Business Communication

Business  Communication

This is an individual assignment

Task 1: (4 marks) – maximum 400 words

Using the DIEP template attached below and the topics from Week 4-8 from the Lectures and Book choose a theme that interests you and use the subject to reflect on an actual situation from your own past; for example, it might be an issue relating to working in teams, a presentation, using technology for communication, or where managing a cross-cultural situation at work or studying where your emotions has been important, maybe communication between genders has been an issue at some stage, perhaps you have encountered a situation involving conflict, or had to negotiate with an individual or group. Whatever your choice please use the DIEP writing template below to reflect on the issue that you wish to address.

The purpose of writing a self-reflection assignment is to demonstrate that you have experienced, thought about, and integrated information associated with that experience.  It is not documenting an activity or repeating something you have read or heard. It is the process of examining the impact of your personal values, beliefs, styles of communication, and experiences, and enables self- awareness, personal, and professional growth. It can help to make meaning of complex situations and enable learning from experience.
Typically, self-reflection assignments use “I” statements (first person narrative).  Unlike other written assignments, self-reflection papers do not need to adhere to a particular style. For example, you do not need to use citations or credit sources unless you are quoting directly. You do, however, need to use the correct English grammar and style, and successfully communicate your experience to the reader.
The information contained below is an outline approach to reflective writing, using a DIEP strategy.
The DIEP strategy
The four steps in this approach are adapted from Boud, D (1985, Reflection: Turning Experience into Learning) are to Describe, Interpret, Evaluate and Plan.
D – Describe objectively what happened
•    Answer the question: ‘What did I do, read, see, hear, etc.?’
I – Interpret the events.
•    Consider why events happened in the way they did. Explain:
− what you saw and heard
− your new insights
− your connections with other learning
− your feelings
− your hypotheses and/or conclusions
•    Answer the question: ‘what might this mean?’
E – Evaluate the effectiveness and usefulness of the experience
•    Make judgements that are clearly connected to observations you have made. Answer the questions:
− What is my opinion about this experience?
− What is the value of this experience?
− Why do I think this?
P – Plan how this information will be useful to you
•    Consider: In what ways might this learning experience serve me in my:
−    course – program
−    future career
−    life generally
•    Answer the question: ‘How will I transfer or apply my new knowledge and insights in the future?’

Some additional questions that you may like to think about:
•    What did I learn? What will I change? What do I need to know more about?
•    What have I learned about myself? (My abilities, strengths/weaknesses)
•    How were my values challenged or changed in any way as a result of this article/activity/experience?
•    What have I learned about ethics and social responsibility from this article/activity/experience?
•    What have been the experiences and events that created my most important learning opportunities?
•    How is this article/activity/experience relevant (or not relevant) to me and the discipline that I am studying?
•    I have increased my knowledge of _______________ from this experience (reviewing my actions, reflecting on experience) in this way _______
•    Does this article/activity/experience challenge me in any way? In what way?

DIEP strategy for writing a reflection
In your entries, attempt to:
–    Analyse your own performance as a learner
and evaluate your gains in understanding and completing tasks
–    Verbalise how you feel about your learning
–    Make connections with other experiences, such as, ideas
–    Demonstrate the transfer of learning to practice
–    Integrate the concepts taught in the course (including any literature where relevant)
D – Describe objectively what happened
Give the details of what happened. Answer the question: ‘What did I do, read, see, hear?’

I – Interpret the events
Explain your learning: new insights, connections with other learning, your feelings, hypotheses,
and conclusions. Answer the questions: ‘What was the reason I did this activity?’ ‘What might it mean?’

E – Evaluate what you learned
Make judgments connected to observations you have made. Answer the question: ‘How was this useful?’

P – Plan how this learning will be applied
Comment on its relevance to your course, program, future profession, life…Answer the question: ‘How might this learning apply in my future?’

Task 2: (3 marks) – maximum 400 words

Using the Peer Evaluation Form below review each group member’s contribution to your presentation in Week 11. Please also provide justification for the mark that is awarded to each team member.

Please ‘electronically’ sign your Peer Evaluation Form prior to submission. Your assignment will not be accepted without your electronic signature.

An example of how to do this may be found at:

Please note that there are other Apps that you can use, and please make sure that they are ‘free’ and do not demand payment. It is possible to sign via your iPhone, iPad (see Sign Easy or Sign Now) or Android handsets and tablets. You can also use a computer to do this.

Please also look at Genius Scan, which enables you to print, sign and then upload the form as a .pdf, all from your phone or tablet


Unit Number: _____________________________________________
Assignment: ______________________________________________
Student Name: ____________________________________________
Student Number: __________________________________________
Campus (On/Off) and Location: _______________________________

Please rate the contribution of each other member of your team by dividing a total of 100 marks between all of the team members who you believe made the greatest contribution to the team (do NOT include yourself in this list) (see the example below which you can overwrite). You are not required to rate your own contribution at this stage.
Group Members’ Names    Contribution (out of 100)
1. John Smith    10
2. Jo Jones    30
3. Peter Williams    40
4. Karen Daily    20

Please provide explanations for your ratings, and if appropriate, describe how you have attempted to encourage the team member to improve their performance (number according to the numbers next to the group members’ names above). Your comments will be reviewed if a student should appeal their presentation evaluation, so it is important that your explanations are factual, legible and professional.

