Management Accounting Coursework Example | Topics and Well Written Essays - 2500 words

Management Accounting - Coursework Example Available at: . Anderson, DR, Sweeny, DJ, Williams, TA & Martin, RK 2007, An introduction to management science: Quantitative approaches to decision making, 12th edn, Cengage Learning. This book is quite helpful in the field of management accounting and the quantitative perspectives in decision making. The book has a great deal of citations proving academic value of wide content. The methods, calculations and examples in the book are accurate and simple to understand and can be used for real world cases. This text demonstrates how quantitative measures including labour costs, units produced and hours worked can be analysed and findings used for decision making. I will use this book to show how quantitative measures can be applied in management accounting mainly in budgeting. This book shows the relevance of quantitative measures in decision making and I agree with this concept. Available at: . Atrill, P & McLeany, E 2003, Accounting and finance for non-specialists, 4th edn, Financial Times/Prentice Hall. In this edition, the text introduces fundamental values and principal concepts of accounting and finance. It takes on practical and non-technical perspectives that I can apply in management accounting and decision making. The text is written from a 'user' perspective, signifying ways in which accounting statements and financial information can be used to develop the value of decision making. This book gives the relationship between the financial and accounting principles and this has been proven by studies over the years. Available at: . Atrill, P & McLeany, E 2009, Management accounting for decision makers, 6th edn, Financial Times/Prentice Hall. This book gives a clear understanding of management accounting and how it is applied in decision making. This edition gives an introduction to the main principles in management accounting including costing, budgeting and strategic management accounting with a strong practical importance and avoids extreme technical as pects. It gives a clear description on how accounting information can be used by management to better the quality of decision making. I can use this book to discuss the major areas in my proposal which are: budgeting, strategic management accounting and decision making. The text delves on the positive impacts of proper management accounting in decision making process. Available at: . Callahan, KR, Stetz, GS & Brooks, LM 2007, Project management accounting: Budgeting, tracking, and reporting costs and profitability, John Wiley and Sons. The concepts in this text are centred on sound accounting practices that are used to improve the management of firms and their

Poverty in the Global economy Essay Example | Topics and Well Written Essays - 250 words

Poverty in the Global economy - Essay Example The government should try harder to redistribute income so that the have-nots can make use of their share as it is their democratic right. By redistributing income, the government’s popularity will increase. High levels of inequality are not alright. Inequality cannot be solved by taking from the wealthy and giving to the poor. However, it can be solved by empowering the poor. By empowering them, they are given power to do something which shall lead to productivity. Persons who work hard can also be identified by the leaders in the society and rewarded. This will create productive competition among the people. In such a scenario, the society should also strive towards equality in income (Snarr and Snarr 9). When it comes to poverty, globalization has been a negative force in the world. The reason for this is that it has allowed bigger businesses and wealthier nations to drive forward their aims at the expense of less endowed nations and small businesses. This has been through progress in technology which small businesses and developing countries cannot manage to pay for. Also, many of the jobs created by globalization are not well paid and companies have been outsourcing cheaper labor from other countries (Snarr and Snarr

Willingness to Pay Essay Example | Topics and Well Written Essays - 250 words

Willingness to Pay - Essay Example On the other hand, for a park or a green space to remain in good and attractive condition, regular maintenance, and improvements are mandatory. Costs are incurred in order for these services to be effectively provided to the public, hence necessary to charge the public a relatively small sums of money in order to meet the costs. Nevertheless, it is important to consult the public about the amount they are willing to pay for the services, amenity, or a resource hence the term â€Å"willingness to pay†. A good example of willingness to pay scenario is the residents of Boulder Colo in USA. The people of this area were willing to pay up to $234 per home in order to keep a five and a half acres of land preserved for public usage (Americantrials, 2014). This land had not been developed for long hence the community decided to be contributing the large sums of money in order for them to be using it as a park. Their decision could however be termed as highly brilliant since presence of this land as a park made the value of the surrounding properties to dramatically hike in price. Other recreational benefits that were accrued from the existence of the park included travelling costs incurred while visiting the park. Within a period of four years (1995-1999), the property price premiums were summing up to $140.2 million. There was also a net entertaining value of over $7.6 million (Americantrials, 2014). In conclusion, provision of opportunities for physical activities such as establishment of recreational areas like parks or provision of service may have so much economic benefit to the local government, private developers, and the to the residents of that the neighboring areas. Facilities like parks; availability of quality water among others raises the value of the properties and homes in the nearby area. Moreover, the cost incurred in maintaining such recreational facilities and resources is by far much lower than

Assessment Of Learning Essay Example for Free

