- Three Reflective Blogs Completed in Spring 2022 in the Course English 301
Introduction
This section features three reflection blogs completed in Spring 2022 in English 301.
The first blog is “An Emerging Writer” and includes a reflection on my expanded definitions, the peer-reviewing process, and my status as a writer who is becoming more familiar with professional writing.
The second blog post is “A Dependent and Growing Writer” and includes a reflection on reviewing my peer’s proposal and on my dependence as a writer.
The third blog post is “The Still-Growing and Doubting Writer” and includes a reflection on the formal report. It is a post that demonstrates my willingness to learn and grow as a writer who still has questions about himself and his writing.
Unit One Reflection: An Emerging Writer
The assignments of lesson 1:3 convinced me that technical writing is difficult but not altogether unmanageable. To write expanded definitions is challenging and to decide what expansion strategies to use so that the definitions are tailored to the readers is still more challenging. However, peer-reviewing and self-editing did help me address the challenge to some extent.
The original writing on the three definitions was a challenge to me because I was not sure what details to give and what not to. I had to change my writing situation several times and eventually settled on the current situation where I, a bookkeeper, explained to a potential client what double-entry bookkeeping is. I also found it difficult to identify and locate the right sources to help me explain the term.
I must say I benefited a lot from the peer reviews. My peer and I had a different interpretation of the assignment requirements, and from the feedback my peer wrote for me, I gained insights on aspects of my own writing that I could not see. For example, while my peer emphasized integrating the paragraphs (not using headings), I thought we had to use headings for each expansion strategy we used. I chose to remove my headings and follow my peer’s suggestion because I personally like smoothly integrated paragraphs as well. Plus, my expanded definition is not long so using subheadings might seem redundant. Other than this, I would say the peer-reviewing process helped me identify errors (like missing visuals) I could not identify myself.
With my peer’s comments, therefore, I set to rewrite my definitions. The editing process was admittedly difficult because I had to, in a sense, deal with my own past and tell myself that I did not do well enough the first time. I edited my definition according to all my peer’s suggestions because I did think they were sound and valid.
Overall, the assignments of this unit were meaningful and showed me the importance of expanded definitions, though I still feel nervous about writing them. I hope more practice can ease my nervousness and qualify me as a more established writer.
Revised Definition:
Peer’s Review of my Definition:
Unit Two Reflection: A Dependent and Growing Writer
Here is my reflection on my learning from unit two.
I am hesitant about creating a professional social media network because I am wary of having too much personal information on the Internet. Although I am convinced that using the ten best practices I researched to network on LinkedIn can provide job opportunities and add to my professional life, I am satisfied with not having a profile now. I will consider signing up for an account when I am desperate for a job and career advancement.
For the report proposal and outline, I am rather pleased with the progress and eager to start my primary and secondary research. I look forward to sending out the survey on approval. However, I am a little concerned about the quality of the work I am producing because I have never written a report of any kind. I am also worried about the weekly deadlines and about missing details required for each assignment, especially because our tasks are getting more complex.
The peer review for my partner’s proposal provided another opportunity for me to learn how to give feedback to others, which is an essential skill in communication. As I wrote the review, I was mindful of my tone so that it would not sound pretentious or dismissive. After all, a peer is a peer, and I am no better than anyone in writing or analysis of any issues, so I tried to prevent any harshness from creeping into my words. But the most challenging part of a peer review, to me, has been the art of offering honest feedback without putting someone down.
As for what I have learned about my writing and reading, I find that I am still very much of a “dependent” person, which means I have to depend on the samples in my textbook, others’ submissions in the team’s writing forum, and the instructions on instructor’s blog. I am unsure about this dependence because it seems that nothing has stuck in my head yet or that I have not managed to commit to memory any writing structures, like the structure of a formal proposal or requirements for a peer review. That is, I am still dependent on external knowledge or information, and that I am yet able to remember detailed writing structures by heart.
Moving forward, I aim to study the writing formats and tips more closely, to hopefully make myself more sensitive to what to avoid when I write professionally and personally.
Hyperlink to report outline:
Report Outline for Determining the Feasibility of Employee Engagement Programs
Hyperlink to revised report proposal:
Proposal for Determining the Feasibility of Employee Engagement Programs
Hyperlink:
Review of Proposal – Determining the Feasibility of Employment Engagement Programs
Unit Three Reflection: The Still-Growing and Doubting Writer
Please find below my unit-three reflection and provide any feedback you may have.
I can only think of the adjective “colossal” to describe the experience with writing my formal report draft. I have written long papers, and one of the longest research papers I have done was about 4,000 words. But this report was different in its practicality and in its nature as a report. Unlike other academic papers that require mostly secondary research, this report required primary research. Because of this first-hand research component, I felt more pressure during my research and more responsibility to the data collection process and the findings.
For example, I felt slightly stressed about the surveys I sent out to my participants. Would they answer the questions in good faith? What if they took a long time to answer the questions? What would I do if I did not have the analytical skills to interpret their answers? Apart from these questions, I wondered whether my secondary research would be aligned with my primary research and doubted the relevance of academic, lab-based studies to real working environments. Specifically, I asked myself whether scholarly research in favor of employee engagement really applies to the workspace.
In terms of organizing my report, the word “colossal” is still a fitting description. To my surprise, the Table of Contents was the most challenging of the entire report. The challenge, however, did not lie in its writing but in its structure and format. I left the Table of Contents to the last stage of my report after I had completed other parts because I had to enter the corresponding page(s) to each section of the report as outlined in the Table of Contents. I wonder if there are other more effective ways to do the Table of Contents.
These challenges aside, I have enjoyed writing this report. It is one of the most practical assignments I have done, but I am not sure if I have done a good job. In any case, it is a colossal task, and I am glad I managed to break it into smaller parts and do it in multiple sessions.
As for peer review, I would avoid it if I could, even at the cost of losing marks. While I have benefited from my peer’s reading, which, for example, has helped me with readability and typos, I find the peer-reviewing process cumbersome. In a busy work environment, one suggestion from a co-worker can already be “too many.” That said, I am not so full of pride that I can’t take criticism. I only question how much an improvement a piece of writing may really have from a peer review.
Thank you for your all the comments you have given to my assignments to date. I look forward to reading your feedback for this reflection.
Hyperlink:
Formal Report Submission: Feasibility Analysis of Employee Engagement Programs
- Two Additional Reflection Posts
Introduction
This section features two reflection posts that focus on the process of creating this Web Folio and self-assessment.
A. Reflection on Creating Web Folio
When I first read the requirements for Unit 4.3 and saw that I had to create a Web Folio, my first reaction was, “Oh no.” This reaction in part came from some fear I had about design and the word “folio.” I have rarely considered myself particularly good at designing, and to have an assignment in which design is a graded component sounded scary. Plus, to me, the word “folio” hinted at a task that would take a long time, possibly a lifetime, to finish. I thought of Shakespeare’s folio, and that gave me a shudder.
However, my fear subsided when I read the requirements carefully and when I told myself, “You have come this far, from January to now April. What is there to be afraid of when you have completed and submitted so many different assignments, big and small? And most importantly, you just handed in the formal report a week or so ago. Just think back to your success and do it one more time.” So, with some self-talk and self-encouragement, I gathered up my courage and started working on the Web Folio, one section at a time.
That is, I broke down my Web Folio, finishing the Home Page first, followed by the Bio Page and the Blog Page. For the Blog Page, in particular, I broke it further into five sub-sections, each with sub-sub-sections within. By dividing the work into smaller manageable components, I found it easier to finish the Web Folio. In other words, gradually, the Web Folio became less daunting or challenging, and it actually grew on me because I got to revisit some of my writings and because I became convinced that I have improved as a professional technical writer.
All in all, creating the Web Folio seemed difficult at first but became more rewarding as I went about it, and the Folio stands in as an example of my growth over time and my willingness to learn and improve as a writer and a person.
