child by using visual aids such as pictures. This helps us to meet the child’s individual needs. – Advocacy Children or young people who are in care may have had an advocate service such as Social Services. These services are used so the child can express their personal views, opinions and how they are feeling. It also ensures the best interests of the child are met and that their rights under the United Nations Convention are met. We have a duty to ensure this for each and every child. 4. 1 EXPLAIN THE MEANING OF THE TERM CONFIDENTIALITY

The term Confidentiality means that we must not share or disclose personal information gained through work that we would not publicly know with others. As practitioner’s we will receive confidential information on a daily basis, information we receive should be treated confidential unless there is a duty to pass the information on eg, in cases of child abuse or danger to a child’s welfare. Confidential information that we may receive is personal details on a child’s live such as address, phone number, date of birth ; health and development issues. Individual’s have the right to keep this type of information private.

P Tassoni et al (2010:15) states, “Confidentiality is about respecting other people’s rights to privacy and keeping safe the information that they have provided. ” A parent may pass on something they want kept confidential to protect their child from embarrassment. For example, a parent may disclose that their child has suddenly started wetting his/her pants and may ask you to keep an eye on the child and discretely change pants if necessary. This type of information should only be shared with others on a need to know basis. Breach of policies surrounding confidentiality are usually disciplinary offences which are treated seriously. . 2DESCRIBE WAYS TO MAINTAIN CONFIDENTIALITY IN DAY TO DAY COMMUNICATION A setting should have an office where parents can speak to members of staff about confidential matters. This information will be passed to staff on a need to know basis. Staff are told to think about what they are saying in front of “young ears” and other parents. Gossip should be avoided. All written paperwork/computer records kept on the children within the setting should be in an office area and kept under lock and key/passworded and the setting will have policies on who has access to this information.

Should a child make a serious disclosure to a member of staff, about possible abuse/neglect, all staff will be fully trained in the settings Child Protection procedures and staff will know the reporting procedure in these circumstances. As part of their training, staff will know that any breach of confidentiality within the setting could result in a disciplinary action being taken against them and in serious cases may even result in dismissal. 4. 3DESCRIBE THE POTENTIAL TENSION BETWEEN MAINTAINING AN INDIVIDUAL’S CONFIDENTIALITY AND DISCLOSING CONCERNS

There will be occasions that we need to disclose confidential information such as if we feel a child’s welfare is at risk or if we think abuse is suspected or a crime has been committed. We are obliged to pass our concerns quickly, discretely and directly to our manager or an appropriate agency such as Social Services. By doing this we can still retain confidentiality within a setting as other members of staff or parents will not know the issues that have been raised. This also ensures that the rights of the child are met under the UNCRC (online www. unicef. org. k) Article 19 states “Children’s rights to be protected from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation including sexual abuse by those looking after them. ” All settings must be on the Data Protection Register and be registered with the Data Protection Commission. If confidentiality has been breached this can have serious consequences and can lead to dismissal, most settings will have their own polices and procedures. Conclusion: As we can see from the above, communication is a vital part of everyday life.

Good communication skills assist us in nearly every situation we can find ourselves in. When communication is well managed, conflict can be avoided and respect and well-being of all parties improved. It is vital that we understand how to treat confidential information, when such information should be kept confidential and when and how it should be reported if we feel it necessary to safeguard and protect children. Bibliography: Tassoni P et al (2010), CHILDREN ; YOUNG PEOPLE’S WORKFORCE, Heineman, London, UK. UNCRC (Online), UN CONVENTION ON THE RIGHTS OF THE CHILD, www. unicef. org. uk

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Issues of Group in Iium

[pic] English for Academic Writting LE 4000 Dr. Faridah Abdul Malik Section 50 A Study on IIUM Students on the Issues of Group Workings Saiful Bahri ABSTRACT Under organizational behavior comes group behavior, how individual behave when working in group. This paper examines the posible errors that can be found in tasks done in group. The result showed that some of the errors are done on purpose due to laziness of IIUM students. Although, these students are aware of what causes the problems and what they should avoid to have a free-problem group work but they still manage to do them, either intentionally or unintentionally.

