Essay on a Personal Development Plan

Essay on a Personal Development Plan Introduction A personal development plan is one of the most effective tools for students and professionals who want to achieve excellence in their respective fields. It uses the concept of reflection to enable one keep track of the steps he has made towards acquiring skills and knowledge. It enables one to monitor the life changes required to be made and the weak spots required to be improved. The plan provides a gauge for a person to see their progress, and determine the skills to be achieved in the future. It aids in the achievement of personal and professional development goals. This is because success requires planning and goal setting. The goals set in the plan have to be clear and measurable. Review of the initial PDP According to my initial PDP, communication and social skills acquisition was the main goal for the semester. I had planned to communicate more with my instructors in the areas of my weaknesses. The utilization of the instructors’ office hours and the taking of extra time to get in touch with them enabled deeper understanding of the concepts taught in class. This was the main change that I had to make. During this semester, I have been able to increase the amount of time spent with instructors on learning after classes and ensured that I went over everything I learned in class. If there was a point or an idea that needed clarification, I have left it to myself to talk to the teacher in order to understand the concept before the next class. Interpersonal skills Social development was also a significant part of my PDP. I discovered that I lacked soft skills in relation to other people. The importance of these skills in the workplace is significant, and I required developing them in order to avoid the skill mismatch in the workplace (Zenger and Folkman, 2009, p. 137). The improvement of interaction with other people was one of the main goals of my PDP. During this semester, I have changed how I related to people by leaving more time for the interaction with them. I was able to achieve this by seeking an elective post as a representative in one of the professional clubs at the school. Acquiring this leadership position was important for my development of leadership skills. The acquisition of this post has also helped me develop communication skills since I had to communicate the needs and issues of the club members to the club leaders. It has also made me a good listener and a more focused person due to having other responsibilities besides sc hoolwork. Extra-curricular activities I also intended to improve my social interactions inside and outside the campus. One effective way that I chose to achieve this goal was getting involved in extra-curricular activities. Choosing a sport or a club was not easy because I am not too athletic. However, I knew the importance of this and thus decided to join the badminton team and have become an active and competent badminton player over time. Having an extra-curricular activity and a social group outside of classroom has enabled me to deal with stress more effectively. It has also allowed me to relax actively and to live a more productive life. Joining the badminton team has proved to be helpful and beneficial in many ways. Time management On the issue of time management, I planned a weekly schedule of the things I would be doing every week in order to make sure that I was not falling behind on time. The weekly schedules have been effective but I have had problems achieving some of the overall goals set for the semester. The time schedule has been a difficult one to follow due to overcrowding and poor execution. Some of the milestones that had to be achieved by the end of the semester such as reading inspirational books have not been completed. The schedule made for the reading of inspirational literature has been too overcrowded, and I have only achieved half of what I had planned. According to Zenger and Folkman (2009), inspirational literature is very important for motivation (p. 24). My inability to finish the reading plan is bothering and discouraging. This highlights a time management problem that I have to take into account in the next personal development plan. A reflection on my performance My academic performance during the semester has been at par with other semesters. There has not been any considerable difference in my performance, which is not satisfactory. I intended to improve my GPA performance every semester in order to graduate with honors. Therefore, more needs to be done and dedicating more time to studying is necessary. According to my PDP, I required to achieve an average of 70% in all the tests and assignments before the end of the semester. The more time spent consulting the lecturers and instructors has only had a marginal effect on my performance. This implies that more time should be spent on doing so in order to achieve the desired results. One of my instructors said that what I needed was more practice as opposed to theory. Changes in the amount of practice required have not been implemented effectively since the results have not been satisfactory. Gaining hands-on experience in the field has been an important factor and determinant of success. I intended to work part time during my free time to gain experience and practice in the field to aid the theory learned in class. This step has only been partially achieved because I could not secure employment in my field of specialization. The job I acquired was in car sales, which is not what I consider perfect for the practicing of the skills learned in my course of study. I actually spent more time than the experience I gained was worth. Yet in my next PDP I will surely include more time for finding suitable work to ensure that experience is gained in the perfect field and the perfect job. Overall, I have learned that I have potential I have not been using. Previously, I could not find time to engage in other activities besides class