Academic Communication final report 3B PDF

Preview

Summary

7 grade...

Description

Final Report 3B

Client: Ken Beutel Position title: QUT director Organisation: QUT

Researcher: Anna Ly Organisation: QUT college

Due date: 7th August 2020 Word count: 1505 words

Table of Contents 1.0 Introduction 1.1 Background

3 3

1.2 Purpose 3 2.0 Discussion 4 2.1 Collaborative Skills

4

2.2 Creative Thinking

4

2.3 Problem Solving

5

2.4 Decision Making Skills 5-6 3.0 Conclusions 7 3.1

7

3.2

7

3.3

7

3.4

7

4.0 Recommendations 8 4.1

8

4.2

8

4.3

8

4.4 8 References

9-10

Appendix

11-12

1.0 Introduction 1.1 Background Society believed that knowledge helps to both enhance the quality of life and encourage people to see the world from new ways. This is important for student’s success in finding appropriate university as a place to grow their insight or potential. Besides, chosen faculty must be accorded to abilities and job opportunities. Moreover, if international students want to achieve success in both learning or future career, they must show academic knowledge and even relating skills. The research indicates that many of the skills students utilized for successful collaboration in the simulation are the same skills that employers value as most important when evaluating job candidates (Gresch & Rawls,2017). Recognition of these skills plays a crucial role in attaining success for students. Overall, students enhance these skills not only to get higher outcomes in learning but also it relates future career standards. Because of the significance of these skills contributing to great success for students, the client is Mr.Ken Beutel (Director QUTIC) has requested a report to deliver these skills to Diploma students, due date for submission on 7th August 2020. 1.2 Purpose The overall goal of this report is to show and analyze the essential contribution of collaborative skills, creative thinking, solving-problem ability, making decision skills to the success of business students. This information from the report is useful for the client to facilitate students to enhance the necessary skills for the attainment of the future purpose in their chosen field.

2.0 Discussion 2.1 Collaborative skills Being a success in higher education entails business students to show their collaborative ability for shared goals. This is essential for undergraduates to join in leadership training for developing collaborative skills in university. Tumilty et al (2019) note that leadership training encourages student's self-awareness, effective communication resulting in collaborative skills with high-functioning team. In management, for example, students can participate in extra-time training about leadership to improve their collaboration by team-based activities. The second approach to enhance these skills is listening approach. Nossel (2018) suggests that listening is one of the fundamental ways to boost teamwork and collaboration. According to this evidence, students should practice listening ability deeply in lectures or tutorials. When economic students work in team for a project , be an active listener to make team members feel valued and cut off misunderstandings helping to achieve high outcomes easily . Therefore, leadership coaching and listening make a great contribution to fostering collaboration resulting in success of business students. 2.2 Creative thinking One of the skills influencing business students to attain excellent outcomes in university is creative thinking. One critical approach is useful for these students to boost their creative thinking that is participating in skills-building workshops. Workshops facilitate students developing new ideas, solutions, skill-set resulting in enhancing creative thinking and collaboration (Ottawa,2013). Speakers having deep knowledge and experience give students innovative ideas, perspectives, and new solutions as an effective method to generate creativity in workshops and it is useful for students to join in, interact with presenters and make some questions actively. Marketing students need to participate in the advertising workshop to gain recent promotion trend developing the creative advertises. Besides, students use the interaction with peers for development of creative thinking (Shirazi et al, 2020). Undergraduates should join in group discussion, case study, team-based learning to interact with others, it gives them the opportunity to gain new ideas or opinions from that interaction to develop creative solutions for

learning issues such as finding marketing strategic plans. Generally, business students should apply two approaches which are useful to achieve high outcomes in university.

2.3 Problem-solving Getting successful completion of the university degree needs to meet knowledge standards and relating-business skills such as solving-problem. One method of students used to develop solving-problem skills is design thinking. Stanford et al (2017) suggest that design thinking is becoming more prevalent as a go-to approach for problem solving and innovation. It is prohibitively significant for students to apply this method because it provides a laser focus on the actual, human roots of a given problem to solve real needs at the outset. For instance, when market problems occur this method helps marketing students understand about cause of issues and generate which steps needed to handle those problems. Moreover, business educators use brainstorming as a great approach to enhance this ability. Research notes that the solvingproblem skills are based upon generating various ideas and solutions through the brainstorming process (Jacobson et al, 2020). Students require to join in this process proactively as brainstorm allows them to engender new solutions or creative ideas in coping with learning issues or important assessments resulting in prominent grades. Particularly, financial students regularly face financial or economic concerns, therefore, brainstorm is a valuable way to produce suitable solutions for problems. To attain success in university, business students must boost their solving-problem skills by two approaches mentioned. 2.4 Decision Making Skills An important factor making a great contribution to student’s success is making decision skills. These skills require both expertise knowledge applications and experience. To enhance making decision ability, business educators apply the argument mapping method in their learning. Because research suggests that the advantage of argument mapping shows clarity of reasoning based on supportive evidence, leading to a conclusion, that strengthens both decisionmaking skills and learning outcomes in business curriculum (Gargouri & Naatus.2017). Moreover, in management, students using argument mapping can allocate and manage resources effectively, leading to achieving high outcomes in assignments. Besides, writing down advantages and disadvantages is a good way to enhance decision skills. Rao (2015) argued that

