Portfolio写作样本

A类 Portfolio (严禁抄袭本样本,因抄袭本文受处罚,责任由抄袭者自负)

1. Introduction

This portfolio is a writing constructed with the aim of reflecting my progress towards developing two aspects of the FYIP Graduate Profile laid out in FYIP handbook issued by AUT (the Auckland University of Technology). In this specific case, communication and research have been chosen, separately for EOB, and BIM, two modules I have taken in Semester 1 2003. Some relevant learning skills are mentioned, since skills cannot take any affect when being sundered.

2. Portfolio
The Environment of Business (EOB), as its name suggests, refers to the overview of the external environment under which the business is surviving and the internal environment on the basis of which the business is operating. The first semester in AUT is gruelling for me, albeit short; and a collection of introductory knowledge, including NZ legal system, basic marketing strategy, fiscal and monetary policy, etc, has converted me from a layperson to a business conscious entrant. Experience in this Module has inspired me a lot in the terms of both oral and written presentations, for which reason I prefer to connect EOB with communication skills.

The first lecture was concerning opportunity cost, and optimisation in economics. Every classmate was active to take part in such a discussion, mostly because the concept was not difficult to comprehend.

Unfortunately, I was the exception, for I encountered the language barrier. I felt more like an onlooker, instead of a participant, even though I was somewhat familiar to such a topic, which had reminded me of a much told dictum from a prestigious philosopher in ancient China, “once you choose some, you lose some”. Influenced by an ideology dominating my mind for long that the communication is a passive reaction, and the language difference would inevitably constitute an obstacle, I was unable to adjust myself to the new language environment at the first quarter of this semester. I supposed that my communication capability was as limited as 4, out of the highest possible 10 at that time.

In the first three weeks, interpersonal communication is not alone the reason to cause my embarrassment. Communication can be more fully defined as an exchanging of information, signals, or messages as by talk, gestures, or writing (Neufeldt & Guralnik, 1994).

As a newcomer and international student to New Zealand, I understood how important it is to absorb as much knowledge as possible about the legal system New Zealand currently relies on-especially the Consumer Guarantees Act 1993 and Fair Trading Act 1986, which regulates the conduct of legal business people (Gerbic & Lawrence, 2002). However, I found it difficult to apprehend-in another word, communicate-with textbooks, which are teem with jargons. The more challenging situation came later in SBE, when the first time in my life I realized that I could be deaf and dumb.

Our group gathered for the first meeting, and I failed to tune in to their strong local accent, even though I tried. In that case, only two options were selectable for me: keep passive and taciturn always, or approach the team in another way. I chose the latter for I was confident that every member was mark conscious; and meanwhile, I surmised that they wouldn’t tolerate a team member lagged behind, since, generally speaking, needs are the rationale for the existence of groups, regardless of sizes (Baskin & Aronoff, 1980). The next step was to figure out how they perceive the significance of what is being said in light of their circumstances (Wilcox, 2002), and then have a say.

My team members revealed more acceptance than I expected, following my attempt to participate. With holding frequent meetings, everything

seemed on a heartening track, and the function of teamwork commenced to emerge. Ironically, a fresh problem, out of surprise, arose as the result of my eagerness to join in group discussions. Unaware of my inappropriate manner when expressing my opinions, I might have offended my teammates. All of the sudden I understood that my effort was once again spurned. To offset such an adverse effect, I determined to seal my mouth when necessary: listen to and acknowledge their thoughts and feelings (Author unknown, n.d.). It thus dawned on me that there is no guarantee that the biggest talkers (I once tried to be) have the best ideas(Adler, 1992). Meetings are not serving the stage for only one role, but a group of roles.

A variety of practices enabled me to work effectively with my teammates in the following days. First of all, I boosted the subtlety of my talking style, which had prevented me from damaging harmony between members (Mattock, 1999). Secondly, I developed a habit of conversing with partners after meetings, which could bridge some unidentified gaps (Anderson, n.d.). In the third place, I capitalized on a myriad of contacting means, such as telephone, Email, etc., to clarify mutual confusion if needed. Simultaneously, when uprising arguments was unavoidable, I didn’t yield to the obviously improper view but strive to persuade my peers with convincing evidence. For instance, when we prepared for the presentation, controversies were focused on whether snacks are elastically demanded goods or the opposite. They heavily defended their standpoint that snack is one sort of food, whose coefficient is between 0 and 1 in elastic demand curve (St John & Stewart, 2000). In response to that I quoted a statement from another book: the key factor that determines elasticity of demand is the availability of substitutes (Callander, 1998). Abreast with countless substitutes at present, snacks can be indisputably categorized as elastically demanded food. Subsequently, the conflict was eliminated, and cohesiveness was enhanced.
Although I succeeded in mending my relationship with the rest of our team, I failed to issue a desirable speech at the presentation assessment
(seen as Appendix A). I rehearsed for scores of times at home before I moved toward the platform; but at last, I was forced to improvise, since my team-mates had used up time prior to my turn. It was a devastating blow to my college life.