work, yet I did not perform exceptionally well. I have discovered that I can live a more holistic life without compromising the time spent on studies. Planning has enabled me to visualize what needs to be achieved and decide how to achieve it. I learned that my poor performance in school has been the result of little or no practice. It has also shown me that personal skills are important, and they are not as difficult to learn as I thought earlier. PDP for the next four semesters My current performance level is average and needs to be improved by the end of the semester to ensure that I graduate with honors. Therefore, more time will have to be spent on activities that improve the amount of knowledge gained during class time and outside of class. Practice is also required; therefore, the time spent practicing the learned skills will have to be increased over the next four semesters. My academic performance is the most important aspect of my studies, thus more time will be dedicated to it alongside the inclusion of other activities such as sports. I will keep a record of the activities that I am involved in concerning work experience, personal character development, and other life experiences. The main aim of the plan will be to achieve the knowledge and skills that will match the market requirements (Fry, 2009, p. 120). Personal development The plan will also integrate academic development with personal development. Personal learning activities such as spending more time in the library conducting research on some important aspects of my professional field will also be considered. This means that I will require dedicating more time to find work that is in line with my field. This learning experience will be aimed at learning from other people and encompassing the learned ideas and methods into my skill set (Niven, 2006, p. 295). Developmental changes are necessary to ensure improvements in the overall well-being of my career prospects. I will undertake more involvement in social activities and situations to develop confidence. The goal is to attend at least one social event every two weeks. In addition, acquisition of leadership and interpersonal skills will be given proper attention since these skills are what the professional world requires. Learning habits Establishment of learning habits will become a major part of the plan since life is all about continuous learning (Fry, 2009, p. 124). Motivational literature will form a significant part of my learning culture and habits. I will improve my time management skills to ensure that I read two or more motivational books every month. In order to improve my employment prospects and recognize the weak points I need to work on, I will ask one teacher to become my mentor. I will then make sure that I meet with the teacher at least once a semester. During these meetings with the teacher, I will ask for feedback on my career prospects in the field and the type of skills I need to work on. I will also ensure that the teacher gets a chance to criticize my efforts and improvements, and suggest areas for improvement. Financial independence Another important aspect of life that has to be included in the development plan is the achievement of financial goals. This is one of my main weaknesses and it was not included in the previous PDP. The goal is to achieve financial freedom and independence by the end of the four semesters. This will be achieved by ensuring that I obtain the habit of saving money. I will save half of the money that I earn during holidays. Doing so I aim to save at least $ 5,000 every year. These savings will be used to cover living expenses upon completion of my course of study until I get a permanent job. This goal will be achieved by ensuring that I change my spending habits to only spend on the necessary things. Avoidance of unnecessary and non-value adding activities will be the main weapon against excessive expenditures. Conclusion The personal development plan is very important in enabling the tracking of developmental changes that are necessary for the achievement of set goals. Planning is very important since it provides a medium for a person to set goals and decide how they will have to be achieved.

1909 Uprising and 1910 Cloakmakers Strike

In 1909, about one-fifth of the workers -- mostly women -- working at the Triangle Shirtwaist Factory walked out of their jobs in a spontaneous strike in protest of working conditions. Owners Max Blanck and Isaac Harris then locked out all the workers at the factory, later hiring prostitutes to replace the strikers. Other workers -- again, mostly women -- walked out of other garment industry shops in Manhattan. The strike came to be called the Uprising of the Twenty Thousand though its now estimated that as many as 40,000 participated by its end. The  Womens Trade Union League  (WTUL), an alliance of wealthy women and working women, supported the strikers, trying to protect them from routinely being arrested by the New York police and from being beaten by management-hired thugs. The WTUL also helped organize a meeting at Cooper Union. Among those who addressed the strikers, there was American Federation of Labor (AFL) president Samuel Gompers, who endorsed the strike and called on the strikers to organize to better challenge employers to improve working conditions. A fiery speech by Clara Lemlich, who worked in a garment shop owned by Louis Leiserson and who had been beaten by thugs as the walkout began, moved the audience, and when she said, I move that we go on a general strike! she had the support of most of those there for an extended strike. Many more workers joined the International Ladies Garment Workers Union (ILGWU). The uprising and strike lasted a total of fourteen weeks. The ILGWU then negotiated a settlement with factory owners, in which they won some concessions on wages and working conditions. But Blanck and Harris of the Triangle Shirtwaist Factory refused to sign the agreement, resuming business. 