Problem Educational Enrichment Task Force (EETF), LCB committee 7/4 Re: Educational Needs for LCB Students I am writing this memo to address the educational needs for LCB students. The practical experience required by these students to make their education in the area a success id the specific component to be addressed. I will describe the problem at hand which makes me write the memo and justify its existence and why it is a problem before identifying the existing programs associated with the need for practical experience for the students and finally evaluate the extent to which the programs have met the need.
Problem description The LCB students have been for along time subjected to more theory than practical as per the course requirements. This trend has disadvantaged our students when they meet their colleagues from other learning institutions in the job market. Our students have failed to express their communication skills effectively during interviews yet communication is a daily demonstration in all organizations today (University of Oregon, 2014a). In fact, communication is the main task of managers and executives in organizations and when our students cannot express themselves effectively in interviews, there is need to worry about the amount of practical experience our students gather from school which will make them effective managers and executives in organizations that absorb them.
Most organizations have complained about our graduates being incompetent. Effective Programs Available There are various programs available which can be of great benefit to our students in terms of practical experience in communication. These programs include; Encouraging feedback- instructors should encourage students to give both good and bad news during lessons.
This should be taken positively by welcoming disagreements on issues and reinforcing them positively instead of punishing the students for giving such information. This way, students will gather courage to express themselves whenever there is need without fearing (University of Oregon, 2014b). Listening effectively- one quality of a leader is listening. This communication skill is neglected in most cases but it is important. The instructor should prepare students physically and mentally to listen by keeping off anything likely to distract their attention encouraging them to listen to ideas instead of facts alone, keeping them open minded, capitalizing on speed differential and putting themselves in the place of the speaker (Holden Leadership Center, 2009).
Communication misunderstandings should be minimized- some of these misunderstandings include; misinterpreting meanings of words, same words meaning different things to different people, different words meaning the same thing and misinterpretations of facts, misinterpretation of voices and misinterpretation of non-action symbols among others (University of Oregon, 2014b). Communications should be demonstrated - students should be shown how to communicate with key personnel by showing genuine concern and interest, being natural, respecting the other person and not being defensive among others (Holden Leadership Center, 2009). Policy decisions should be hammered out in a give and take from small group discussions although in a few cases, a leader should decide and stick to his decision.
A leader should clarify the discussion, use process statements, seek different views, use group pronouns, and remain open to different views (Holden Leadership Center, 2009). If the above programs are effectively demonstrated to our LCB students in classes through practice, they will courageously face the job market without fearing their colleagues from other learning institutions.
After all, it should be remembered that effective leaders recognize the significance of good communication (University of Oregon, 2014a). Communication problems are likely to cause tailbacks in organizations. References Holden Leadership Center. (2009). Leadership. Retrieved 9 April, 2014, From, http: //leadership. uoregon. edu/ University of Oregon. (2014a). Undergraduate Career Services. Retrieved 9 April, 2014, From, http: //business. uoregon. edu/ug/career/ University of Oregon. (2014b). Undergraduate student clubs. Retrieved 9 April, 2014, From, http: //business. uoregon. edu/ug/clubs