B. Self-Assessment Reflection
One of my strengths as a learner is that I am motivated and responsible. I enjoy learning and writing, and to know that I can and will improve if I put in the work and time keeps me focused. No doubt, there is a limit to how much I can improve in my writing or my knowledge, and there is no equation that can help me calculate my projected improvement relative to the hours of my learning. However, I am aware that not working hard or not working at all will amount to no improvement whatsoever. Therefore, I have always been consistent as a learner, and in this course on technical writing, I have been responsible for my own learning, always staying focused and reading requirements ahead of time. My self-motivation and responsibility as a learner, I believe, are transferrable characteristics that will make me shine in the job market.
Indeed, in my assignments, which we can take as tasks in the workplace, I have demonstrated consistency, commitment to learning, and responsibility. Thus, I have submitted all my assignments on time and done my best to stay as close to requirements as I could. For example, one assignment I am proud of is the Memo to Evan Crisp, in which I share how to use the You-Attitude when writing to others, in this case, a professor. I submitted the assignment on time and followed all the requirements needed after completing the readings for the corresponding lesson. My score for the assignment was 4/4. I believe I can transfer my ability to follow instructions/work requirements and my quality as a fast learner from school to the workplace.
However, I am aware that I still have areas of improvements and weaknesses as a learner. One major improvement is formatting. I admit that, even after an entire course on formal writing, I still feel confused about the formats and structures of most types of writing. Right now, for example, I cannot recall every component required for a formal report. Of course, I have grown past the phase where I would force myself to memorize the formats instead of just resigning to consulting textbooks for the formats. But I still believe that more practice is needed if I need to become more familiar with different kinds of professional writing.
Second, I still need to work on peer-reviewing as a beneficial component in school and in the workplace. I have done peer reviews in school, and this course has made peer review a distinct feature of learning. As I mentioned in my unit reflections, I find peer reviews both challenging and rewarding. It is challenging because it involves quite a few steps, and one feels dependent on others’ schedule and decision-making, which lies outside of one’s control. However, it is rewarding because it reveals to oneself flaws and errors that may otherwise elude the eyes. In any case, I still need more time to practice peer-reviewing and see it applied in more contexts, like beyond school settings, to understand its importance.
Overall, as a self-motivated and responsible individual, I am ready to work on my weaknesses and amplify my strengths. I am convinced that my keenness as a learner will carry me to new heights and allow me to succeed in various careers that may require technical writing.
- Online Resume
MinZhang Si
#1111 1234 Beatty Street
Vancouver BC V3B 8M2
Phone: 604-111-1111
Email: msa176@students.cs.ubc.ca
Objective
- To be hired as a Business English Teacher to Japanese Professionals – Remote
Education
University of British Columbia Present
- Degree in Computer Science
Beedie School of Business, Simon Fraser University Jan 2016 – May 2020
- Bachelor of Business Administration, Concentration Finance
- Dean’s Honour Roll, 2019 Summer
- President and Dean’s Honour Roll, 2020 Spring
Gleneagle Secondary School Sept 2012 – June 2015
Experience
Mitchell Island Terminal Ltd June 2020 – Present
Bookkeeper
- Review data and information to check entries, calculations, and billing codes for accuracy
- Prepare payroll for 10 employees, answer their questions, report questions to senior management
Self-Employment and Freelance Jobs
Tutor
- Tutored students Math, Business, English, and Accounting at first-year college level and high-school level
Tencent Holding Ltd June 2017 – Sept 2017
Intern, Administrative Assistant
- Managed scheduling for staff and communicated regularly with coworkers about it
- Greeted visitors or callers daily, handled inquiries, directed them to the help needed
Canadian Students Assistance Association Mar 2016 – Dec 2016
Operation Assistant
- Planned routine operations and special projects under direction of operations manager
- Emailed information and reminders regarding upcoming volunteer opportunities to community leaders and civic groups
United Chinese Community Enrichment Services Society Sept 2014 – May 2015
Volunteer
- Helped new immigrants adapt to new environment in terms of culture and language
- Taught children spoken and written Mandarin and created a positive learning circle
- Supported event setup, prepared for large functions, and promoted events
- Application Package
This section features an Application Package aimed at a virtual Business English Teaching Position in Japan. It includes the advertisement for job, a resume, a cover letter, three reference request letters, and a link to my Linked-In profile here (https://www.linkedin.com/in/minzhang-si-77960717a).
Actual Advertisement
Business English Teachers to Japanese Professionals – Remote
Paid (Part-time) (29 hrs/wk or less)
- Apply
Job Type
Paid (Part-time) (29 hrs/wk or less)
Job Description
Job description
Providing private English lessons remotely over the internet
Learning Cycle is a Tokyo-based startup offering private English lessons remotely over the internet. Our students are businesspeople working for a variety of well-known global and Japanese companies, including Accenture (consulting firm), KDDI (telecommunication) and Soracom (IoT). The goal of LC is to help our students improve their English knowledge and skill to better facilitate their business in an increasingly global market.
Dozens of Canadian/American/Japanese college students (University of Toronto, Simon Fraser University, California State University, The Pennsylvania State University, Tennessee State University, Tokyo University, Keio University, etc) have been working for Learning Cycle. They are available to answer any questions or concerns about joining our team.
Required Skills / Qualification:
Punctual, conversational, and willing to learn. A detailed knowledge of grammar is not needed to apply.
The ideal LC teacher is someone who is punctual, conversational, and willing to learn. A detailed understanding of grammar is not needed to apply. Prospective teachers are given one-on-one personal support from a supervisor throughout the training process in order to master the cycle and build up their grammar knowledge. As a teacher, you will have access to a network full of knowledgeable and experienced LC teachers who will be able to provide additional assistance and resources.
Responsibilities:
Facilitating 5 lessons per week and creating personalized feedback for the students adjusted to their English level
Lessons are held in the mornings Monday to Friday. Each lesson is organized around an IT or business-related article and prepared questions which allow us to measure the student’s comprehension. The teacher acts as a conversation partner, guiding the student through review and discussion of new content and business concepts.
Benefits:
Work from home, flexible scheduling, learn about English grammar and current trends in the business/IT fields.
The teaching schedule is flexible to match each teacher’s availability. Teachers are able to make connections with students and fellow teachers across the globe through the language learning process. By helping the students learn specialized business English terminology, teachers will be preparing the students and themselves for the modern workplace.
Qualifications
Cultural curiosity, punctual, conversational, and willing to learn. A detailed knowledge of grammar is not needed to apply.
The ideal LC teacher is someone who is punctual, conversational, and willing to learn. A detailed understanding of grammar is not needed to apply. Prospective teachers are given one-on-one personal support from a supervisor throughout the training process in order to master the cycle and build up their grammar knowledge. As a teacher, you will have access to a network full of knowledgeable and experienced LC teachers who will be able to provide additional assistance and resources.
Hours Per Week
10-12
Job Location
Nationwide Canada
Nationwide Japan
Job Nature
Virtual (Online)
Website
https://corporate.learningcycle.co/
Experience Level
Current Students in an Undergraduate Program, Current Students in a Masters Program, Current Students in a Phd Program, Graduated with an Undergraduate Degree, Graduated with a Graduate Degree (Masters or Phd)
ID: 951181
Salary Type: Hourly
Is this position paid or unpaid? Paid
Organization Type: For-Profit or Private
Works Cited
“The University of British Columbia.” Business English Teachers to Japanese Professionals –
Remote https://ubc- csm.symplicity.com/students/app/jobs/detail/20f0015a98fb026e172a0609eede703f
Cover Letter
Learning Cycle
March 29, 2022
Dear Learning Cycle Hiring Personnel:
Please consider my application for the part-time Business English Teacher position as listed on UBC Career Services Website on March 15, 2022. I believe my education, experiences, interests, personality, and lifestyle make me a strong candidate for this position.
