Definitions of protocol and etiquette
Meeting&Greeting customs in Cambodia
Business naming system
Business card etiquette
Gift giving
Dining etiquette
Drinking protocol
Business dress
Humor
Definitions of protocol and etiquette
Meeting&Greeting customs in Cambodia
Business naming system
Business card etiquette
Gift giving
Dining etiquette
Drinking protocol
Business dress
Humor
Office practice and etiquette are exceptionally important and knowing how to behave while at work is a big part of improving relationships within the workplace as well as with clients.
A to the point deck on common corporate etiquette, including:
Corporate Parties
Email writing
Meetings and Conferences
Telephone and Con-Calls
Lunch and Cafeteria
Common Areas – lift, washroom, corridor, bay area
Chat tools – Skype, communicator
Personal Hygiene
Language – words and phrases
~ by Seekhle Learning
a guide to handle situations in social environment through your etiquettes in different situations be it dining office workspace cubical or power dressing. Social etiquettes help you to become more polished and different from others.
Basic Etiquettes for Effective Communication Suzana Muja
Etiquettes can be defined as 'unwritten norms of behavior that make interaction pleasant'. A little bit of care exercised in displaying etiquettes can open up channels for communication and help in creating a better image of the self/the organisation.
Though fairly simple to follow, they are often either ignored or not displayed.
Isn't it often that we approach a 'pleasant' person, rather than a 'grumpy' person, when we desire to get our issues resolved?
Isn't it also that a 'pleasant' interaction adds a smile to our day and influences our behavior in turn; while an 'unpleasant' interaction can spoil even the best of days/moods.
Since we all face this challenge at some point, with some person and in some situation or another, it is important to be aware of and adopt a few etiquettes in our interactions with others, whether in a formal or in an informal situation.
What is Etiquette?
It is defined as "the forms, manners, and ceremonies established by convention as acceptable or required in social relations, in a profession, or in official life." Etiquette is respect, good manners, and good behavior. It is not just each of these things, but it is all of these things rolled into one.
Office practice and etiquette are exceptionally important and knowing how to behave while at work is a big part of improving relationships within the workplace as well as with clients.
A to the point deck on common corporate etiquette, including:
Corporate Parties
Email writing
Meetings and Conferences
Telephone and Con-Calls
Lunch and Cafeteria
Common Areas – lift, washroom, corridor, bay area
Chat tools – Skype, communicator
Personal Hygiene
Language – words and phrases
~ by Seekhle Learning
a guide to handle situations in social environment through your etiquettes in different situations be it dining office workspace cubical or power dressing. Social etiquettes help you to become more polished and different from others.
Basic Etiquettes for Effective Communication Suzana Muja
Etiquettes can be defined as 'unwritten norms of behavior that make interaction pleasant'. A little bit of care exercised in displaying etiquettes can open up channels for communication and help in creating a better image of the self/the organisation.
Though fairly simple to follow, they are often either ignored or not displayed.
Isn't it often that we approach a 'pleasant' person, rather than a 'grumpy' person, when we desire to get our issues resolved?
Isn't it also that a 'pleasant' interaction adds a smile to our day and influences our behavior in turn; while an 'unpleasant' interaction can spoil even the best of days/moods.
Since we all face this challenge at some point, with some person and in some situation or another, it is important to be aware of and adopt a few etiquettes in our interactions with others, whether in a formal or in an informal situation.
What is Etiquette?
It is defined as "the forms, manners, and ceremonies established by convention as acceptable or required in social relations, in a profession, or in official life." Etiquette is respect, good manners, and good behavior. It is not just each of these things, but it is all of these things rolled into one.
The Power Point Presentation helps the students to learn how to behave in a formal forum and it helps them to practice interview etiquette and telephone etiquette.
It’s undeniable the importance of etiquette in the business nowsaday. It contributes to determine the success or failure of an enterprise. Therefore, in order to offer Savvycomers the essential tools to professionallly in the workplace and communicate effectively with clients, an internal training workshop on business etiquette was held in the meeting room on November 26th 2015.
This presentation provides basics of communication skills, both verbal and non-verbal, body language, how to handle questions and answers and other tips and techniques.