Assessment Of Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often  contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. TEACHERS’ ROLES IN ASSESSMENT OF LEARNING Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide †¢ a rationale for undertaking a particular assessment of learning at a particular  point in time †¢ clear descriptions of the intended learning †¢ processes that make it possible for students to demonstrate their competence and skill †¢ a range of alternative mechanisms for assessing the same outcomes †¢ public and defensible reference points for making judgements Rethinking Classroom Assessment with Purpose in Mind. †¢55 The purpose of assessment that typically comes at the end of a course or unit of instruction is to determine the extent to which the instructional goals have been achieved and for grading or certification of student achievement. (Linn and Gronlund, Measurement and Assessment in Teaching ) Reflection: Think about an example of assessment of learning in your own teaching and try to develop it further as you read this chapter. 56 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 †¢ transparent approaches to interpretation †¢ descriptions of the assessment process †¢ strategies for recourse in the event of disagreement about the decisions With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning. PLANNING ASSESSMENT OF LEARNING. The purpose of assessment of learning is to measure, certify, and report the level  of students’ learning, so that reasonable decisions can be made about students. There are many potential users of the information: †¢ teachers (who can use the information to communicate with parents about their children’s proficiency and progress) †¢ parents and students (who can use the results for making educational and vocational decisions) †¢ potential employers and post-secondary institutions (who can use the information to make decisions about hiring or acceptance) †¢ principals, district or divisional administrators, and teachers (who can use the information to review and revise programming). Assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. Because genuine learning for understanding is much more than just recognition or recall of facts or algorithms, assessment of learning tasks need to enable students to show the complexity of their understanding. Students need to be able to apply key concepts, knowledge, skills, and attitudes in ways that are authentic and consistent with current thinking in the knowledge domain. What am I  assessing? Why am I assessing? Rethinking Classroom Assessment with Purpose in Mind †¢ 57 Assessment of Learning In assessment of learning, the methods chosen need to address the intended curriculum outcomes and the continuum of learning that is required to reach the outcomes. The methods must allow all students to show their understanding and produce sufficient information to support credible and defensible statements about the nature and quality of their learning, so that others can use the results in appropriate ways. Assessment of learning methods include not only tests and examinations, but  also a rich variety of products and demonstrations of learning—portfolios, exhibitions, performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods (see Fig. 2. 2, Assessment Tool Kit, page 17). What assessment method should I use? Graduation Portfolios Graduation portfolios are a requirement for graduation from British Columbia and Yukon Senior Years schools. These portfolios comprise collections (electronic or printed) of evidence of students’ accomplishments at school, home, and in the community, including demonstrations of  their competence in skills that are not measured in examinations. Worth four credits toward graduation, the portfolios begin in Grade 10 and are completed by the end of Grade 12. The following are some goals of graduation portfolios: †¢ Students will adopt an active and reflective role in planning, managing, and assessing their learning. †¢ Students will demonstrate learning that complements intellectual development and course-based learning. †¢ Students will plan for successful transitions beyond Grade 12. Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and standards. Students use the criteria and standards as guides for planning, collecting, and presenting their evidence, and for self-assessing. Teachers use the criteria and standards to assess student evidence and assign marks. There are three major components of a graduation portfolio: 1. Portfolio Core (30 percent of the mark). Students must complete requirements in the following six portfolio organizers: arts and design (respond to an art, performance, or design work); community involvement and responsibility (participate co-operatively and respectfully in a  service activity); education and career planning (complete a graduation transition plan); employability skills (complete 30 hours of work or volunteer experience); information technology (use information technology skills); personal health (complete 80 hours of moderate to intense physical activity). 2. Portfolio Choice (50 percent of the mark). Students expand on the above areas, choosing additional evidence of their achievements. 3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning and reflect at the end of the portfolio process. ( Portfolio Assessment and Focus Areas: A Program Guide  ) 58 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, occasionally, in relation to other students’ assessment results. Certification of students’ proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and evaluation. Reliability  Reliability in assessment of learning depends on how accurate, consistent, fair, and free from bias and distortion the assessment is. Teachers might ask themselves: †¢ Do I have enough information about the learning of this particular student to make a definitive statement? †¢ Was the information collected in a way that gives all students an equal chance to show their learning? †¢ Would another teacher arrive at the same conclusion? †¢ Would I make the same decision if I considered this information at another time or in another way? Reference Points Typically, the reference points for assessment of learning are the learning  outcomes as identified in the curriculum that make up the course of study. Assessment tasks include measures of these learning outcomes, and a student’s performance is interpreted and reported in relation to these learning outcomes. In some situations where selection decisions need to be made for limited positions (e. g. , university entrance, scholarships, employment opportunities), assessment of learning results are used to rank students. In such norm-referenced situations, what is being measured needs to be clear, and the way it is being measured needs to be transparent to anyone who might use the assessment  results. Validity Because assessment of learning results in statements about students’ proficiency in wide areas of study, assessment of learning tasks must reflect the key knowledge, concepts, skills, and dispositions set out in the curriculum, and the statements and inferences that emerge must be upheld by the evidence collected. How can I ensure quality in this assessment process? Rethinking Classroom Assessment with Purpose in Mind †¢ 59 Assessment of Learning Record-Keeping Whichever approaches teachers choose for assessment of learning, it is their records that provide details about the quality of the measurement. Detailed records of the various components of the assessment of learning are essential, with a description of what each component measures, with what accuracy and against what criteria and reference points, and should include supporting evidence related to the outcomes as justification. When teachers keep records that are detailed and descriptive, they are in an excellent position to provide meaningful reports to parents and others. Merely a symbolic representation of a student’s accomplishments (e. g. , a letter grade or percentage) is inadequate. Reports to parents and others should identify the  intended learning that the report covers, the assessment methods used to gather the supporting information, and the criteria used to make the judgement. Feedback to Students Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than assessment for learning and assessment as learning. Nevertheless, students do Ho w can I use the information from this assessment? Guidelines for Grading. 