Order 1024147: Employees′ diversity inhibits effective communication in organisations

annotatedBibliography1 xAssessmentBrief-BCom-Assessment4-RENov2717
 

• Type of paperArgumentative Essay
• SubjectBusiness
• Number of pages4
• Format of citationHarvard
• Number of cited resources7
• Type of serviceWriting

This essay must be written according to my annotated bibliography so ideas and references are uniform. Writers must read my annotated bibliography before writing this essay. please read and follow up with all of the instructions and criteria in the file uploaded. words limit must not exceed 1100 words references must be academic (no websites).

2

Annotated Bibliography

(1)

Mbagara, M. N., 2017. The relationship among work‐related perceptions, employee attitudes, and employee performance: The integral role of communications. Human Resource Management, pp. 57- 101

The article evaluates the kind of the organization communication in the management of the human resources framework. The analysis of the data collected from the workers of an American information technology firm established that workers perception of communication, commitment, teamwork, job satisfaction and stress considerably predicted individual job performance. The article further indicates that these perceptions were heavily influenced by diversity since the organization recruits employees who have different characteristics. The assessment of the relationship pattern demonstrates that while the direct relationship between performance and communication is negative, the importance of communication is fundamental in facilitating teamwork, job satisfaction and commitment irrespective of the employees’ background. This article carefully relates the outcomes to “the communication meta-myth” this assumes that sufficient communication is necessarily essential.

(2) Heilman, M.E., 2012. Gender stereotypes and workplace bias, Research in Organizational Behavior, 32, pp.113-135

This article focuses on the consequences of both prescriptive gender stereotypes ( this involves designating what men and women ought to look like) and descriptive gender stereotypes ( this is identifying what men and women are alike) and their impact for female ’s progress in career. The central argument here is that gender stereotypes particularly in the place of work result in the biased decisions and judgments hence preventing women from advancing. The article has indicated how descriptive gender stereotype is a real promoter of gender biasness due to the negative performance expectations in the male- gender kind roles and positions. It has also expounded how the prescriptive gender stereotypes enhance gender bias. The study presented tests the mentioned ideas, considering the specific career consequences that are likely to emanate from the stereotyped oriented prejudice and indicates that diversity in the place of work is one of the conditions that exaggerate such by hindering effective communication. The differences in individuals have also been suggested to have low likelihood of occurring if care is taken.

(3)

Al Ariss, A., and Guo, G.C., 2016. Job allocations as social sorting in a culturally diverse organizational context. International Business Review, pp. 579-588.

This research was conducted in a security-related firm with samples being drawn from different levels of employees. The author notes that communication is the critical element in the success of any company and when it comes to communicating effectively there are barriers that almost all the organizations encountered. Individuals always think that communication is simple and easy as it sounds, there is no doubt, however, what makes it complicated, frustrating and confusing are the barriers associated with diversity that always come in its way. The language that is still describing what we would like to express and or communicate to others sometimes may become a barrier since the organization is required to consider diversity during recruitment. The research established cultural barrier as the key factor hindering effective communication , it is evident that the world is made up of diverse cultures, a cultural barrier may arise when workers in the organization belong to different religions, countries or even states, hence inability to effectively communicate with each, this could be due to their worldviews.

(4)

Jayne, M. E. & Dipboye, R. L., 2004. Leveraging diversity to improve business performance: Research findings and recommendations for organizations. Human resource management, vol 43, pp. 409-424.

The study findings from the organizational and industrial psychology among other disciplines help cast doubt on the subjective perception that a diverse team of employees inevitably improves the performance of the organization. Instead, theory and research suggest some conditions that are necessary to manage various diversity initiatives efficiently and enjoy organizations benefits. It is therefore vital to leverage on the organizational culture to enhance communication in the organization; it is critically noted that the corporate culture involves; value, people, vision, value, practices and it’s. This, therefore, implies any decisions that are made by the company about workplace diversity is consistent with the company’s norms and belief and consequently must reflect on the business. The article has reviewed theory and empirical research on the relationship between workplace diversity and organization performance and provide practical steps that the human resource management can take to enhance positive communication thus managing diversity initiatives successfully and facilitate the positive outcome.

