Company Culture and Communication Obstacles Paper
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Company Culture and Communication Obstacles Paper
Company, Culture, Communication, Obstacles, Paper
Northwest Valley Community College has a culture of providing the best learning environment to its students and ensuring that school staff communicates effectively without experiencing unauthorized access to their data and information. Also, its culture is ingrained in ensuring its students are working in an environment that is healthy and safe.
The management of Northwest Community understands the importance of having a healthy learning environment and effective communication network inside and outside the school premises. As such, Kelsey Elementary school is setting up measures to implement a detailed communication training plan for staff and students to gain information safety skills.
This plan will be developed by a strategic communication team selected by the school. This plan will be designed in a way that it provides a framework to manage and coordinate communication among the students, instructors and parents. The plan will identify efficient communication channels, standards, appropriate audience, and frequency.
This plan will require a shared responsibility among management, students, communication team and students. After the implementation of this communication plan, the team will measure its effectiveness to ensure it meets the expected objectives and goals.
Needs and Tasks Analysis
Northwest Valley Community College communication team will conduct a needs and analysis task to determine the training needs. The management will be able to know who needs the training and the kind of training required. The following are the steps the company will use to conduct training needs analysis.
- Organizational Analysis: The school management should work with the teachers to identify the priorities of student training. In this case, the management will conduct an evaluation to ensure the training goes hand-in-hand with the school’s goals and objectives.
- Secondly, the management will list specific types of communication channels to be utilized within the school environment. Also, they will specify the skills and competencies needed by employees to ensure they clearly understand how to utilize these communication channels. By doing this, they will have a solid foundation on who should conduct the training and how it should be conducted. (Liaw, 2014)
- The last step will involve the identification of staff members who need to undergo communication training. However, since it is a learning institution, every staff member and students will be subject to training.
Research Technique
Northwest Valley management has decided to implement an external training program to address the training plan. Therefore, they need to identify and understand the organization’s communication training needs. As such, they should start by hiring an external specialist who will help address different perspectives of the problem.
Also, the specialist will provide the management with ideas and skills that would have been unintentionally left out. The external specialist will train the supervisors who will then transfer the skills to other staff members.
Mentorship and apprenticeship technique will be employed for the school’s communication training. In this case, the mentor will be the external specialist who will offer guidance, skill management and guidance to the students and staff. Also, the specialist will offer relevant information and advice to the individuals under training on show to effectively use the identified communication channels (Hargie, 2016).
The training will start with a lecture method to help the trainees understand the reasons behind the training. They will be given skills evaluation tests after every training session to ensure they are in line with the training objectives. Also, the supervisors will be trained and evaluated separately and assigned to channel the skills to other trainees.
ROI For Training in Crisis
While Northwest Valley management has been able to retain its staff for years, it has lost some as a result of miscommunication and misinformation. If this happens after the training activity, the management will be forced to employ other staff members and put them under safety training. If this happens, the school has to spend finances on the training process. However, with a RIO in place, it can be easy to manage the occurrence of the mentioned crises.
To handle the crisis, the management will ensure they spend little on training new staff members and new students. This is done by sharing the training cost with the newly hired teachers. Also, the company ensures the teachers sign a contract guaranteeing their stay at the institution later after being trained.
This is because some workers have in the past left the institution after receiving different training (Hargie, 2016). However, doing this guarantees the school’s management that they won’t spend their finances to train a person who plans to exit the firm shortly after the training process.
Training Facilitator
Northwest Valley has decided to adopt the Aspyre program to be used in the training of its employees and the students. This was agreed after the school management discussed and sought recommendations from the trainers and other learning institutions.
Currently, Aspyre is one of the best programs used by organizations in order to implement recommended practices and requirements. Furthermore, Aspyre is renowned for having competent and skilled trainers with a wide range of skill set (Kaskutas, 2013). Its was the best choice because Aspyre offers a range of programs regarding communication channels among organizations and learning institutions.
Assessment of Training Effectiveness
Northwest Valley College will use the Kirkpatrick level 3 method in the evaluation of the teachers and supervisors. This technique will give insight on whether or not the training was effective. Also, it will allow the management to understand the effectiveness of skills transfer from the supervisors to students and staff members.
First of all, the assessment will start by looking if the ensemble room, the PC room, and media focus are completely equipped with the tools and equipment for communication. It is expected that after the training, all devices are stocked and available for use by students and staff members.
The project supervisors should use a checklist to ensure everything is in place. Also, the supervisors should check to ensure the school’s Information Technology management maintains accurate paperwork (Liaw, 2014). After making observations, the supervisors are expected to write a report to inform the management on the progress.
Occasionally, the management will be conducting random audits to confirm that the supervisors are conducting time to time checks on the IT equipment. This will confirm whether the supervisor’s skills were transferred to the students and staff.
Learning Objectives
- The supervisor is expected to check and ensure that every communication channel are working and protected. Since they have undergone training, the supervisor should have knowledge on how to operate the equipment. Every communication equipment should be checked to ensure none is faulty.
- The supervisors are entitled to have complete information about the project requirements. Also, they are expected to keep track of every information communicated between the students and teachers.
- The supervisor is entitled to ensuring that every system user has access to passwords or login information.
- Also, the students and staff should be trained on how to use the communication systems in place. With the right training and information, students and teachers will be able to effectively use these channels without compromise.
Short and Long-Term Goals
Northwest Valley considers effective communication as a factor of success inside and outside the institution. Therefore, investing in effective channels for communication is not only good for the institution, but beneficial to the students and parents.
By training the staff and students on how to effectively use the available channels of communication, they will promote effective communication and entire operations within the institution (Hargie, 2016). By conducting the training, the company expects to accomplish some goals, some which are short-term and others long-term.
Short term goals include the following;
- Students and teachers can effectively communicate regarding school work
- Parents will have insight of events happening inside the walls of the institution
- Students will witness upsurge of their performance
- There shall be a decrease in cases of unauthorized access of shared information.
- Teachers will be equipped with tools to effectively protect student information.
Long-term goals include the following;
- The company will eliminate unauthorized information access problems.
- There will see a reduction in finances used for risk mitigation purposes
- The school will not spend finances on staff training in the future.
References
Hargie, O., Dickson, D., Boohan, M., & Hughes, K. (2016). A survey of communication skills training in UK schools of medicine: present practices and prospective proposals. Medical education, 32(1), 25-34.
Kaskutas, V., Dale, A. M., Lipscomb, H., & Evanoff, B. (2013). Fall prevention and safety communication training for foremen: Report of a pilot project designed to improve residential construction safety. Journal of safety research, 44, 111-118.
Liaw, S. Y., Zhou, W. T., Lau, T. C., Siau, C., & Chan, S. W. C. (2014). An interprofessional communication training using simulation to enhance safe care for a deteriorating patient. Nurse Education Today, 34(2), 259-264.
RUBRIC
QUALITY OF RESPONSE |
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POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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