1. Use curriculum learning outcomes or some clustering of these (e. g. , strands) as the basis for grading. 2.Make sure that the meaning of grades comes from clear descriptions of curriculum outcomes and standards. If students achieve the outcome, they get the grade. (NO bell curves! ) 3. Base grades only on individual achievement of the targeted learning outcomes. Report effort, participation, and attitude, for example, separately, unless they are a stated curriculum outcome. Any penalties (e. g. , for late work, absences), if used, should not distort achievement or motivation. 4. Sample student performance using a variety of methods. Do not include all assessments in grades. Provide ongoing feedback on formative  performance using words, rubrics, or checklists, not grades. 5. Keep records in pencil so they can be updated easily to take into consideration more recent achievement. Provide second-chance assessment opportunities (or more). Students should receive the highest, most consistent mark, not an average mark for multiple opportunities. 6. Crunch numbers carefully, if at all. Consider using the median, mode, or statistical measures other than the mean. Weight components within the final grade to ensure that the intended importance is given to each learning outcome. 7. Make sure that each assessment meets quality standards (e.g. , there should be clear targets, clear purpose, appropriate target-method match, appropriate sampling, and absence of bias and distortion) and is properly recorded and maintained (e. g. , in portfolios, at conferences, on tracking sheets). 8. Discuss and involve students in grading at the beginning and throughout the teaching and learning process. (Adapted from O’Connor, How to Grade for Learning ) Resource: Marzano, Transforming Classroom Grading 60 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 rely on their marks and on teachers’ comments as indicators of their level of  success, and to make decisions about their future learning endeavours. Differentiating Learning In assessment of learning, differentiation occurs in the assessment itself. It would make little sense to ask a near-sighted person to demonstrate driving proficiency without glasses. When the driver uses glasses, it is possible for the examiner to get an accurate picture of the driver’s ability, and to certify him or her as proficient. In much the same way, differentiation in assessment of learning requires that the necessary accommodations be in place that allow students to make the particular learning visible.  Multiple forms of assessment offer multiple pathways for making student learning transparent to the teacher. A particular curriculum outcome requirement, such as an understanding of the social studies notion of conflict, for example, might be demonstrated through visual, oral, dramatic, or written representations. As long as writing were not an explicit component of the outcome, students who have difficulties with written language, for example, would then have the same opportunity to demonstrate their learning as other students. Although assessment of learning does not always lead teachers to differentiate  instruction or resources, it has a profound effect on the placement and promotion of students and, consequently, on the nature and differentiation of the future instruction and programming that students receive. Therefore, assessment results need to be accurate and detailed enough to allow for wise recommendations. Reporting There are many possible approaches to reporting student proficiency. Reporting assessment of learning needs to be appropriate for the audiences for whom it is intended, and should provide all of the information necessary for them to make reasoned decisions. Regardless of the form of the reporting,however, it should be honest, fair, and provide sufficient detail and contextual information so that it can be clearly understood. Traditional reporting, which relies only on a student’s average score, provides little information about that student’s skill development or knowledge. One alternate mechanism, which recognizes many forms of success and provides a profile of a student’s level of performance on an emergent-proficient continuum, is the parent- student-teacher conference. This forum provides parents with a great deal of information, and reinforces students’ responsibility for their learning. The Communication System Continuum: From Symbols to Conversations (O’Connor, How to Grade for Learning ) Grades Report cards (grades and brief comments) Infrequent informal communications Parent-teacher interviews Report cards with expanded comments Frequent informal communication Student-involved conferencing Student-led conferencing Reflection: What forms do your reports of student proficiency take? How do these differ according to audience? Rethinking Classroom Assessment with Purpose in Mind †¢ 61 Assessment of Learning An Example of Assessment of Learning  Elijah was interested in assessing student mastery of both the modern and the traditional skills required for survival in the Nunavut environment where he teaches. The overarching theme of survival is taught in the early grades and culminates at the senior level in a course delivered in Inuktitut. Students learn how to take care of themselves and others, and how to adapt what they know to the situation at hand. Survival requires not only skills and knowledge, but also a concept the Inuit people call qumiutit, or the ability in an emergency situation to pull out of stored memory information that will enable a person to cope, not panic. Traditionally, this was learned in a holistic manner, grounded in Inuit traditional guiding principles that were nurtured and developed from birth, and taught and reinforced in daily living. Throughout the term, Elijah took his students to an outdoor area to practise on-the-land survival activities, using both traditional and modern methods. He always took with him a knowledgeable Elder who could give the students the information they needed to store away in case of emergency. The students watched demonstrations of a skill a number of times. Each student then practised on his or her own, as Elijah and the Elder observed and assisted. Elijah knew that students need to have a high level of expertise in the survival skills appropriate for the northern natural environment. Elijah assessed each student on each survival skill (e. g. , making fire the traditional way, tying the knots required for the qamutik cross-pieces on a sled). What am I assessing? I am assessing each student’s performance of traditional and modern survival skills. Why am I assessing? I want to know which survival skills each s tudent has mastered and their readiness to s urvive in the natural environment. 