Mohammad T Islam (BSc, MBA, MEd)

Procrastination: Knowing Causes and Prevention – Leading to Better Time Management and Greater Productivity

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Procrastination refers to the habitual tendency of continually postponing essential tasks, often because they are perceived as unpleasant, uninteresting, or overwhelming, until the last minute or beyond the intended deadline. This behaviour can lead to a cycle of delay and avoidance, ultimately hindering productivity and causing unnecessary stress. Understanding the root causes of procrastination and implementing effective prevention strategies can help individuals manage their time better and improve their overall productivity. Causes of Procrastination 1.0 Perfectionism: Perfectionists may procrastinate due to the fear of not completing tasks perfectly. This fear can lead to avoidance of starting tasks altogether, as they worry that their efforts will not meet their high standards (Steel, 2007). Perfectionism can create a paralyzing effect where the individual is so concerned about making mistakes that they prefer to delay the task rather than risk an imperfect outcome. This is supported by Frost et al. (1990), who found that perfectionism is significantly correlated with procrastination. 2.0 Fear of Failure: The fear of failing or making mistakes can cause significant anxiety, leading to avoidance behaviours. This fear is often rooted in a person’s self-esteem and can be exacerbated by past experiences of failure or criticism (Sirois & Pychyl, 2013). Individuals may procrastinate to protect themselves from the negative emotions associated with potential failure. As Burka and Yuen (2008) explain in their book Procrastination: Why You Do It, What to Do About It Now, fear of failure is a key driver behind procrastination behaviours. 3.0 Lack of Motivation: When tasks are perceived as boring, difficult, or uninteresting, individuals are likely to put them off in favour of more enjoyable activities. This lack of intrinsic motivation can be a significant barrier to task initiation and completion (Steel, 2007). According to Deci and Ryan’s (2000) Self-Determination Theory, tasks that lack intrinsic motivation are more likely to be delayed. 4.0 Poor Time Management: Inefficient planning and prioritisation of tasks can contribute to procrastination. Individuals may feel overwhelmed by the sheer volume of work and unsure where to begin, leading to delays (Steel, 2007). This often results in a chaotic work schedule where important tasks are left until the last minute. Covey (1989), in his book The 7 Habits of Highly Effective People, emphasises the importance of effective time management in overcoming procrastination. 5.0 Distractions: External distractions such as social media, emails, or entertainment can tempt individuals away from completing tasks. These distractions provide immediate gratification, which can be more appealing than the effort required to complete the task at hand (Sirois & Pychyl, 2013). Mark et al. (2008) discuss the impact of digital distractions on productivity and task completion in their study on workplace interruptions. Prevention of Procrastination 1.0 Set Clear Goals and Deadlines: Establishing specific, achievable goals and deadlines provides structure and motivation to overcome procrastination (Pychyl & Flett, 2012). Clear goals help create a roadmap for task completion, making it easier to stay focused and on track. Locke and Latham (2002) in their Goal-Setting Theory, emphasise the importance of clear goals in improving task performance and reducing procrastination. 2.0 Break Tasks into Smaller Steps: Breaking tasks into smaller, more manageable steps can make them less daunting and easier to approach. This strategy reduces the overwhelming nature of large tasks and increases the likelihood of starting and completing them (Pychyl & Flett, 2012). This approach is supported by the research of Amabile and Kramer (2011), who found that progress in meaningful work enhances motivation. 3.0 Use Time Management Techniques: Techniques such as the Pomodoro Technique, which involves working in short, focused bursts with breaks in between, or time blocking, where specific time slots are allocated for different tasks, can help improve productivity and reduce procrastination (Sirois & Pychyl, 2013). These methods encourage a structured approach to work, making it easier to manage time effectively. Allen (2001), in his book Getting Things Done, advocates for structured time management techniques to boost productivity. 