(5)

Emanuel. W. K., 2017. Harnessing demographic differences in organizations: What moderates the impact of workplace diversity?. Journal of Organizational Behavior, pp. 357-370

This article focused on accounting for the double-edged kind of demographic workplace diversity that is rational demography, organizational diversity and relational demography on performance and social integration. This has been done through the application of Categorization –Elaboration approach. The more significant differences in the place of work can potentially produce more conflict among the employees. Individuals that come from various cultural backgrounds have varying perspectives regarding how to deal with concerns and issues that arise. This article indicates that the inability to see where other people are coming from can considerably prevent the sufficient resolution of conflict when the workers feel they are unable to reach the point of agreement in the conflict resolution they are more likely to give up and let the bad feelings aggravate hence creating a negative tone. Nonetheless, some filters or barriers can prevent meaningful and clear communication between workers. This scholarly material highlights the importance of the organization to train their staffs on cultural tolerance and awareness of diversity thus encouraging them to openly discuss their different viewpoints on matters as opposed to avoiding interacting with others and or getting into conflict. The findings indicate the importance of leadership; it has established that leaders who are inclusive and participative in their approaches, provides inspiring visions and means individualized considerations, they also create a condition where diversity benefits accrue.

References list

Al Ariss, A., and Guo, G.C., 2016. Job allocations as social sorting in a culturally diverse organizational context. International Business Review, pp. 579-588.
Emanuel. W. K., 2017. Harnessing demographic differences in organizations: What moderates the impact of workplace diversity?. Journal of Organizational Behavior, pp. 357-370

Heilman, M.E., 2012. Gender stereotypes and workplace bias. Research in Organizational Behavior, 32, pp. 113-135.

Jayne, M. E. & Dipboye, R. L., 2004. Leveraging diversity to improve business performance: Research findings and recommendations for organizations. Human resource management, vol 43, pp. 409-424.
Mbagara, M. N., 2017. The relationship among work‐related perceptions, employee attitudes, and employee performance: The integral role of communications. Human Resource Management, pp. 57- 101

Kent Institute Australia Pty. Ltd.

Assessment Brief ABN 49 003 577 302 CRICOS Code: 00161E RTO Code: 90458
Version 1: 22nd December, 2016 TEQSA Provider Number: PRV12051

ASSESSMENT BRIEF

COURSE: Bachelor of Business / Bachelor of Accounting

Unit: Business Communication

Unit Code: BCOM101

Type of Assessment: Assessment 4 – Individual Essay and Self Reflective Summary

Length/Duration:

Essay – 1,000 words

Self-reflective Feed-forward Exercise – 500 words

Course Learning
Outcomes addressed: 2,4,5,7

Unit Learning
Outcomes addressed: 1,2,3,4,5

Submission Date:
Essay due Week 7
Self-reflective Feed-forward Exercise due Week 10

Assessment Task:

Part 1 – Essay
Write a persuasive academic essay on one of three given topics related to
communication. The essay will be written in accordance with the guidelines for
writing academic essays at ALS Essay Writing Handbook.
You are required to submit to your tutor as Assessment 3 an annotated
bibliography for the essay you are to write.

Part 2 – Self Reflective Feed-forward Exercise
A self-reflective summary (feed forward exercise) where students reflect on the
learning and action to be taken from their essay feedback (within 500 words).

Total Mark:
Essay 100 marks
Self-Reflective Feed-forward Exercise 100 marks

Weighting:
Essay 20%
Self-Reflective Feed-forward Exercise 5%

Students are advised that any submissions past the due date without an approved extension or without

approved extenuating circumstances incurs a 5% penalty per calendar day,
calculated from the total mark

E.g. a task marked out of 40 will incur a 2 mark penalty per calendar day.

Kent Institute Australia Pty. Ltd.
Assessment Brief ABN 49 003 577 302 CRICOS Code: 00161E RTO Code: 90458
Version 1: 22nd December, 2016 TEQSA Provider Number: PRV12051

More information, please refer to (Documents> Student Policies and Forms > POLICY – Assessment Policy
& Procedures– Login Required)

ASSESSMENT DESCRIPTION:

Write an argumentative essay on one of the topics below:

1. Employees’ diversity inhibits effective communication in organisations.

OR

2. All conflict is dysfunctional in organisations.

OR

3. Social Media is a positive influence on internal and external business communication.

Your essay must include:

 At least five reference sources including the text book, none of which are internet sources, e.g.

websites.

