Case Studies: "Communication Gaps Galore

Case Study: The Logistic Company Most of the courier and cargo companies, when they send their total consignments (load in their language) to a particular station, they do it with advance intimation by way of sending E-mail (pre-alert message in their language). ABC Logistics was no exception to this procedure. Whenever they sent their load by evening flight to Mumbai, they sent pre-alert to Mumbai giving details of the load like flight number, total number of bags, total weight of the bags etc. Night-duty Airport Executive at Mumbai Airport use to retrieve the load and use to confirm the receipt of the load to the Bangalore office. The arrangement worked fine for months and even years. Airport Executive continued to get the pre-alert message and after retrieval of the load, he continued to confirm the receipt of the load. On one fine night, Satish who was on night-duty at Mumbai airport observed that neither any pre-alert has been received from Bangalore . Nor Bangalore office had sent any load to them. He tried calling Bangalore office. But it was well past midnight and there was no response from Bangalore office. Security guard on duty told to the Airport Executive that nobody is available in the Bangalore office and staff on duty had left already. Satish knew that generally Ravi works in the night time. He tried calling on Ravi ’s mobile number but it was switched off. Satish had no other option except calling Asst Manager Operations of Bangalore , Charles. Charles tried contacting Ravi but he observed same what Satish had observed, that Ravi ’s mobile was off. This was unique situation. He was concerned about what had happened. Charles tried calling other operations staffs to find out whether anybody knew home of Ravi . But none of them knew where Ravi ’s house was. Charles was disappointed. Though he had disturbed couple of staffs in the dead of the night, there was no much headway. Charles was on the horns of dilemma. Should I defer the matter for early morning or settle right away? After deliberating for couple of minutes, he chose latter. As a last resort, Charles called Hari, HR Executive. Charles explained situation to him and told him to go to office and find out address of Ravi from the personal documents of Ravi . By the time it was 01:30 hours and Hari was aghast to find out that he was told to go to office at dead of the night. Willy-nilly, Hari went to his office, pulled out personal documents of Ravi and noted his address. Later he confirmed the address to Charles.

Charles had no option but to commute 15 KM in order to go to house of Ravi . He reached Ravi ’s home at 02:15 hours. For Ravi , it was a strange experience to find out that his manager was knocking his door at well past midnight. When questioned why he did not send the prealert, he just told that “very simple, today there was excess booking by other logistic companies and there was no space, so cargo officials of all the airlines refused to accept our load”. “And since no load was connected, I did not send pre-alert as well. However, I have done booking for morning flight and load will be connected through morning flight.” Charles was damn infuriated by his answer. But his fate had stored a little more frustration for him as while returning home from Ravi ’s home, night duty patrol cops caught for him driving his two-wheeler without driving license. *** Read the above case study carefully and find out the communication issues involved in it.

Time Management Questionnaire
Score yourself on the following questions; 2 for "always", 1 for "sometimes", 0 for "never" and tally your score at the bottom of the column. _____I do things in order of priority. _____I accomplish what needs to be done during the day. _____I always get assignments done on time. _____I feel I use my time effectively. _____I tackle difficult or unpleasant tasks without procrastinating. _____I force myself to make time for planning. _____I am spending enough time planning. _____I prepare a daily or weekly "to do" list.

_____I prioritize my list in order of importance, not urgency. _____I am able to meet deadlines without rushing at the last minute. _____I keep up-to-date on my reading and homework assignments. _____I prevent interruptions from distracting me from high priority tasks. _____I avoid spending too much time on trivial matters. _____I am spending enough time on academic matters. _____I plan time to relax and be with friends in my weekly schedule. _____I have a weekly schedule on which I record fixed commitments such as classes and work hours. _____I try to do the most important tasks during my most energetic periods of the day. _____I make constructive use of my commuting time. _____I periodically re-assess my activities in relation to my goals. _____I have discontinued any wasteful or unprofitable activities or routines. _____I screen and group my telephone calls to allow for control over telephone interruptions. _____I judge myself by accomplishment of tasks rather than by amount of activity or "busy-ness". _____My actions are determined primarily by me, not by circumstances or by other people's priorities. _____I have a clear idea of what I want to accomplish during the coming semester. _____I am satisfied with the way I use my time.