Therefore, in reminding them, some ground rules and peer assessment should be adapted in each group. Keywords: free-rider, teamwork, miscommunication, and time management. INTRODUCTION Organizational behavior is the study of individuals and the behaviors they have within an organization and in a workplace setting. It is an interdisciplinary field that includes sociology, psychology, communication and management (Organizational Behavior Introduction, Catherwood Library). Group behavior is a part of the organizational behavior in which it falls under the interdiciplinary field of sociolagy, how individual work in small r large groups. Group behaviour differs from mass actions which refers to people behaving similarly on a more global scale while group behaviour refers usually to people in one place and having a coordinated behaviors. The members in a group should each be interdependence (depends on other member’s output as well), have social interaction (there should either be verbal or non-verbal communication), have a perception of a group ( agreeing that they are a part of a group) and mush have common in purpose (to achieve the same goal). Working in groups have their advantages, one of them being, having a collective set of ideas.

Having many people working on the same work allows the work to get not only your input but also from others in the group. This increases the quality, reliability and validity of the work. Although, problems may arise as well, as individuals have their own behaviors and may not be compatible with other people, and that then will effect the quality of your group work’s output. The purpose of this research paper is to investigate the possible errors that can be found in tasks done in groups. In details, the objectives that i want to reach is: 1. to understand how miscommunications can happen in a group among the IIUM students, . to determine whether IIUM students work together when given a group assignment, 3. to understand how time becomes a big constraint when working in groups among the IIUM students. Some terms that may be found in this paper are free-riders, teamwork, miscommunication, and time management. • Free-rider A person that is in a group but not doing any work but still get rewards and benefits from the work done. • Teamwork The collective work that members in a group put in to accomplish the assignment (task/job) that is given to their group. Each one of them gives contribution and work together in harmony in doint the work. Miscommunication When the members are not interacting among each other in doing the work, each are working separately, not knowing the growth of their work and not refereing to one another when one has reached a dead end with their work. • Time management The way that a person manages or allocate their time in doing specific things in terms of whether they are on-time or not. LITERATURE REVIEW Working in groups are complicated because one has to adapt to all behaviors of the group members and if one cannot adapt, problems will start to rise.

Some students are used to working alone all the time, therefore they will have difficulties in working in group. They will have to listen to other’s ideas, accept them, know how to interact and so much more. Like what Whatley (2009) said, without experience in group working, it will be hard for students to overcome the problems of working in group in which it will show in the quality output of your group’s work. Although, these students may not have the experience, their group members whom might have some (experience), may teach them or can lead the group knowing what and how to do it.

This is the best part of working in groups, the students get to learn from one another. Leaning on one another in the group allows issues to be solved that arises from group work, the students should together come up with some basic rules that each should agree on and follow. If problems are left unsolved or undealt with, it may either grow bigger causing more and more problem but if lucky it would just go away. In either way, the members will be affected as they will feel some tension going around and might not perform as well as they could have.

It is possible to go through the motion of a team project exercise and still not learn fundamental lessons about the essence of working in teams, ranging from communication skill to the ability to motivate others (Wolfe, Student Attitudes toward Team Projects). In the study of Dunne and Rawlins (2000), Hansen (2006) and Prichard, Stratford, & Bizo (2006) taken by Whatley (2009), it is known that a team project in higher level of education can provide a safe environment for learning about group working, with the help of guidance as a base for them to work on.

Ford & Morice (2003), suggests that a micro management strategy should be opted in group assignments that would teach the students about how to act in when in group so that they can prepare themselves for when they enter the workforce. From Chang (1999), in the study, it was found that most students participated well and put effort in the group because they will be assessed by their fellow group members. Therefore, in the ground rules, assessment should be included, too, as Chang (1999) study showed how it motivates the student to perform.