62 †¢ Rethinking Classroom Assessment with Purpose in Mind  Chapter 5 Elijah knew that the best way to determine if students have mastered the skills is to have them perform them. When students believed they were ready, Elijah created an opportunity for them to demonstrate the mastered skill to a group of Elders, who then (individually, then in consensus) determined if the performance was satisfactory. A student’s competence in a survival skill is often demonstrated by an end product. For example, competence in knot tying is demonstrated by a knot that serves its purpose, and competence in fire building is demonstrated by a fire that is robust. As the Elders judged each student’s performance of the skills, Elijah recorded the results. He shared the information with each student and his or her parents in a final report, as shown here. Ho w can I use the informatio n from this assessment? Now that I know which skills each of the students has mastered, I can report this information to the s tudents and their parents. I can use this information to identify a learning path for each s tudent. How can I ensure quality in this assessment process? Ensuring quality with this approach involves clear criteria: either the student performs the skill s uccessfully or does not. I need to provide adequate opportunities for the s tudent to demonstrate the skills under various conditions and at various times. What assessment method should I use? I need an approach in which students can demonstrate the traditional survival skills that they learned. The method I choose should also allow me to identify which skills they did not master. Rethinking Classroom Assessment with Purpose in Mind †¢ 63 Assessment of Learning Shelters: †¢ emergency shelters †¢ igloo building4 †¢ qamaq5 †¢ tents Transportation needs: †¢ making the knots required for the qamutik cross pieces on a sled †¢ building a kayak/umiak. †¢ fixing a snowmobile (spark plugs, repairing track, drive belt) †¢ keeping a boat seaworthy Navigational issues: †¢ reading the land †¢ reading the sky †¢ understanding seasonal variations †¢ reading inuksuit †¢ using GPS †¢ map reading Preparation for land travel: †¢ packing a qamutiq (sled) †¢ load, balance †¢ necessities: snow knife, rope, food, water, heat source †¢ letting others know where you are going †¢ necessary tools, supplies, snowmobile parts, fuel †¢ using communication devices Food sources: †¢ plants and their nutritional properties †¢ hunting, skinning, and cutting up seal, caribou, etc. †¢ kinds of food to take on the land,  and their nutritional properties ____________________ 4. Expertise in igloo building includes understanding of types of snow, the shape and fit of blocks, and the use of a snow- knife. 5. A qamaq is a rounded house, built of scrap wood or bones, and covered with skins, cardboard, or canvas. Report on Survival Skills Student: _______________________________________________ Date: _______________________ Traditional Survival Skills Modern Survival Skills Adaptability to the Seasons Attitude Success Next Steps 1) Skills Building a fire / means of keeping warm: †¢ fuel sources †¢ getting a spark †¢ propane heaters, stoves †¢ clothing. 2) Relationship to the Seasons Assessing conditions / recognizing danger signs: †¢ seasonal changes †¢ land changes †¢ water changes †¢ wind changes †¢ weather changes Climatic changes: †¢ weather changes and how this affects the land and water †¢ knowledge of animals and their characteristics and behaviours 3) Attitudinal Influences (Having the right attitude to learn) †¢ respect for the environment (cleaning up a campsite upon leaving, dealing with the remains of an animal, not over-hunting/fishing) †¢ respect for Elders and their knowledge †¢ ability to learn from Elders 64 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5. Elijah’s report identified which of the students had mastered the specified skills required to survive in the Nunavut environment. It outlined other areas (such as adaptability to the seasons and attitudinal influences) about which peers, parents, and family members would need to provide input before a comprehensive assessment could be made. The assessment also identified those students not yet ready to survive in the natural environment. But the Elders did not stop working with the students who did not reach mastery. Elders see learning as an individual path in which skills, knowledge, and attitudes are acquired along the way. If a particular skill was beyond the capability of a student, the Elders identified other areas where that person could contribute to the common good of the community, and was accepted for the gifts he or she brought to the group. In this way, the Elders helped Elijah differentiate the learning path for each of his students. SUMMARY OF PLANNING ASSESSMENT OF LEARNING Assessment for Learning Assessment as Learning Assessment of Learning Why Assess? to enable teachers to determine next steps in advancing student learning to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, and  identify next steps Assess What? Each student’s progress and learning needs in relation to the curricular outcomes each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning What Methods? a range of methods in different modes that make students’ skills and understanding visible a range of methods in different modes that elicit students’ learning and metacognitive processes Ensuring Quality †¢ accuracy and consistency of observations and interpretations of student learning. †¢ clear, detailed learning expectations †¢ accurate, detailed notes for descriptive feedback to each student †¢ accuracy and consistency of student’s self-reflection, self-monitoring, and self-adjustment †¢ engagement of the student in considering and challenging his or her thinking †¢ students record their own learning Using the Information †¢ provide each student with accurate descriptive feedback to further his or her learning †¢ differentiate instruction by continually checking where each student is in relation to the curricular outcomes †¢ provide parents or guardians with descriptive feedback about student  learning and ideas for support. †¢ provide each student with accurate descriptive feedback that will help him or her develop independent learning habits †¢ have each student focus on the task and his or her learning (not on getting the right answer) †¢ provide each student with ideas for adjusting, rethinking, and articulating his or her learning †¢ provide the conditions for the teacher and student to discuss alternatives †¢ students report about their learning Rethinking Classroom Assessment with Purpose in Mind. †¢ 65 Assessment of Learning to certify or inform parents or others of student’s proficiency in  relation to curriculum learning outcomes the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes a range of methods in different modes that assess both product and process †¢ accuracy, consistency, and fairness of judgements based on high-quality information †¢ clear, detailed learning expectations †¢ fair and accurate summative reporting †¢ indicate each student’s level of learning †¢ provide the foundation for discussions on placement or promotion †¢ report fair, accurate, and detailed information that can be used to decide the next steps in a student’s learning.