1910 Cloakmakers Strike - the Great Revolt On July 7, 1910, another large strike hit the garment factories of Manhattan, building on the Uprising of the 20,000 the previous year. About 60,000 cloakmakers left their jobs, backed by the  ILGWU  (International Ladies Garment Workers Union). The factories formed their own protective association. Both strikers and factory owners were largely Jewish.  Strikers also included many Italians.  Most of the strikers were men. At the initiation of A. Lincoln Filene, owner of the Boston-based department store, a reformer and social worker, Meyer Bloomfield, convinced both the union and the protective association to allow Louis Brandeis, then a prominent Boston-area lawyer, to oversee negotiations, and to try to get both sides to withdraw from attempts to use courts to settle the strike. The settlement led to a Joint Board of Sanitary Control being established, where labor and management agreed to cooperate in establishing standards above the legal minimums for factory working conditions, and also agreed to cooperatively monitor and enforce the standards. This strike settlement, unlike the 1909 settlement, resulted in union recognition for the ILGWU by some of the garment factories, allowed for the union to recruit workers to the factories (a union standard, not quite a union shop), and provided for disputes to be handled through arbitration rather than strikes. The settlement also established a 50 hour work week, overtime pay  and  holiday time off. Louis Brandeis was instrumental in negotiating the settlement. Samuel Gompers, head of the American Federation of Labor, called it more than a strike -- it was an industrial revolution because it brought the union into partnership with the textile industry in determining workers rights. Triangle Shirtwaist Factory Fire: Index of Articles Quick Overview of the Triangle Shirtwaist Factory FireTriangle Shirtwaist Factory Fire  -- the fire itself1911 - Conditions at the Triangle Shirtwaist FactoryAfter the Fire: identifying victims, news coverage, relief efforts, memorial, and funeral march, investigations, trialFrances Perkins and the Triangle Shirtwaist Factory Fire Context: Josephine GoldmarkILGWUWomen’s Trade Union League (WTUL)

Summary Bulls, Bears, And Golden Calves - 1278 Words

John E. Stapleford, Professor of Economic Development at Eastern College in St. David’s, Pennsylvania, expresses that morals and financial aspects are the ground-level points of this book. Stapleford likewise makes the substantial point that both financial matters and morals created as branches of philosophy. He further watches that throughout the years, barriers between the two disciplines have created with most financial experts maintaining a strategic distance from any express specify of the moral ramifications of the monetary speculations and ideas tended to in mainstream financial writings. Stapleford tries to address this situation Bulls, Bears, and Golden Calves present a review of financial and open approach issues in a Christian perspective. There are various reasons why this book is a good presentation, in a Christian way, to morals in economics. The assortment of issues talked about is beyond belief, giving the readers plentiful subjects to consider, making you need to dive further into the book. Stapleford accepted that financial aspects and morals are interconnected and that moral standards impact the conduct of both buyers and makers, also the plan of open strategies. This book is composed from the point of view of Christian morals—Christian norms of conduct as found in Scripture. Stapleford perceives that adding moral contemplations to the effectively complex structure of market financial matters will add to the understudy s workload, yet declares that itShow MoreRelatedA Picatrix Miscellany52019 Words   |  209 PagesA PicA Trix MiscellAny Underground Edition 2007 e.v. CONTENTS On the Picatrix I. Introduction to the Picatrix (The Aim of the Sage) of al-Majriti, Maslamati ibn Ahmad II. Summary of the Contents of the Picatrix III. Excerpt from a Lecture on Alchemy by Terence McKenna On the Moon and the Lunar Mansions IV. Extracts on the Moon V. The Mansions of the Moon: â€Å"On the Creation, Proportion and Composition of the Heavens for the Fashioning of Images† VI. The Picatrix: Lunar Mansions in Western AstrologyRead More50 Harmful Effects of Genetically Modified (Gm) Foods14312 Words   |  58 PagesBirth Defects and Shorter Life Spans: As we ingest transgenic human/animal products there is no real telling of the impact on human evolution. We know that rBGh in cows causes a rapid increase in birth defects and shorter life spans and the number of calves born with birth defects to dairy cows has increased significantly. A Circle of Responsibility article says that while no thorough study of long term effects has been conducted, Canada and the Europe an Union have taken precautions and banned the useRead MoreStrategy Safari by Mintzberg71628 Words   |  287 Pagesspecial attention to the setting of objectives on the front end and the elaboration of budgets and operating plans on the back end. Of course, there is at least one and often several diagrams to show the overall flow. For example, Figure 3-1 shows the summary diagram from George Steiner s book, Top Management Planning (1969). Let us review the main steps, one at a time. THE OBJECTIVES-SETTING STAGE. In place of thinking about values in the design school, proponents of the planning school developed extensiveRead MoreDeveloping Management Skills404131 Words   |  1617 PagesWhat Are Management Skills? 9 Improving Management Skills 12 An Approach to Skill Development 13 Leadership and Management 16 Contents of the Book 18 Organization of the Book 19 Practice and Application 21 Diversity and Individual Differences 21 Summary 23 SUPPLEMENTARY MATERIAL 24 Diagnostic Survey and Exercises 24 Personal Assessment of Management Skills (PAMS) 24 What Does It Take to Be an Effective Manager? 28 SSS Software In-Basket Exercise 30 SCORING KEY AND COMPARISON DATA 42 Personal Assessment