Running on ground rules, communication should be highlighted and stressed on it’s importance when working in group. In cases of free-riders or not distributing equal work among the group members, they should voice out and let other members know how you feel about it and how unfair it is for that to happen. They need to communicate amongst themselves and take part in doing the work. Whether the communications are done in all direction, horizontally or vertically, what is important is that it should be clearly communicated and spoken in language and terms that is able to be understood.

Not only should communication be put in the ground rule but also the importance of time management. Therefore, as Whatley (2009) said, to ensure trust in the group, they (the group members) should agree on some ground rules and follow them. From Whatley (2009) again, she had mentioned that in gaining consensus among all the group members, a group must have some face-to-face meeting as well as having selecting some ground rules in order to have a clear and ambiguous communication in the group. “Conflict involves negotiation, whether it resulted in a Win-Lose or a Win-Win outcome.

Naturally a Win-Win outcome is preferred. ” (Chang, 1999) Free-rider is a serious problem in group work. Students who do not contribute effort and input will effect the other members emotionally, though, most times they do not show. It is very unfortunate that the student still have the decency of wanting their name to be included on submited work. It is all too possible to for students to let others do the heavy lifting of a team project, and yet reap the benefits of the eventual outcome (Wolfe, Student Attitudes toward Team Projects).

It is possible for high levels of individual accomplishment to go unrewarded, or even punished, as a result of the factors beyong their control (Wolfe, Student Attitudes toward Team Projects). Yes, tonnes and tonnes of problems may arise from group work, but it offers some beneficial rewards also. For example, one get to share it’s ideas among the othe groupmates and in turn gets some ideas or feedbacks back from their groupmates. Futhermore, doing work in group eases the workload one has to do if is working alone. In groups, tasks are divided among all members and each are given own responsibilies in the group.

From Ford & Morice (2003) findings, they found that even though students frequently encounter problems working in group but they would still prefer to work in group rather than individually. This shows that, eventhough they had problems but having the knowledge and ideas being shared in groups are more important that it can scratch out the negative side of group work to them. After conducting a statistical analysis on the test scores, it was found that students who participated in collaborative learning had performed significantly better on the critical- thinking test than students who studied individually (Gokhale, 1995).

RESEARCH METHODOLGY This section discusses the methodology of the research. The main purpose of the research is to investigate to investigate the possible errors that can be found in tasks done in groups. To evaluate and assess the student of IIUM, 20 students were selected randomly. Data for the research were collected through questionnaire. This research uses only the quantitative research methodology. The instrument used to collect the data was questionnaire. A set of questionnaire containing 18 questions are divided into 4 sections was newly developed.

Different question types, such as, ranking, yes-no, and open-ended were used in the questionnaire. The different sections of the questionnaire were: i) Background , ii) Communication , iii) Team work iv) Time management. The respondents of the study were the undergraduate students of IIUM from different kulliyyahs. On 3rd December 2011, a total of 20 questionnaires were distributed to IIUM students at different kulliyyahs and all questionnaire was returned. Of these number, 11 were male and the rest, 9, were female. No approval was needed in handing out the questionnaires in IIUM.

During the actual study, questionnaire were distributed at various locations on campus, such as Economics Cafe’, KENMS, mahallah, HS kulliyyah and etc. Data were entered into the computer and analyzed using excel. Results were presented through frequency counts and other descriptive statistics. FINDINGS From the data collected, 11 of the respondents were male and nine of them were female, in which there were five of them who were 20 years old, two were 21 years old, seven respondents were 22 years old, two respondents were 23 years old and four of them were 24 years old.