 Correct argumentative essay structure. Refer to the Academic Learning Skills handout on Essay

Writing and Dwyer, J 2013 Communication for Business and the Professions, Strategies and Skills, 5th

ed., Pearson Education, Australia pp. 627-630.

 Harvard referencing for any sources you use. Refer to the Academic Learning Skills handout on

Referencing.

ASSESSMENT SUBMISSION:

This assignment should be submitted online in Moodle.

The assignment MUST be submitted electronically in Microsoft Word format. Other formats may not be

readable by markers. Please be aware that any assessments submitted in other formats will be considered

LATE and will lose marks until it is presented in Word.

For assistance please speak to our Academic Learning Skills Coordinators, Andrew Kelly in Sydney

(andrew.kelly@kent.edu.au) or Leah Kerr in Melbourne (leah.kerr@kent.edu.au). They can help you with

understanding the task, draft checking, structure, referencing and other assignment-related matters.

https://kent.rtomanager.com.au/Staff/StaffControls/StaffPages/Staff_DocView.aspx

mailto:andrew.kelly@kent.edu.au

mailto:leah.kerr@kent.edu.au

Kent Institute Australia Pty. Ltd.
Assessment Brief ABN 49 003 577 302 CRICOS Code: 00161E RTO Code: 90458
Version 1: 22nd December, 2016 TEQSA Provider Number: PRV12051

GENERAL NOTES FOR ASSIGNMENTS [NOT APPLICABLE FOR THIS ASSESSMENT]

Assignments should usually incorporate a formal introduction, main points and conclusion, and will be fully
referenced including a reference list.

The work must be fully referenced with in-text citations and a reference list at the end. We strongly

recommend you to refer to the Academic Learning Skills materials available in the Moodle. For details please

click the link http://moodle.kent.edu.au/kentmoodle/course/view.php?id=5 and download the file “Harvard

Referencing Workbook”. Appropriate academic writing and referencing are inevitable academic skills that you

must develop and demonstrate.

We recommend a minimum of FIVE references, unless instructed differently by your lecturer. Unless
specifically instructed otherwise by your lecturer, any paper with less than FIVE references may be failed. Work
that includes sources that are not properly referenced according to the “Harvard Referencing Workbook” will
be penalised.

Marks will be deducted for failure to adhere to the word count – as a general rule you may go over or under
by 10% than the stated length.

GENERAL NOTES FOR REFERENCING

High quality work must be fully referenced with in-text citations and a reference list at the end. We

recommend you work with your Academic Learning Support (ALS) site

(http://moodle.kent.edu.au/kentmoodle/course/view.php?id=5) available in Moodle to ensure that you

reference correctly.

References are assessed for their quality. You should draw on quality academic sources, such as books,

chapters from edited books, journals etc. Your textbook can be used as a reference, but not the lecturer notes.

We want to see evidence that you are capable of conducting your own research. Also, in order to help markers

determine students’ understanding of the work they cite, all in-text references (not just direct quotes) must

include the specific page number/s if shown in the original. Before preparing your assignment or own

contribution, please review this ‘YouTube’ video by clicking on the following link: Plagiarism: How to avoid it

PLAGIARISM: HOW TO AVOID IT

You can search for peer-reviewed journal articles, which you can find in the online journal databases and which

can be accessed from the library homepage. Wikipedia, online dictionaries and online encyclopaedias are

acceptable as a starting point to gain knowledge about a topic, but should not be overused – these should

constitute no more than 10% of your total list of references/sources. Additional information and literature can

be used where these are produced by legitimate sources, such as government departments, research

institutes such as the NHMRC, or international organisations such as the World Health Organisation (WHO).

