pbi1082eop/assessment2

Course – PBI 1082 English for Occupational Purposes

Semester – Semester 2 2022/2023
Learning Unit – LU2 Meeting Skills
Assessment Title – Assessment 2: Meeting Skills (20%)
Assessment Type – Group work (4-5 members)

Part 1: Meeting Role-Play (10%)

1. Overview: For this assessment, students are required to form a group of 4-5 members. The groupmust
choose ONE of the issues/triggers listed below and further investigate the matter.

2. Instruction: In a group of 4 - 5, organize a meeting committee (role play). Working as a team, members
will:
• assign the different roles for the committee (Chairperson, Secretary, Members, etc.)
• send a meeting Notice and Agenda at least three days before the meeting to all members in your
group
• prepare appropriate presentation/meeting materials based on the situation (PPT, agenda, etc.)
• conduct meeting in Week 9 / Week 10
• Each group is allocated 15 - 20 minutes of Meeting Discussion

Task
For this part, students in the group are required to set up a context for a discussion with the goal of finding
solutions to a workplace issue. Determine each individual’s role and position, both in the organization
(CEO/Director, Head of HR, Personnel Officer, Head of Finance, etc.) and also in the meeting (Chairperson,
Secretary, Team Member, etc.). Set clear job specifications to help preparation before the meeting and to
establish a clear task distribution. Come up with feasible and actionable items for solutions.

Conduct the meeting and adhere to the agenda. Use appropriate expressions and try not to be agreeable all
the time. ALL meeting members need to show adequate participation in the discussion process.

Grading
The role play will be assessed by your instructor via virtual meeting. Please consult them to book your
meeting session.

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Part 2: Meeting Minutes (10%)

For this part, students need to produce a Meeting Minutes as a formal record of the group discussion (See:
Part 1: Meeting Role play).

Grading:
• Meeting Minutes must be typed in Times New Roman, font size 11 and 1.5 spacing, justified margin.
• Your instructor should receive the soft copy of your document – the Meeting Minutes in Week 10 or
Week 11.
• Grading will be based on quality of written communication i.e. task achievement, appropriacy,
cohesion, authenticity, grammar accuracy, format as well as demonstrating grasp of the reading material
concerning meetings.

Submission
The softcopy of the Meeting Documents should be submitted through electronic submission box on eLEAP,
latest on Friday (5.00 PM), Week 10 / Week 11. Plagiarism will not be tolerated and will result in
disqualification. If it is discovered at a later time that the documents are copied, no mark shall be awarded.

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Task: Choose ONE of the following triggers as basis for your meeting roleplay.

Trigger 1

The Persons with Disabilities Act 2008 (Act 685) was supposed to protect people with disabilities in
employment, as stated in Section 29(1): Persons with disabilities shall have the right to access to
employment on equal basis with persons without disabilities; and (2) The employer shall protect the rights
of persons with disabilities, on equal basis with persons without disabilities, to just and favourable
conditions of work, including equal opportunities and equal remuneration for work of equal value...” But
this is not always followed. In my case, a hearing person and a deaf person were hired by a company at the
same time but they were given different salaries. Although the deaf employee had working experience while
the hearing one was a newbie, the latter received a higher salary. The person’s disability was the excuse
given for the discrepancy in their salaries. All workers should be judged on merit and performance and
employees with disabilities should not be discriminated against because of their condition. Employees with
disabilities deserve to be paid the same amount for doing the same work, as provided for under Section 29
(2) of Act 865.

As one of the independent bodies who oversee discrimination cases against people with disabilities, provide
three suggestions/solutions to companies to help more people with disabilities to be hired at the workplace.

Adapted from:https://www.thestar.com.my/opinion/letters/2018/03/13/lower-salary-for-worker-with-disability/

Trigger 2

The Doctors Company's closed claims studies have shown that inadequate provider-patient communication is a
frequent contributing factor to patient noncompliance, poor patient outcomes, and litigation. In multicultural and
minority populations, the issue of communication may play an even larger role because of behavioral, cognitive,
linguistic, contextual, and cultural barriers that preclude effective patient-provider communication. Research has
shown that services for minorities can be improved by removing language and cultural barriers.

