write a essay
Please note: A penalty of 5% will apply to submissions without a cover sheet. A penalty of 10% per day will apply to late submissions.
Length:1,300 words max. This does not include your reference list.
Purpose: The purpose of the task is to demonstrate your understanding of what you have learned about business communication (SLO 1) and to communicate this in writing clearly and fluently (PLO 3.1).
Task: You are required to respond to the questions below by developing two reflective learning log entries. For both parts of the learning log, you will write 400-500 words critically reflecting on what you have learned from the subject materials up until that point, and how this relates to professional practice. Your learning log must respond to the following questions:
Part A: The critical incident (to be completed for classes in week 3)
Describe an experience or critical incident you have experienced or witnessed in a work-based setting, involving an aspect of poor communication. You may draw on experiences you have had as an employee, as a customer, or simply as an observer of organizational life. How did you feel about the incident? Given your insights from the subjects learning materials why was the communication so poor and how could it have been improved?
Part B: Your business communication skills (to be completed prior to submission in week 6)
In engaging with the subjects learning materials, what insights did you gain for the development of your own interpersonal communication skills in work-based settings? How can these insights inform the way you communicate with people in the future?
Prior to your final submission in week 6, you are required to collate the two entries into one document and add an introductory paragraph (introduction) and a concluding paragraph (conclusion) explaining how your thinking about business communication has evolved overall and how this will inform your future professional practice.
Assessment Criteria:
Your collated learning log will be assessed on
Clear purpose and introduction (5%)
Language appropriate to purpose and audience (20%)
Structure appropriate to purpose and audience (10%)
Referencing (5%)
Reflexivity ability to draw out significant learning experiences including evidence of insights/learning outcomes (40%)
Critical thinking including ability to analyse how learning applies to professional practice (20%)
Format requirements:
12 pt font
1.5 line spacing
2.5 cm margins
APA or UTS Harvard referencing
Further information:
The requirements of this reflective writing task have implications for the writing style and structure of your learning logs.
Writing style
The reflective writing this task requires is less formal than the writing in other tasks you may encounter at university such as essays and reports. Importantly, you are allowed and encouraged to use personal pronouns (I, me) and possessives (my) to express your thoughts, reactions, interpretations and ideas.
However, at the same time, you are still required to adhere to the usual academic conventions. This means:
Use full grammatically correct sentences.
Refrain from using colloquialisms and vague expressions
Edit your work carefully to ensure clarity of writing
Reference your sources properly in-text and in your reference list (APA style or UTS Harvard Style)
Proof-read your final work for grammar issues, typos and spelling mistakes
Organisational Dialogue: Theory & Practice
Briefing sheet
SPR
2020
Assignment 1 Learning log
1
Weighting: This learning log is worth 50% of your final mark.
Due date:
02 Sept 2020
Submission:
Via Turnitin in the Canvas Assignments area. In your submission, include this cover sheet, including
your name, student ID and Tutor name.
Please note: A penalty of 5% will apply to submissions without a cover sheet. A penalty of 10% per
day will apply to late submissions.
Length:
1,300 words max. This does not include your reference list.
Purpose
The purpose of the task is to demonstrate your understanding of what you have learned about
business communication (SLO 1) and to communicate this in writing clearly and fluently (PLO 3.1).
Task:
You are required to respond to the questions below by developing two reflective learning log
entries. For both parts of the learning log you will write 400-500 words critically reflecting on what
you have learned from the subject materials up until that point, and how this relates to professional
practice. Your learning log must respond to the following questions:
Part A: The critical incident (to be completed for classes in week 3)
Describe an experience or critical incident you have experienced or witnessed in a work-
based setting, involving an aspect of poor communication. You may draw on experiences
you have had as an employee, as a customer or simply as an observer of organisational life.
How did you feel about the incident? Given your insights from the subjects learning
materials why was the communication so poor and how could it have been improved?
Part B: Your business communication skills (to be completed prior to submission in week 6)
In engaging with the subjects learning materials, what insights did you gain for the
development of your own interpersonal communication skills in work-based settings? How
can these insights inform the way you communicate with people in the future?
Prior to your final submission in week 6, you are required to collate the two entries into one
document and add an introductory paragraph (introduction) and a concluding paragraph
(conclusion) explaining how your thinking about business communication has evolved overall and
how this will inform your future professional practice.