As a graduate of the Beedie School of Business at Simon Fraser University, where I majored in Business Administration and concentrated in Finance, I am familiar with various business and finance terms that you may teach your students who work for global and Japanese companies. Currently, I am completing an additional degree in Computer Science at UBC, specifically focusing on Business Analytics and Data Science, which relate to the teaching contents you may cover with your students.
I read The Economist, Forbes, Harvard Business Review regularly to keep myself updated with the latest business trends. In terms of IT-related materials, I am a monthly subscriber of Wired, MIT Technology Review, and Bloomberg. One recent business topic I am interested in is disruptions on the supply chain because of various world events. I want to find out more about how machine learning may help predict changes in the global supply chain.
During my years as an undergraduate student, I tutored fellow students and high school students. Individually and as a group, I supported them in a range of subjects, including Math, Business, English, and Accounting. This tutoring experience convinces me I enjoy sharing my knowledge with others. Seeing improvement in students gives me joy and motivates me to teach more.
At my job as a bookkeeper, I arrive on time for work and stand ready to collaborate with my co-workers. When I encounter challenges, I seek help, and I am keen on identifying and solving problems together with my team members who come from the world over, including Japan.
If my background meets your needs, please contact me any weekday at 604-111-111 or email me anytime at msa176@students.cs.ubc.ca.
Sincerely,
MinZhang Si
Resume
MinZhang Si
#1111 1234 Beatty Street
Vancouver BC V3B 8M2
Phone: 604-111-1111
Email: msa176@students.cs.ubc.ca
Objective
- To be hired as a Business English Teacher to Japanese Professionals – Remote
Education
University of British Columbia Present
- Degree in Computer Science
Beedie School of Business, Simon Fraser University Jan 2016 – May 2020
- Bachelor of Business Administration, Concentration Finance
- Dean’s Honour Roll, 2019 Summer
- President and Dean’s Honour Roll, 2020 Spring
Gleneagle Secondary School Sept 2012 – June 2015
Experience
Mitchell Island Terminal Ltd June 2020 – Present
Bookkeeper
- Review data and information to check entries, calculations, and billing codes for accuracy
- Prepare payroll for 10 employees, answer their questions, report questions to senior management
Self-Employment and Freelance Jobs
Tutor
- Tutored students Math, Business, English, and Accounting at first-year college level and high-school level
Tencent Holding Ltd June 2017 – Sept 2017
Intern, Administrative Assistant
- Managed scheduling for staff and communicated regularly with coworkers about it
- Greeted visitors or callers daily, handled inquiries, directed them to the help needed
Canadian Students Assistance Association Mar 2016 – Dec 2016
Operation Assistant
- Planned routine operations and special projects under direction of operations manager
- Emailed information and reminders regarding upcoming volunteer opportunities to community leaders and civic groups
United Chinese Community Enrichment Services Society Sept 2014 – May 2015
Volunteer
- Helped new immigrants adapt to new environment in terms of culture and language
- Taught children spoken and written Mandarin and created a positive learning circle
- Supported event setup, prepared for large functions, and promoted events
Reference One
#1111 1234 Beatty Street
Vancouver BC V3B 8M2
March 29, 2022
Ms. Caroline Nao
1231 Oak Street
Burnaby BC V0D 9D0
Dear Ms. Nao:
I am writing to request your reference for a part-time position I am applying for. The company is Learning Cycle, a language-teaching company based in Japan that teaches students Business English to help them navigate the global and Japanese job markets.
Volunteering for you at United Chinese Community Enrichment Services Society has been one of the most valuable and informative experiences. Through you, I met various immigrants and newcomers to Canada and learned about their cultures and languages. I also had the opportunity to teach Mandarin and learned to create a positive learning environment for the participants.
Learning Cycle is looking for someone who is punctual, conversational, and willing to learn. For more information about the company, you can visit this link: https://corporate.learningcycle.co/. I would greatly appreciate your reference and evaluation of my performance working for you.
Please let me know if you can be my reference by April 5 so I can better prepare for the application. You can contact me anytime at 604-111-111 or email me at msa176@students.cs.ubc.ca. Thank you.
Sincerely,
MinZhang Si
Reference Two
#1111 1234 Beatty Street
Vancouver BC V3B 8M2
March 29, 2022
Mr. John Lo
8 Muddy Road
Delta BC B5V 1K9
Dear Mr. Lo:
You are receiving this letter as I am hoping you can give me a reference for a part-time position at Learning Cycle, a language-teaching company based in Japan that teaches students Business English to help them navigate the global and Japanese job markets.
Since working with you at Mitchell Island Terminal Ltd, I have demonstrated diligence, punctuality, responsibility, interpersonal skills, and readiness to learn. For example, When I first got hired, I worked hard to learn the new accounting system our company was installing into our computers. Last month, I took the initiative to organize a social gathering at the local pub for our coworkers to boost morale. Learning Cycle is looking for similar traits in job applicants.
You can also rest assured that my work with Learning Cycle will not affect my performance at Mitchell. The remote teaching position is flexible and runs for 10-12 hours a week. As I have shared with you, teaching is also one of my passions, and this Learning Cycle opportunity may give me transferrable skills for my role at Mitchell.
For more information about Learning Cycle, you can visit this link: https://corporate.learningcycle.co/. I would greatly appreciate your reference and evaluation of my performance working for you.
Please let me know if you can provide a reference for me by April 5 so I can better prepare for the application. You can contact me anytime at 604-111-111 or email me at msa176@students.cs.ubc.ca. Thank you.
Sincerely,
MinZhang Si
Reference Three
#1111 1234 Beatty Street
Vancouver BC V3B 8M2
March 29, 2022
Dr. Erika Paterson
Professor of English 301 99c Technical Writing
The University of British Columbia
Dear Dr. Paterson:
Thank you for the opportunity to learn technical writing from you this semester through English 301. I am writing to request a reference for a part-time teaching position at Learning Cycle, a language-teaching company based in Japan that teaches students Business English to help them navigate the global and Japanese job markets.
I understand I am still far from being a professional writer, but I am confident to say I am much more sensitive to formatting, tone, pronouns, and negatives in my writing. In addition to the formal report, the assignment to write expanded definitions is the most challenging yet rewarding task. With the knowledge of this course, I wish to help potential students who are keen to learn business or technical writing.
I would really appreciate your writing a reference for me and sharing with Learning Cycle my work habits and attitude towards my studies. If you want to learn more about the company, you can visit this link: https://corporate.learningcycle.co/.
Please let me know if you can list you as a reference by April 5 so I can better prepare for the application. You can contact me anytime at 604-111-111 or email me at msa176@students.cs.ubc.ca. Thank you.
Sincerely,
MinZhang Si
- Examples of Best Work Completed in English 301
Introduction:
Below are nine examples of best work completed in English 301. They demonstrate my experience with a range of formal writing common in the workplace and provide an excellent entry point into understanding my proficiency as a technical writer suitable for the job market. Here is an overview of each included example:
A Definition Assignment. I use expansion strategies to define the term “Double-Entry Bookkeeping” for non-technical readers. The assignment is an important one because it demonstrates my ability to translate technical information and details for a wider range of audience. I succeeded in using different strategies such as comparison and visualization to help readers understand the term.
B. Peer Review of the Definition Assignment. This is the first peer review assignment, and I review my peer’s definition of “Strata Corporation.” After a self-edit, I manage to stay closer to the requirements for and structures of peer reviews. This is an important assignment that showcases my ability to provide feedback for others in my team, whether in school or at work.
C. Formal Report Proposal and Progress Report with Surveys. In this set of assignments, I write a formal report proposal as well as a progress report with surveys that are specific to my report on determining the feasibility of implementing employee engagement strategy. I succeeded in following the requirements for the assignments and staying on time for the assignments. I learned the basic components of a report proposal and a progress report. I am now capable of writing report proposals, progress reports, and ethically designed surveys.