As top management members in the hospital you are currently working for, suggest ways on how to remove
language and cultural barriers so that misunderstandings and miscommunications with patients can be avoided.

Adapted from: https://www.acc.org/membership/join-us/benefits/additional-member-only-benefits/acc-and-the-doctors-

company/the-doctors-company-updates/2019/06/04/14/19/challenges-of-cultural-diversity-in-healthcare

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Trigger 3

In Malaysia’s healthcare system, the pathologisation of LGBT persons is evident from a set of guidelines released
by the health ministry in 2017 on addressing people with “gender health problems” in public clinics (also referred
to in the guidelines as Gender Identity Disorder). The consequences of pathologising LGBT persons, especially in
the healthcare system, are severe. To pathologise means to acknowledge a specific condition as a disease. Diseases
are defined as an abnormal medical disorder or condition that negatively affects the structure or function of an
organism. Pathologising LGBT people implies that non-normative sexualities and genders are a disease. This
assumption is not only inaccurate; it is discriminatory and has a profound, negative impact on them.

As part of a team of volunteer doctors for the community, suggest ways on how in the community and in
the medical field, the patronization and discrimination of the LGBT community can be lessen.
Adapted from: https://www.freemalaysiatoday.com/category/opinion/2019/03/05/lgbt-diversity-not-disease/
Trigger 4

Medical doctors are required to provide fair treatment and care to all patients, regardless of their age, gender,
ethnicity, religion, social position and financial status. The basic precepts of medical ethics clearly illustrate the
importance of medical practitioners to be just, fair and unbiased in treating their patients. In a multi-racial, multi-
cultural country like Malaysia, it is extremely important for medical practitioners to have a sound understanding
on diversified elements of their patients’ culture, religious convictions, values and attitudes - before they can
proceed to treat their patients with respect and dignity. In a random survey involving 57 medical students at
Universiti Kebangsaan Malaysia (UKM), it is obvious that students are generally less comfortable dealing with
individuals who are older, richer, more educated, foreigners, of a different gender and ethnicity.

As part of the lecturers in the medicine and health faculty, suggest ways on how students can learn about the
importance of understanding about diversity at the hospital or clinic.
Adaptedfrom:
https://reader.elsevier.com/reader/sd/pii/S1877042811011670?token=92F437678DD23D61879BD09476A9C1181828BB2ABE7EA2D0DF53779
C2D44FF7AE958296F3C9D40492BF726D67595FFBA&originRegion=eu-west-1&originCreation=20210405043349

Trigger 5

In 2004, the Sullivan Commission published Missing Persons: Minorities in the Health Professions, its landmark
report on the lack of diversity in the U.S. health care workforce. Since then, numerous authorities in the health
care field have agreed that increasing diversity in the health care workforce is essential, if we are to effectively
address the problem of health care disparities in the United States. Experts have identified several strategies to
increase diversity, including improving primary and secondary education and changing admissions policies in
health professions schools, including medical schools.

As part of the US Department of Health and Human Services team, you are required to come up with plans to
increase diversity and participation of minorities and women into the medical services.

Adapted from: https://explorehealthcareers.org/career-explorer/diversity-matters-health-care/

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Marking Scheme (Part 1: Role-play))

Part 1: Meeting Role-Play (10%)

Evaluator is encouraged to assign a zero to student who does not meet benchmark level performance. This part is to be assessed as an Individual Mark.

Scale Capstone 4 Milestone Benchmark 1

3 2

A. Oral Communication (8 marks)

Language Excellent command of the language Language choices generally support Moderate command of the language. Language choices are unclear and no
Accuracy with hardly any errors. Can use a the effectiveness of the presentation. Errors in basic structures but manage to mastery of basic structures.
variety of structures. Good command of the language with use few correctly.
occasional minor errors. Utterances – phrase level.