Now please provide an assessment of your own performance out of 100. Again, this will be reviewed against your team members’ assessment of you:

Name    Contribution (out of 100)
1. Chow Yuen Fat    62
Comments: Explain why you have awarded yourself this mark

This evaluation is a formal component of your assessment

Full Name:     _______________________

Signature:    _______________________

Date:        _______________________

Task 3: (3 marks) – maximum 400 words

Using the lecture notes and book please compose three different messages:

•    Compose a positive message as a letter addressed to a person who was successful after attending an interview. You need to inform them of the success of their job application. The specific focus of the message is your choice.

•    Compose a negative message as an email addressed to a person who has come to you for a new product launch. You are rejecting them after attending the launch campaign and need to inform them of the rejection.

•    Compose a persuasive message as a letter addressed to your school’s parents making suggestions about how to raise special school building funds.

NOTE: Please ensure that you submit your Self Reflection documents via the Portfolio Part C – Self Reflection DropBox.  Do NOT email your answers to any member of the Unit staff, as they will not be marked and they must be submitted to the DropBox for university auditing purposes.

The Self-Reflection is due to be submitted by Sunday 5th October 2014 at 11.59pm. Please note that NO extensions will be granted without the prior approval of the Unit Chair, and that the 11.59pm deadline is an absolute deadline, in that if you fail to submit the assignment by 11.59pm, it will be treated as late and not marked.

Writing Style Requirements
Various writing styles are used for assessment in the Faculty of Business and Law. To maximise your chances of academic success it is important that you understand what is required. The Division of Student Life website provides useful resources at In particular, a booklet ‘Guide to assignment writing and referencing’ is available from

Referencing Requirements
Referencing is used to provide acknowledgment of sources of information, to avoid plagiarism, and is usually important for placing your work within a body of knowledge.Please see the section on Plagiarism above for some information regarding referencing, or the booklet ‘Guide to assignment writing and referencing’ mentioned in the previous section ‘Writing style requirements’. The following Library website provides a virtual tutorial on referencing and has an online quiz:
The following Deakin Student Study Support weblinks will provide useful explanations and examples regarding how to reference and cite correctly.
•    Deakin Division of Student Life ‘How to Reference Your Writing’‐students/study‐support/study‐skills/handouts/refer‐ plag.php
•    Deakin Division of Student Life: ‘Referencing using the author‐date (Harvard) system’:‐students/study‐support/study‐skills/handouts/authordate‐harvard.php
Referencing using the Author-Date (Harvard) system

Source: Deakin Study Support

Plagiarism and Collusion
Plagiarism and collusion constitute extremely serious academic misconduct. They are forms of cheating, and severe penalties are associated with them, including cancellation of marks for a specific assignment, for a specific unit or even exclusion from the course. The University’s definitions of plagiarism and collusion are as follows:

•    Plagiarism occurs when a student passes off as the student’s own work, or copies without acknowledgment of its authorship, the work of any other person.
•    Collusion occurs when a student obtains the agreement of another person for a fraudulent purpose with the intent of obtaining an advantage in submitting an assignment or other work.
•    You should note that the University views plagiarism and collusion very seriously and may impose serious penalties.
•    The University’s policy on plagiarism and collusion sets out your responsibilities as a student in regard to plagiarism and collusion. Students are responsible for ensuring that:
•    They are familiar with the expected conventions of authorship and the appropriate use and acknowledgement of all forms of intellectual material relevant to their discipline.
•    Work submitted for assessment is their own.
•    They take all reasonable steps to ensure their work can not be accessed by others who might seek to submit it, in whole or in part, as their own.
•    Turnitin Guide:

Whenever you refer to another person’s research or ideas (either by directly quoting or by paraphrasing them), you must acknowledge your source. If you are ever in doubt about how to properly cite a reference, consult your lecturer or the academic skills website The University policy of plagiarism and collusion is available from The Guide Regulation 4.1(1)—Student Discipline also contains important information regarding academic misconduct.

Unauthorised Collaboration
Unauthorised collaboration is a form of collusion. It involves working with others with the intention of deceiving your markers about who actually completed the work. If you have collaborated with others in preparing an individual assessment item, you must disclose this to your lecturer. Assignments will sometimes be set as group work, but even in these cases generally you will still have to write up and submit your own report.

If you have any doubt as to what constitutes authorised or unauthorised collaboration, consult with your lecturer.

The Assessment Panel or Faculty Academic Progress and Discipline Committee will impose a penalty on any student who is found to have committed an act of academic misconduct such as plagiarism, collusion, or unauthorised collaboration. These penalties can include:

•    Allocate a zero mark or other appropriate mark for the unit or the assessment task
•    Suspend from the course for up to 3 trimesters
•    Exclude from the course for 2 trimesters or more
•    Impose a fine of up to $500.00
•    Additional/substitute actions:
•    Require an apology
•    Reprimand and caution the student
•    Allow resubmission an assessment task
•    Recommend counseling (on a voluntary basis)
•    Unacceptable Activities
•    There are some activities that are never acceptable in the preparation of assignments at the tertiary level. Students who engage in any of the following activities create some doubt in the mind of the reader that the student’s work is original. Many of these activities leave the student open to charges of plagiarism. Students should never:
•    Submit an assignment without providing a list of references used.
•    Copy one or more sentences from a reference source (book, journal, web page, etc.) without formatting the material as a quotation.
•    Use data in the form of numbers, tables, graphs, diagrams or other images without citing the source of the material.
•    Use program source code, even if it is freely available in the public domain, without citing the source of the code.
•    Take material from reference material and paraphrase it (write it in your own words) without citing the source of the material.
•    Use an idea made by another person without citing the source of the idea


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