Academic Relevancy :: essays papers

Academic Relevancy Meeting the educational needs of all students is a challenging task for educators. This task is intensified when the student has learning, and/or physical disabilities. A learning disability is defined as "any of various conditions, thought to be associated with the nervous system, that cause difficulty in mastering a basic skill such as reading" (Wordsmyth, 2000). A physical disability is defined as "the condition or state of incapacity, esp. as caused by an injury, congenital defect, illness, or the like" (Wordsmyth, 2000). Many of these students require special instruction. "For example, students with mental retardation benefit from very organized learning situations, because of their limited cognitive abilities" (Duhaney, Duhaney, 2000). Students with learning disabilities often encounter difficulty in reading and writing; modifying instruction for these students is necessary in order to ensure their academic success. Assistive technology will play an important role in helping students with disabilities to improve their learning experience. Assistive Devices "People with disabilities rely on assistive technology devices and services to sustain, regain or increase their functional capabilities. About 13 million people with disabilities report using assistive devices to provide functional capabilities needed to participate in major life activities" (RERC, 2001). The Technology-Related Assistance for Individuals with Disabilities Act of 1988 (Tech Act) defines assistive technology devices as any item, piece of equipment, or product system whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. Some examples of the various categories of assistive technology include:  § TALKING WORD PROCESSORS  § WORD PREDICTION  § PORTABLE NOTE-TAKING DEVICES  § Communication Aids  § Amplification Devices  § Switches  § Optical Pointers  § Touch Screens  § Touch Pads Specific Uses in Education Talking word processors give the student auditory feedback to reinforce the writing process. Letters, words, sentences, paragraphs, or entire documents can be read aloud while the student types. Features can be customized to individual student needs by selecting what text is read from pull-down menus (Quenneville, 2001).

Counselling Essay

Identify aspects of body language and explain their necessity in rapport building in counselling Describe what â€Å"body language† or non-verbal communication (NVC) are. Write about body language the S.O.L.E.R and identify aspects of body language useful in creating an effective counselling relationship. Body lanuage is very important of how one looks on the outside during interation with others. If a person looks uninterested during a conversation he will have a hard time making and keeping friends. A good body language involves, keeping good personal space, making eye contact, sitting or standing up straight, and looking interested. You must not do the bad role play,which is stare at the floor, or stare too much at th client. Even scowl, fidget or rock back and forth, cross arms, slouch etc. The counsellor can identify what you are doing wrong. If the clients talks ina very flat voice, the counsellor may think this is his feelings of depression. The counsellor and client attribute characteristic to each other on the basis of non-verbal and para-verbal communiction. Thiscan be used to replace or support words. This can be used to replace or support words. This can conceal as well as to reveal, thoughts and feelings. Counsellors sometimes, can misinterpret clients non-verbal and para-verbal communication and must ask the client, what they are really thinking and feeling. The SOLER are for the 1) eye contact it is essential, majority of the time and showing face movement. This can be gestures, head movement and facial expression. 2) keep still, not to fidget do not rock back and forth, play with your hair or clothes or hands. 3) Personal space , not too far near about 2-3 feet apart is a comfortable distant. 4) Posture sitting up straight or even leaning towards the speaker, the client will know you are interested and encourage active listening. Maintaing eye contact, forward trunk, lean, close distance and medium-rated and high rated verbal empathy results to higher levels of judged empathy . Counsellor must be careful not to misinterpret the efforts of their own non-verbal communications on their clients. Silence is an important form of non-verbal communication. One of the main ways in which counsellors can show acceptance is to give the client both permissin and psychological space to reveal their thoughts abnd feeings. Non-intervention and saying nothing is important way where parents can communicate acceptance to their children.