D. Proposal Memo. In this proposal memo I notify my professor of the completed proposal on the feasibility of implementing employee engagement strategy. It is one of the many memos I wrote, and I am confident to say that I know the structure and basics of a memo now. I am ready to apply my memo-writing skills to work.
E. LinkedIn Best Practices Memo. In this assignment I researched ten best practices for LinkedIn networking. I have a full score (4/4) for the assignment, though I am alerted to the need for removing imperatives. This assignment demonstrates my research skills and ability to summarize key information for readers.
F. Memo to Evan Crisp. This assignment aims to help university student Evan Crisp who wants to enroll in a full course. After reading about Crisp’s situation, I set to explain the importance of the You-Attitude in writing. One important point is that using the pronoun “you” does not mean we are using the You-Attitude. Instead, the strategy is more sophisticated and requires seeing things from the perspective of the audience. This assignment demonstrates my sensitivity to audience’s needs and perspectives.
G. Complaint letter and Response Letter. The purpose of this assignment is to write a complaint letter from the perspective of a customer and a response letter from the perspective of the company that receives a complaint. Through this assignment, I manage to understand the You-Attitude as applicable to multiple contexts. I also become familiar with letters and complaints, which are common in the workplace.
H. Peer Review of a Formal Report. The purpose of this assignment is to provide comments for my peer’s report that determines the feasibility of a paper reduction system. I self-edit the peer review to the best of my ability, and again, I come to see the need to improve my peer-reviewing skills.
I. Formal Report. This assignment is a major project of English 301, and over several weeks, I conduct research on the feasibility of an employee engagement strategy for Mitchell Island Terminal Ltd. This report demonstrates my ability to write formal reports and my ability to conduct primary and secondary research. It is an example of my proficiency as a technical writer.
A. Definition Assignment
Introduction
As part of Lesson 1.3 Week Three: Definitions and Peer Review, this assignment helps us learn about the central role that definitions play in technical writing. One learning outcome of this assignment is that we will become more aware of audience, especially non-technical readers, and of our writing purpose. Another outcome is that we will be able to tell the differences between parenthetical definition, sentence definition, and expanded definition, and offer the right level of details in our definitions based on our individual reading situations.
Specifically, we are to choose a relatively complex term within our discipline or profession and write a parenthetical definition, sentence definition and expanded definition of the same term. In writing the definitions, we are encouraged to consult pages 397-411 of our textbook Technical Communication. Below is my assignment.
Reading Situation
A bookkeeper is explaining the term “double-entry bookkeeping” to a client that has little knowledge of bookkeeping or accounting.
Parenthetical Definition
The term double-entry bookkeeping (a type of bookkeeping that records debits and credits).
Sentence Definition
Double-entry bookkeeping is a bookkeeping system that records every business transaction two times, once as debits and once as credits.
Expanded Definition
Double-entry bookkeeping is a bookkeeping system that records every business transaction two times, once as debits and once as credits, in two separate places or accounts.
Double-entry bookkeeping is different from single-entry bookkeeping. The latter allows you to make one entry for each transaction in a place called the “cash book,” and this transaction can be either income or expense (Bookkeeping, 2020). Single-entry bookkeeping gives you the record transactions line by line, but the problem is that you may make more accounting mistakes because there is no matching system to keep track of your transactions (Bookkeeping, 2020).
Figure 1: Single-Entry Bookkeeping (Bookkeeping, 2020)
Unlike a single-entry bookkeeping system, which only records each transaction once in one account, a double-entry bookkeeping system keeps a record of all transactions two times in two accounts (Carlson, 2019). If your business remains small and has infrequent business activity, it is recommended that you use single-entry bookkeeping, but if your business is large and complex or if you expect it to grow, you can use double-entry bookkeeping (Carlson, 2019). The reason is that larger organizations tend to have more complicated asset and liability accounts, and double-entry bookkeeping allows you to keep track of those more clearly and efficiently than single-entry bookkeeping (Carlson, 2019).
Figure 2: Double-Entry Bookkeeping (Bookkeeping, 2020)
As shown in Figure 2, there is an entry of $500 in the credit column when you take money out of your cash account and another entry of $500 in the debit column when you, for instance, buy an office laptop (Bookkeeping, 2020). The first entry tracks the money that goes out or leaves your account, and the second entry records the money or the value of office supply that comes into your account (Bookkeeping, 2020). In other words, with double-entry bookkeeping, you can easily look at each transaction into and out of your business.
For double-entry bookkeeping to work, it is important that you keep your accounts balanced (ReliaBills, 2021). To do so, you can rely on various bookkeeping software programs available, such as QuickBooks, which uses complex accounting calculations to help users balance their debit and credit accounts (ReliaBills, 2021).
References
Bookkeeping. (2020, July 15). 23 Bookkeeping terms and what they actually mean for your business. Neat. https://www.neat.com/blog/23-bookkeeping-terms-and-what-they- actually-mean-for-your-business/
Carlson, R. (2019, Nov 8). Single- Vs. double-entry bookkeeping. The Balance Small Business. https://www.thebalancesmb.com/what-is-best-single-entry-or-double-entry-bookkeeping-393004
ReliaBills. (2021, Feb 28). What is QuickBooks Double Entry Bookkeeping?https://www.reliabills.com/blog/quickbooks-double-entry- bookkeeping/#:~:text=As%20you%20already%20know%2C%20QuickBooks%20uses%20double-entry%20accounting.,QuickBooks%20double- entry%20bookkeeping%20comes%20with%20its%20business%20package.
Here is a link to the Definition Assignment:
B. Peer Review of the Definition Assignment
To: Kenny Colosie, UBC Student
From: MinZhang Si, Fellow UBC Student
Date: January 31, 2022
Subject: Review Report on Expanded Definition of “Strata Corporation”
Thank you for expanding the definition of “Strata Corporation” and improving my knowledge of the term. Please consider the suggestions that may help you edit the final draft.
First Impressions:
Your expanded definition of “Strata Corporation” is clear and consistent with the described situation.
Introduction:
- A good introduction that outlines purpose
- Writing is well-organized and uses a professional tone.
- The headings are appropriate and carefully guide readers through your definition.
- Definition is informative and considerate of intended audience.
Quotations:
- Paraphrasing and explaining your quotations
- Quotations in paragraph eight will benefit from better integration and further explanation.
- The term “detached homes” needs explaining.
Active Voice and Brevity:
- Rewriting your opening sentence: “The assignment’s goal is to show how different definitions should be used when speaking with different audiences.”
- Avoiding the passive voice shows the agent of the action.
- Trimming down certain words or phrases: removing “below” in this sentence: “In this assignment below, we break down …” and “In essence” in your closing paragraph.
Visuals
- Adding a visual of a single-home family as a comparison to the image of the high-risers would be a helpful reference.
- “Non-technical readers” might have lived in different countries or cultures and may be confused about the term “single-home family.”
Concluding Comments:
Definition is already strong with its detailed information and use of expansion strategies. With the suggested edits above, the document will be even stronger.
Thank you for the expanded definition and please feel free to ask any questions. All the best with your assignments.
Here is a link to the definition under review:
C. Formal Report Proposal and Progress Report with Surveys
MEMO: FORMAL REPORT PROPOSAL
To: Dr. Erika Paterson, Professor of English 301 99c Technical Writing
From: MinZhang Si, Student
Date: February 15, 2022
Subject: Proposal for Determining the Feasibility of Employee Engagement Programs
Feasibility Analysis
of Employee Engagement Programs
Introduction
Employees’ job satisfaction matters to an organization’s daily operation and long-term development. Employees who are more satisfied with their jobs and their workplace are more likely to contribute more to their organization. Level of job satisfaction often depends not only on salary or other monetary incentives but also on the work environment and the relationships between employees.
Employee engagement programs promote stronger social ties, increase work productivity, and improve communication across departments. Organizations that invest in an employee engagement strategy will see improved employee performance. Employee engagement programs range from meditation sessions to sports clubs.