Organisational Dialogue: Theory & Practice
Briefing sheet
SPR
2020
Assignment 1 Learning log
2
Assessment Criteria:
Your collated learning log will be assessed on
1. Clear purpose and introduction (5%)
2. Language appropriate to purpose and audience (20%)
3. Structure appropriate to purpose and audience (10%)
4. Referencing (5%)
5. Reflexivity ability to draw out significant learning experiences including evidence of
insights/learning outcomes (40%)
6. Critical thinking including ability to analyse how learning applies to professional practice (20%)
Format requirements:
12 pt font
1.5 line spacing
2.5 cm margins
APA referencing
Further information:
The requirements of this reflective writing task have implications for the writing style and structure
of your learning logs.
Writing style
The reflective writing this task requires is less formal than the writing in other tasks you may
encounter at university such as essays and reports. Importantly, you are allowed and encouraged to
use personal pronouns (I, me) and possessives (my) to express your thoughts, reactions,
interpretations and ideas.
However, at the same time, you are still required to adhere to the usual academic conventions. This
means:
Use full grammatically correct sentences.
Refrain from using colloquialisms and vague expressions
Edit your work carefully to ensure clarity of writing
Reference your sources properly in-text and in your reference list (UTS Harvard style)
Proof-read your final work for grammar issues, typos and spelling mistakes
Organisational Dialogue: Theory & Practice
Briefing sheet
SPR
2020
Assignment 1 Learning log
3
Structure
Introduction
Orientation (purpose of the paper), overall argument (how has your thinking
about business communication evolved?), preview
Part A learning log
Looking back what have
you learned?
Making sense/explaining
how is what you have
learned evident in the
pre-learning materials
(integration of theory)
Looking outward how
does this relate to
professional practice?
Part B learning log
Looking back Making sense/explaining Looking outward
Conclusion
Summary & synthesis of overall argument, implications/significance for your
future professional practice
Reference list APA Style Dr. Walter Jarvis
University of Technology
School of Business
Management Discipline Group
Organisational Dialogue: Theory & Practice
Week 4 Intercultural communication
12/18/2020 5:29 PM
2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation.
MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.
1
Cultural differences? Shanghai Uni in 2012-4:
Teaching 300 students in a B.Bus capstone subject
Context: expectations students; lecturer?
Experiences: shared disillusionment, misunderstandings and tensions.
Consequences: implications for learning in post-graduate business education learning FIRST HAND about different policies & institutions governing DIFFERENT SOCIETIES & THEREFORE INSTITUTIONS: interconnections between economics and business, education, environment, health care, child care, retirement, corporate governance, ETC. More glimpsed in a tutorial that followed re clarification of values with many deeply misaligned ambitions.
Who and what comes to mind here?
Speaking to the media before the meeting, Dr Merkel said she would discuss the conflicts in Ukraine and Syria, as well as Iran and the Nord Stream 2 gas pipeline project.
Standing beside Mr Putin outside Meseberg castle, Dr Merkel said she would also raise human rights issues and bilateral relations.
“I am of the opinion that controversial issues can only be addressed in dialogue and through dialogue,” she said.
What alternative is Dr. Merkel suggesting will not work?
Culture: the way we do things here (ie org., & country)
Effective intercultural communication: What skills and mindsets do you think are needed? Start here:
Self-reflection/self-awareness (esp. bias/prejudice linked to Maturity ) = letting go Kant (explained in MLS); illustrated by story of Richard.
Open-mindedness (non-judgemental)
Acceptance (reality)
Respect (self & other)
Empathy (or Compassion?)
Curiosity (about business & society)
Flexibility
Patience
Active listening
Speaking skills
Respect for time (ie punctuality)
Then add TRAVEL WITH CURIOSITY RE POLICIES, SOCIETY & WELLBEING!!
Essential for dialogue (shared understanding)
Todays Agenda: Inter-Cultural communication
Start with culture
Simple, everyday examples
Toward more complex examples
Inter-cultural competence:
Developing
Understanding
Practice
Implications for learning in Organisational Dialogue (and toward Better Conversations).
Summary & Questions
The family meal
Family meal
What assumptions about behaviour do you see?
What basic differences do you see?