_____Score 45 - 50 points: You're on your way to becoming CEO of a major corporation! 38 - 44 points: You probably own a Franklin Planner and have organized your sock drawer.

30 - 37 points: You are managing your time fairly well, but sometimes feel overwhelmed. 25 - 36 points: Your college career is likely to be stressful and less than satisfying unless you take steps to begin to manage your time more effectively. less than 25 points: Your life is one long roller coaster ride, out of control.

Group and Classroom Games Fun Socialization and Learning Activities for Kids and Teens © Susan Carney Aug 15, 2007

Use these games to help kids feel comfortable in a new environment, and to have fun while learning new skills. A new school year often brings anxiety and apprehension along with excitement. Kids need a way to relax and get comfortable in new surroundings. If you liked the activities in Group and Classroom Icebreakers, here are some more to keep the fun and learning going strong. Simon Says. An oldie, but a goodie. Older kids can handle a faster pace and more variation in

movements. Kids love the aspect of competition; it can be a great physical workout, and its lots of fun. Find Someone Who. Prepare a list of categories, each of which you would expect to apply to at least some of the students in your group. (for example: took a vacation out of state this summer, has a dog, loves math, etc.) Each student gets a copy of the list. Students circulate the room, trying to “find someone who” fits each category. Students can initial each item to verify. The object of the game is to get each category initialed: the object of the activity is to generate conversation and help students discover things about each other. Make your categories broad enough to include everyone, yet make some specific enough to provide some challenge. Younger children might like doing this game in a “bingo” format. You can even take this activity one step further and have kids do a writing assignment based on something they learned about another student. Step Forward, Step Back. Students line up along the back of the room while the group leader stands in the front. The leader calls out a series of descriptors: if the statement is true, students take a step forward. If it’s not true, students take a step back. This is a low-threat

way to get to know something about classmates without much direct interaction, and would be especially appropriate for a first activity with a group made up of students who don’t know each other at all. Make your descriptors general or content based, if you like. Also find a way to ensure that students “steps” are of relatively equal size to ensure fairness. When a student reaches the front of the room, they can become the leader for the next round. Memory Box. More a game of memory and concentration than a social activity, this game will test kids’ ability to remember a group of common items. Depending upon the age and skill level of the group, choose ten random everyday objects and put them in a bag. (Some starters: pencil, comb, apple, photograph, etc.) At one time, place all the objects on a table in plain view of the students. Set a time limit (5 minutes or so) for students to study the objects. Encourage them to develop strategies to remember the objects, but don’t allow any note taking or collaboration. When time is up, return the items to the bag and ask each student to return to their seat and see how many items they can recall and list.
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Case Study – The Wet Floor Sushma works in Infosoft Solutions Pvt Ltd. She works there as Project Leader. Occasionally her job demands coming early for her duties or stay till late evening hours. Once she was handling 2 projects simultaneously and on one such day she had convened a meeting with her team members regarding project delivery. She had called her team members at 0800 hours. Sushma is a disciplinarian and generally she follows duty timings strictly. Discipline starts with me, was her firm principle. She had made a habit of coming 5 minutes early at least. However, on that day she could not make meeting time of 0800 hours and she was worried of her reputation could be at stake. Time was 0805 and she reached main gate of her company. Hurriedly she swiped her card and rushed towards board room. That time few housemen were doing cleaning. One of the housemen had spread soap solution on the floor. Unaware of what is on the floor, she continued to rush to the board room. In hurry, Sushma slipped her foot. The floor was made of marbles and soap solution was sprinkled over it. The floor had become quite slippery. Sushma, could not control her balance on the slippery floor and fell down. Slippery floor dragged her couple of feet further. The impact was so strong that she wailed loudly. Her team members rushed to help her. Somehow she could get up with the help of her team members. Considering her wailing because of pain, she was taken to the hospital. In the hospital it was discovered that her hip bone was broken. Later she was immobile for about two months because of hip injury. Later in investigation, it was revealed that the houseman who was cleaning the floor had not put the display board “Caution: Floor is Wet”. *** Read the above case study carefully and find out the communication issues involved in it.