4.0 Challenge Perfectionism: Recognise that perfection is often unattainable and that it’s okay to make mistakes or produce imperfect work. Embracing a mindset of progress over perfection can help overcome the fear of starting tasks (Steel, 2007). By focusing on continuous improvement rather than perfect outcomes, individuals can reduce the pressure that leads to procrastination. Burns (1980), in his book The Feeling Good Handbook, discusses the importance of challenging perfectionistic thoughts to improve mental health and productivity. 5.0 Minimise Distractions: Identify and eliminate or minimise potential distractions in your environment to create a conducive workspace for focused work (Sirois & Pychyl, 2013). This may involve turning off notifications, creating a designated work area, or setting specific times for checking emails and social media. Newport (2016), in his book Deep Work, highlights the importance of minimising distractions to achieve high levels of focus and productivity. 6.0 Reward Progress: Reward yourself for completing tasks or making progress towards your goals. Whether it’s with a break, a small treat, or a positive affirmation, rewarding progress can help reinforce productive behaviour and motivate future action (Pychyl & Flett, 2012). Skinner’s (1953) principles of operant conditioning suggest that positive reinforcement can strengthen desired behaviours. 7.0 Seek Support: If procrastination persists despite efforts to address it independently, consider seeking support from friends, family, or professionals such as coaches or therapists who can provide guidance and accountability (Sirois & Pychyl, 2013). Support systems can offer encouragement, practical advice, and help in developing effective strategies to combat procrastination. Knaus (2010), in his book The Procrastination Workbook, emphasises the role of support and accountability in overcoming procrastination. Procrastination is a complex behaviour influenced by various factors, including perfectionism, fear of failure, lack of motivation, poor time management, and distractions. By understanding these causes and implementing practical prevention strategies, individuals can reduce procrastination, enhance productivity, and achieve their goals more efficiently. References: Allen, D. (2001) Getting Things Done: The Art of Stress-Free Productivity. Penguin. Amabile, T. M., & Kramer, S. J. (2011) The Progress Principle: Using Small Wins to Ignite Joy, Engagement, and Creativity at Work. Harvard Business Review Press. … Read more

How to Conquer Procrastination and Meet Deadlines

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Procrastination is a common challenge that many people face, leading to stress and missed deadlines. It can be a significant barrier to personal and professional success. Overcoming procrastination and effectively meeting deadlines requires understanding its root causes and applying practical strategies. This article explores these strategies, drawing on insights from books, journal articles, and reputable websites. Understanding Procrastination Procrastination is often defined as the voluntary delay of an intended course of action despite expecting to be worse off for the delay (Steel, 2007). It is not simply a matter of poor time management but a complex psychological behaviour. According to Dr. Piers Steel, author of The Procrastination Equation, procrastination is influenced by expectancy, value, impulsiveness, and delay. Understanding these factors can help individuals develop targeted strategies to combat procrastination. Strategies to Overcome Procrastination Set Clear and Achievable Goals One of the primary reasons people procrastinate is the overwhelming nature of large tasks. Breaking down tasks into smaller, manageable parts can make them less daunting. Edwin Locke and Gary Latham, in their book A Theory of Goal Setting and Task Performance, emphasise the importance of setting specific and challenging goals. Clear goals provide direction and increase motivation, reducing the tendency to procrastinate. Utilise Time Management Techniques Effective time management is crucial in combating procrastination. Techniques such as the Pomodoro Technique, where work is broken into intervals (usually 25 minutes) with short breaks in between, can enhance focus and productivity. According to The Time Trap by Alec Mackenzie and Pat Nickerson, prioritising tasks using the Eisenhower Matrix (distinguishing between urgent and important tasks) can help individuals focus on what truly matters, reducing the likelihood of procrastination. Addressing the Psychological Aspects Procrastination is often linked to underlying psychological factors such as fear of failure, perfectionism, and low self-esteem. Cognitive-behavioural strategies can be effective in addressing these issues. The Now Habit by Neil Fiore suggests techniques like “reverse psychology” and “unscheduling,” where individuals plan leisure activities first to create a sense of balance and reduce the dread associated with