Journeying Business Models Sustainability -Myassignmenthelp.Com

Question: Discuss About The Journeying Business Models Sustainability? Answer: Introducation Communication serves as one of the important parameters of effective business policies and procedures. The communication can be divided into a number of following types such as- verbal communication, non-verbal communication, active listening etc. The business communication consists of the guidelines using which the employees, management and administration interact for reaching the organizational goals. In the current assignment, a number of communication tools have been used for diagnosis, which helps in analysing the strengths and gaps of the different communication patterns. In order to make the business communication effective a number of steps could be undertaken such as the establishment of a hierarchy, use of visual communication for interaction, etc. As commented by Bovee, Thill Raina (2016), effective face to face communication helps in resolution of issues in much shorter time. Communication serves as the organising element within the business context and helps in learning about the organizational goals. In this respect, the Shannon-weavers model of communication can be used in order to explain the physical process of communication. Here, an information source encodes a message which is transmitted via a channel to the decoder. However as argued by Holmes Parker (2017), the message does not reach the decoder in its intact form as it is disrupted by several barriers within the communication channel. The theory of non-verbal expectations theory could be further divided into positive and negative violations. It has been seen that positive violations produce an approved behaviour outcome. The non-verbal communication proposes an effective exchange of information through the use of proxemics, kinesics and paralanguage. The proxemics promotes communication through the use of space and distance, whereas the kinesics places more importance upon the use of appropriate body posture and orientation along with friendly facial gestures. Additionally, active listening is another parameter which helps in enhancing the communication aspect within a business organization. The listening process can be divided into six major steps such as receiving, attending, interpreting, evaluating, responding and remembering. Thesis statement: Analysing effective business communication styles through diagnostic tests Discussion of communication tools result For understanding the aspect of communication better a number of tests had been conducted and the scores computed for arriving at the strengths and weaknesses of the communication process. Some of the tests which had been conducted over here are self-perceived communication competence scale (SPCC), personal report of intercultural communication apprehension (PRICA), talkaholic scale, personal report of personal speaking anxiety (PRPSA), non-verbal immediacy scale self-report (NIS-S). Therefore, retrospection and analysis of the scores would help in finding out the personal loopholes of gaps in the communication process. I have received a score of 98.66 in the SPCC parameter which means that I am sufficiently competent to speak in a variety of situations. However, I have received the lowest score for talking in a large meeting of strangers. This could be due to public speaking anxiety or difficulty to process and express my thoughts clearly amidst a large group of people. My overall scores lie within the range of 90-99; which indicates high SPCC. However, the sub-scores I have arrived are the lowest with respect to talking to a Stanger, whereas the scores are sufficiently high for talking to a known person (Refer to appendix 1). The second communication assessment which I had undergone was the personal report intercultural communication apprehension (PRICA) test, which measures the apprehensions one feels in communicating with people from different race cultural backgrounds. In this respect, the difference in language and cultural beliefs serve as major communication hindrances. I have received a score of 32 after adding up the sub-scores from different parameters of the PRICA assessment. The scores could lie between 14-70. The scores below 32 reflect low intercultural communication apprehension. From my personal reflection through the assessment results I have found that I have found that I low intercultural communication apprehension and that I am relatively comfortable in communicating with people from different cultural races and backgrounds. However, I have rated myself neutral on the prospect of interacting confidently with people from different cultural backgrounds. This is could be attributed to lang uage and perception differences. As commented by Holmes Parker (2017), language serves an important medium of communications which if erroneously decoded could lead to communication gaps (Refer to appendix 2). The third assessment undertaken over here was rating oneself on the talkaholic scale. A like yard scale was used for the assessment where the rating was done on a scale of 1 to 5. Here 1 refers to strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree. Therefore, summing up the scores from different questions asked under the assessment I received a score of 29. Though, my score does not fall within the range of borderline compulsive talkers I might have a tendency towards developing that. I think talking less and listening more in some of the situations would help me develop an effective bond of understanding with my peers (Refer to appendix 3). The fourth assessment taken by me was personal report of public speaking anxiety (PRPSA). The test has an alpha estimate of more than 90 and is highly reliable. Undertaking the test helped me focus on my individual areas of strengths and weaknesses. I generally feel nervous and anxiety initially during preparing for a public speech. However, once I get