Delivery Delivery techniques (posture,
gesture, eye contact and
professionalism) make the speaker
appears confident, polished and
comfortable. Excellent delivery and
actively delivering ideas.
Delivery techniques (posture, gesture,
eye contact and professionalism)
make the speaker appears somewhat
confident although with minor pauses
but still managed to deliver some
ideas.
Delivery techniques (posture, gesture, eye Delivery techniques (posture, gesture,
contact and professional) make the eye contact and professional) make the
speaker appears uncomfortable, perhaps speaker appears nervous and
memorizing parts but can still deliver unprepared. Minimal attempt to share
simple ideas. ideas and only respond with the
assistance of a prompt.

B. Teamwork (8 marks)

Contribution Helps the team move forward by Offers alternative solutions of courses Offers new suggestions to advance the Share ideas but does not advance the
Individual Marks

articulating the merits of alternative of action that build on the ideas of work of the group. work of the group.
ideas or proposals. others.

Facilitate the Engages team members in ways that
Contributions of facilitate their contributions to
Team Members meeting by both constructively
building upon or synthesizing the
contributions of others and inviting
them to engage.
Engages team members in ways that Engages team members in ways that Engages team members by taking turns
facilitate their contributions to facilitate their contributions to meeting by and listening to others without
meeting by constructively building restating the views of other team interrupting.
upon or synthesizing the contributions members or asking questions for
of others. clarification.

5

Define Problem Demonstrate the ability to construct
a clear and insightful problem
statement with evidence of all
relevant contextual factors.
Identify Identifies multiple approaches for
Group Marks
Strategies solving the problem that apply
within a specific context.
Evaluate Evaluation of solution is deep and
Potential insightful.
Solution and
Outcome Reviews result relative to problem
defined with thorough, specific
considerations of need for further
work.
pbi1082eop/Assessment 2
Marking Scheme (Part 1: Role-play))
C. Problem Solving (12 marks)
Demonstrates the ability to construct a Begins to demonstrate the ability to Demonstrate a limited ability in
problem statement with evidence of construct problem statement with identifying a problem statement or
most relevant contextual factors, and evidence of most relevant contextual related contextual factors.
problem statement is adequately factors but the problem statement is
detailed. superficial.
Identifies multiple approaches for Identifies one or more approaches for Identifies only a single approach for
solving the problem, only some of solving the problem that do not apply solving the problem that does apply
which apply within a specific context. within a specific context. within a specific context.
Evaluation of solution is adequate. Evaluation of solution is brief. Reviews Evaluation of solution is superficial.
Reviews result relative to problem result relative to problem defined with Reviews are superficially defined with
defined with some considerations of little considerations of need for further no consideration of need for further
need for further work. work. work.
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Marking Scheme (Part 1: Role-play))

Score Sheet 10%

Instruction: Circle the marks based on the description given.

Name
Matric Number
Role Chair Secretary Member 1 Member 2 Member 3

A. Oral Communication (8 m)
Language Accuracy 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Delivery 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Individual Marks B. Teamwork (8 m)

Contribution 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Facilitate the Contributions of Team 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Members
C. Problem Solving (12 m)
Define Problem 1 2 3 4

Identify Strategies 1 2 3 4
Group Marks
Evaluate Potential Solution and 1 2 3 4
Outcome
(A+B+C)
Total Raw Marks = x/28
Final Score = (x/28) x 10*
*up to 2 decimal points

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Marking Scheme (Part 2: Meeting Minutes)

Part 2: Meeting Minutes (10%)

The maximum score for the writing Minutes is 30 raw points. Evaluator works with this rubric, which focuses on Task Achievement (max. 5 points), Appropriacy
(max. 5 points), Coherence (max. 5 points), Content (max. 5 points), Grammatical Range and Accuracy (max. 5 points) and Lexical Range and Accuracy (max. 5
points). This part is to be assessed as a Groupwork.