Starting the Year Off Right Scene 1: Schedules and Clear Expectations
Miss Heier is starting her second year as a third grade teacher. Last year had been exhausting, mostly because she had spent a great deal of her time trying to keep students on task and not talking and goofing around. She felt like she spent more time trying to manage behavior than on actually teaching academic content and finished the year extremely frustrated. Over the summer she took a behavior management class where she learned that the most frequent complaint from new teachers is that they were not prepared to manage behavior and that effective behavior management is one way to improve classroom academic performance. The class stressed that she should be proactive and spend the first few days of the school year establishing behavioral expectations and a consistent schedule so that her students know what is expected of them at all times. Miss Heier thought this preventative approach made a lot of sense and had created a written schedule of the day for each student’s desk. She also made a large copy to put on the bulletin board in the front of the room. She even color coordinated the schedule to indicate times to be silent and times that the students may talk quietly about the academic subject with their neighbor. She also came up with four simple, positively stated class expectations that she felt covered all the behaviors that would create a classroom environment conducive to optimal learning. The night before school started, Miss Heier felt that she was well prepared and was excited to start and calm, productive year.

1. Why is it important to be proactive when trying to manage student behavior? 2. Describe what you think the first week of school would have been like for Miss Heier’s class if she had not taken these proactive steps.

A Case Study in Ineffective Classroom Management Today, my colleague had to cover for an another colleague who had an emergency and asked me to teach the class alone. "No big deal, I thought. I've been teaching them for a week". How wrong I was! Once the kids saw that the their sir wasn't coming in and out of the room, they took every opportunity to disrupt things and test me. Lots of requests to go to lockers, guidance, bathroom, etc. Finally, one of them wore me down and I let him go to his locker. As soon as he left the room, I KNEW that I made a mistake! I planned to call the office if he didn't come back but he finally sauntered back in after 10 minutes. The kids also whined endlessly about taking a quiz that they knew was happening. After just a couple of students were done, they talked loudly and disrupted the students who were still taking the test. They completely ignored my pleas to quiet down. Then, all of the kids stood RIGHT in the door waiting for the bell to ring! Believe me; they would not do this with my colleague teaching around. I felt like I gave the room over to the kids. My colleague was really nice about it and said I will toughen up with experience. But, I'm not sure what to do when kids argue with me and/or ignore me. Anyway, I am frustrated with how I handled these situations and hope that I do better next time. How would you react to students ignoring you or arguing with you? What are the strategies you would use to get their attention glued to you? What would be the disciplinary act that you would have adopted for this situation in your classroom? How would you control your anger and what anger management techniques would you have adopted to cope up with this situations?

Attention Seeking "I teach a class and one of my students has a behavior issue. He is very bright, but a perfectionist. At times he will throw a tantrum (pretend crying, yelling), over insignificant issues like not having a pen. Instead of thinking rationally and going to get himself a pen he will make a scene. He distracts others at his table, so I often have to move him. His mum is concerned that this is seen as a punishment. I explained to her that it wasn't fair for the other children if they couldn't get their work done. Even after moving him though, little work is done. I would appreciate it if you could help me with this. He is an attention seeker and will constantly call out and say silly things so that the other children will laugh. I have been ignoring some of this behaviour . When it doesn't affect the other children and I have been incorporating some of your Stop, Think, Do programme. if your suggestions, particularly when he throws a tantrum?

Failed Strategies I am currently having difficulties in behaviour management with about 5 students and the strategies I am using are ineffective. Some of these students are constantly out of their seat, back-chatting and talking in class time. Currently I have a positive reward system including free time if the whole class is working. The negative consequences are as follows: 1. Warning. 2. See me at lunch where we discuss the inappropriate behaviour and how it can be fixed. Currently this behaviour management strategy is not working. Students are finding it funny to get into trouble and are not respecting me as a teacher. Suggest some other strategies that you may use?"

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