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Effective communication is important in the work setting
Understanding why effective communication is important in the work setting
Effective communication is important in the work setting
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Twenty years ago, the typical college graduate looked forward to a 9 to 5 job with a detailed job description. The outlook to the future was to have a long history with the same employer with a pension waiting upon retirement. Today, business and industry are downsizing and reorganizing. Businesses are trying to increase productivity while decreasing costs. In today’s world, it is vital that the future workforce have good communication skills along with technical knowledge in career performance.
Regardless of the career choice, today’s organizations are looking for people in the workforce who can write, listen, persuade others, and demonstrate good interpersonal communication skills and technical knowledge. Business leaders suggest taking a basic course in communication as the first step in making perspective personnel more marketable. Skills needed for the workforce in the 21st century include techniques to communicate technical information clearly and simply to non-technical people. Communication skills are practical for easy understanding. These explanation skills are essential for the concise communication of the workforce’s areas of expertise, which is practical for understanding, and valued as a needed ability by industry to willingly contribute information to other team members. Employees are looking for people who display the right attitude, along with these technical skills and who exercise these skills with effectiveness.
Most professional and technical academic programs include some requirements for the practice of basic foundation skills. Effective interpersonal, organizational, professional, and learning skills will significantly impact the ability for a success move within and between careers. Masterin...
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...lty and profits and bolsters business stability for years to come.
Works Cited
Bureau of Labor Statistics. “Occupational Outlook Handbook, 2008-2009 edition.” Writing and
reading across the curriculum. Laurence Behrens and Leonard J. Rosen. Eleventh Edition. Longman, 2011. 248-250. Print.
Ritchel. “Medicine.” Writing and reading across the curriculum. Laurence Behrens and Leonard
J. Rosen. Eleventh Edition. Longman, 2011. 271-274. Print.
Jill Casner-Lotto and Linda Barrington. “Are they really ready to work?” Writing and reading
across the curriculum. Laurence Behrens and Leonard J. Rosen. Eleventh Edition. Longman, 2011. 250-260. Print.
Ursula Huws. “Fixed and footloose: work and identity in the twenty-first century.” Writing and
reading across the curriculum. Laurence Behrens and Leonard J. Rosen. Eleventh Edition. Longman, 2011. 214-220. Print.
Connected to this theme is the development of a shared, lived experience, where students and teacher are involved in an ongoing negotiation of curriculum. In the first 13 chapters, Paley’s central focus is to develop a learning community within the safety of the classroom. In the second half of her book, Paley illustrates how the combination of these two themes in turn offers an opportunity for what we call an opening up of the definition of curriculum. This review is an analysis of these three themes within the organizational framework of Paley’s book. The theme of children and teachers as co-creators of curriculum is established in the first chapter when Paley says, “Each year I wait to be reawakened by a Reeny … something to ponder deeply and expand upon extravagantly” (p.10). Reeny responds to this call by asserting herself early on as a curriculum leader in Paley’s classroom. Because children themselves are curriculum makers and leaders, curriculum cannot be imposed upon the learner. Ultimately, this opening up of the discussion of what curriculum means is established by Reeny in the last lines of the book when she announces: “But I’m thinking, why don’t you stay and we’ll talk about it. Don’t fly away. See we can keep talking about it, okay?” (p. 99). It is in Reeny’s utterance that we understand—the curriculum conversation must necessarily begin with students’
Milgram, Stanley. “The Perils of Obedience.” Writing and Reading Across the Curriculum. Eds. Laurence Behrens and Leonard J. Rosen. Boston: Longman, 2011. 692-704.
Students with Readings. 7th Ed. Roger Davis, Laura K. Davis, Kay L. Stewart and Chris J. Bullock. Toronto: Pearson, 2013. 234-236. Print.
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
Behrens, Laurence, and Leonard J. Rosen, eds. Writing and Reading Across the Curriculum. 7th ed. NewYork: Longman, 2000.
Writing and Reading across the Curriculum. Laurence Behrens and Leonard J. Rosen, Boston: Pearson 2011. 274-279
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
middle of paper ... ... Westport, CT: Greenwood Press [cited 12 September 2011]. Available from: http://www.questiaschool.com>.
Perrault, Charles. “Cinderella.” Writing and Reading Across the Curriculum. Ed. Laurence Behrens, Leonard J. Rosen. Toronto: Longman, 2013. 236-240. Print.
White, Fred D., and Simone J. Billings. The Well-crafted Argument: Across the Curriculum. Boston, MA: Wadsworth Cengage Learning, 2013. Print.
As I have noted, I truly believe that the numerous job skills that are needed to be successful include dedication, communication, and adaptation. First of all, you must be devoted to your career if you want exemplary results. Equally important, being able to articulate your ideas, and intellectually communicate said ideas will ensure a successful time at you occupation. Last but not least, in order to be successful in your employment, you must be flexible to the obstacles that are inevitable. I urge you to strive to obtain these essential job skills because they are worthwhile.
The reading selections for this week provide a historical perspective of comprehension instruction at various grade levels. The authors describe characteristics of learners at various grade levels, examine previous instructional goals and discuss the goals for the future, examine previous learning contexts and what learning contexts should become and how assessment strategies can be improved to meet the challenges of learners at various grade and proficiency levels. It is important to note the influence of multiple literacies and the challenges of integrating conventional discourses and nonconventional discourses in the learning context. Wharton-McDonald and Swiger (2009) said, “Instructional practices that repair the disconnect between students’ public and private literacies—practices that form connections between what is personally interesting to students and the material they are asked to read in school will support the development of comprehension processes” (Developing Higher Order Comprehension in the Middle Grades, 2009, p. 523).
Literacy is an on-going skill that teachers and students alike should commonly study and practice in all grades. Problems faced by teachers, especially teachers in higher grades, are not having the skills to be effective teachers of literacy. To effectively teach literacy across content areas, a teacher would need skills such as knowledge of the reading process and the ability to cultivate the knowledge gained in order to make informed decisions within their classrooms (Clary, Oglan, Styslinger,
Being able to communicate effectively in a professional manner is vital in most, if not all, career paths. This statement brings up some important questions. Do potential employers really care about an applicant’s communication skills? How will I use communication skills in my own career? How has college improved my own professional communication skills? Understanding how to communicate in a professional manner can help people in their careers and I feel improving my own communication skills will benefit me now and in the future.
As in all aspects of personal and professional life, having effective communication is a key element of success. Effective communication can benefit your relationships with people. By conveying your message and integrating them as a member of the team and not just a subordinate leads to better production. By effectively communicating you can clearly define job responsibilities and expectations. The better you are able to communicate the less likely organizational turnover of personnel will occur. Supervisors and leaders in the professional workplace find that the most important factor in advancement and retain ability is effective communication. Senior level executives and human resources managers are stressing the importance of communication and providing more training for mid-level management. Emphasis is placed on communication being clear by being transmitted strongly.