Grammatical Range & Lexical Range

Point

Task Achievement Appropriacy Coherence Content

Accuracy & Accuracy

Task well achieved at a high level Style & Format: Structure: All events/items are Free of all grammar, Wide range of lexis to
Appropriate to Ideas sequenced logically stated. Assignment spelling, and punctuation complete the task,
Intention: Entirely clear genre, no and accurately to team members errors. successful attempts at
5 Instructions: Completely followed irrelevant are identified. using appropriate
Effect: A positive effect on the target information Purpose: Decisions are meeting terminologies.
reader Clear recorded.
Outcome: Sure to achieve a successful Register:
outcome Good awareness of Information:
Content: All relevant details included. register and formality Well-organized into a
level appropriate to coherent text for meeting
genre document
Task well achieved, minor mistake Structure: Some events/items Some errors interfering Sufficient range of lexis
Style & Format:
One or two confusion in are identified, but but do not affect the to complete the task,
Intention: Clear in most areas Most of the time being logical and accurate without clear readability of the multiple attempts at
4 Instructions: All important ones appropriate to genre sequencing description. document using meeting
Effect: A positive effect on the target with little or minor terminologies with
reader irrelevant information Purpose: minor misuse.
Outcome: Most probably to achieve a Mostly clear
successful outcome Register:
Lexis used mostly
Content: Many relevant details Some exponents Information:
appropriately with
included. but awareness of Adequately organized into a some occasional
register is shown mostly coherent for meeting misuse
document

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Marking Scheme (Part 2: Meeting Minutes)

Task achieved, some gaps Structure: Some events/items may Multiple or repetitive Basic range of lexis to
Style & Format:
A number of confusions not be identified, may errors interfering with complete the task,
Intention: Clear in some Usually appropriate to in logical and accurate have basic description. readability of the multiple attempts at
areas only genre with little or no sequencing document. using meeting
3 irrelevant information
Instructions: Followed terminologies with
some parts Purpose: occasional misuse.
Effect: A generally positive effect Register: Sometimes clear
on the reader but may have some Limited exponents
negative parts. but awareness of Information:
Outcome: Likely to achieve a register is shown Adequately organized
successful outcome into a coherent for
Content: Some relevant details meeting document
included
Task unachieved
Structure: Content is mostly not
Style & Format: Editing and revising are Basic range of
Intention: Quite unclear. Mostly disorganized descriptive and is not a
Somewhat not done properly. lexis to complete
2 Instructions: Many not clear reflection of the
inappropriate to genre, the task,
followed Purpose: entire meeting.
or evidence
Effect: No change Mostly unclear Lexis used
Outcome: May not achieve a Register: inappropriately in most
successful outcome Information:
Minimal with effort cases
Content: Points mentioned but Mostly confusing or
irrelevant. irrelevant
Task unachieved Style & Format: Structure: Content is not descriptive Editing and revising Poor range of
Inappropriate to Disorganized and is not a clear are not apparent. lexis to complete
Intention: Very unclear. genre, or minimal reflection of the entire the task,
1 Instructions: Many not evidence Purpose: meeting.
followed Unclear Lexis used completely
Effect: Negative Register: inappropriate
Outcome: Will not achieve a Minimal Information:
successful outcome Very confusing or irrelevant
Content: Omission, irrelevance.
Task unattempted/partially attempted Task No effective use of Task Little or no No relevant lexis
0 Not enough language to make an unattempted/partially cohesive devices and unattempted/partially evidence of organised into
assessment (under 20 words). attempted reference, or under 20 attempted grammatical sentences, or under
Not enough language to words Not enough language to knowledge of 20 words.
make an assessment make simple structures, or
(under 20 words). an assessment under 20 words.
(under 20 words).

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Marking Scheme (Part 2: Meeting Minutes)

Class Group:
Question/Topic:

Name

Matric No.

Instruction: Circle the marks based on the description given. 0 Limited

1 Poor
2 Fair
3 Satisfactory
4 Good
5 Excellent
Task Achievement 0 1 2 3 4 5

Appropriacy 0 1 2 3 4 5

Coherence 0 1 2 3 4 5
Item

Content 0 1 2 3 4 5

Grammatical Range & Accuracy 0 1 2 3 4 5

Lexical Range & Accuracy 0 1 2 3 4 5

Total Raw Marks =

x/30
Marks

Final Score
= (x/30) x 10*
*up to 2 decimal points

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