Eg., Age, Gender?
Hierarchy?
Roles in Society?
Education at UTS Business School
What assumptions about education and training do you see?
What differences do you see?
For example:
1. Mindsets re success?
2. Attitudes toward goals and means?
3. Skills eg people, team, leadership?
Sandhurst Military College
Intercultural communication competence: basics for shared understanding (for better conversations)
Ask: whats needed to understand?
Answer: see/sense and evaluate differences/variations (intelligence)
Ask: what does develop require?
Answer:
Trust and confidence
(belief in social capital)
practice means learning via humility, courage and determination (character)
Understand cross-cultural differences
Develop cultural awareness
Intercultural communication practice
Our perception is limited
SO WHERE DOES THIS LEAVE US?
What do young children see?
What do adults see?
Develop cultural awareness
What is culture?
The collective programming of the mind which distinguishes the members of one group or category of people from another. (Hofstede 1991, p.5).
However:
Cannot equate cultural programming with behaviour
The software is constantly changing!
Individuals adapt in interaction
Develop cultural awareness
What is culture?
Visible:
Observable behaviour
Language
Customs and rituals
Institutions
Art and architecture
Food, clothing, etc.
Invisible:
Assumptions
Values (ethics; moral)
Beliefs re work and people
influences the way we judge other people
Examples: Egalitarianism; work effort; forms of incentives (intrinsic v. extrinsic see Wells Fargo); attitudes to whistle-blowing in this Bus.School (see Board & Regulator response to Barclays CEO in April 2017).
Develop cultural awareness
Cultural values and orientations
Geert Hofstedes research
Power distance
Individualism vs. Collectivism
Femininity vs. masculinity
Uncertainty avoidance
Long- vs. short-term orientation
Edward Halls research
High context vs. Low context
Monochronic vs. Polychronic
Space orientation/Proxemics
Understand cross-cultural differences
Scenario #1
A North American was working in Indonesia as a consultant to banks on disaster recovery. At one of his presentations to a client an Indonesian bank – he suggested that individual employees who did a good job ought to be given greater recognition by which he meant singling them out for praise in front of their colleagues. His audience was horrified.
Individualism and collectivism: implications for Covid 19 pandemic?
AFS
Degree of interdependence a society maintains among its members
In Individualist societies people are supposed to look after themselves and their direct family only.
In Collectivist societies people belong to in groups that take care of them in exchange for loyalty.
Understand cross-cultural differences
Power distance (hierarchical v. egalitarian)
Power distance = extent to which the less powerful members of a society accept and expect that power is distributed unequally –
Understand cross-cultural differences
Time to reflect
What would be considered as ideal leadership communication in a country with a high power distance index (PDI) vs. a country with a low PDI?
What does this mean for the leadership of a multi-cultural team?
Low context & High Context Cultures
Implicit communication
Explicit communication
Interpersonal harmony
Facial expressions
Tone
Situational context
Assertiveness
Codified rules
Understand cross-cultural differences
Scandinavian, German, Swiss
English, North American, Australian
Italian, French, Spanish, Greek
Asian, Arabic, African, Latin American
Scenario #2
A Singapore businessman in Saudi Arabia is keen to secure an important deal. He has a tight schedule, and cant afford to waste any time. His frustration increases because he has to wait for ages to get an appointment with his Saudi partner. Meetings never start on time, and when they do, there are frequent interruptions, with people coming in to get papers signed. The Saudi partner even takes phone calls when his visitor is in the room.
Scenario #3
An Australian based representative for a pipe manufacturer arrives in Kuala Lumpur to an appointment with a Malaysian manufacturer. He waits patiently for the appointment but it is repeatedly delayed – for several hours. Just before leaving annoyed and frustrated at the wasted effort (not to mention disrespect for what was a firm appointment) the Boardroom door opens and he is invited into the Executive Meeting. The Australian begins to unpack his laptop for a presentation and the distribution of his 12 page proposal when the CEO asks him to put it all away and to sit down with them The CEO then presses a button immediately underneath the top of the boardroom table in front of him a screen descends but not for a presentation! The CEOs explanation shocked the Australian as much as his own expectations shocked the Malaysians. Weve delayed you because we dont do business with people who dont know us and whom we cannot trust so now its time for
Time orientation
Understand cross-cultural differences
Breakout Room Discussion: 5 minutes
Please reflect on the range of cultural factors we have discussed
What cross-cultural differences can you identify in your tutorial groups?