work. Practical Tips for Meeting Deadlines Create a Detailed Plan A detailed plan that outlines each step required to complete a task can help keep individuals on track. Using tools like Gantt charts or project management software can provide a visual representation of progress and deadlines, making it easier to stay focused and organised. Set Interim Deadlines Interim deadlines or milestones can create a sense of urgency and provide opportunities for self-assessment. These smaller deadlines help prevent the last-minute rush and ensure steady progress towards the final goal. Limit Distractions Minimising distractions is essential for maintaining productivity. Creating a conducive work environment, turning off notifications, and setting specific times for checking emails and social media can significantly reduce distractions. Cal Newport’s Deep Work highlights the importance of focused work and provides strategies for creating an environment that supports deep, undistracted work. Seek Accountability Having someone to hold you accountable can be a powerful motivator. This could be a mentor, a colleague, or a friend. Regular check-ins and progress reports can help maintain momentum and commitment to deadlines. Procrastination can be a significant hurdle, but with the right strategies, it is possible to overcome it and meet deadlines consistently. By setting clear goals, utilising effective time management techniques, addressing psychological factors, creating detailed plans, setting interim deadlines, limiting distractions, and seeking accountability, individuals can enhance their productivity and achieve their objectives. Understanding and applying these principles can lead to improved performance and reduced stress, paving the way for success in both personal and professional endeavours. References Fiore, N. (2007) The Now Habit: A Strategic Program for Overcoming Procrastination and Enjoying Guilt-Free Play. New York: TarcherPerigee. Locke, E. A., & Latham, G. P. (1990) A Theory of Goal Setting and Task Performance. Englewood Cliffs, NJ: Prentice-Hall. Mackenzie, A., & Nickerson, P. (2009) The Time Trap: The Classic Book on Time Management. New York: AMACOM. Newport, C. (2016) Deep Work: Rules for Focused Success in a Distracted World. New York: Grand Central Publishing. Steel, P. (2007) The Procrastination Equation: How to Stop Putting Things Off and Start Getting Stuff Done. New York: Harper.

Understanding Group Behaviour: The Key to Creating a Positive and Productive Work Environment

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Group behaviour is a fundamental dimension of Organisational Behaviour (OB). It focuses on how individuals act collectively when they form groups and teams, and how these dynamics influence organisational performance. Scholars such as Robbins and Judge (2021) argue that understanding group behaviour is essential for fostering collaboration, building trust, and creating a positive organisational climate. Group behaviour includes topics such as leadership, communication, conflict resolution, and teamwork, each of which plays a central role in organisational success. Formation of Groups and Teams Groups and teams are integral to modern organisations. They form either formally, when organisations establish project teams, task forces, or committees, or informally, when individuals naturally connect through shared interests and relationships (Forsyth, 2018). Both types of groups influence organisational outcomes, as formal groups drive performance objectives, while informal groups foster social support and knowledge exchange. The process of group development has been widely explained through Tuckman’s model (1965), later refined by Tuckman and Jensen (1977). This framework identifies five stages: Forming: Members establish relationships and explore group purpose. Storming: Conflicts and disagreements emerge as individuals assert their perspectives. Norming: Cohesion develops as group norms and roles are established. Performing: The group achieves synergy and focuses on achieving objectives. Adjourning: The group dissolves upon task completion. Research has shown that groups that successfully progress through these stages tend to demonstrate higher effectiveness and satisfaction (Wheelan, 2009). Managers can support this process by fostering clear goals, trust, and shared accountability. Leadership and Group Behaviour Leadership is pivotal in shaping group behaviour and performance. Effective leaders navigate groups through developmental stages, resolve conflicts, and sustain motivation. Northouse (2018) distinguishes between transformational leadership, which inspires and empowers employees, and transactional leadership, which relies on rewards and penalties. Transformational leadership has been shown to enhance group