Most of the respondents are Malaysian, totaling to seven of them and the rest were Singaporean (four), Kyrgyz (three), Vietnamese (three), Indonesian (two) and Siamese (one). Most of the respondents were from Kulliyyah of Economics (six), one were from Kulliyyah of IRK, one from Architecture, one from Law, another one from Education, four being from HS, two were engineering students and the remaining four were from Kulliyyah of ICT. In which four of the respondents were first year students, another four were in their second year, seven being a third year student and five were in the fourth year of studying in IIUM.

Figure 1: Student’s thought on group works [pic] Figure 1 shows the percentage of rankings on what students of IIUM think about group works, whether they like it or they prefer to work individually. As seen in the figure above, only 10% did not like working in groups whereas 25% said it was less preferred. 25% ranked them to be neutral on the issue, while another 25% and 15% of the respondents saying it is preferable and most preferable to work in groups, consequtively. Figure 2: Student’s preferred communication method [pic] Table 1: Communication method ranking |5 |4 |3 |2 |1 | |Call |0 |0 |3 |8 |9 | |Text |0 |0 |2 |5 |13 | |Email/Chatroom |13 |4 |2 |1 |0 | |Meet |7 |7 |6 |0 |0 | | | | | | | | Although, from Figure 2 and Table 1, the respondents showed otherwise. In Figure 2, comparison between the ‘Most prefered’ and ‘Not prefered’ ranks on the communication method is shown just to have clearer view of those who prefered to work in group and those who do not. The data in the table shows the whole data gathered on about how they really communicate with their groupmates. Figure 3 below shows the percentage on the students’ opinion to why miscommunication happens among their group members, in which most of them said because of misunderstanding, that is misinterpreting what one another is saying. 0% of them said because of language barrier (having hard time to commute in mutual language), 20% said it is because there are lack of meetings and the remaining 15% ticked ‘Others’. Those who ticked ‘Others’ said that because they are not able to accept other’s ideas and views. Figure 3 [pic] Figure 4: Experience with free-riders [pic] Figure 4 is for the section on teamwork. In which this figure shows the number of respondents having experience to grouping with a free-rider. As shown, 11 of them said they have and the rest never had. Apart from that, 35% of the respondents said yes that all their members assigned the tasks equally, 10% does not and the highest percentage (55%) said only in some of their groups gives equal work and their other group does not.

Refering to the questionnaire, Question 13 is similar to question 12, this is to make sure that there is reliability in the respondents’ answers, and there is. Basically, for those who answered that ‘only some of their group give out equal tasks’ (55% being 11 in number) said they were given extra tasks. These datas charts can be refered to in the appendix as Figure 7 and 8. Figure 5: Reason for finishing work late [pic] For the time management section, 15 of the respondents said yes it does take a long time for them to finish only their part. Interpreting that into percentage, 75% said yes (can be refered to Figure 9 in the appendix). Figure 5 above are data from those 75% that answered yes to taking a long period to finish own part, those who answered yes only answer this question.

Therefore, seven of them said they are busy with other assignments, five says because the assignment is complicated therefore they need longer time and another three said they are just lazy to do their part earlier. Figure 6: Reasons for late to meetings [pic] In Figure 6, not all 20 respondents are being analyzed on, only thos who answered yes in showing up on-time to group meetings are being analyzed, that is 60%, the other 40% does not come on-time. For a better picture, this data is graphed into Figure 10 in the appendix. Moving on, most of these respondents said they come late because they are busy with other things, four of them said they do not like to be on-time, another four said things always comes up during those times and five of them do nont normally check the time therefore it is either their luck that they came on-time or not.

Apart from asking about the respondents coming on-time, from the collected data none of the respondents’ other groupmates comes early to all meetings, but 7 said their group came early to most meetings, ten said their members came early to some of the meetings and the remaining three said none of them ever came early. DISCUSSION Under the communication part, it can be seen that with 20% respondents saying lack of meetings leads to miscommunication and not almost but all respondents agreed that the best communication method would be meetings. With that, looking at what they answered for the rest of communication part’s question, knowingly that face-to-face meetings are crucial, most of them only communicate through emails and chatrooms leaving with only seven respondents who actually is walking the talk (doing the meetings).