How specifically do they play out?
How can you apply this knowledge to have better conversations /collaborate more effectively?
Intercultural Communication Practice
Full circle
Understand cross-cultural differences
Develop cultural awareness
Intercultural communication practice
Implications of inter-cultural communication for learning in Organisational Dialogue (and toward better conversations).
Exposure to cultures and multiple differences opens us to exploring history & philosophies (ways of thinking/making sense of) how cultures interpret the human condition
There are profound implications for values underpinning work, managing, leading, & citizenship from reinforcing through to indifference and challenging opposition.
Scholar-practitioners will need to be alert to those values and potential for conflicts and challenge.
Be especially alert to national differences in policies re work, health insurance, child care, costs of education (pre/school/vocation & higher), environment, retirement etc as they are the conditions of Business-in-Economies-Serving-Society
Summary and Questions
Inter-cultural communication starts with recognising the challenges of culture often described as the way we do things around here.
There are many examples of what we accept in cultural terms and weve seen some of those through looking at important (basic) differences underpinning views of (i) a Family Meal and (ii) Education and Training.
Inter-cultural competence comprises at least three inter-connected elements each calling for a different frame/set of questions:
Developing cultural awareness (includes asking questions of trust and confidence)
Understanding cross-cultural differences (invites exploration of multiple variations)
Practicing Inter-cultural communication (learning via practice opens the need for humility, courage and determination [aspects of character] to see and better understand differences, and the basis of bias and prejudice).
We will become increasingly sensitive to the merits and risks of cultural and inter-cultural assumptions in work, management and organisations.
FINALLY please read and carefully consider
AT THIS STAGE you should be seeing just how crucial and valuable this subject/this semester is for you, so that, AS POST GRADUATE SCHOLAR-PRACTITIONERS, you can be FULLY focused on learning what will be needed in your professional and publicly accountable roles.
When you understand – and whole-heartedly practice – this foundation youll begin to earn broader respect for your scholarly-practitioner judgements and actions.
Thats the privileged offer of Higher (PG) Education with Local and International Students offering different histories, policies & institutions governing business/varieties of capitalism in their society/our world.
We trust that Scholar-Practitioners will ENGAGE TO THE MAX – AND ENJOY!
THE REWARDS OF LEARNING ARE RICH WELL BEYOND THE FINANCIAL.
We can only hope that students (wanting just the minimum and so risking failure) might be inspired to see the value of shifting to higher, inter-cultural ground!
The questions that flow will amaze you and for many years – well past any final assessment. We hope you will up the challenge to become a scholarly practitioner!
Thank you
References and Further Reading
Gudykunst, W.B. & Kim, Y.Y. 2003, Communicating with Strangers: An Approach to Intercultural Communication, 4th edn, McGraw Hill, New York.
Hall, E. 1976, Beyond Culture, Anchor Press, Garden City.
Hall, E.T. 1959, Silent Language, Doubleday, Garden City.
Hall, S. & du Gay, P. 1996, Questions of Cultural Identity, Sage, Thousand Oaks.
Hannerz, U. 1992, Cultural Complexity: Studies of the Social Organization of Meaning, Columbia University Press, New York.
Hannerz, U. 1996, Transnational Connections: Cultures, People, Places, Routledge, London.
Hofstede, G. 1980, Culture’s Consequences: International Differences in Work Related Values, Sage, Beverly Hills.
Hofstede, G. 1991, Cultures and Organizations: Software of the Mind, McGraw-Hill, London.
Lusting, M.W. & Koester, J. 2006, Intercultural Communication Competence. Interpersonal Communication Across Cultures, McGraw Hill, New York.
Rogers, E. & Steinfatt, T.M. 1999, Intercultural Communication, Waveland, Prospect Heights.
Sackmann, S. (ed.) 1997, Cultural Complexity in Organizations. Inherent Contrasts and Contradictions, Sage, Thousand Oaks.
Samovar, L.A. & Porter, R.E. 1991, Communication between Cultures, Wadsworth, Belmont.
Triandis, H. 1994, Culture and Social Behavior, McGraw-Hill, New York.