cohesion, trust, and creativity, making it particularly valuable in today’s dynamic business environment (Bass and Riggio, 2006). On the other hand, transactional leadership is effective in structured contexts requiring compliance and efficiency. Leaders also influence group norms by modelling behaviours and setting expectations. Yukl (2013) notes that leaders who provide constructive feedback, promote ethical behaviour, and empower participation foster more resilient and productive teams. Moreover, research on emotional intelligence suggests that leaders with strong self-awareness and empathy are more capable of managing group dynamics and sustaining positive climates (Zahoor, 2025). Communication in Groups Communication is the lifeblood of group functioning. It facilitates the sharing of knowledge, coordination of tasks, and resolution of problems. As Keyton (2017) explains, effective communication is crucial for developing trust, avoiding misunderstandings, and ensuring that all voices are heard. In today’s organisations, communication occurs across multiple platforms—face-to-face interactions, emails, collaborative software, and virtual meetings. Brown (2019) argues that barriers to communication, such as cultural differences, unclear messages, or lack of feedback, can undermine group performance. High-performing teams embrace practices such as active listening, open dialogue, and inclusivity. Empirical research confirms that inclusive communication enhances psychological safety, enabling employees to express ideas without fear of negative consequences (Edmondson, 2012). Conflict Resolution Conflict is inevitable in groups due to differences in personalities, goals, and values. However, the way conflict is managed determines whether it becomes destructive or constructive. Rahim (2011) emphasises that constructive conflict resolution strengthens relationships, fosters innovation, and prevents escalation. Thomas and Kilmann (2008) outline five strategies for conflict resolution: Avoiding: Withdrawing from conflict. Accommodating: Prioritising others’ needs. Competing: Pursuing one’s own objectives assertively. Compromising: Seeking a middle ground. Collaborating: Working together for mutually beneficial solutions. Collaborative approaches are most effective in sustaining group cohesion and long-term performance. In contrast, avoidance and competing strategies may undermine trust if overused (DeChurch and Marks, 2001). Managers therefore need to equip teams with conflict management skills and promote an environment of open dialogue. Teamwork and Collaboration Teamwork represents the essence of group behaviour in organisations. Kozlowski and Ilgen (2006) argue that effective teamwork requires shared responsibility, interdependence, and collective problem-solving. High-performing teams display trust, mutual respect, and a shared vision (Levi, 2015). Research demonstrates that teamwork enhances innovation, adaptability, and productivity by integrating diverse perspectives (Edmondson, 2012). For instance, Weinberger and Carter (2025) show that social networks within organisations mediate the relationship between teamwork and performance by facilitating knowledge sharing. Collaboration is particularly important in cross-functional and multicultural teams. Effective managers foster collaboration by setting collective goals, encouraging diversity of thought, and rewarding team-based outcomes (Alsalman and Chyad, 2025). In doing so, they create environments where individuals feel valued and empowered to contribute. Contemporary Perspectives on Group Behaviour Recent research has expanded traditional understandings of group behaviour by highlighting the role of soft skills, emotional intelligence, and team coaching. Bajpai (2025) notes that soft skills such as empathy, communication, and conflict resolution are critical in modern workplaces. Similarly, Bagherieh Mashadi and Azizi (2025) emphasise that team coaching enhances collective learning and adaptability. Moreover, the rise of remote and hybrid work has introduced new challenges in sustaining group cohesion and communication. Studies highlight that virtual teams require intentional strategies to build trust, maintain engagement, and prevent isolation (Gibson and Gibbs, 2006). Managers must therefore adapt leadership and communication strategies to digital contexts. Understanding group behaviour is essential for building positive and productive work environments. The study of how groups form, communicate, resolve conflict, and collaborate reveals critical insights for managers and leaders. Effective leadership fosters cohesion, communication sustains collaboration, conflict resolution prevents divisions, and teamwork drives innovation and performance. In today’s rapidly changing organisational