My manager, John Lo, at Mitchell Island Terminal Ltd will be the reader for the formal report.
Statement of Problem
Mitchell Island Terminal Ltd currently does not have any employee engagement programs. Some employees have voiced concerns over lack of social life in the workplace and felt distanced from their coworkers and their organization. There are two major implications of this problem. First, employees of different departments do not interact with one another as well as they can, which leads to less efficient communication in the company. Second, employees have low morale and feel less motivated to work, let alone communicate or support their colleagues.
Proposed Solution
One possible solution to the problem is to run several employee engagement programs, such as a Social Club and a Sports Club. This solution will provide employees different ways to engage with others, get to know those they work with, and create a motivating work environment. The objective is to increase employees’ job satisfaction so they can be more committed to their work tasks and to Mitchell Island Terminal Ltd (Mitchell).
Scope
To assess the feasibility of running several employee engagement programs, I plan to pursue five areas of inquiry:
- What are employees’ interests and hobbies?
- What social events do employees want the most?
- How many employees regularly do some form of sports?
- What sports programs do employees like?
- Which period would employees most likely want to participate in a weekly, biweekly, or monthly social event?
Methodology
My primary data sources will include a survey with the five questions above. I would like to circulate the survey to 5 employees from each department. Also, I will informally talk to coworkers and get their opinions on employee engagement programs, gathering information on what they prefer, when they most want to participate in social life at work, and how much they are willing to spend on social activities.
Secondary sources will include academic studies on employee engagement strategies. These will be evidence showing the effectiveness of employee engagement programs.
My Qualifications
I have a Bachelor of Business Administration degree, and in my four years of education I studied various types of business organizations and motivation theories. Currently, I am also a student of a course on technical writing, which gives me confidence to write the report. Together with my first-hand experience at Mitchell, my education will help me solve the described problem.
Conclusion
Action is necessary in increasing job satisfaction at Mitchell through employee engagement programs. By addressing the five areas of inquiry mentioned above, I can determine what programs to offer and how and when to run them. With your approval I will begin research at once.
MEMO: PROGRESS REPORT WITH SURVEYS
To: Dr. Erika Paterson, Professor of English 301 99c Technical Writing
From: MinZhang Si, Student
Date: February 28, 2022
Subject: Progress Report for Determining the Feasibility of Employee Engagement Programs
Here is the memo for the progress report needed for lesson 2:3.
Audience
My manager, John Lo, at Mitchell Island Terminal Ltd (Mitchell) will be the reader for this formal report. He oversees the day-to-day operations of the company and has the authority to implement any employee engagement programs this feasibility report recommends.
Purpose of the Report
This report aims to determine the feasibility of employee engagement programs at Mitchell.
Significance of the Report
This report can identify employee engagement programs that promote stronger social ties in the organization, which can in turn increase work productivity and improve communication across departments.
Research Plan
I have identified five tasks I need to complete during my research:
- Provide examples for the problem (no social life and employee engagement programs at Mitchell)
- Compose ethical survey questions and send out survey to coworkers
- Participate in coworkers’ lunchtime conversations at the pantry to listen for their hobbies and interests
- Conduct secondary research on the effectiveness of employee engagement programs
- Analyze data collected from the survey
Writing Schedule
- Feb 28-Mar 9 – Observe and participate in informal lunch-hour conversations
- March 4 – Conduct secondary research
- March 7 – Send out survey
- March 16 – Submit formal report draft
- March 26 – Submit formal report
Survey
https://docs.google.com/forms/d/1ZyraL8Wv6TCB9XPclSN4U6yHLR8171fvmA-e-hWW_yI/edit
I would appreciate any comments you may have regarding my progress report. Thank you.
D. Proposal Memo
MEMO
To: Dr. Erika Paterson, Professor of English 301 99c Technical Writing
From: MinZhang Si, Student
Date: February 15, 2022
Subject: Proposal Posted
As required for the assignments in unit 2:1, I have posted my formal report proposal to my Team forum, the Commas.
Below is the proposal in which you will find seven sections, including Introduction, Statement of Problem, Proposal Solution, Scope, Methods, My Qualifications, and Conclusion. I modelled my proposal on pages 538-539 of our textbook.
The proposal is intended for my manager, John Lo, at Mitchell Island Terminal Ltd. The problem identified is lack of employee engagement programs in the organization, which lowers morale and job satisfaction and leads to inefficient communication. The proposal aims to determine the feasibility of running several employee engagement programs such as mindfulness practices, sports clubs and social gatherings.
Please provide feedback for the proposal so I can begin my research for the report. Thank you.
Enclosure:
Proposal for Determining the Feasibility of Employee Engagement Programs
E. LinkedIn Best Practices Memo
MEMO
To: The Comma Team Members
From: MinZhang Si, Fellow Member
Date: February 22, 2022
Subject: Ten Best Practices for Professional Networking on LinkedIn
Professional networking on LinkedIn can provide job opportunities and build careers. Here are ten best practices for using the networking social:
- Completing and regularly updating user profile to maintain a professional identity (Gerard 895) by creating daily and weekly to-do-lists (Sukenick and Williams 113) and by setting aside at least a few minutes a day to use the site (Sukenick and Williams 53)
- Identifying purpose for using LinkedIn and know what you want to achieve with it (Sukenick and Williams 19)
- Creating a profile that reflects your personality as people respond to personalities instead of degrees and achievements (Sukenick and Williams 36)
- Improving your professional image by ensuring your online self correctly reflects the profession of your choice (Gerard 875)
- Proactively connecting with the people you already know, such as friends and associates from school and work (Sukenick and Williams 41)
- Joining groups relevant to your field and with common interests (Sukenick and Williams 55)
- Clarifying for yourself how you respond to incoming connection requests by developing a rationale for who to connect with (Sukenick and Williams 44)
- Showing genuine interest in your contacts and follow up with them instead of simply reaching out or asking for sales and information right away (Sukenick and Williams 83)
- Using LinkedIn only for business and work and avoid mixing it with Facebook and other social networking sites where interactions are more personal (Citrome 623)
- Logging onto your profile consistently as higher frequency of use is positively related to increased career benefits like career sponsorship, business assistance and social support (Davis et al. 6)
Overall, by developing the habit to check LinkedIn daily during your work hours, you will grow your networks with time. Any comments for these practices are welcomed.
Works Cited
Citrome, L. “My Two Favourite Professional Social Networking Sites: LinkedIn and ResearchGate – how they can Help You, Or Hurt You.” International Journal of Clinical Practice (Esher), vol. 69, no. 6, 2015, pp. 623-624. https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/ijcp.12681
Davis, J., et al. “Networking Via LinkedIn: An Examination of Usage and Career Benefits.” Journal of Vocational Behavior, vol. 118, 2020, pp. 103396. https://browzine.com/libraries/498/journals/904/issues/310333324
Gerard, J. G. “Linking in with LinkedIn: Three Exercises that Enhance Professional Social Networking and Career Building.” Journal of Management Education, vol. 36, no. 6, 2012, pp. 866-897. https://journals.sagepub.com/doi/pdf/10.1177/1052562911413464
Sukenick, R., and Williams, K. 21 Days to Success with LinkedIn: Business Social Networking the Gnik Rowten Way. CyberAge Books, Information Today, Inc, Medford, New Jersey, 2015. https://go.exlibris.link/9jp3bpfB
F. Memo to Evan Crisp
MEMO
To: Evan Crisp, UBC Student
From: MinZhang Si, English 301 Student
Date: March 8, 2022
Subject: Some Writing Tips for Getting into a Full Course
Here are some tips to ask your professor to add you into the full English course:
- Including a subject with course title/section and student number to help the professor track correspondence
- Addressing the professor by using a title (Prof., Dr., etc.) and a formal and respectful tone and editing out contractions
- Writing a reader-centered email that uses the You-Attitude:
- Starting with a wish to be a part of the professor’s popular and valuable course
- Emphasizing a connection between a topic in the course outline and an important social topic (to show awareness of the professor’s work)
- Mentioning in 1-2 sentences how the professor can benefit from your presence in the course (knowledge, experiences, etc.)
