Professional Organizational Communication Vision Statement Essay

Professional Organizational Communication Vision Statement - Essay Example Belasen (2000) observes that whereas organizations should have a form of leadership to steer them towards achievement of their goals, this leadership could not necessarily be that obvious in some organizations. With an organization focused on attaining a specific goal, coordination plays a critical role. As such, communication forms the basis of the successful existence of an organization. Therefore, more and more organizations appreciate the importance of communication, especially where production process depend largely on teamwork and collaboration among workers from different functional groups (Belasen, 2000; King, 2009). The change in communication technologies has resulted in transformation of both organizational and work structures, making communication technologies and practices important in organizations. Figure 1 graphically portrays our organizational communication concept. Message would originate from the sender and channeled through the appropriate channel to the recipient, with various factors interfering with the communication, referred to as noise in the graphical representation. Communication is a complex and multifaceted concept in any organization. From the graphical representation of our organization’s communication concept, it would be appreciated that other than the sender and receiver of the message, the environment, the source of noise, also plays a role together with the channels. This appreciates the role of social context and structure of an organization with regards to how it influences communication. According to Downs and Adrian (2004), communication should be considered as a continuous and dynamic process. Furthermore, having analyzed various literature sources, these scholars appreciate communication as a process. This idea of process indicates the interaction of various components whose outcomes would be determined by unspecific consequences. Moreover, Hatala

Narcissism Essay Essay Example for Free

This summary is not available. Please click here to view the post.