landscape, managers must embrace inclusive leadership, foster open communication, and invest in conflict management and teamwork skills. By doing so, they can create organisational cultures that thrive on collaboration, trust, and shared success. References Alsalman, F. A. and Chyad, S. A. (2025) ‘Impact of emotional intelligence on leadership and team dynamics in agile software engineering projects’, IEEE Access. Available at: https://ieeexplore.ieee.org/abstract/document/10973058/ [Accessed 20 Aug 2025]. Bagherieh Mashadi, A. and Azizi, M. (2025) ‘Conceptualizing team coaching: from origin to evolution’, Journal of Entrepreneurship Development, 28(2). Available at: https://jed.ut.ac.ir/article_101736.html [Accessed 20 Aug 2025]. Bajpai, M. (2025) ‘Soft skills development: A crucial part of … Read more

Understanding Individual Behaviour in Organisations: Insights for Managers and Leaders

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Understanding individual behaviour is a cornerstone of the field of Organisational Behaviour (OB). It represents the micro-level of analysis, focusing on how individuals think, feel, and act within the workplace. As Robbins and Judge (2021) explain, individual behaviour encompasses psychological and behavioural dimensions such as attitudes, personality traits, motivation, perception, learning, and decision-making. Together, these elements influence how employees interact, perform, and adapt in an organisational context. For managers and leaders, leveraging insights from OB is vital to predict, manage, and enhance employee performance, job satisfaction, and overall organisational effectiveness (Gibson et al., 2011; Luthans, 2011). Attitudes and Job Satisfaction Attitudes reflect the evaluative statements employees make about aspects of their work, such as job roles, supervisors, or organisational culture. They consist of cognitive, affective, and behavioural components (McShane and Von Glinow, 2018). Positive workplace attitudes are strongly linked to job satisfaction, which is defined as the extent to which individuals feel content and fulfilled by their jobs. Empirical studies have shown that high job satisfaction contributes to lower turnover rates, improved productivity, and stronger organisational commitment (Judge and Kammeyer-Mueller, 2012). Managers influence attitudes through recognition schemes, supportive leadership, and transparent communication channels. Regular feedback and professional development opportunities strengthen employees’ sense of belonging. According to the Society for Human Resource Management (2021), employees who perceive fairness and career growth opportunities are significantly more engaged and motivated. In contrast, negative attitudes are associated with absenteeism, reduced productivity, and workplace conflict (Brief and Weiss, 2002). Personality Traits and Workplace Dynamics Personality is another critical determinant of workplace behaviour. The Big Five Personality Traits—openness, conscientiousness, extraversion, agreeableness, and emotional stability—are widely recognised predictors of workplace performance (Goldberg, 1993). For instance, individuals high in conscientiousness are reliable and organised, making them suitable for roles requiring precision. Those high in extraversion thrive in social and collaborative environments. Robbins and Judge (2021) highlight the managerial importance of understanding personality differences to ensure person–job fit. Personality assessments such as the Myers-Briggs Type Indicator (MBTI) or Big Five models can be employed during recruitment to match employees with appropriate roles. Pinder (2014) argues that aligning personality with job requirements enhances productivity, job satisfaction, and team cohesion. However, managers must also be cautious: personality diversity can bring creativity but may also lead to interpersonal conflict if not properly managed (Mount et al., 1998). Thus, fostering an inclusive climate where different traits are valued is essential. Motivation and Performance Motivation is a central driver of individual and organisational performance. Theories such as Maslow’s Hierarchy of Needs and Herzberg’s Two-Factor Theory provide frameworks for understanding motivational drivers. Maslow’s model posits that individuals progress through needs from physiological to self-actualisation (Verywell Mind, 2024). Herzberg distinguishes between motivators (intrinsic factors like recognition and responsibility) and hygiene factors (extrinsic conditions like pay and working conditions) (MindTools, 2024). Contemporary motivation theories, such as Self-Determination Theory (Deci and Ryan, 2000), emphasise the importance of autonomy, competence, and relatedness. Research suggests that intrinsic motivation, fuelled by meaningful work and