- Focusing on problem-solving (getting registered) and keeping from personal feelings and details (schedule conflict, three credits, being away in Mexico, etc.)
- Showing appreciation for efforts by staying positive about the professor’s decision and authority and by highlighting how long the course has run and how it has helped students
- Signing off with polite closure that includes full name, contact information, and request for response by a certain date (providing a reason for the time)
Following these tips gives us a better chance of getting into a full course. If you have any questions, please call me at 604-111-1234 or email me at msa176@students.cs.ubc.ca.
G. Complaint letter and Response letter
Complaint Letter
1234 Cloudy Street
Raincouver, BC V3B 6M8
March 12, 2022
Star Vanity Company
1111 Snow Street,
Markham, ON P1S Q2O
Attention: Customer Care Department
Subject: Replacement for Broken Sink
The Hyatt 28 Bathroom Sink I purchased at Home Depot on Jan 31 and installed on Feb 28 had three cracks and broke yesterday. I am writing to request a replacement for my purchase.
When I first noticed the cracks on the day of installation, I thought they were part of the design pattern. However, after one day of use, the cracks began to spread and one of them chipped and broke. If unattended to, the cracks can lead to water leaks that flood my bathroom.
I spoke to a Home Depot sales representative who directed me to you and informed me that you could do a product replacement for manufacturing defects. I have enclosed a photo of the cracks, and my order number is 224330012.
My bathroom is small, and only the space-saving design of your Hyatt 28 fits with my bathroom layout.
Please let me know how I can return the broken sink for the replacement by Mar 15 as I need to tell my Strata about the progress of my renovations. You can call me at 604-111-1234 or email me at msa176@students.cs.ubc.ca.
Yours truly,
MinZhang Si
Enclosure: a photo of cracks
Response Letter
Star Vanity Company
1111 Snow Street,
Markham, ON P1S Q2O
March 14, 2022
Mr. MinZhang Si
1234 Cloudy Street
Raincouver, BC V3B 6M8
Dear Mr. Si:
Thank you for purchasing the Hyatt 28 Bathroom Sink and notifying us of the cracks. We work to guarantee high quality for all our products and understand your need to replace the Sink to avoid leaking.
We acknowledge product damages may sometimes occur. They might be broken during transportation and noticed after installation. Sometimes, there may also be small dents that result from loading, unloading, and package-handling. As detailed in our user manual, customizing products into existing home structures may add pressure to products that lead to cracks.
As a replacement, you can get the Star 20 Bathroom Sink. Like the Hyatt 28, this model is sturdy, durable, and made of top-grade engineered stone. It is also customizable and fits with most small-sized bathrooms, and it is the latest product on promotion that follows from the clearance sales for the Hyatt 28.
There is a difference of $200 between the Star 20 ($1,000) and the Hyatt 28 ($1,200). I have enclosed a $200 gift card for future purchase. You can use it on any products online or in store, or you can pass it to a friend.
For the damaged the Hyatt 28, you can return it to Home Depot at your convenience. Please confirm the address we can send the Star 20 Bathroom Sink to or if you would like to pick it up at Home Depot.
Your trust in our products is valuable to us, and we will have one Star 20 ready for you.
Sincerely,
Marissa Lada
Customer Service Manager
Enclosure: $200 gift card
H. Peer Review of a Formal Report
To: Kenny Colosie, UBC Student
From: MinZhang Si, Fellow UBC Student
Date: March 26, 2022
Subject: Review of Formal Report Draft for Paper Reduction System
Thank you for submitting this formal draft for determining the feasibility of introducing paper reduction system at West Coast Property Management. Please see the document below with suggestions for improvements.
First Impressions:
This is a draft with many components of the formal report, such as Table of Contents, Letter of Transmission, and Data Section. The draft demonstrates critical thinking and time spent on research on paper reduction and recycling in Canada tailored for West coast Property Management Ltd. The draft still needs further development in the final sections, especially the Conclusion, Recommendation and Works Cited sections, because they are currently missing.
Table of Contents:
- It is alphanumeric as required.
- Adding the details to each Appendix would be necessary.
Letter of Transmission:
- The format is well followed.
- There is an extra “,” in your date.
- The font needs uniformity.
Abstract:
- It is clear and summarizes the report nicely.
- The recommendations are best written in non-imperative forms, like “using” and “implementing.”
Introduction:
- This section clearly introduces the topic on paper waste and is filled with data and statistics.
- It may be useful to review the instructor’s blog post “First Drafts of Formal Reports: Common Errors to Avoid” at this link here: https://blogs.ubc.ca/engl301-99c-2021wc/2022/03/11/88925/.
- The post mentions the need for present tense instead of past tense for the draft.
Data Section:
- This section also needs past tense.
- Some visuals for the section will be helpful.
- Time News Roman may be needed various parts in this section, including Part C.
Works Cited:
- For the final draft, MLA is recommended.
Concluding Comments:
The research on paper waste is a crucial topic. Completing the final sections, especially the conclusion where you detail the recommendations, will significantly improve your draft.
Thank you for the formal report draft and please let me know if you have any questions. All the best with your assignments.
Link to Kenny’s Formal Report Draft:
I. Formal Report
Letter of Transmission
1234 Cloudy Street
Raincouver, BC V3B 6M8
March 16, 2022
John Lo
Manager
Mitchell Island Terminals Ltd
13280 Mitchell Rd, Richmond, BC V6V 1M8
Dear Mr. Lo:
Here is the report, Feasibility Analysis of Employee Engagement Programs. Thank you for giving permission to investigate employee engagement programs for Mitchell Island Terminals Ltd.
In the report, I describe what employee engagement programs are in detail before stating the problem and purpose. I discuss primary and secondary data, drawing my conclusion from the conducted surveys distributed to 30 staff members and from scholarly research.
I appreciate your approval of this project and would be glad to answer any questions. Please call at 604-321-1111 or email at msa176@students.cs.ubc.ca if you would like to discuss the report anytime.
Sincerely,
MinZhang Si
Feasibility Analysis
of Employee Engagement Programs
for
John Lo
Manager
Mitchell Island Terminals Ltd
by
MinZhang Si
English 301 Student
read by
Kenny Colosie
Member of the Commas
March 26, 2022
Table of Contents
Abstract …………………………………………………………………………………………. 4
I. Introduction …………………………………………………………………………………… 5
- Definition of job satisfaction ………………………………………………………………… 5
- Background on employee engagement programs …………………………………………… 5
- Statement of the problem ……………………………………………………………………. 6
- Purpose of this report ………………………………………………………………………… 6
- Brief description of primary and secondary data sources …………………………………… 7
- Scope of this inquiry ………………………………………………………………………….. 7
II. Data Section …………………………………………………………………………………. 8
- Surveys Completed by Coworkers …………………………………………………. 8
- Observations During Lunch Hours …………………………………………………. 16
- Academic Research on Employee Engagement Programs …………………………. 17
III. Conclusion ……………………………………………………………………………….… 19
Summary and Interpretation of Findings ………………………………………………………. 19
Recommendations ……………………………………………………………………………… 19
Works Cited ……………………………………………………………………………………. 20
Figures
Figure 1: Hobbies and Interests ……………………………………………………………….. 8
Figure 2: Social Events of Interest …………………………………………………………….. 10
Figure 3: Willingness to Participate in Social Gatherings at Work …………………………… 12
Figure 4: Number of Hours on Weekly Work Social Events ………………………………….. 13
Figure 5: Level of Interest in Social Gatherings at Work ……………………………………… 14
Figure 6: Frequency of Social Gatherings ……………………………………………………… 15
Abstract
This report determines the feasibility of employee engagement programs for Mitchell Island Terminals Ltd.