Personal Reflection on Learning and Development

Personal Reflection on Learning and Development Within this assignment I will demonstrate the knowledge gained in my practice since starting my post qualifying degree and consider my future learning and development. This training has been about gaining or updating knowledge, but I have also gained further insight into how I work as a practising social worker, I would agree to Gillian Ruchs (lecture notes, February 2008) comments about taking care of yourself quoting Simmonds, le Riche and Tanner that: Knowledge of others cannot be acquired without knowledge of oneself. Knowledge of others cannot be substituted for knowledge of oneself. Knowledge of oneself cannot be acquired without a relationship with others. (Simmonds, in le Riche and Tanner 1998:96) Focus on the Child Assignment on Observation of child in Nursery or play group: For this unit I had to observe a child between the ages of 0-5 years. I had mixed emotions and anxieties. The anxiety was about visiting a place I had very little knowledge of, what would I be observing? What would the young person I was observing be like? Was I competent enough? This helped me to reflect on my own anxieties when visiting children in need in their homes. It has been an important learning experience to understand the impact of my presence that might have on children and their families. The challenge was to observe a child without any specific reasons or concerns with regards to that child. Therefore observing a child without any professional skills of communicating and engaging children, raised the question: How can a professional give up the sense of being in control and become a student again, lay down ones tools and simply be open to what is happening? (Segal 2002-3, p16). Reflecting on this activity I realised the danger in my actual practice. All of us have our own preconceptions, our particular mind sets and prejudices. We have a tendency to see what we are looking for and to look for only what we want to know about. Rarely do we take time to stop and watch intently. These observations sessions offered me with the opportunity to develop ability to remain detached, to suspend judgements and refrain from participation. Assignment on ADHD: I was able to consider current research and ways of supporting children with ADHD and their families. Throughout my research for this assignment I found little evidence that socioeconomic and environmental factors caused ADHD, I also found little evidence that poor parenting or a hectic home life caused ADHD. There are different approaches to treatment of ADHD such as Medical approach and Behavioural modification approach. To date it is unknown what actually causes this condition, which is arguable and so makes it much more difficult in treating ADHD. In addition to this some of the researches suggest that the medications for ADHD can cause potentially harmful side effects and does not treat the cause of Attention Deficit Disorder. I am aware that most doctors would argue that the medication used is safe and beneficial. However in my opinion it is important to recognise that ADHD is a disorder that is managed and not cured. Therefore it is essential for all agencies to work together: medically, socially and educationally, with a common understanding of the whole approach for treatmen t. Behaviour management techniques take time and great patience on everybodys part. But the techniques have been shown to be very effective. In my experience the importance is given to curative rather than preventive measures. I am of the opinion that children with ADHD should get a package of treatments involving the medicines which are closely monitored by doctors and parental involvement with other agencies support for them to manage the childrens behaviour with setting appropriate boundaries. Practice in Partnership with Children, Young People, Their Families and Carers This piece of work highlighted the importance of working in partnership with professionals as well as families to get the best possible outcome for the children. For this particular assignment I tried to reflect on my own understanding about working in partnerships whilst working with the family. Family Rights Group suggests a definition of partnership, Partnership is for each other, rights to information, accountability, competence and values accorded to each individual input. In short, each partner is seen as having something to contribute, power is shared, decisions are made jointly and roles are not only represented but backed by legal and moral rights. (Family Rights Group, 1991). Childrens safety and welfare should be paramount. A learning curve for me was the understanding of importance of self awareness and how this helps to promote the service users best interests (Ruch 2005). It was crucial to consider theories of attachment, child centred services and task centred approach, whilst working with the family to achieve best outcome for the family. It is important to be mindful to practice in an anti oppressive and anti discriminatory way at all times. It was enriching experience to recognise the importance of doing assessment with the families and not on the families a ddressing power imbalance between professionals and service users. Participation, partnerships and networks Research Report This unit gave me opportunity to study thoroughly on one specific subject. As a practitioner working in a very busy front line team it is always hard to go back to become student to learn and unlearn. I was always interested in gaining in depth knowledge in the area of unaccompanied asylum seekers. This study answers the question, Can Collaborative Practices be developed to enhance the services for Looked after Children with specific reference to Unaccompanied Asylum Seeker Children [UASC]. Collaborative working is often used to refer to the process of working together with other professions (Quinney 2006: 10; Balloch and Taylor 2001) with Whittington (2003) defining it as partnership in action (Whittington 2003:16). This area was chosen due to the authors experience of working in a front line team where such examples of working collaboratively with professionals when dealing with UASC are prevalent, and strategies for improved collaboration are always needed. Home office reports that there are approximately 360 children are trafficked into and within the UK each year. Therefore it is therefore necessary when considering what strategies need to be developed to address these shortcomings and to build on pieces of practice that supports all the professionals including fosters carers and social workers to ensure the children are protected. The study also raises flaws in training to both carers and social workers with regards to current legislation and policies to be practiced. Lack of understanding of such important information may result in ineffective responses to identify the risk factors and react efficiently towards it. This study gave me opportunity to acquire conceptual understanding and recommendations for my future interventions with such vulnerable group of children. Innovative Regulatory Practice Group Presentation This particular unit turned out really very hard due to many reasons. The members of my group were from same place and I was not in the same area. Initially there were difficulties of distance and co ordination and I started feeling left out. However with confrontation and with the help from tutors we managed to come up with a good plan of actions and the presentation was prepared as a group activity. I was able to reflect on my style, creativity and interpersonal skills and used them all to be creative in the presentation. I enjoyed researching a topic that I needed further knowledge of: the subject of Trafficked children, which has proved very useful in my work for me and colleagues. On reflection it has shown me how research and knowledge can be effectively used and strategies can employed in working with people to change things together and develop new ways of working which improve practice, knowledge and skills. This very much linked with my Research topic and gained further kno wledge in subject matter. Enabling Others Taking a role as work based supervisor for a final year student for their 6 months Placement in the team This unit enabled me to reflect on my own practices and support a student in placement. I am aware that people work and learn differently and have different needs. I have learnt the importance of balancing and developing my own theorist and reflector styles of learning which has been facilitated by my post graduate training. It has been valuable to understand my own position to be able to recognise and consider other peoples perspectives in my styles of learning. This analysis enabled me to use different approaches and strategies to help students and others to learn and develop. I am more confident to enable others in the work place. I am able to use the theoretical knowledge gained from the course and practical experiences to enable my student to acquire the same. Aims for the Future As social workers we are tasked with making judgments and decisions about individuals lives on a daily basis it is therefore essential that analysis and reflection take place to ensure that those decisions are the right ones. To do this job effectively requires self-knowledge, support and professional competence at the very least. The nature of the training, ongoing supervision and consultation that are required is something that needs urgent attention at many levels (Rustin 2005, p19 in Ruch, 2008). The knowledge gained in completing my post qualifying degree will enable me to incorporate critical reflection into my everyday work practice with service users, student social workers and other professionals across agencies. As usual, social workers are seen to be the reasons why children die when incidents happen. There is a great responsibility on everyone to try to change our culture of blame and help develop personal responsibility and sense of community. Having a more thorough knowledge of the process of change, everyone is different and has different views, enables me to work in such an environment. The course has provided an opportunity to be challenged, learn new things and make sure that I continue to do so.