into the process thee enjoy the experience and it gets easier for me. Additionally, I also get nervous if I am asked questions pertaining to the areas of my topic I am not well aware of. As commented by Bargiela-Chiappini Nickerson (2014), developing an outright clear conception regarding the topic of the speech can help in coping up with the public speaking anxiety. (Refer to appendix 4) The last diagnostic measurement which was undertaken by me was non-verbal immediacy scale self-report (NIS-S). The scale helps in measurement of positive behaviour and responses towards another person. The alpha reliability estimates for the test is expected to be around 90. I found the method more reliable and valid compared to the prior assessments as the particular test uses more diverse range of questions to analyse the approach and behaviour of an individual towards others. The values generated in the report are statistically significant and socially significant in differentiating between male and females. That is the females are functionally more articulate and expressive than their male counterparts with regards to non-verbal communication (Cardon Marshall, 2015). However, as argued by Bargiela-Chiappini Nickerson (2014), the reports may vary depending on the social situation and the internal nature of the person. I did moderately well in the NIS-S test where I received a s core of 107. However, I rated myself on the neutral side based upon some of the aspects of the assessment. For example, I maintain a close distance or sufficient vocal animations while interacting with people only under specific situations. Therefore, I initiate my communication responses based on the stimulus received (Refer to appendix 5). Communication issues From the analysis of the scores received in the different diagnostic interventions, I could interpret that I was slightly low on confidence in speaking amongst a large group of strangers. Additionally, I have received a score of 29 which is only one less than 30, which means that I could have a tendency for the development of borderline talking. In some of my recent interactions over the last 12 months, I have felt that I need to develop a strong control and a sense of confidence in my interactions with others. Reflection In the last month, during the lecture delivery session of my special seminar, I had felt very anxious and apprehensive as I had to face a huge number of people including my professors and fellow students. I was very hesitant initially to start talking over the presentation. However, once started with the process I could gather sufficient courage and confidence to continue with the process. However, I was very anxious regarding the question and answer sessions which were about to take place after my presentation delivery. This made me develop certain restlessness and as a result, I had a very hurried approach during my presentation session. For one of my internship programmes, I had to appear for an interview before an entire boardroom full of professors. I was asked number of interview questions related to my knowledge regarding the subject, practical knowledge, general knowledge. At times I was also asked a number of abstract questions which were just to test my perception in general. I felt that I should have been more precise in my conversation. Some of the questions asked to me needed little or no explanation. However, I think talking unnecessarily shifted the focus from the main question and resulted in me scoring fewer marks. Discussion of the identified communication issues The diagnostic tools and intervention methods helped in the analysis of the communication gaps. I had public speaking anxiety along with slight borderline talkaholic nature. The fear and anxiety of talking to a crowd of strangers could be explained with the help of several theories. As commented by Wang, Pauleen Zhang (2016), the moment an individual is asked to speak in front of a huge crowd of strangers, anxiety enters in the mind of the person. Public speaking triggers the ability to pick up on angry faces (Cardon Marshall, 2015). As argued by Bargiela-Chiappini Nickerson (2014), the responses elicited in the participants is different which is further guided by different levels of exposure. The confidence to speak in front of a huge crowd is often guided by the amount of subjective knowledge possessed by individuals which further gives them a positive boost to speak. Hence, I will need to research well through my topics well before presentation of the subject matter in front of a crowd of strangers. This will help me in coping up with a public speaking anxiety. However as argued by Jin, Liu Austin (2014), the anxious participants are more sensitive to the angry images of the crowd rather than the happy or the neutral ones. The fear initiated by public speaking often produces a varied range of symptoms in the speaker such as drying of the mouth, rapid heartbeat, etc (Cardon Marshall, 2015). However, through gradual exposure and adaptability over time the levels of stress could be reduced. This causes the psychological state anxiety to decrease by a process called habituation. However, as argued by Zheltukhina et al. (2017), through the causative factors of the stress is removed an increased level if sensitization can nullify the happy or the positive surrounding images. Additionally, I have received near most borderline talkaholic scores which are also a matter of concern. I also think I have the tendency of becoming a compulsive talker depending on the situation and the stimulus. As commented by Dulek Campbell (2015), the tendency to speak more on certain occasions could stem out of social anxiety. The compulsive talking either stems out from the inability to manage the burden bestowed by particular situations or from deep-seated emotions of insecurity. The compulsive talking has been related to signs of mental restlessness and often makes the listener confused (Lehmann-Willenbrock, Beck Kauffeld, 2016). Over talking