International education - Global currency or global citizenshipSherrie Lee
New Zealand hosts more than 100,000 international students each year. The value of international education, however, is often about global currency rather than global citizenship. Can we move beyond the economic discourse, and encourage meaningful intercultural relationships between international students and their host community? We can, and we must.
Sherrie Lee
TheDiasporicAcademic.com
Seeking academic help: A case study of peer brokering interactionsSherrie Lee
Lee, S. (2017, December). Seeking academic help: A case study of peer brokering interactions. Refereed paper presented at the combined 2017 ISANA/ANZSSA Conference, Gold Coast, Australia. Abstract available from http://www.isana-anzssa.com/2046
A Chinese researching other Chinese: Problematizing the bilingual researcherSherrie Lee
Lee, S. (2017, November). A Chinese researching other Chinese: Problematizing the bilingual researcher. Paper presented at the New Zealand Asian Studies Society (NZASIA) International Conference, Dunedin, New Zealand.
The promise of diasporic academics: Potential partnerships between the local ...Sherrie Lee
Lee, S. (2017, November). The promise of diasporic academics: Potential partnerships between the local and global. Paper presented at the New Zealand Association for Research in Education Conference (NZARE) Annual Conference, Hamilton, New Zealand.
Abstract
This presentation considers the promise of diasporic academics from the viewpoint of one who identifies herself as a diasporic academic. Drawing from Wendy Larner’s (2015) paper, the presentation is a biographical reflection on the benefits and implications of diasporic academics, in particular, international doctoral students, in higher education.
Firstly, I will discuss the definition and examples of a diasporic academic, as well as highlight how diasporic academics are positioned as transnational knowledge brokers in advancing universities' internationalisation strategies and policies. I then focus on a particular group of diasporic academics, international doctoral students. I argue that while they are pivotal in advancing internationalisation plans, the ways in which universities engage (or disengage) with them serve to undermine those internationalisation goals.
Then I provide a brief outline of my personal background to set the context of my reflections. I will speak from my experiences as a former leader in my university’s Postgraduate Students’ Association, share about international student engagement in my own faculty, and highlight the tensions arising from university-wide restructuring and significant staff movements. I then offer suggestions how relationships with international doctoral students as diasporic academics can be nurtured in mutually beneficial ways.
I conclude that leadership in higher education needs to be cognizant of the potential and challenges of engaging with emerging diasporic academics. After all, diasporic academics are potential partners in growing international networks in an age of academic mobility.
Reference
Larner, W. (2015). Globalising knowledge networks: Universities, diaspora strategies, and academic intermediaries. Geoforum, 59, 197–205. http://doi.org/10.1016/j.geoforum.2014.10.006
Keywords: Diasporic academic, internationalisation, partnership
Crossing Cultures in Research on International StudentsSherrie Lee
Presentation at Toi-Ohomai Institute of Technology (Rotorua, New Zealand) on 9 June 2017. I discuss the implications of cross-cultural research such as translating non-English data and using a reflexive approach to consider how a researcher’s cultural background influences the research.
Using focused ethnography to understand brokering practices among internation...Sherrie Lee
Brokering practices are help-seeking interactions that bridge gaps in the seekers' knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL (English as an Additional Language) students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography (Knoblauch 2005) is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, digital ethnographic methods (Pink et al. 2015) were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity – relational intensity – is just as important in addressing research constraints. Relational intensity refers to the researcher's ongoing responsiveness to the needs of research participants. The paper concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints.
Using focused ethnography to understand brokering practices among international students. Available from: https://www.researchgate.net/publication/312024097_Using_focused_ethnography_to_understand_brokering_practices_among_international_students
Uncertainty lurks in all areas of the PhD journey such as interacting with supervisors, establishing yourself as a researcher, and, most importantly, finishing the PhD. I will share how I have navigated obstacles in my PhD journey and reflect on the current challenges that I face in my 3rd year of studies.
Brokering practices among EAL international studentsSherrie Lee
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
Brokering: A sensitising concept for understanding learningSherrie Lee
Brokering occurs when an intermediary, the broker, assists in the transfer or exchange of goods, services, information, opportunities and/or knowledge, where the recipients of such assistance would have had difficulty deriving the benefits of this exchange otherwise. In the context of EAL (English as an additional language) international students at a university, brokering can be understood as receiving informal assistance with understanding unfamiliar texts, interactions, artefacts, and social and cultural practices encountered in the context of the host academic community.