Outback Steakhouse †Customer Satisfaction Survey Essay

Outback Steakhouse is a multinational restaurant chain operating throughout the United States and in 18 other countries including Australia, Malaysia, Singapore and many more countries worldwide, (Outback Steakhouse, 2013). In most basic terms, Outback Steakhouse could be described as an Australian themed steakhouse. The restaurant offers a casual dining experience with menu offering a wide variety of selections that will fit most guests’ preferences. As common with casual dining restaurants guests are seated and served by wait staff and pay for their meal after eating. The casual dining restaurant industry is highly competitive business with many chain restaurants competing for the same customers. Research has shown that the â€Å"demand for casual dining is driven by personal income, consumer tastes, and demographics†, (Hoovers, 2013). It is important for all businesses in the casual dining industry to ensure they’re meeting and exceeding customer expectations and demands. In order to meet those demands the company must learn what their customers expect from their casual dining experience. One way of reaching out to customers for insight into their experiences and expectations is with a customer satisfaction survey. Customer satisfaction surveys are extremely important for all businesses selling a product or service to consumers. â€Å"Surveys get the pulse of your customers by revealing their satisfaction levels and preferences†, (Information Week, 2008). By implementing a customer satisfaction survey the managers of the local Outback Steakhouse will be better informed about the positive and negative aspects of their service directly from the customers themselves. â€Å"In an era of high competition and expectations, customer satisfaction surveys are essential tools for listening to customers about their satisfaction levels, and for developing strategies for improvement†, (eSurvey Pro, 2013). In this particular case a combination of closed-ended, multiple-choice and open-ended questions were used. This provides the surveyor an opportunity to collect data that is easier to analyze as with closed-ended and multiple-choice questions, but also allows the customer an opportunity to elaborate or branch if necessary. Method Recently a customer satisfaction survey was conducted at a local Outback Steakhouse restaurant (Appendix A). A group of 10 customers (10 tables surveyed; 1 survey per table) that had just finished their meal were approached to assist in a brief customer satisfaction survey about their experience dining at the restaurant. This afforded the surveyor the opportunity to collect data while the experience was still fresh in the customers mind. By giving customers an outlet to express their opinions and to vent possible frustrations you are able to gather a lot of valuable information. The customer satisfaction survey addresses many facets of their experience to gauge various satisfaction levels and to better identify areas that need the most improvement. The first step in the process was to develop the actual survey that would be distributed to customers. Research was done to compare other customer satisfaction surveys used by competitors in the restaurant industry. There were many similarities between the various surveys and the final survey for Outback customers is also written and compiled in a similar manner. There are also many resources available over the Internet to help develop effective customer satisfaction surveys for various fields of business. Developing the survey and writing the questions is an important step in the process because you must ensure that each of the questions serve a purpose and is written clearly and concisely. The customer shouldn’t feel burdened by the survey and if there are too many questions or the questions are confusing or seem irrelevant it may discourage some customers from participating. The customer satisfaction survey was conducted on a Friday evening between 6:30 pm and 8:30 pm and tables were selected at random. The surveys were placed on tables before the guests were seated so that the pool of customers was completely random and unbiased. This local Outback Steakhouse is located in a middle-class neighborhood and is located within a mile of the local interstate which increases traffic  near the restaurant and has the potential to improve business. There were a wide range of customers in the restaurant during the time the survey was conducted which resulted in a diverse group of participants. After collecting the completed surveys the data could be compared to find trends in responses (Appendix B). These trends could indicate a consistent problem that needs to be addressed and can also highlight areas where the business is thriving which can serve as a great motivator for the staff and management. Analysis The first question of the survey addresses the frequency in which the customer visits Outback Steakhouse. This can be used to differentiate between new customers or regular customers and can look for trends in the data. The survey results indicate that the restaurant often serves regular or repeat customers. This is extremely important for business because it is very beneficial for the company to increase loyalty and keep the customers they already have. â€Å"With the high cost involved in acquisition of new customers loyalty usually plays a critical role in the development of business and services that are provided†, (Bhaskaran, 2013). Many customers responded to the survey stating that they visit monthly and some even visit weekly, which is very telling of the consistency in the service offered at Outback Steakhouse. Another trend in the survey data was the overall satisfaction with the service and staff at this Outback Steakhouse. Based on the data collected (Figure 1) the overall satisfaction levels indicate that customers are generally very satisfied with the service they receive when dining at the restaurant. In addition to gauging their overall level of satisfaction the survey asked individual questions pertaining to the satisfaction with the wait time, their server, their meal and the overall environment within the restaurant. All questions returned satisfactory results with most responding with answers of ‘satisfied’ or ‘very satisfied’. There were very few negative answers in response to these four specific questions about their satisfaction with the different facets of their dining experience. These questions are important because they allow the surveyor or the management team with the restaurant to isolate different areas of service to identify areas that excel and those with room for improvement. Based on the data collected it appears that overall the  management and staff is doing a great job of providing great service and in many cases are exceeding customer’s