Triandis, H. 1995, Individualism and Collectivism, Westview, Boulder.
Trompenaars, F. 1993, Riding the Waves of Culture. Understanding Cultural Diversity in Business, Economist Books, London. Dr. Walter Jarvis
University of Technology
School of Business
Management Department
21878 Organisational Dialogue: Theory & Practice
Lecture 2: Better Conversations Implications for Organisational Performance
12/18/2020 5:27 PM
2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation.
MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.
1
Overview of Lecture 2
Quick recap from Lecture 1: Quiz on the personal context AND implications of Post-Graduate studies in Business
Unpack two perspectives on organisations and communication:
(i) Classical management & ideas on communication
(ii) Current trends affecting communication in organisations
We argue that what has been missed is seeing ALL organisations as embedded in a much larger context of society not just markets, not just the economy. Implications are crucial, and demanding (not easy).
Implications are reflected in needing Better Conversations
Case in point: Virtual meetings
Summary and questions.
Recap from Lecture 1
What do you recall about each of the first 5 questions (and try to connect each question/answer as you go)?
How is Post Graduate different to Under-Graduate?
What specifically does critical mean in critical thinking?
What is the distinctive AND public role of a university?
Whether you favour practice over theory?
Why a focus on judgement?
Connect each above: What are some defining implications for YOUR studies in this and other PG subjects?
What questions are emerging? (keep them for the tutorial)
Ok, next a short video clip with important questions and maybe disturbing answers to follow.
What management used to look like
http://www.youtube.com/watch?v=8NPzLBSBzPI
What do you see?
1. Describe the job description of the two operators.
What skills are needed?
What is success for these operators?
Who is to determine success and how?
2. Describe the job description of the supervisor.
What skills are needed?
What constitutes success for the supervisor?
Who determines what that success looks like?
3. Do we see this same approach today? Examples?
4. Do you have any concerns about the assumptions underpinning these practices? If so what are they? Take your time this is important.
If you dont have any concerns listen even more carefully –
Searching for one best way of managing organisations
Frederick Taylor (1856-1915): Theory of scientific management (1911)
Henri Fayol (1841-1925): Elements & Principles of management (1945)
Classical approaches to management: like running an efficient machine toward clear and measurable goals
Specialisation (Division of labour)
Standardisation (Parts are replaceable)
Control & Predictability (Standard rules)
General application (Engine works in most situations)
Clear measurable goals (efficiency + effectiveness)
Communication in classical (mechanistic) approaches
Content of communication
Task-focused
No social or innovation-related communication
Direction of communication flow
Top-down communication from managers to staff in the form of rules and directives
Channel and Style of Communication
Prevalence of written communication
Highly formal, both in verbal and non-verbal communication
What trends are affecting communication in organisations today?
Increase in organisational alliances and cross-departmental team work
Generational changes, expectations for more autonomy and input into decision-making on part of employees
Scarcity of attention, information overload
New Information and Communication Technologies (ICTs)
The people we want to reach are diverse and dispersed
Intellectual capital has become of significant importance
Putting pressure on efficiency, control and effectiveness
With major responses such as
Increase in organisational alliances and cross-departmental team work
Generational changes, expectations for more autonomy and input into decision-making on part of employees
Scarcity of attention, information overload
New Information and Communication Technologies (ICTs)
The people we want to reach are diverse and dispersed
Intellectual capital has become of significant importance
Effective management requires a radically different approach to communication
9
Managements Call for Employee Engagement
What is engagement?
Full engagement represents an alignment of
maximum job satisfaction (I like my work and do it well)
with maximum job contribution (I help achieve the goals of my organization).
Blessing White Employee Engagement Report 2013
11
Sources: Blessing Whites State of Employee Engagement Reports
The Employee Engagement Report explores workplace attitudes among employees on four continents (27 percent in North America) and is based on survey responses of nearly 11,000 employed professionals.
12
Industry research on engagement and communication
Gallup State of the Global Workforce Report (2013); Database of 13 years
Engagement levels vary by region from 37% in India, 17% in China, to 14% in Australia!