I explore the concept of brokering as facilitating learning, drawing on the various ways brokering has been used in both educational and non-educational contexts, that is, understanding brokering as a social phenomenon in communities, as knowledge transfer, and as mediating the translation of linguistic and/or cultural aspects of a new culture. These different applications of brokering contribute to an understanding of brokering as a sensitizing concept. Approaching brokering as a sensitizing concept allows alternative ways of viewing academic learning interactions among students, instead of viewing the phenomenon as having fixed features.
Presentation at the 2015 Te Kura Toi Tangata Faculty of Education Doctoral Symposium (Hamilton, New Zealand) on 24 November 2015.
DOI: 10.13140/RG.2.1.1236.6324
Using Images from the Web by Sherrie LeeSherrie Lee
A short presentation on how to find images legitimately for free. Learn about the differences between public domain images, stock photography and creative commons images. Originally available as a Google Presentation: https://docs.google.com/presentation/d/1CbZ79D0bKmCRpnWgGmNelvMYUxFp7rQfA2pbjkQ12AI/edit?usp=sharing
Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...Sherrie Lee
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013.
Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore
The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as one’s first language even though Singapore’s education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELL’s (“Rachel”) past and present schooling experiences in learning English.
Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachel’s identity as an ELL. In her foundational school years, Rachel’s English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachel’s investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachel’s identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker.
The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school.
References
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 1–19). London: Longman/Pearson Education.
3. Meeting and Greeting
Introductions done in order of age or status
General rule is to defer to authority and use an honorific
Mr., Mrs., or Dr., unless asked to use first names
Firm handshake with direct eye contact
4. Business cards
Represent you and company so use good quality cards
Present card printed side up, forward-facing,
with both hands
Generally exchanged at the beginning
or the end of initial meeting
Study business card, commenting / clarifying
before putting it away
You should not request a business card from a more
senior ranking person
5. Discuss and present at least
three statements on each topic. (15 min)
Group 1: Gift giving; small talk
Group 2: Entertaining in restaurants and homes
Group 3: Different styles in verbal and non-verbal
communication; thank-you letters
Group 4: Negotiation & decision making; telephone
etiquette
Group Work
6. Gift Giving
Choose good quality gifts
Company logo (if any) should be discreet
Status of recipient is reflected in choice and value of gift
Gifts are usually not opened when received
Be aware of inauspicious colours (e.g. black, white)
and religious restrictions (e.g. alcohol)
7. Small Talk
Not about business
Helps to establish connection with the other party
Topics to avoid: politics, religion, personal issues
Safe topics: weather, transportation, sports,
surroundings
Stay positive/neutral and follow the other party’s lead if
from a different culture
8. Entertaining
Common venues include restaurants, private clubs,
sporting events, cocktail parties and home
Host is responsible for seeing to guests’ comfort
Host initiates starting meals, small talk and business
discussions (if any)
Hosts need to be aware of drinking practices and taboos
of guests
Guests should be punctual, be thankful, and exercise
good manners
9. Communication Issues
Direct style: low-context, individualistic culture /
verbal precision, self-expression
Indirect style: high-context, group culture /
Face-saving, social/group harmony
Non-verbal: gesture, posture, facial expression, space
Body language can enhance spoken message
10. Negotiation & Decision Making
Know your priorities and alternatives well
Understand the other party’s negotiation style
Leave margin for bargaining process
Meaning of ‘truth’ varies among cultures
Understand different values attached to time and
decision making among cultures
11. Thank-you letters
Send promptly
In response to gifts, hospitality, special favours, etc.
Well-written letters express appreciation and also how
useful and helpful a gift / service has been
12. Telephone Etiquette
Placing a call: Prepare, identity yourself, speak clearly
Receiving a call: be prompt, give name/dept, be discreet
Ending a call: the one who place the call should end it
Phone manners: YOUR EXAMPLES
Voice mail: give brief but specific message; include
name and number
13. BUSINESS ETIQUETTE &
CROSS CULTURAL COMMUNICATION
Quiz time
Take the quiz from the San Diego State University Student Affairs, Career Office
http://career.sdsu.edu/resources/tutorials/manners/etiPre.html#1
-Flickr: Crossett Library Bennington College