Employee engagement programs can improve social ties and employees’ performance and productivity. This report discusses findings from a survey distributed to 30 employees at Mitchell and from scholarly studies.
This report has three recommendations:
- establishing an employee-led engagement committee that runs a Social Club and a Sports Club
- running a monthly social event, a biweekly event, and other pop-up events,
- and ensuring all social gatherings at work are optional, voluntary, varied, flexible, partially to fully subsidized.
I. Introduction
A. Definition of job satisfaction
According to Sara Soldo, Professor of School of Business at the University of Mostar, job satisfaction refers to how employees feel about their jobs and various aspects of their jobs and the degree to which they like or dislike their jobs (196). Soldo explains that job satisfaction is of paramount importance to organizations because “the humanitarian perspective is that people deserve to be treated fairly and with respect” (196) and job satisfaction is to some extent “a reflection of good treatment” (196).
B. Background on employee engagement programs
Researchers Schaufeli et al. define engagement as “a positive, fulfilling, work-related state of mind that is characterized by vigour, dedication, and absorption” (74). While vigor refers to “high levels of energy and mental resilience while working” (74), dedication describes “a sense of significance, enthusiasm, inspiration, pride, and challenge” (74) and absorption emphasizes “being fully concentrated and deeply engrossed in one’s work” (75).
Schaufeli et al. also stress the non-monetary, emotional, and mental qualities of engagement:
Rather than a momentary and specific state, engagement refers to a more persistent and pervasive affective-cognitive state that is not focused on any particular object, event, individual, or behaviour (74).
Employee engagement programs therefore are connected to employees’ emotional and mental health.
Paul Turner, author of Employee Engagement in Contemporary Organizations, explains that employee engagement is a crucial part of human resource management and within the organizational context because it is associated with improved employee performance and increased productivity (27). As Turner states,
An engaged employee achieves above average levels of productivity and contributes significantly to team effectiveness; an engaged team is a source of unit or departmental efficiency; but an engaged workforce is a potential source of organisation wide competitiveness and strategic advantage (1).
Together, Schaufeli et al. and Turner point to the importance of an engaged organization that implements an employee engagement strategy.
C. Statement of the problem
Mitchell Island Terminals Ltd currently does not have any employee engagement programs. Some employees have voiced concerns over lack of social life in the workplace and felt distanced from their coworkers and their organization. There are two major implications of this problem. First, employees of different departments do not interact with one another as well as they can, which leads to less efficient communication in the company. Second, employees have low morale and feel less motivated to work, let alone communicate or support their colleagues.
D. Purpose of this report
One possible solution to the problem is to run several employee engagement programs, such as a Social Club and a Sports Club. This solution will provide employees different ways to engage with others, get to know those they work with, and create a motivating work environment. The objective is to increase employees’ job satisfaction so they can be more committed to their work tasks and to Mitchell Island Terminals Ltd.
E. Brief description of primary and secondary data sources
My primary data sources include a survey with the five questions above. I circulate the survey to 5 employees from each department. Also, as informal observations, I talk to coworkers and get their opinions on employee engagement programs, gathering information on what they prefer, when they most want to participate in social life at work, and how much they are willing to spend on social activities.
Secondary sources include academic studies on employee engagement strategies. These will be evidence showing the effectiveness of employee engagement programs.
F. Scope of this inquiry
To assess the feasibility of running several employee engagement programs, I focus on five areas of inquiry:
- What are employees’ interests and hobbies?
- What social events do employees want the most?
- How many employees regularly do some form of sports?
- What sports programs do employees like?
- Which period would employees most likely want to participate in a weekly, biweekly, or monthly social event?
II. Data Section
A. Surveys Completed by Coworkers
To determine the extent to which employee engagement programs are feasible, I send out a six-question survey consisting of 2 short answers, 2 multiple-choice questions, and 2 linear scale questions. I use social networking sites, emails, and text messages to send the survey link to coworkers.
In total, there are 30 responses highlighting 6 themes: 1. Hobbies and Interests, 2. Social Events of interests, 3. Willingness to Participate in Social Gatherings at Work, 4. Number of Hours on Weekly Work Social Events, 5. Level of Interest in Social Gatherings at Work, and 6. Frequency of Social Gatherings.
Figure 1: Hobbies and Interests
- Hobbies and Interests
Figure 1 illustrates respondents’ answers to the question about their hobbies and interests. The answer that appears three times are gaming/video games while the answers that appear twice are workout and music, and the rest of the answers appear only once. Some respondents have 2+ hobbies and interests so the number of responses here exceeds 30. Four sub-themes are observable in the responses:
Sports and Outdoor Activities. Many respondents (10) lead an active lifestyle. Their answers include the following: workout (2), hiking, basketball, running, exercise, skydiving, football, hockey, and badminton.
Their interest in sports and outdoor activities suggest a Sports Club or an Active Club that organizes sports events is an option for employee engagement.
Drinks. Some responses (4) show that employees enjoy making new connections and having a good time with others over a drink. These answers include drinking, socializing, meeting new people, and clubbing.
Their response points to the possibility of a Social Club in charge of planning regular hangouts and drinks that allow employees to relax and expand their social networks.
Games, Technologies, and Media. Some responses (7) indicate that employees like gaming and other tech-related activities: video games (3), music (2), computer programming, and movie.
This sub-theme shows tech-based social activities at work will appeal to some employees, and employee engagement programs can take place virtually, like through Zoom movie nights or online game nights.
Others. Several responses (6) from the survey may be more niche, including pets, nothing, books, studies, poker, and LEGO.
The responses that fall under this category imply that successful employee engagement programs would be more flexible and diverse so that more employees can participate, pick up new hobbies, and try new activities.
- Social Events of Interest
Figure 2 illustrates the variety of social events that respondents are interested in. It is an important figure that points to three sub-themes:
Figure 2: Social Events of Interest
Variety of Interests. Respondents together mention many different types of social events they would like to take part in, including pub (3), clubbing (2), parties (2) sports (2), dancing, hiking, track and field, boxing, running, workout, jogging, swimming, movie nights, card games, deep talking, meals, Netflix, library, and pet events.
The responses are varied and suggest that employees would enjoy a mix of social gatherings at work. An effective employee engagement program will need to offer employees different choices of social activities.
Alignment of Personal Interests and Social Events. The answers illustrated in Figure 2 are aligned with those in Figure 1, suggesting that respondents likely want to see their personal interests represented or advocated for in social events at work. For example, pub/parties/drinking and sports/workout are both employees’ top personal interests and social interests. In other words, employees interested in sports themselves will promote and join sports events at work.
This alignment between personal interests and social events suggest that employee engagement programs need to represent what employees like to do at the work social events.
Lack of Motivation for Social Events. A few responses (5) underscore some level of indifference toward social events at work: go home, most want not to work, not sure, better not have, not a lot of social events at work and would only participate in the ones on holidays like Christmas.
These five responses are important because they reveal that not all employees are passionate about social events and that some would like to go home and attend to other personal or family matters. Their responses suggest that employee engagement programs will be best optional instead of mandatory.
- Willingness to Participate in Social Gatherings at Work
Figure 3 illustrates respondents’ level of willingness to take part in social gathering at work. Of the 30 respondents, 8 or 25.8% of them indicate 10 (most likely), 6 or 19.4% choose 9, and 4 or 12.9% opt for 8. There are 3 or 9.7% each for 6 and 7, and 1 or 3.2% each for 3, 4, and 5. Four or 12.9% of the respondents choose 1 (least likely). The data here reveal the following two sub-themes:
High Level of Willingness. Given most of their responses are situated at scale 6+, it is clear majority of the respondents lean towards being willing to participate in a social gathering at work. Therefore, setting up a committee or taskforce responsible for employee engagement programs is a possible intervention that can improve social ties and cross-departmental communication at work.
Voluntary Participation. The few respondents who select scale 1-5 are important clues that some employees have little to no interest in group activities or social events at work. As mentioned in Figure 2, in the interest of respondents who do not like social gatherings or who have other obligations, participation in employee engagement programs will be preferably voluntary.