efficient and smart leaders pay attention to both pros and cons whereas making a decision. Students should think about what benefits and costs before making decisions as it allows them to understand their situation to choose the most appropriate decisions for problems. In economics, this approach gives educators to choose the best solution for financial issues. It is extremely vital to use two methods proposed for achieving success in business faculty.

3.0 Conclusion 3.1 Although two approaches mentioned are the essential factors increasing collaborative skills, participating leadership training assumed that is the most crucial method for boosting these skills. The main reason is that students can interact with several people avoiding communicating errors and being confident to collaborate with others for solving economic problems effectively. Consequently, leadership coaching is a valuable element in achieving success in business field for educators. 3.2 Skill-building workshops and interaction also have the importance of increasing creative thinking skills. However, there is a convincing justification for workshops why it is the most vital approach to enhance this ability. Because presentators in workshops have deep knowledge, experiences about business or economics to share for students. Thus, those students gain new knowledge combining their perception to generate creative ideas to solve financial problems. Therefore, joining in workshops is the best way to get success in the business industry through creative thinking. 3.3 While the first method facilitates business educators to fostering their solving-problem ability, brainstorming believed to be the most effective approach to develop these skills. The convincing reason is brainstorming activities help students to collaborate with others, hence it encourages to create strategic solutions and adequate answers tackling unexpected problems. For instance, management educators can reduce running costs by saving campaigns generated through brainstorm. Therefore, the brainstorming method makes the greatest contribution to business student’s success. 3.4 The development of decision-making skills requires to use argument mapping and writing down benefits and costs. However, the second method argued to be the best way to stimulates these skills, the main reason is that it helps students leverage advantages and disadvantages in a

situation to choose the most suitable answer leading to the right decision. Particularly, accounting students need to make investment decisions according to the company’s budget. Generally, looking at pros and cons encourages students to attain purposes through decisionmaking skills.

4.0 Recommendations Based on the discussion research and conclusions, the following recommendations are made to the client 4.1 Provide team-based assignments such as SWOT analysis in tutorials weekly for business educators. That activities allow students to collaborate and interact with others, not only they can gain knowledge but also avoid communicating mistakes resulting in boosting the collaborative skills. (refer to conclusion 3.1) 4.2 Organize a meeting that shares experiences and tips from financial, economic experts, or excellent graduates each semester at the student welfare union. Because things shared help students to be able to use those things combining their knowledge to generate creative, unique, new ideas or solutions for tackling their issues. (refer to conclusion 3.2) 4.3 Create an online brainstorming application to encourage online students to brainstorm to solve problems with tutors. This is vital in the real world to gain great ideas and adequate answers from various students, Thus, they can cope with problems for shared goals. (refer to conclusion 3.3) 4.4 Open the periodic training 1 time per 3 months in which mentors guide students what steps needed to make decisions effectively. Base on knowledge taught, they can practice real situations in training which is fundamental to enhance decision-making skills. (refer to conclusion 3.4)

5.0 References

Gargouri, C., & Naatus, M. K. (2017). An experiment in mind-mapping and argument-mapping: Tools for assessing outcomes in the business curriculum. The e - Journal of Business Education & Scholarship

of

Teaching, 11(2),

39-47,69-78.