expectations. Figure 1 The final questions of the survey asked respondents if they are likely to return to Outback Steakhouse, if they are likely to increase the frequency of their visits and also if they’re likely to recommend the restaurant to a friend. These questions are extremely important in forecasting future business and how it may be affected by customer satisfaction levels. The data collected indicates that overall most customers are satisfied with the service they receive (Figure 2). Despite some minor incidents reported on the surveys none of the respondents stated that they were going to start dining at Outback less frequently following their most recent visit. Many of the respondents provided answers that indicated that they’re very likely to return to the restaurant and would also recommend Outback Steakhouse to a friend (Figure 3). It is also very important to note that many customers would recommend this restaurant to their friends because that gives the surveyor and management and indication of what their reputation may be in the area. This also gives the impression that the company has the ability to possibly acquire new customers for free by utilizing this word of mouth concept. This is also great news for this local Outback Steakhouse because it indicates that they are not losing very many customers. Figure 2 Figure 3 Following the closed-ended questions that required customers to respond using only the choices provided on the survey there was one open-ended question where respondents were able to write any comments or suggestions they wanted to share. The closed-ended questions are important because they allow for the data to be collected and compared much easier because there are a limited number of possible responses you will encounter. With open-ended questions there are an infinite number of different responses you may receive which can be difficult to compare side by side with a large number of respondents. The benefit to this open-ended question is that it serves as an open forum for customers to vent their frustrations or sing their praises. The information the customer wants to relay may not fit well into  any of the close-ended questions provided so the open-ended question works to avoid losing out on any important information that could be useful. The respondents to the Outback Steakhouse customer satisfaction survey all provided additional notes regarding their experience. This is critical to the effectiveness of the customer satisfaction survey because it may introduce areas of concern that were not considered by management or the surveyor and could have been missed. The data collected from this portion of the survey highlighted areas of strength (friendly and effective staff) as well as areas of weakness (long wait time). The comments highlighted in Appendix B identify some of the most common themes across all of the surveys. The responses indicate that the staff at this Outback Steakhouse is friendly, knowledgeable and skilled in their job; this gives the restaurant a competitive advantage over the competition that has a sub-par staff. There were multiple comments that indicated some customers experienced a considerable wait time before being seated which could indicate problems with seating or serving delays. Recommendations There was a lot of important and useful data collected by the customer satisfaction survey at Outback Steakhouse. In order to truly make the most of the survey it is important to compare and analyze the data to identify any common trends that effect business. The survey results indicate both positive and negative aspects of their service so there are some areas in which they could improve, but overall the results were optimistic. If Outback Steakhouse continues with providing the level of service they’re accustomed to than they should be on track for continued success. One common trend mentioned in the open-ended question indicated that many customers had to wait a considerable amount of time before they were seated at a table. While some wait time is expected in the restaurant industry it is important not to overlook any data that might indicate a bigger problem than just the typical wait time. Wait times are typically consistent over the same periods of time – weekdays/nights and weekends differ greatly so a wait time during the weekend is often expected whereas it’s very possible to avoid any wait time when dining during the week. This survey was conducted on a Friday night, which means some wait time is not unusual and overall the customers  seemed to agree that they expected to encounter a wait. An important recommendation is to continue monitoring survey data and customer comments to ensure the wait doesn’t extend longer than it needs to because that provides an opportunity to lose a customer. The data collected also indicates that this restaurant sees a lot of repeat business from customers who visit frequently. This is very beneficial to Outback Steakhouse because they have developed a relationship with the customer and hopefully they have a sense of loyalty to the restaurant, menu, staff, etc. Survey data also shows that the respondents plan to keep the frequency of their visits the same or plan to increase frequency. Increasing business is a great benefit but it is also important that there are no indications that these customers plan to visit less frequently. Since it appears the company is set to keep their existing customer base, it is important to try and reach out to new customers. New marketing campaigns, especially local spots, may be a viable option to attract new business. Local marketing such as sponsorships and teaming up with local groups can be a good choice because it focuses on customers from the area that are likely to visit this specific restaurant versus another location of the same chain. Conclusion Customer satisfaction surveys provide a great deal of useful information that can be critical to the success of the business. If a business is not satisfying their customers consistently they will eventually lose those customers and ultimately lose the business altogether. Research has shown that â€Å"customer satisfaction surveys are essential for continuous improvement of product, services, and/or support, as well as enterprise competitiveness and survival†, (eSurvey Pro, 2013). In order to continue and improve their level of service and satisfaction it is important that regular customer satisfaction surveys be conducted. Performing regular surveys allows for the company to identify any problems, develop strategies and to put those plans in motion. Once the improvements have been in place it would be beneficial to conduct another survey that could gauge how those changes have affected business. This is also an opportunity for the company to identify any new problems or suggestions that should be addressed. References Bhaskaran, V. (2013). Conducting an effective customer service program. Survey Analytics. Retrieved from http://www.questionpro.com/images/Conducting-Effective-Customer-Satisfaction-Program.pdf ESurvey Pro. (2013). Business Imperatives. Customer satisfaction surveys. Retrieved from http://www.esurveyspro.com/article-customer-satisfaction-surveys.aspx Hoovers, Inc. (2013). Casual Restaurants Report Summary. Casual restaurants industry overview. Retrieved from http://www.hoovers.com/industry-facts.casual-restaurants.1443.html Information Week. (February 14, 2008). Gauging customer satisfaction: The importance of the online survey. Retrieved from http://www.informationweek.com/gauging-customer-satisfaction-the-import/206504051 Market Research Methods. (2012). 