Figure 3: Willingness to Participate in Social Gatherings at Work
- Number of Hours on Weekly Work Social Events
Figure 4 illustrates the number of hours employees are ready to spend on a work social event each week. The responses are fairly divided as respondents seem to have different opinions on how much time they will use to socialize at work. About 26.7% of the respondents are willing to spend half an hour on one social gathering each week, followed by 23.3% each for 1 hour and 3+ hours and 20% for 2 hours. There is a small portion willing to spend 3 hours. The one sub-theme the responses highlights is as follows:
A Social Event with Flexibility. Since respondents are quite split about how much time they are ready for a social event at work, organizers of employee engagement programs need to design social events that are flexible. Events can run from 30 minutes to 3+ hours, and employees are encouraged to come and leave at their own time. This flexibility will attract more employees to attend a work social event, especially for those who have time constraints, additional work duties, or personal engagements.
Figure 4: Number of Hours on Weekly Work Social Events
- Level of Interest in Social Gatherings at Work
Figure 5 illustrates respondents’ scale of interest in social gatherings at work and this figure reinforces the responses and sub-themes illustrated in Figure 3. Notably, responses to this question about interest in work social gatherings are mostly the same as Figure 3, e.g., 8 or 25.8% of the responses for scale 10 (most likely) and 4 or 12.9% for scale 4 (least likely). Together with Figure 3, Figure 5 points to the following two sub-themes:
An Outgoing Workspace. As most of the responses fall under the 5+ scale, employees are thus already relatively outgoing and sociable. Although they will have individual differences in terms of how personable they are or how much they enjoy socializing, most would welcome some interpersonal communication and social interaction through an employee engagement program.
Employee Choice. As emphasized above in Figure 2 and Figure 3, some employees may have personal tasks and goals to fulfill and may be less inclined to take part in socializing. Employee engagement programs need to be open to all employees, whether they are outgoing or not, and they have the choice to decide whether to and how much or how often to join a social event.
Figure 5: Level of Interest in Social Gatherings at Work
- Frequency of Social Gatherings
Figure 6 illustrates respondents’ thoughts on the frequency of social gatherings at work. Close to half (48.4%) of the respondents indicate a monthly social gathering event is preferable. The second highest percentage (25.8%) goes to a biweekly social gathering, followed by 12.9% for a weekly social gathering. Other responses, though a small number, show that two employees want a social gathering once a year, another wants an event approximately half a year, and one expresses a focused interest in work during work hours. The sub-theme that emerges from these responses are below:
Regular and Pop-Up Events. To cater to employees who want monthly social events, some ongoing monthly events, sports or drinks, could be arranged. At the same time, there could be another regular set of biweekly events to meet the needs of the second largest group of employees. In addition, employees or organizers who are part of an employee engagement committee can coordinate pop-up events so that employees with different preferences can join if those non-regular events fit into their schedules.
Figure 6: Frequency of Social Gatherings
B. Observations During Lunch Hours
To collect additional information on employees’ interest in social gatherings and the feasibility of employee engagement programs, I conducted an informal lunch-hour observation at the pantry between February 28, 2022 and March 11, 2022 for a total of 10 work days. I listened to coworkers’ conversations and participated if possible. Each day, there are about 3-4 employees, including myself, who are at the pantry, except for 2 days on March 3, 2022 and March 10, 2022 when there are 6 employees. On March 11, 2022, there are only 2 employees because the others work from home. These informal observations reflect three sub-themes:
Fun and Playful Workspace. The observations indicate that most employees are friendly and enjoy play at work. While most check on their phones during lunch hours, some have a chat over their lunch and go for a walk together around outdoors. This working atmosphere suggests employees do socialize to decompress and loosen up before picking up work again.
Employee-Led Initiatives. Already employees hang out after work occasionally for a drink. There have been previous attempts by some coworkers to organize social events, like after-work dinners and drinks and badminton nights. These attempts suggest that some employees will take the initiative to form a preliminary employee engagement committee and test-run several regular and non-regular social events.
Company-Funded, Employee-Paid and Free Events. Although employees do not directly express a wish for company-funded events or how much they would spend on a work social event, some employees show appreciation of company-supported events. Depending on company budget, an employee engagement committee can work to provide some amount of subsidy or incentive, like a free pizza, a free drink, small prizes, or discounted gym class, to encourage employee participation in social events.
Moreover, some free or low-cost events are available, like running, card games, walks, hikes, and movie nights, and employees can self-organize through an employee engagement committee.
C. Academic Research on Employee Engagement Programs
Scholarship on employee engagement programs highlight three sub-themes:
Employee’s Preferred Self. According to Alan M. Saks, a Professor of Human Resources Management at the University of Toronto, employee engagement strategy is linked to the concept of the “preferred self” (77) and engagement refers to the “simultaneous employment and expression of a person’s ‘preferred self’ in task behaviors that promote connections to work and to others, personal presence (physical, cognitive, and emotional), and active, full role performance” (77-78). Employee engagement programs can thus benefit employees physically, cognitive, socially, and emotionally and bring out the best of their selves for different work tasks.
Lowered Healthcare Cost and Increased Savings. In their study involving 92,486 employees at seven organizations, Goetzel et al. find that attention to and implementation of worksite wellness programs like exercises and meditation sessions can lower the cost of healthcare spending on employees and help companies increase their savings (2474).
Other Benefits. Paul Turner offers many reasons for employee engagement strategy:
- improving operational income revenue and profits
- ensuring shareholders’ returns
- adding to employees’ and organizations’ degree of creativity and innovation
- creating a workspace more committed to customer satisfaction
- retaining employees
- adjusting turnover
- controlling performance
- taking care of employees’ well-being (vii)
The various advantages shown in literature on employee engagement strategy suggest such strategically planned social gatherings can be beneficial to organizations.
III. Conclusion
A. Summary and Interpretation of Findings
Most employees can benefit from employee engagement programs personally, socially, emotionally, mentally, and physically, and most would enjoy social gatherings at work. Although some employees would like to focus on work and personal life, most employees will gain from optional, voluntary, varied, flexible, partially to fully subsidized social gatherings at Mitchell Island Terminals Ltd.
B. Recommendations
Based on the findings, this report has the following suggestions:
- Establishing an employee-led engagement committee that runs a Social Club and a Sports Club;
- Running a monthly social event, a biweekly event, and other pop-up events;
- Ensuring all social gatherings at work are optional, voluntary, varied, flexible, partially to fully subsidized.
Works Cited
Goetzel, R. Z., et al. “Ten Modifiable Health Risk Factors Are Linked to More Than One-Fifth of Employer-Employee Health Care Spending.” Health Affairs Web Exclusive, vol. 31, no. 11, 2012, pp. 2474–84, https://doi.org/10.1377/hlthaff.2011.0819.
Saks, A. M. “Translating Employee Engagement Research into Practice.” Organizational Dynamics, vol. 46, no. 2, Elsevier Inc, 2017, pp. 76–86, https://doi.org/10.1016/j.orgdyn.2017.04.003.
Schaufeli, W. B., et al. “The Measurement of Engagement and Burnout: A Two Sample Confirmatory Factor Analytic Approach.” Journal of Happiness Studies, vol. 3, no. 1, Kluwer Academic Publishers, 2002, pp. 71–92, https://doi.org/10.1023/A:1015630930326.
Soldo, S. “Definitions and Measures of Workplace Learning and Job Satisfaction in the Context of Industry 4.0.” DIEM (Dubrovnik International Economic Meeting), vol. 6, no. 1, University of Dubrovnik, 2021, pp. 191–203, https://doi.org/10.17818/DIEM/2021/1.20.
Turner, P. Employee Engagement in Contemporary Organizations. Springer International Publishing AG, 2019, https://doi.org/10.1007/978-3-030-36387-1.