in situations which do not need much explanation may not be in the best interest of the speaker. As commented by Varner Varner (2014), borderline talkaholics to compulsive talkers often depict a sign of supremacy in their behaviour, which could be attributed to their position within the organization. Therefore, in order to cope with the compulsion for talking I will need to focus more on the pathos aspect which will also help me in understanding as well as analysing the thought process of the listeners. Models of business communication The aspect of effective business communication could be described with the help of several network models. Some of the communication models are chain network model, wheel network, circle network, Y network. Depending upon the model of communication followed the success of an organization is guaranteed. In the centralized chain network, the information passes from the top to the bottom of the network. As commented by Cornelissen Cornelissen (2017), the individual level of satisfaction is moderate over here. However, much of the information sharing and task allotment under this model of communication is guided by the organizational ethos and does little to incorporate the self-interests or the desires of the workers. The wheel network, on the other hand, shows little or no relation with the different components within an organization. At this level, the employees are supposed to work more depending on their individual levels of expertise. As argued by Dulek Campbell (2015), this aspect communication is in accordance with the laissez-faire model. In the lack of responsibility taking, the production of the organization is severely hampered as guidance in the form of effective communication from the leaders is missing over here. In decentralization communication network all the members of the group have access to the same number of communication channels. The equal distribution of resources ensures that effective information is being transmitted to different channels which will help in addressing the communication gaps. In my opinion adoption of the decentralization, network would help in ensuring high productivity within the business contexts. Conceptual and behavioural skills for developing competence in communication The communication aspects with reference to a business organization could be further explained with the help of a number of theories. Some of these are the face negotiation theory, group decision emergence theory. Cross-cultural communication is one of the important aspects of a business organization (Serban et al., 2016). An organization is managed by people from different cultural background and races. As commented by Marcel (2015), cultural faith and beliefs further shape the behavioural and communication aspects of an individual. Therefore, adoption of a friendly body language could help me in bridging the communication gap interaction with a group of strangers. In this respect, a number of theories could be elaborated for better understanding the aspects of organizational communication. The face negotiation theory could be explained over here, which places facial expression at the centre, for commuting value to an individual. As mentioned by Darics (2015), social image of an ind ividual is shaped up by the amount or the nature of facial expressions transmitted by them. The external social face maintained by an individual depicts their position, power and recognition within the society and their place of work (Fulmer Ostroff, 2016). One of the prime themes of the face negotiation theory is the facework interaction strategy. It is the communicative behaviour people use to protect the face of their own selves or others or damage the face value of others for their own self-interests (Zheltukhina et al., 2017). The facework could be further divided into positive and restorative facework. The preventive facework is the type of communication adopted by an individual to prevent their own face value in their place of work. The communication pattern in preventive facework is measured in its approach; where one shows sufficient apprehension in speaking with people or public in general (Darics, 2015). The restorative framework could be explained with the help of compu lsive behaviour projection by an individual often in terms of excess talking (Mikkelson, York Arritola, 2015). Therefore, the face negotiation theory could be related to my present state of communication issues. Similarly, Fishers groups decision emergence theory could be explained over here in order to understand the aspect of decision making within a business context. The decision-making process is established through a number of steps such as orientation, conflict, emergence and re-enforcement. The orientation phase is where the team members interact for the first time, therefore, generally depict low level of trust (De los Rios-Carmenado, Lopez Garcia, 2015). As commented by Moshiri Cardon (2014), the orientation phase often generates a feeling of social anxiety within an individual. However, placing the interest of the group above individual interests can help me in developing an effective bond with my teammates. Additionally, the interpersonal communication skills play a crucial role in the business communicative process. As commented by Daneshgari Moore (2016), the pattern of body language depicted by an individual within the communication process often depicts the kind of speaker they are. In this respect, a positive and outgoing nature will help me in approaching my peers or receive help from them in problem areas. It will also help me in conflict management and resolve the issues of the clients by identifying their needs or requirements. The communication styles can be further described based on the types of assertive, passive or aggressive speaker. The communication channel could be divided into intrapersonal communication, interpersonal communication, organizational and cross-cultural communication. It is very important that