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Workplace Assessment Author’s Name Institutional Affiliation Abstract Workplace assessments that are simulated within classroom settings are important to high-level learning students as it helps them better understand the workplace setting earlier before joining one and preparing the student for their future jobs. Business communication teachers, therefore, have an obligation to learn various workplace assessment methods that they can teach their students during the classroom simulated workplace assessments. Throughout the article, the major point of focus of this proposal is its relevance to future workplace success considering the effectiveness of workplace settings (Yu, 2010). This proposal also compares both settings, that is, classroom and workplace, practices so as for show the connection between the two phenomena as well as their difference. Various organizations use various assessment methods. Thus it is of great importance that students practice some of them before their actual employment. Workplace assessment, in the real sense, possesses several benefits to both the employees and the employer. For instance, assessments motivate employees, enhance communication and create enthusiasm towards work. For instance, the tasks, contingencies, opportunities, as well as the obstacles presented to students during workplace assessment into business classrooms’ lessons are a direct example of what really happens in workplaces thus students can familiarize themselves ((Yu, 2010). Therefore, a basic technical communication program is aimed at keeping students ready for workplace performance so as to attain organizational goals (Moschkovich, 2002). Learning from
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