Communication is fundamental and vital to all administrative functions and communication is a means of transmitting information and making oneself understood by another or others, Sanchez & Guo (2005). Good communication skills are very important to ones success as an administrator, Yate (2009). This paper discusses how the lack of communication can affect production within organizations and provides guidelines on how both management and employees can create effectiveness by improving their communication skills. Various methods including surveys, questionnaires and interviews will be used through a descriptive research to generate the information that will guide the research. Person’s communication skills affect both personal and organisational effectiveness, Brun (2010); summers (2010). It seems reasonable to conclude that one of the most inhibiting forces to organisational effectiveness is a lack of effective communication, Lutgen-Sandvik (2010). The purpose of this study is to investigate the lack of communication between management and staff in different organizations. The objective is to identify the causes for miscommunication between management and staff, to investigate the kind of effects that the lack of communication would have on different organizations, to provide recommendations on improving the lack of communication, between management and staff throughout organizations.
Communication is the exchanging of information through speaking, writing and signals. It plays an important to our development; it is the dissemination of ideas, and information to persons. Cognition is our mental process in which we acquire knowledge and understanding, and this is done through our thoughts, our experiences, and our senses. Cultural differences involve what people’ believe how they behave, the language they speak, and their practices based on their ethnicity. Cross-cultural differences in cognition can be very effective to certain operations conducted by persons; however, it can also limit us based on our perspective. To gather information and to understand how culture affects cognition and the way we think, questionnaires, surveys and experiments were used. Questionnaires were administered to tertiary level students, surveys were administered to teachers and experiments were conducted among students from various culture and background. The experiments were centered on visualization, focus and critical thinking. The purpose of this study is to investigate if cultural differences affect the way we think, and this double-dissociation is discussed in terms of implications for different developmental trajectories, with different developmental sub-tasks in the different cultures.
This study documented teachers’ perceptions concerning the implementation of the Continuous Assessment Component of the Secondary Entrance Examination, and its effectiveness in the teaching and learning process. Specifically, the study sought to gain an understanding of the extent to which teachers are aware of what continuous assessment entails, the challenges that they encounter in its implementation and its importance to both the teaching and learning processes. The participants in this study were six female and two male teachers who varied at different levels of experience and preparation. Through interviews and questionnaires, the researcher guided the study to determine: a) what are the attitudes and perceptions of selected primary school teachers at my school, concerning the effectiveness of the continuous assessment program as a tool for assessing students, b) what do selected primary school teachers at my school consider to be the challenges that they will encounter in implementing the continuous assessment programme in their respective classes, c) how has continuous assessment affected teacher performance at my school as a result of this process, and d) what support systems do these teachers have that will assist them in the delivery of the program. The study conducted a Mixed Methods study and used the questionnaire and interview instruments to guide the collection of data for analysis. The perceived challenges that emerged were discussed according to the following headings: Benefits of continuous assessment; teachers’ perception concerning continuous assessment; attitude towards assessment; curricular challenges; instructional challenges; adequate resources and curriculum reform and effective implementation.
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