the ethical aspects of communication are kept intact during the organizational processes (Raina Roebuck, 2016). In order to communicate better within a business surrounding, I need to adopt an assertive communicative behaviour. The assertive behaviour will help me in standing up for myself and my peers within the organization. A positive and balanced approach to communication will help me in coping up with the public speaking anxiety and also deliver my message clearly and concisely. It will help me in solving my work-related problems by communicating effectively with the management. Action plan The communication pattern in an individual is guided by a number of factors such as the type of environmental stimulus that the person is subjected to, which initiates active communication within an individual. Additionally, the kind of speaker that an individual is further governs their communication patterns (Roome Louche, 2016). In this respect, an active and assertive speaker is supposed to communicate more freely and openly within an organizational process (Tuleja, 2016). However, ineffective orientation processes along with passive workplace sledging have been seen to produce negative impact upon the psychological well being of an individual (DeFleur DeFleur, 2016). The orientation process is the first step towards becoming a part of the organization where the employees are briefed regarding their prospective roles in the organization along with making them an integral part of the work culture. As commented by Berson, Halevy, Shamir Erez (2015), based on the success of the orientation process the newly recruited employee develops the motivation to contribute to the work culture of the organization. In both the situations, passive or less speaking within a group of strangers or excessive talking stems out of social speaking anxiety (Raina Roebuck, 2016). As commented by Braithwaite, Suter Floyd (2017), mental conditioning can help in coping up with the public speaking anxiety. Additionally, developing a clear idea regarding the topic can also help in removing the fear or anxiety from the minds of the people. The audience should be perceived in a more positive manner and one should reflect upon the happy or the neutral faces more while public s peaking rather than simply focus upon the frowning faces (Fito-Bertran, Hernandez-Lara, Lpez, 2015). As supported by Wirtz, Pistoia, Ullrich Gttel ( 2016), analysing the audience can help in understanding the level and the amount of information possessed by them on a certain topic. As commented by Wieland, Hartmann Vargo (2017), the Aristotelian aspects of communication place more importance upon the inculcation of logos within the process of communication. The logos aspect gives more emphasis to the presentation of knowledge through sufficient research and analysis. The development of a demographic knowledge regarding the target audience can help in the presentation of the matter more precisely relating to the problem situation of the target audience (Shields et al., 2015). The communication process within a business organization can be further developed based on Monroes motivated sequence. The Monroes motivated sequence emphasises the use of backup material for supporting a claim made during group meetings (Veit et al., 2014). This is in accordance with the aspect of supporting the facts through statistics. Attributes 1-2 weeks 3-5 weeks 6-11 weeks 12-17 weeks 18-20 weeks 21-24 weeks Identification of the communication issues Development of SMART goals for addressing the communication issues (individual /group) Participation in group assignments Receiving feedback on individual performance from assessors Reflection on individual strengths/weaknesses Drafting of effective communication goals (individual /organizational) Table 1: Gantt chart (Source: author) An action plan has been designed for troubleshooting the active communication areas. Some of the communication areas which need intervention are assertive speaking, excelling the aspects of non-verbal communication along with developing active listening skills. As mentioned by van Ginkel, Gulikers, Biemans Mulder (2015) assertive speaking along with the use of friendly gestures for communicating with fellow workers within an organization can help in resolving situations of conflict or dispute. The non-verbal communication, on the other hand, provides more emphasis upon the use of a friendly body language for initiating conversation with others within a business organization. Therefore, the display of an agonic non-verbal style which focuses less on giving reassurance to the employee in an organization and more upon displaying power can upset the positive culture prevalent within an organization. The nonverbal communication can be further explained with the help of the expectations violations theory. As mentioned by Drucker (2017), the behaviour and approach of one individual can hurt the emotional anticipation of the other. As mentioned by Bovee et al. (2016), the non-verbal messages are the key to the development of effective social relationships which helps in the promoting the work culture within an organization. As commented by Cardon Marshall (2015), egocentrism can serve as a major barrier to active listening. In this aspect of communication, the management with a business organization is supposed to relate to the thought process depicted by the employees. References Austin, E. W., Pinkleton, B. E. (2015).Strategic public relations management: Planning and managing effective communication campaigns(Vol. 10). Abingdon:Routledge, pp. 152-169. Bargiela-Chiappini, F., Nickerson, C. R. (2014).Writing business: Genres, media and discourses. Abingdon:Routledge, pp. 185-192. Berson, Y., Halevy, N., Shamir, B., Erez, M. (2015). Leading from different psychological distances: A construal-level perspective on vision communication, goal setting, and follower motivation.The Leadership Quarterly,26(2), 143-155. Bovee, C. L., Thill, J. V., Raina, R. L. (2016).Business