Legitimate organisations and government departments produce peer reviewed reports and articles and are

therefore very useful and mostly very current. The content of the following link explains why it is not

http://moodle.kent.edu.au/kentmoodle/course/view.php?id=5

http://moodle.kent.edu.au/kentmoodle/course/view.php?id=5

Kent Institute Australia Pty. Ltd.
Assessment Brief ABN 49 003 577 302 CRICOS Code: 00161E RTO Code: 90458
Version 1: 22nd December, 2016 TEQSA Provider Number: PRV12051

acceptable to use non-peer reviewed websites: Why can’t I just Google? (thanks to La Trobe University for this

video).

http://www.youtube.com/watch?v=hqjJyqfceLw

Kent Institute Australia Pty. Ltd.
Assessment Brief ABN 49 003 577 302 CRICOS Code: 00161E RTO Code: 90458
Version 1: 22nd December, 2016 TEQSA Provider Number: PRV12051

MARKING GUIDE (RUBRIC): ESSAY
Business Communication Essay Marking Rubric
Total /100

To gain an overall pass grade at least five peer reviewed academic sources need to be cited together with in-text referencing of all sources.

Marking Criteria. Fail (0-9.9) Pass (10-12.5) Credit (13-14.5) Distinction (15-16.5) High Distinction (17-20)
Research

/20

Little evidence of research.
Sources are missing,
inappropriate, poorly
integrated or lacking credibility.
Lacks clear link of sources with
essay.

Basic and sound research. Basic
use of sources to support ideas,
generally well integrated, most
sources are credible. May be
weaknesses with paraphrasing or
integration/application.

Research is generally thorough.
Good use of sources to support
ideas, mostly well integrated,
sources are credible. May be
weaknesses with paraphrasing or
integration/ application.

Thorough research is indicated.
Very good use of sources to
support ideas, well integrated,
sources are credible. May be minor
weaknesses with paraphrasing or
integration/application.

Thorough research is indicated.
Professional use of sources to support
ideas, well integrated, sources are
credible. Very minor,
if any, weaknesses with paraphrasing or
integration/application.

Information /
Content

/20

Essay lacks coherence; topic is
poorly addressed; little
analysis.

Essay is generally coherent; topic
is addressed; analyses in
reasonable depth with some
description. There are some
inconsistencies and weaknesses
with flow.

Essay is coherent and flows well;
topic is addressed quite
thoroughly; analyses in
considerable depth. There may be
some inconsistencies and
weaknesses with flow.

Essay is very coherent and flows
well; topic is addressed thoroughly;
analyses in depth. There may be
minor inconsistencies and
weakness with flow.

Professional work. Essay is very
coherent and flows well; topic is
addressed thoroughly; analyses in great
depth. Very minor, if any,
inconsistencies and weaknesses with
flow.

Structure

/20

Topic, concepts are not clear in
introduction.
Material in the body is
generally poorly sequenced. No
discernible conclusion; no links
to introduction.

Topic, concepts are generally
stated with some clarity in
introduction. Material in body is
generally logically sequenced;
some weaknesses. Conclusion
does not clearly summarise
essay; links to introduction are
not clear.

Topic, concepts and are mostly
clearly conveyed in introduction.
Material in body is logically and
clearly sequenced; few or minor
weaknesses. Conclusion
summarises essay; may be some
weaknesses; generally clear links
to intro.

Topic, concepts are clearly outlined
in introduction. Material in body is
logically and clearly sequenced;
very few or minor weaknesses.
Conclusion mostly effectively
summarises essay; with
recommendations and clear links to
introduction.

Topic, concepts are clearly outlined in
introduction. Material in body is
logically and clearly sequenced; very
minor, if any, weaknesses. Conclusion
effectively summarises essay; with
recommendations and clear links to
introduction.

Language/
Presentation

/20

Poor standard of writing. Word
limit may not be adhered to.

Basic and sound standard of
writing; some errors in
punctuation, grammar and
spelling

Good standard of writing; few
errors in punctuation, grammar
and spelling.

Very good standard of writing; very
few or minor errors in punctuation,
grammar and spelling.

Professional standard of writing; no
errors in punctuation, grammar and
spelling.

Referencing

/20

No referencing is evident or, if
done, is inconsistent and
technically incorrect. No or
minimal reference list, mixed
styles.

Basic and sound attempt to
reference sources; may be some
inconsistencies and technical
errors in style. Reference list is
generally complete with 1 or 2
references missing.

