Organizational communication –outline
IA-Knowledge
A1.
The major problem is ways of improving communication between lecturers and large number of students so that learning outcomes can be achieved. The minor problems are exploring ways in which the interaction between students and lecturers can be increased and boosting student understanding through effective communication.
A2.
The communication theories that apply include psychological and social communication. This is because it involves the flow of thoughts and feelings that the lecturer tries to send to students. It also involves interaction between the lecturer and the student that enhances levels of understanding.
A3.
Organizational theories and perspectives that are apparent include bureaucracy, where there are defined jurisdictional roles between the staff and students. There is also scientific management of most affairs at the institution.
A4.
The missing information is how universities should increase communication efficiency between students and their lecturers.
A5.
Assumptions being made are that lecturers and their students have an intention of ensuring their full understanding of the concepts being taught. It is also assumed that large number of students will continue enrolling at the university.
IB-sensitivity
B1.
It is the large number of students at the institution that is most responsible for the communication problems. It limits the interactive capacity between lecturers and students.
B2.
Some of the shared realities are the continuous increase in the number of students being admitted to universities. This has led to large-sized classes where teacher-student engagement may be compromised if proper strategies are not adopted (Newton, 2008).
B3.
Yes. They have adopted interactive teaching methods such as increasing use of power point presentations and producing lectures in form of portable audio broadcasts.
B4.
Yes
IC-SKILLS
C1.
Lecturers exhibit flexibility in utilizing interactive teaching methods such as emphasizing major and critical areas of learning. They demonstrate skills such as critical thinking, listening skills and team work.
C2.
Additional skills needed are cognitive, social and self management skills.
C3.
These skills can be developed through increased engagement and high level of interactions between teaching staff and students.
C4.
Scheduling, time planning and management are other vital skills that are lacking.
C5.
Major organizational strengths are that it is a university of repute with proven track record.
ID- VALUES
D1.
Lecturers aim at inculcating learning values and objectives to students in line with learning objectives outlined in the course while students aim at understanding taught concepts.
D2.
Yes. They both understand that proper acquisition of skills is vital in their future undertakings.
D3.
The organizational culture is accommodative and gives freedom to lecturers to adopt teaching styles that suit the learning environment.
D4.
Yes.
II-DEVELOPING ALTERNATIVES
A.
Lecturers should be increased so that the number of students per class can reduce.
B.
Three
C.
Yes.
D.
Utilizing various forms of learning methods and ensuring the number of students per class is at recommended levels. This increases the level of interactions and communication between lecturers and students.
E.
Yes they are willing to change.
III-EXPLANATION
A.
Lecturers can be able to interact more with reduced number of students. This is due to reduced workloads and efficiency.
B.
The university’s management is responsible for enhancing proper student-lecturer ratios. They should dedicate more resources towards this. Lecturers must design proper curricula that encourage use of various learning methods.
C.
| Activity | Resources | Timeline |
| Reducing number of students per class | Finances to construct more classes and recruit additional lecturers | 3 months |
| Developing of curricula that encourages more communication and engagement between lecturers and students | Learning activities that can be benchmarked with those of other institutions | 1 month |
| Interactive sessions between students and lecturers | Additional halls and conference rooms | I month |
D.
This can be evaluated through comparisons between student performances before and after implementation.
References
Newton, R. (2008). Communication and Organizational Goals. Cambridge. Cambridge university press.
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