This is supported by Whatley (2009), she had mentioned that in gaining consensus among all the group members, a group must have some face-to-face meeting as well as having selecting some ground rules in order to have a clear and ambiguous communication in the group. Miscommunication happens when they meet less, have language barrier, misunderstand one another, and being unable to accept what others have to say. These seven respondents sees the importance of ‘teamwork’ in accomplishing group works, therefore, they have them. From the analysis, the IIUM students have the awareness on the importance of having quality communication but somehow they are lazy in actually doing the things that would increase their communication’s quality.

By having this meet-ups, all miscommunication can be overcome, even with language barrier, (if and only if the group members do not keep quiet about how they feel and what problems they ecounter with the group or task being assigned) when they have meet-ups and talk out their problems, and making sure each and every members understands the task they are being assigned. One of this paper’s research objective is to determine whether the IIUM students work together in their group, the obvious data that is graphed into Figure 8, shows that 55% of the respondents had been given extra tasks. From the datas gathered it can be seen that there are still those who free-rides on group assignment. Up to 11 respondents have had free-riders as their group member and all of the respondents said their group members would care if there was a free-rider in the group.

Free-riders do not do any work, therefore when a free-rider exist in a group, tasks are not being allocated equally among all members as some of them have to do the task that was assigned to the free-rider. Proving this by the 55% of respondents saying yes that in some groups only that tasks were being distributed equally, other way of looking at it is that some does not distribute equally and another 10% said none of their group ever equally distribute them. Obviously, all members would not know that there is a free-rider until reaching to the compilation date, in which the free-rider do not have any work to send and would be giving excuses for it instead of doing it, and those members who care so much for the assignment would be doing the free-rider’s part of the work. Here are some statements to prove this.

It is all too possible for students to let others do the heavy lifting of a team project, and yet reap the benefits of the eventual outcome (Wolfe, Student Attitudes toward Team Projects). It is possible for high levels of individual accomplishment to go unrewarded, or even punished, as a result of the factors beyond their control (Student Attitudes toward Team Projects). Looking at the time management aspect of the IIUM students, they are very undisciplined in finishing and submiting their part to other member, with a 75% of the respondents says they are usually late. Making their reasons to be because they are busy with other things, the assignment is complicated, and some even said they are just too lazy to get it done early.

These students with this mentality (lazy to get assignment done early) are bad to be having in a group because they like to do things at the very last minute and with constraint in time, quality of work production would definitly not reach the standard. Although, in terms of being on-time at meetings, these respondents showed otherwise. Majority of them are on-time meaning that they do have time management under control. In some aspects the IIUM students are good with time management and in some they are bad. As proven by Chang (1999), in her study, she found that most students participated well and put effort in the group because they will be assessed by their fellow group members. In the peer assessment form, how each member manages their time in coming to meetings or submiting work on-time, should be included as this will motivate the students to manage their time better. CONCLUSION

This study investigates the posible errors that are found in group work. It includes a bit on the importance of teamwork, how to overcome the issues and why the issues rise in the first place. The objectives of this study is to understand how miscommunications can happen in a group among the IIUM students, to determine whether IIUM students work together when given a group assignment, to understand how time becomes a big constraint when working in groups among the IIUM students. In overall, the findings shown that the IIUM students know the importance of group work, how to eliminate problems and so on so forth but they still do not do the things that will cut out problems.

Like in time management, the respondents know that that should be one of the things to be disciplined on but still they do not submit or come on-time due to valid reasons or simply because they are lazy. All the communication, team work and time management are crucial issues that are linked to each other in a certain way. The IIUM students have to overcome the miscommunication problems because when working real jobs later, it is crucial to have a smooth flow of communication amongst all members, because work cannot be completed with quality without communication. Therefore, these students have to start training themselves from now so that it would not affect them later in working life. Without communication, there would be no team work.