5 Essential customer satisfaction survey questions. Retrieved from http://www.mymarketresearchmethods.com/customer-satisfaction-survey-questions/ Outback Steakhouse. (2013). Outback Steakhouse. Retrieved from http://www.outback.com Appendix A Below is sample of the customer satisfaction survey that was given to customers of the local Outback Steakhouse to gain insight into the quality of service they offer. Following each question is a brief rationale explaining why the question was included and how it would be useful to the company. The rationale information was not included in the customer’s survey. * * * Customer Satisfaction Survey Outback Steakhouse Please take a moment to complete this short survey. The information you provide will be extremely useful in identifying strengths and weaknesses in service as well as developing plans for improving the service you receive. Your time is greatly appreciated. 1. How often do you typically visit Outback Steakhouse, Inc.? a. 1 – 3 visits per week b. 1 – 3 visits per month c. 1 – 3 visits per year Rationale: – This question is useful in comparing data from regular customers against data from sporadic customers. 2. How satisfied are you with the time you waited to be seated? a. Very satisfied b. Satisfied c. Neutral d. Dissatisfied e. Very dissatisfied Rationale: – This question can help to identify specific areas of service that may need to be improved upon. 3. Were you satisfied with the friendliness and attentiveness of your server? a. Very satisfied b. Satisfied c. Neutral d. Dissatisfied e. Very dissatisfied Rationale: – This question can help to identify specific areas of service that may need to be improved upon. 4. Generally, how satisfied were you the taste and presentation of your meal? a. Very satisfied b. Satisfied c. Neutral d. Dissatisfied e. Very dissatisfied Rationale: – This question can help to identify specific areas of business that may need to be approved upon. 5. Were you satisfied with the cleanliness and overall appearance of the dining room? a. Very satisfied b. Satisfied c. Neutral d. Dissatisfied e. Very dissatisfied Rationale: – This question can help to identify if the servicescape is beneficial to the overall satisfaction of customers. 6. What is your overall satisfaction level with Outback Steakhouse, Inc.? a. Very satisfied b. Satisfied c. Neutral d. Dissatisfied e. Very unsatisfied Rationale: – It could be useful to learn more about the reputation and overall level of satisfaction of customers. 7. Based on your experience while dining at Outback Steakhouse, Inc. how likely are you to return? a. Very likely b. Somewhat likely c. Undecided d. Somewhat unlikely e. Very unlikely Rationale: – Ultimately it is important to know whether or not the company is at risk for losing customers because of poor service. 8. Based on your experience while dining at Outback Steakhouse, Inc. do you plan to visit more regularly? a. More often b. No change c. Less often Rationale: This could indicate if customers are satisfied enough to increase their number of visits and would show if things are going well for the business in terms of customer satisfaction levels. 9. How likely are you to recommend Outback Steakhouse, Inc. to a friend? a. Very likely b. Somewhat likely c. Unsure d. Somewhat unlikely e. Very unlikely Rationale: The highest compliment a customer can make is recommending the company to a friend. If a customer is likely to recommend the company to friends 10. Please provide any suggestions that you feel would improve your overall dining experience. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________ Rationale: – This will give customers the opportunity to freely voice their opinions. It is much easier to gain additional insight into customer satisfaction when customers are provided with a forum to share. Appendix B Customer Satisfaction Survey Outback Steakhouse Collected Data 1. How often do you typically visit Outback Steakhouse, Inc.? a. 1 – 3 visits per week (2) b. 1 – 3 visits per month (5) c. 1 – 3 visits per year (3) 2. How satisfied are you with the time you waited to be seated? a. Very satisfied (5) b. Satisfied (4) c. Neutral (0) d. Dissatisfied (1) e. Very dissatisfied (0) 3. Were you satisfied with the friendliness and attentiveness of your server? a. Very satisfied (3) b. Satisfied (5) c. Neutral (2) d. Dissatisfied (0) e. Very dissatisfied (0) 4. Generally, how satisfied were you the taste and presentation of your meal? a. Very satisfied (4) b. Satisfied (5) c. Neutral (0) d. Dissatisfied (1) e. Very dissatisfied (0) 5. Were you satisfied with the cleanliness and overall appearance of the dining room? a. Very satisfied (5) b. Satisfied (3) c. Neutral (2) d. Dissatisfied (0) e. Very dissatisfied (0) 6. What is your overall satisfaction level with Outback Steakhouse, Inc.? a. Very satisfied (4) b. Satisfied (3) c. Neutral (2) d. Unsatisfied (1) e. Very unsatisfied (0) 7. Based on your experience while dining at Outback Steakhouse, Inc. how likely are you to return? a. Very likely (5) b. Somewhat likely (3) c. Undecided (1) d. Somewhat unlikely (1) e. Very unlikely (0) 8. Based on your experience while dining at Outback Steakhouse, Inc. do you plan to visit more regularly? a. More often (4) b. No change (6) c. Less often (0) 9. How likely are you to recommend Outback Steakhouse, Inc. to a friend? a. Very likely (4) b. Somewhat likely (4) c. Unsure (1) d. Somewhat unlikely (1) e. Very unlikely (0) 10. Please provide any suggestions that you feel would improve your overall dining experience. Notable responses: â€Å"Great food! Great service! We’ll be back next week!† â€Å"Our kids loved Sarah! She was very friendly and was one step ahead of us throughout our dinner. Sarah made dining out with our young children a much better experience.† â€Å"Our steaks were cooked to perfection and Brian was an awesome waiter. We will definitely be back!† â€Å"We haven’t been to Outback in about a year and were interested in trying something new. Our waitress was very helpful with food and drink recommendations and made our experience