A Tale of Two Cities Essays: The Character of Lucie Manette :: Tale Two Cities Essays

The Character of Lucie Manette in A Tale of Two Cities Lucie Manette, in A Tale of Two Cities by Charles Dickens, is a quiet young woman. She is deeply compassionate but never develops a real believable character. Her feelings, which are similar in all cases, are revealed to us when she interacts with her father Dr. Manette, Charles Darney, and Sydney Carton. During the scene in the shoemaker's shop the reader learns about daughter Manette through description, actions, and her words. First off, we picture her slowly coming out of the darkness. Next she is described as young, with golden hair, and a dress. Her words are the main point of study, though. The reader has been drawn in by the first superficial description and now we expect that her words will build a strong character in Lucie. Her words however, may be important to the revival of Dr. Manette, but do not create a real, strong, true-to-life character. The comforting words are just a bad sentimental melodrama and she says, "weep for it, weep for it!," over and over. Miss Manette's conversation with Carton is a similar type of conversation in which she reassures Carton several times. The line "If that will be a consolation to you", is a summary of the conversation between Carton and Lucie. Lucie Manette is at the center of the group in Soho, a suburb of London. Because Lucie is a main character we expect her to be in the middle of gatherings. Miss Pross says that hundreds of people visit Lucie, an exageration but still many pay visit to her house in Soho. Because Lucie's character is not fully developed and because we don't fully know her, we are left wondering what part of her character, or personality, makes her so attractive to everyone.

If I Won a Million Dollars and Could’nt Speend It on Myself

I would help my family members. Some of the money I would donate to charity. The rest of the money would go to helping children. First I would give to my mom she raised me as a single mother and had a hard time. I would then get banking accounts for my children so they would have money when they became adults. And hopefully they would make good decisions in life, that would give my kids a better opportunity than I had I would just hope they use it well and that’s the first thing I would do. Next I would donate to charity give money to the Ronald McDonald house. I would give money to the battered women’s shelter to help then get back there life because as a kid I lived with my mom as she was being battered. It would be nice to help someone in need and there’s a lot of women in need of help to escape from being battered and abused . Finally I would build an after school facilities for children so they are not on the streets after school it would have sport’s activities, meals, transportation, and support services. It would help to get more kids off the streets , And that’s what I would do, I would help my family, donate money to charity, battered women’s shelter, and build a after school facilities for children. I may not never win a million dollars but that’s what I would do if I ever won but I’m going to keep playing maybe one day I might win.

Learn All About German Plural Nouns With -e Endings

Learn All About German Plural Nouns With -e Endings There are several different ways to make a noun plural in German. A common way is to add an -e at the end of the word.   When to Add an -e Most German nouns of all genders that consist of one syllable will add -e at the end  to form plurals. Some nouns will also have umlaut changes. Example 1: Here, the noun gains an -e at the end and the noun becomes plural instead of masculine. der Schuh (the shoe, singular) becomes  die Schuhe (plural). Ich habe meinen Schuh verloren. (I lost my shoe.) Ich habe meine Schuhe verloren. (I lost my shoes.) Example 2: Here, the noun not only gains an -e at the end, but the u gets an umlaut.   die Wurst (the sausage, singular) becomes  die Wà ¼rste (plural). Ich esse eine Wurst. (I’m eating a sausage.) Ich esse die Wà ¼rste. (Im eating sausages.) When Plural Nouns Take a Different Ending The only time a different plural ending is added  is when the noun is dative. In this case, the noun always adds an -en ending. See the chart below for a summary of this plural group in all cases. In this chart, nom. stands for nominative, acc. stands for accusative, dat. stands for dative and gen. is genitive.   Plural Nouns With -e Endings Read more about plural nouns here.   Case Singular Plural nom.acc.dat.gen. der Hund (the dog)den Hunddem Hunddes Hundes die Hundedie Hundeden Hundender Hunde nom.acc.dat.gen. die Hand (the hand)die Handder Handder Hand die Hndedie Hndeden Hndender Hnde nom.acc.dat.gen. das Hemd (the shirt)das Hemddem Hemddes Hemdes die Hemdedie Hemdeden Hemdender Hemde