Without teamwork, tasks are harder to be accomplised bacause the reason they are being given to work in groups because it would create a better work outcome having variety of ideas coming from each members and that it would quicken up the complition time of the assignment because tasks are divided. Therefore, serious actions should be taken on free-riders because they create dissatisfaction among all the other members in which will lead to stress and tension among the members. Some ideas on how to iradicate some of the group work problems as were shown in Chang (1999), in which peer assessments were done on each group members, in which they have to be honest and truthful about each comment. As for the limitations that were encountered in finishing this research, in which there were not many, searching for articles and journals to do reviews on was a bit of a fuss.

To find the ones that are compatible and having some point being similar to this research was difficult, although successfully, some was found. APPENDIX QUESTIONNAIRE The data to be collected will be used for academic purposes under the subject LE 4000, strictly. Background 1. Gender:( ) Male( ) Female 2. Age:……………. 3. Nationality:……………………………………….. 4. Kulliyyah:( ) Economics ( ) IRK( ) HS( ) Architecture ( ) Engineering( ) ICT( ) Law( ) Education 5. Level of study:1/2/3/4 Communication For Q6 & Q7, rank them with these; 5 = most prefered, 4 = prefered, 3 = neutral, 2 = less prefered, 1 = not prefered 6. With you working in groups are:……. 7.

Your communication method:( ) Call( ) Text( ) Email/Chatroom( ) Meet 8. Which do you think is the best communication method? (Among the methods given in Q8) …………………… 9. In your opinion, why miscommunication happen? ( ) Lack of meeting( ) Language barrier( ) misunderstanding( ) Others Specify others: ……….. Team work 10. Have you had any free-rider as a groupmate? ( ) Yes( ) No 11. Does your other groupmates care that there is a free-rider/s in the group? ( ) Yes( ) No 12. Do you and your groups equally distribute the work? ( ) Yes( ) No( ) In some groups, yes 13. Have you ever been given extra task to do in the group? ) Yes( ) No Time management 14. Does it take a long time to finish your part of your group assignment? ( ) Yes( ) No 15. If you answered ‘Yes’ to Q15, why so: ( ) Busy with other assignment( ) Complicated assignment ( ) Too lazy to get it done early 16. Are you always on-time for your group meetings? ( ) Yes( ) No 17. If you answered ‘No’, why so: ( ) Don’t keep track of time( ) Busy with other things ( )Things always come up( ) Don’t like to come early 18. How many of your groupmates usually come on-time to group meetings? ( ) All( ) Most( ) Some( ) None Thank you for your time. Figure 7: Equal work distribution pic] Figure 8: Extra task given [pic] Figure 9: Needs long time to complete task [pic] Figure 10: On-time to meetings [pic] REFERENCES Whatley, J. (2009). Ground Rules in Team Projects: Findings from a Prototype System to Support Student. Journal of Information Technology Education, 8, 161-176. Ford, M. & Morice, J. (2003). How Fair are Group Assignments? A Survey of Students and Faculty and a Modest Proposal. Journal of Information Technology Education, 2, 367-378. Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology Education, 7(1). Chang, V. (1999). How can conflict within a group be managed? In K.

Martin, N. Stanley and N. Davison (Eds), Teaching in the Disciplines/ Learning in Context, 59-66. Proceedings of the 8th Annual Teaching Learning Forum, The University of Western Australia, February 1999. Wolfe A. M. (n. d. ). Student Attitudes toward Team Projects. Organizational Behavior. http://www. ilr. cornell. edu/library/research/subjectguides/organizationalbehavior. html Group Behavior. Wikipedia. 10 November 2011. http://en. wikipedia. org/wiki/Group_behaviour Nishan Wimalachandra. Organizational Behavior. www. nishanw. org Jex, S. M. ,& Britt, T. W. (2008). Organizational Psychology: A Scientist-Practitioners Approach. Wiley; 2 Edition.

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