Retrieved

from

https://gateway.library.qut.edu.au/login?url=https://www-proquestcom.ezp01.library.qut.edu.au/docview/2002967012?accountid=13380 Gresch, E., & Rawls, J. (2017). Secrets to success: Business skills and knowledge that students find most useful in succeeding in a capstone course simulation. Journal of Education for Business, 92(7), 358–367. https://doi.org/10.1080/08832323.2017.1393375 Jacobson, S., Seavey, J., Goodman, J., Nichols, O., Williams, L., Márquez‐García, M., & Barbosa, O. (2020). Integrating Entrepreneurship and Art to Improve Creative Problem Solving in Fisheries Education. Fisheries, 45(2), 84–89. https://doi.org/10.1002/fsh.10351 Nossel, M. (2018). Powered by Storytelling: Excavate, Craft, and Present Stories to Transform Business Communication (1st edition). McGraw-Hill. Ottawa.(2013, Aug 12). Global students inspired to imagine what is possible at junior achievement's next

generation

leaders

forum. Canada

NewsWire. Retrieved

https://gateway.library.qut.edu.au/login?url=https://search-proquestcom.ezp01.library.qut.edu.au/docview/1419408321?accountid=13380

from

Rao, M. S. (2015). Fight for pretty things, not petty things. Leadership Excellence Essentials, 32(5), 34. Retrieved

https://gateway.library.qut.edu.au/login?url=https://www-proquest-

from

com.ezp01.library.qut.edu.au/docview/1682228625?accountid=1338 Shirazi, M., Modarres, M., Shariati, M., & Afzal Sadat, H. D. (2020). Technical simulation using goldfish bowl method: A medical teaching method for increasing Student’s creativity. Archives of Iranian Medicine, 23(1), 37-43. Retrieved from https://gateway.library.qut.edu.au/login? url=https://www.proquest.com/docview/2352804838?accountid=13380 Stanford,

J.

et

al.

(2017).

What

is

design

thinking?.

O’Reilly

Media

Company.

https://learning.oreilly.com/library/view/what-is-design/9781491998786/ Tumilty, E., Chao, C., Aronson, J. F., & Hellmich, M. R. (2019). 3302 student leadership training effects on team dynamics and collaborative work in high-pressure, interprofessional team environments. Journal

of

Clinical

doi:http://dx.doi.org/10.1017/cts.2019.175

and

Translational

Science, 3,

74.

6.0 Appendix QCD110 3B Final report feedback and reflection form Student Number: 10713778 Criterion Standard 5

Self-Assessment presubmission against criterion

Name: Anna Ly

Peer assessment presubmission Student name: ______ Shyam nileshkumar ________

Self-assessment post-submission reflecting on tutor feedback and performance.

Student number: _ n10743669 __________ Content 50% Relevant content supported by a competent use of sources. 1.0 Introduction 1.1 Background Opening paragraph of the report. It should include the following: - What the issue is (broad to narrow) - A citation to validate the importance of developing skills for student success - Who the client is - Why the issue is important to the client - Date for the report to be finished 1.2 Purpose The client's broad and narrow objective.

Do you feel you have met this standard?

Has this student met this standard?

Yes/No. Above/Below? Standard: _7____

Yes/No. Above/Below? Standard: ____

Describe what you did well: I have followed the structrure of this assignment, I proposed 4 subtopics appropriately supported by strong secondary resources. I have explained selected methods reasonably with clear recommendations, the academic sources last about 5 years.

Describe what this student did well: The formation of the sentence was very good and structure of was the report was well and you use the new words for the formation of the sentence which was impressive. Your recommendations are specific.

2.0 Discussion Linked to the subtopic skill Focused on student success Each entry: 2 x supporting key points/ methods-each with a citation. 3.0 Conclusions Each entry: 1 x supporting key point/method argued as most valuable. 4.0 Recommendations Each entry: 1 x specific action as to how the preferred key point/method should be developed at university

Explain what you could improve: I need to choose specific method to link student success and pay attention to rules of APA reference.

Explain what this student could improve: to improve your report you need to work more on the language formation and focus more the explanation in conclusions.

What aspect of this criterion do you need to improve?

How will you improve on this skill?

Research Integrated and clearly linked to supporting methods, providing justification. Academic, current (last 10 years) sources selected. Language 10% Academic language use is a mix of simple and complex structures, and used mostly accurately. Coherent language Grammar Sentence clarity Academic language Language features Hedging, argument, referring

Do you feel you have met this standard? Yes/No. Above/Below? Standard: ___6__ Describe what you did well: I used language of argument, signpost, connectives regularly to make my assignment more coherent with various grammar structures, there is a link between sentences Explain what you could improve: I need to fix misspellings and use complex structures

Has this student met this standard? Yes/No. Above/Below? Standard: ____ Describe what this student did well: using grammar structure is quite good, there is link between sentences by using signpost, connectives with clarity. Language of argument makes your assignment stronger. Explain what this student could improve: : you need to use complex grammar structures and using academic language is accurate

What aspect of this criterion do you need to improve?

How will you improve on this skill?...