Good attempt to reference
sources; inconsistencies and
technical errors in style. Few
inaccuracies in reference list and
all references listed.

Very good attempt to reference
sources; very minor inconsistencies
and technical errors in style.
Thorough and consistent reference
list and all references listed.

Professional level of referencing and
acknowledgment; no errors of style
evident. Thorough and consistent
reference list and all references listed.

Kent Institute Australia Pty. Ltd.
Assessment Brief ABN 49 003 577 302 CRICOS Code: 00161E RTO Code: 90458
Version 1: 22nd December, 2016 TEQSA Provider Number: PRV12051

MARKING GUIDE (RUBRIC): SELF REFLECTIVE FEEDFORWARD EXERCISE

Categories Detail Score Comments

Interpretation of the
feedback received.

Clearly and accurately describes and
interprets the feedback given both
written, in the essay and through the
rubric.

20

Self-disclosure

Seeks to understand the feedback by
examining openly your own experiences
in the past as they relate to the topic, to
illustrate points you are making.

20

Strategies to use the
feedback in the future

Synthesize, the feedback and their
reflection upon it to develop strategies to
improve their essay writing in the future

50

Writing Skills

Cohesiveness, articulation of thoughts,
evidences of work, presentation, spelling
or grammar errors.

10

Total Score 100

GENERAL NOTES FOR ASSIGNMENTS
Assignments should usually incorporate a formal introduction, main points and conclusion, and will
be fully referenced including a reference list.

The work must be fully referenced with in-text citations and a reference list at the end. We strongly
recommend you to refer to the Academic Learning Skills materials available in the Moodle. For details
please click the link http://moodle.kent.edu.au/kentmoodle/course/view.php?id=5and download the
file “Harvard Referencing Workbook”.Appropriate academic writing and referencing are inevitable
academic skillsthat you must develop and demonstrate.

We recommend a minimum of FIVEreferences, unless instructed differently by your lecturer. Unless
specifically instructed otherwise by your lecturer, any paper with less than FIVE references may be
failed. Work that includes sources that are not properly referenced according to the “Harvard
Referencing Workbook” will be penalised.

Marks will be deducted for failure to adhere to the word count – as a general rule you may go over or
under by 10% than the stated length.

GENERAL NOTES FOR REFERENCING
High quality work must be fully referenced with in-text citations and a reference list at the end. We
recommend you work with your Academic Learning Support (ALS) site
(http://moodle.kent.edu.au/kentmoodle/course/view.php?id=5) available in Moodle to ensure that
you reference correctly.

References are assessed for their quality. You should draw on quality academic sources, such as books,

chapters from edited books, journals etc. Your textbook can be used as a reference, but not the

lecturer notes. We want to see evidence that you are capable of conducting your own research. Also,

in order to help markers determine students’ understanding of the work they cite, all in-text

references (not just direct quotes) must include the specific page number/s if shown in the original.

http://moodle.kent.edu.au/kentmoodle/course/view.php?id=5

http://moodle.kent.edu.au/kentmoodle/course/view.php?id=5

Kent Institute Australia Pty. Ltd.
Assessment Brief ABN 49 003 577 302 CRICOS Code: 00161E RTO Code: 90458
Version 1: 22nd December, 2016 TEQSA Provider Number: PRV12051

Before preparing your assignment or own contribution, please review this ‘YouTube’ video by clicking

on the following link:Plagiarism: How to avoid it

PLAGIARISM: HOW TO AVOID IT

You can search for peer-reviewed journal articles, which you can find in the online journal databases
and which can be accessed from the library homepage. Wikipedia, online dictionaries and online
encyclopaedias are acceptable as a starting point to gain knowledge about a topic, but should not be
overused – these should constitute no more than 10% of your total list of references/sources.
Additional information and literature can be used where these are produced by legitimate sources,
such as government departments, research institutes such as the NHMRC, or international
organisations such as the World Health Organisation (WHO). Legitimate organisations and
government departments produce peer reviewed reports and articles and are therefore very useful
and mostly very current. The content of the following link explains why it is not acceptable to use non-
peer reviewed websites: Why can’t I just Google? (thanks to La Trobe University for this video).

http://www.youtube.com/watch?v=hqjJyqfceLw