communication today. Carmel:Pearson Education, pp. 102-225. Braithwaite, D. O., Suter, E. A., Floyd, K. (Eds.). (2017).Engaging theories in family communication: Multiple perspectives. Abingdon: Routledge, pp.105-251. Cardon, P. W., Marshall, B. (2015). The hype and reality of social media use for work collaboration and team communication.International Journal of Business Communication,52(3), 273-293. Cornelissen, J., Cornelissen, J. P. (2017).Corporate communication: A guide to theory and practice. London: Sage, pp. 215-232. Daneshgari, P., Moore, H. (2016). Organizational transformation through improved employee engagementHow to use effective methodologies to improve business productivity and expand market share.Strategic HR Review,15(2), 57-64. Darics, E. (2015). Introduction: Business communication in the digital ageFresh perspectives. InDigital business discourse(pp. 1-16). Palgrave Macmillan, London. De los Ros-Carmenado, I. G. N. A. C. I. O., Lopez, F. R., Garcia, C. P. (2015). Promoting professional project management skills in engineering higher education: Project-based learning (PBL) strategy.International journal of engineering education,31(1), 184-198. DeFleur, M. L., DeFleur, M. H. (2016).Mass communication theories: Explaining origins, processes, and effects. Abingdon:Routledge, pp. 405-515. Drucker, P. F. (2017).What Makes an Effective Executive (Harvard Business Review Classics). Brighton:Harvard Business Review Press, pp. 155-168. Dulek, R. E., Campbell, K. S. (2015). On the dark side of strategic communication.International Journal of Business Communication,52(1), 122-142. Fito-Bertran, ., Hernndez-Lara, A. B., Lpez, E. S. (2015). The effect of competences on learning results an educational experience with a business simulator.Computers in Human Behavior,51, 910-914. Fulmer, C. A., Ostroff, C. (2016). Convergence and emergence in organizations: An integrative framework and review.Journal of Organizational Behavior,37(S1). Holmes, W. T., Parker, M. A. (2017). Communication: Empirically testing behavioral integrity and credibility as antecedents for the effective implementation of motivating language.International Journal of Business Communication,54(1), 70-82. Jin, Y., Liu, B. F., Austin, L. L. (2014). Examining the role of social media in effective crisis management: The effects of crisis origin, information form, and source on publics crisis responses.Communication research,41(1), 74-94. Lauring, J., Klitmller, A. (2017). Inclusive language use in multicultural business organizations: The effect on creativity and performance.International Journal of Business Communication,54(3), 306-324. Lehmann-Willenbrock, N., Beck, S. J., Kauffeld, S. (2016). Emergent team roles in organizational meetings: Identifying communication patterns via cluster analysis.Communication Studies,67(1), 37-57. Marcel, M. (2015). What's the best course? Evidence from alumni on the value of business presentations preparation.Journal of Education for Business,90(1), 10-17. Mikkelson, A. C., York, J. A., Arritola, J. (2015). Communication competence, leadership behaviors, and employee outcomes in supervisor-employee relationships.Business and Professional Communication Quarterly,78(3), 336-354. Moshiri, F., Cardon, P. (2014). The state of business communication classes: A national survey.Business and Professional Communication Quarterly,77(3), 312-329. Raina, R., Roebuck, D. B. (2016). Exploring cultural influence on managerial communication in relationship to job satisfaction, organizational commitment, and the employees propensity to leave in the insurance sector of India.International Journal of Business Communication,53(1), 97-130. Roome, N., Louche, C. (2016). Journeying toward business models for sustainability: A conceptual model found inside the black box of organisational transformation.Organization Environment,29(1), 11-35. Serban, A., Yammarino, F. J., Dionne, S. D., Kahai, S. S., Hao, C., McHugh, K. A., ... Peterson, D. R. (2015). Leadership emergence in face-to-face and virtual teams: A multi-level model with agent-based simulations, quasi-experimental and experimental tests.The Leadership Quarterly,26(3), 402-418. Shields, J., Brown, M., Kaine, S., Dolle-Samuel, C., North-Samardzic, A., McLean, P., ... Plimmer, G. (2015).Managing Employee Performance Reward: Concepts, Practices, Strategies. Osborn:Cambridge University Press, pp. 315-362. Stahl, G. K., De Luque, M. S. (2014). Antecedents of responsible leader behavior: A research synthesis, conceptual framework, and agenda for future research.The Academy of Management Perspectives,28(3), 235-254. Tuleja, E. A. (2016).Intercultural communication for global business: How leaders communicate for success. New Jersey:Taylor Francis, pp. 222-265. van Ginkel, S., Gulikers, J., Biemans, H., Mulder, M. (2015). Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education.Educational Research Review,14, 62-80. Varner, I. I., Varner, K. (2014). The Relationship between Culture and Legal Systems and the Impact on Intercultural Business Communication.Global Advances in Business Communication,3(1), 3. Veit, D., Clemons, E., Benlian, A., Buxmann, P., Hess, T., Kundisch, D., ... Spann, M. (2014). Business models.Business Information Systems Engineering,6(1), 45-53. Wang, W. Y., Pauleen, D. J., Zhang, T. (2016). How social media applications affect B2B communication and improve business performance in SMEs.Industrial Marketing Management,54, 4-14. Wieland, H., Hartmann, N. N., Vargo, S. L. (2017). Business models as service strategy.Journal of the Academy of Marketing Science,45(6), 925-943. Wirtz, B. W., Pistoia, A., Ullrich, S., Gttel, V. (2016). Business models: Origin, development and future research perspectives.Long Range Planning,49(1), 36-54. Zheltukhina, M. R., Biryukova, E. V., Gerasimova, S. A., Repina, E. A., Klyoster, A. M., Komleva, L. A. (2017). Modern Media Advertising: Effective Directions of Influence in Business and Political Communication.Man in India,97(14), 207-215.