opportunities for personal growth, leads to more sustainable performance compared to reliance on extrinsic rewards (Rynes, Gerhart and Minette, 2004). Managers should therefore adopt a contingency approach: while financial incentives remain important, they must be complemented by career development, flexible working arrangements, and recognition of individual contributions (Latham and Pinder, 2005). Perception and Organisational Justice Perception refers to the process through which individuals interpret and make sense of their environment. Since perception is inherently subjective, shaped by experiences, culture, and biases, it has significant implications for workplace behaviour (Schneider and Barbera, 2014). For instance, an employee may perceive managerial feedback as constructive criticism, while another may interpret it as unfair criticism. The concept of organisational justice—employees’ perceptions of fairness in decision-making, distribution of resources, and interpersonal treatment—is particularly important. Research demonstrates that high levels of perceived fairness enhance trust, commitment, and organisational citizenship behaviours (Colquitt et al., 2001). Conversely, perceived injustice often leads to workplace deviance and withdrawal. Managers can shape perceptions by ensuring transparent decision-making processes, providing rational explanations for policies, and treating employees with respect (SHRM, 2021). Learning and Adaptability Learning in organisations is essential for adaptability and innovation. Robbins and Judge (2021) stress the importance of continuous learning in today’s dynamic business environment. Salas et al. (2012) identify effective training, mentorship, and developmental opportunities as central to building a capable workforce. Learning theories, such as behaviourist learning (through reinforcement) and social learning theory (through modelling), help explain how employees acquire skills. Encouraging a learning culture—where employees are supported to experiment, share knowledge, and adapt—has been linked to greater innovation and organisational resilience (Argote, 2013). Managers can facilitate this by investing in training programmes, encouraging knowledge-sharing platforms, and rewarding adaptability. As technology disrupts industries, adaptability through learning becomes a strategic necessity (Luthans, 2011). Decision-Making Processes Decision-making is another critical element of individual behaviour. Employees, from frontline workers to executives, make choices that affect organisational outcomes. However, research shows that decision-making is prone to cognitive biases and heuristics, such as overconfidence or confirmation bias (Kahneman, 2011). Robbins and Judge (2021) recommend managerial strategies to improve decision-making, including structured frameworks, collaborative approaches, and diverse perspectives. Group decision-making can help mitigate biases but may also suffer from groupthink if dissenting voices are suppressed (Janis, 1982). To address this, managers should promote psychological safety, encourage debate, and provide decision-making training (Gibson et al., 2011). Understanding individual behaviour within the framework of Organisational Behaviour equips managers and leaders with tools to predict, influence, and improve employee performance and satisfaction. Attitudes, personality traits, motivation, perception, learning, and decision-making collectively shape workplace outcomes. By addressing these aspects strategically, managers can create supportive environments that enhance employee engagement, organisational justice, adaptability, and innovation. As Robbins and Judge (2021) argue, the ability to understand and manage people is not just a managerial skill but a cornerstone of sustainable organisational success in today’s competitive landscape. References Argote, L. (2013) Organizational Learning: Creating, Retaining and Transferring Knowledge. 2nd ed. Springer. Brief, A. P., & Weiss, H. M. (2002) ‘Organizational behaviour: Affect in the workplace’, Annual … Read more

Recognition and Rewards: Improving Employee Experience

