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COMM1007 Organizational Business Communicatios

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COMM1007 Organizational Business Communicatios

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Course Code: COMM1007
University: Niagara College Canada

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Country: Canada

Question:

Why did this supernal being need to practise such an easy step? What could possibly be improved?
What might have been going on in her mind instead?
Where Socrates is wise because he knows he is ignorant, it’s the capacity to recognise where there’s room for improvement that leads us to the highest levels of human achievement.
When the term is understood as originally conceived, I think it’s highly desirable.
What stands in the way of untrammelled joy is self-evaluation.
Making mental notes about what works and what doesn’t. In some ways, writing is similar. ‘Why am I putting this idea here?’ ‘Might it not be better in an earlier section of the piece?’
How can we know the dancer from the dance’ Perhaps the audience can’t tell the dancer from the dance, but the dancer knows. I wonder if Yeats ever tried a pirouette?
When was the last time you thought about how to improve the way you tie your shoes?
What was once facile became difficult; what was once flawless revealed myriad imperfections; and, in certain instances, what was once enjoyable turned into a nightmarish trial.
What’s more, in contrast to Gladwell’s account, it’s not clear that young beginners do proceed with cautious deliberation.
We keep interrupting what we do with doubts and questions. ‘Why am I doing this? Should I perhaps be doing something else?
Why is the idea that optimal performance occurs in a state of flow so widespread, if it’s wrong?
During the Tour de France. But why would you, when winning matters as much as life itself?

Answer:

The Importance of Grit in One’s Academic Performance
Grit is a psychological concept that focuses on the individual perseverance of effort that combines with ones passion for a particular long-term goal to achieve the intended objective. Von Culin, Tsukayama, & Duckworth (2014) adds that scholars have found a relationship between grit and academic performance due to a combination of various cognitive factors that lead to success. By working through the challenges of academic work and maintaining an effort of interest in what they do, then students can achieve in their academic work. On the other hand, flow is a concept of performance that entails a mental state where one is immersed in a feeling of energized focus through both involvement and enjoyment. This means that flow involves taking fun in what one is doing due to perfection. This distinction may be different from grit and academic performance as presented by Montero (2017) who argues against this concept by presenting how people achieve. This essay presents the importance of grit in academic performance.
Rimfeld, Kovas, Dale, & Plomin (2016) argues that the importance of grit in academic performance relates to perseverance and the passion for long-term goals that make the individual to work through the challenges they face in the quest for academic achievement. Since academic studies lead to a future career that is determined by the ability of the individual to comprehend and apply the concepts that they face in real life situations, then this is defined as the achievement that one makes based on the set goals (Duckworth & Gross, 2014). In life, performance relates to a combination of innate talent and effort. This means that students who excel in arts or sciences are born with those talents and make an effort towards them to achieve the desired results. When arguing on flow, Montero (2017) suggests that flow comes when one masters the skills required for a particular task and becomes a perfectionist. This is seen in the example of the fifth graders who had mastered ballet  so well to the extent that they were in performance flow. As one practices and progresses up the grade, the skills kept increasing and so is their flow. Therefore, grit assists students to enjoy the academic work that they engage in, and it becomes fun when whatever they are doing is a career that allows the ideas they have mastered to flow.  
Further, Palisoc, Matsumoto, Ho, & Paul J. Perry (2017) add that grit evolves over time thus giving the student the ability to excel in academic work. As students persist and hold on in their academic life, they develop increased grit levels as they progress further. Since it entails cognitive concepts of motivation, self-control, goal-directedness and a positive mindset which are influential in student success. This relates to creativity where individuals only exercise it in domains that interest them. This relates to Csikszentmihalyi’s original definition of flow where people engage in activities because they are rewarding to them. However, Montero (2017) suggests that flow is used to make one feel better but not to do better. When the concept of achievement comes in, then grit is the factor that pushes one to work strenuously through the challenges despite the failures and adversities that they face. This is the ability to persevere and being willing to continue so that one can achieve the intended goals. In academic performance, what differentiates those students who drop out of education and those who persevere to the end is the level of grit that they all have (Rimfeld, Kovas, Dale, & Plomin, 2016). Therefore, when students develop grit, flow is used to push them to perfection by creating passion in what they do thus making them more successful.
In conclusion, grit is an element of performance and success that does not rely on one’s IQ or SAT scores but rather the efforts that one expends towards their goal. Grit and flow combine together to create conditions that make one able to achieve the highest possible standards. Flow is a state that one can accomplish when they exercise higher levels of grit in their life where people let themselves go when immersed in the academic career that they are doing. This is seen in academic tasks and solutions that they work on since they have been accustomed to such solutions. On the other hand, grit is the penetrating principle that enables one to exercise control, hold on despite the challenges and taking action for all the issues that one faces. This makes grit the predictor of student success in both professional and personal context. Thus when mentoring students, we need to focus on improving their grit levels for academic performance.
References
Duckworth, A. L., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319–325.
Montero, B. G. (2017, May 1). Against flow. AEON.
Palisoc, A. J., Matsumoto, R. R., Ho, J., & Paul J. Perry. (2017). Relationship Between Grit with Academic Performance and Attainment of Postgraduate Training in Pharmacy Students. American Journal of Pharmaceutical Education, 8(4).
Rimfeld, K., Kovas, Y., Dale, P. S., & Plomin, R. (2016). True grit and genetics: Predicting academic achievement from personality. Journal of Personality and Social Psychology., 111, 780-789.
Von Culin, K. R., Tsukayama, E., & Duckworth, A. L. (2014). Unpacking grit: Motivational correlates of perseverance and passion for long-term goals. The Journal of Positive Psychology, 9(4), 306–312.

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