Gallup State of the Global Workforce Report (2017); Database of 17 years
Engagement levels vary by region from 37% in India to 17% in China
13
Communication and engagement
Organisational communicationis responsible for 23% of the variance in employee engagement
Supervisor communication accounts for 32%
Source: Karanges et al. (2015)
What seems also to be missing is a long forgotten concept
NOTES: Opportunities to build cooperative & more productive workplaces are being missed (Hargie & Tourish 2009). WHY??
Opportunities to build cooperative & more productive workplaces are being missed (Hargie & Tourish 2009)
14
Organisations are not just economic cogs/machines embedded in markets (with competitors) focused above all on on chasing ever more elusive dollars!
– oh, within the law and in accord with government regulations (of course)
What has been missed? Organisations ( = persons) are embedded in societies (and ecologies) (Karl Polanyi)
Much larger contexts of organisations embedded in society (Karl Polanyi, 1945)
That is also, persons embedded in societies and ecologies
With organic (not merely mechanical) existence past, current and an afterlife contribution/roles
Provides identity, purpose and direction for persons and societies.
Calls for awareness of that organic/societal contribution (eg producer, creator, health, justice, etc) and learning for that societal/organic role.
For some this can be a whole-of-life (eg farmer) for others it will be mixed and varied through life. But each role is valued for what it contributes to organic sustainability.
The change of view changes the conversations needed
Bottom line: humans can no longer be reduced/viewed just part of a machine or markets (disposable parts/resources to be made merely efficient and effective).
Instead to be recognized, respected and prized for their multiple role/contributions to a much larger whole with an even longer history and afterlife.
More to come re implications for estates vocations
From seeing organisations simplistically (& brutally) as cogs chasing dollars to more complex view of seeing organisms embedded in society & nature/ecologies
The change of view changes the conversations needed profoundly to repairing what is broken
Broken connections
Raises questions about repair mostly via OUR attitudes and values this is huge
see/think carefully about the composition of the UTS Business School Graduate Attributes – these are statements to the public about what you are capable of and can do.
Reflected in understanding the attitudes and values (beliefs) underpinning Better Conversations.
We draw on
Jim Knights Better Conversations
2016
Better Conversations are about repairing what is broken
Broken?: despite technology (to enable efficient communications) as humans individually and as a species – we often experience deep isolation/disconnections psychologically, emotionally and socially feeling alone, not needed, unrecognized .
Broken promises, broken spirit, broken bonds. (Simon Sinuk, 2013)
Maybe we have simply accepted this broken state as just the way it is. Really?
Is this the unchangeable nature of the human condition?
And yet its not technology but more underpinning (unexplored) attitudes and values (beliefs) regarding the human condition that we focus on in communications and dialogue.
Remember awareness of our own bias? prejudice? (called reflexivity)
Better conversations are about healing radical brokenness (underlined are verbs/doing; bold is object)
2. By adopting habits
Demonstrating empathy
Listening with empathy
Fostering dialogue
Asking better questions
Making emotional connections
Bring a witness to the good
Finding common ground
Controlling toxic emotions
Redirecting toxic conversations
Building trust
Case in point: Virtual meetings like ZOOM!
Virtual meeting:
An event or series of events where participants join in from multiple locations. A virtual meeting may be held real time where everyone is participating as the same time, often by teleconference or video conference.
Debrief:
What additional challenges do virtual meetings bring?
What are critical success factors for effective virtual meetings?
23
Summary and Questions
Our joint Attitudes and Values (beliefs re what we care about most) are central to our problems (brokenness) and the prospects of solutions.
From seeing and managing organisations and the world of work as a machine to be controlled (by management) and made efficient and effective to recognising and renewing understanding of organic interdependence
Implications are profound for how we view management control and communications.
Basic to that shift will be informed views about better conversations so asking better for Whom? How? Etc.
Learning to do would be hard in shifting our own and helping others to think about their attitudes and values
But doing so would constitute something higher (ie, addressing more complex needs) in education. That would be a very serious and worthwhile effort worthy of effort and earned respect (self and others) and arguably, thats why you are here and why we have those Graduate Attributes.
Thank you.
References
BlessingWhite 2013, ‘Employee Engagement: A Research Update’, viewed March 31 2016, https://blessingwhite.com/wp-content/uploads/2014/06/Employee-Engagement-Research-Report-2013.pdf
BlessingWhite 2011, ‘State of Employee Engagement Report’, viewed March 31