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Creating a culture of recognition and rewards within an organisation is essential for enhancing employee experience and driving overall success. A well-structured recognition and reward system can lead to increased motivation, improved morale, and higher levels of productivity. Here are some key strategies to build such a culture: 1.0 Establish Clear Objectives Define Goals: Identify what you aim to achieve with your recognition and rewards programme, such as increased engagement, reduced turnover, or enhanced performance (Katzenbach & Smith, 1993). Align with Values: Ensure the programme aligns with the organisation’s core values and strategic objectives (Robbins & Judge, 2019). 2.0 Design an Inclusive Programme Comprehensive Approach: Include various types of recognition, such as peer-to-peer, manager-to-employee, and team-based recognition (Bersin, 2012). Diverse Rewards: Offer a range of rewards to cater to different preferences, including monetary bonuses, extra time off, professional development opportunities, and public acknowledgement (Gagné & Deci, 2005). 3.0 Implement Consistent Practices Regular Recognition: Make recognition a regular part of the work culture, not just an occasional event (Allen & Helms, 2002). Fair Criteria: Develop transparent criteria for recognition and rewards to ensure fairness and consistency (Cameron & Pierce, 2004). 4.0 Encourage Peer-to-Peer Recognition Empower Employees: Allow employees to recognise their peers, fostering a supportive and collaborative environment (Brun & Dugas, 2008). Recognition Platforms: Use digital platforms or tools to facilitate and track peer-to-peer recognition (Baker, 2018). 5.0 Train Leaders and Managers Effective Recognition: Train leaders and managers on how to give meaningful and timely recognition (Kouzes & Posner, 2012). Lead by Example: Encourage leaders to model the desired behaviour by actively participating in the recognition programme (Yukl, 2013). 6.0 Utilise Technology Recognition Software: Implement software solutions that make it easy to recognise and reward employees (Schweyer, 2010). Analytics: Use data analytics to monitor the effectiveness of the programme and make necessary adjustments (Davenport & Harris, 2007). 7.0 Celebrate Milestones and Achievements Public Celebrations: Regularly celebrate both individual and team achievements in public forums, such as meetings or newsletters (Haid & Sims, 2009). Milestone Rewards: Recognise significant milestones such as work anniversaries, project completions, or personal achievements (Babcock-Roberson & Strickland, 2010). 8.0 Solicit Feedback Employee Input: Regularly gather feedback from employees about the recognition and rewards programme to ensure it remains relevant and effective (Neck & Houghton, 2006). Continuous Improvement: Use the feedback to make continuous improvements to the programme (Deming, 1986). 9.0 Measure Impact Track Metrics: Measure key performance indicators such as employee engagement, retention rates, and productivity to assess the impact of the recognition and rewards programme (Kaplan & Norton, 1996). Adjust Strategies: Adjust strategies based on the data to continually enhance the programme’s effectiveness (Rummler & Brache, 2012). 10.0 Promote a Culture of Appreciation Everyday Actions: Encourage a culture where appreciation and gratitude are expressed regularly in everyday interactions (Cameron & Spreitzer, 2012). Positive Environment: Foster a positive work environment where employees feel valued and recognised for their contributions (Schein, 2010). By thoughtfully designing and implementing a culture of recognition and rewards, organisations can significantly improve the employee experience, leading to a more motivated, engaged, and productive workforce. References Allen, R. S., & Helms, M. M. (2002) “Employee Perceptions of Relationships Between Strategy Rewards and Organisational Performance”. Journal of Business Strategies. 19(2), pp. 115-139. Babcock-Roberson, M. E., & Strickland, O. J. (2010) “The Relationship Between Charismatic Leadership, Work Engagement, and Organisational Citizenship Behaviours”. The Journal of Psychology. 144(3), pp. 313-326. Baker, W. (2018) Achieving Success Through Social Capital: Tapping the Hidden Resources in Your Personal and Business Networks. Jossey-Bass. Bersin, J. (2012) The New Corporate Learning Factbook: Benchmarks and Analysis of Corporate Learning and Development. Bersin & Associates. Brun, J. P., & Dugas, N. (2008) “An Analysis Of Employee Recognition: Perspectives on Human Resources Practices”. The International Journal of Human Resource Management. 19(4), pp. 716-730. Cameron, J., & Pierce, W. D. (2004) Rewards and Intrinsic Motivation: Resolving the Controversy. Greenwood Publishing Group. Cameron, K. S., & Spreitzer, G. M. (Eds.). (2012) The Oxford handbook of positive organisational scholarship. Oxford University Press. Davenport, T. H., & Harris, J. G. (2007) Competing on Analytics: The New Science of Winning. Harvard Business Review Press. Deming, W. E. (1986) Out of the Crisis. MIT Press. Gagné, M., & Deci, E. L. (2005) “Self-Determination Theory and Work Motivation”. Journal of Organisational Behavior. 26(4), pp. 331-362. Haid, M., & Sims, J. (2009) Employee Engagement: Maximising Organisational Performance. Right Management. Kaplan, R. S., & Norton, D. P. (1996) The Balanced Scorecard: Translating Strategy into Action. Harvard Business Review Press.

The Earning Prospects for Business Graduates in the UK

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The earning prospects for business graduates in the UK vary widely depending on the industry, role, and specific employer. Here’s an In-Depth Look at What a Business Graduate can Expect: Average Salaries by Sector Business graduates can pursue careers in various sectors, each with different earning potentials. Retail Management: Starting salaries range from £19,000 to £25,000, but some graduate schemes, such as Aldi’s Area Manager programme, offer up to £50,000 in the first year​ (Butlet, 2024)​. Retail management roles often provide additional perks, including company cars and bonuses. Human Resources (HR): Graduates can expect starting salaries between £18,000 and £23,000, with rapid increases as they gain more experience and additional qualifications​ (Butlet, 2024)​. HR roles are crucial in managing employee relations, recruitment, and organisational development. Digital Marketing: Initial salaries range from £22,000 to £25,000, increasing substantially with experience​ (Butlet, 2024)​. Digital marketing roles are dynamic, requiring skills in social media, SEO, and content creation, which become more lucrative as one gains expertise. Finance: Major banks and financial institutions offer starting salaries around £27,681, with potential increases for more specialised roles​ (Bridgewater Resource UK, 2024))​​ (Prospects, 2024)​. Positions in finance, such as investment banking and financial analysis, are highly competitive and often come with significant bonuses. Graduate Schemes Top employers, especially in investment banking, law, consulting, and finance, often offer the most lucrative packages. Investment bankers can start at around £55,000, while other high-paying sectors include consulting and legal professions, which also often offer salaries of at least £40,000​ (Prospects, 2024)​. These graduate schemes are highly competitive, often requiring strong academic backgrounds and relevant work experience. Factors Influencing Salary Several factors influence the salary of business graduates: Industry and Role: Different industries offer varying starting salaries. For instance, the average salary for a business and management graduate can range from £26,000 to £29,919​ (Bridgewater Resource UK, 2024))​. Roles in high-demand industries like finance and technology generally offer higher starting salaries compared to sectors like education or hospitality. Location: Salaries can also vary based on location, with London typically offering higher wages compared to other regions due to the higher cost of living and concentration of major companies. Graduates working in London might expect higher starting salaries and additional benefits like housing allowances​ (Prospects, 2024)​. Employer: High-profile companies and major firms often offer more competitive salaries and extensive benefits, including pensions, life assurance, and healthcare schemes​ (Bright Network, 2024))​. Employers like Google, Microsoft, and major banks not only offer competitive salaries but also provide professional development opportunities and comprehensive benefits packages. Career Growth Business graduates often have opportunities for rapid advancement, especially in roles that allow for specialisation or leadership positions. With experience, salaries in business-related roles can increase significantly, reflecting the demand for skilled professionals in various sectors. For instance, a digital marketing manager with several years of experience can earn significantly more than a fresh graduate​ (Butlet, 2024)​​ (Bridgewater Resource UK, 2024)​. Overall, business graduates in the UK have diverse earning prospects, with significant variation depending on their chosen path and the employer they secure a position with. For more specific details, checking the latest reports and data from trusted sources like Prospects.ac.uk, Save the Student, and Bright Network can provide further insights into current trends and opportunities. The earning prospects for business graduates in the UK are promising, with potential for high starting salaries and rapid career growth across various sectors. By choosing the right industry and employer, and possibly relocating to areas with higher wages, graduates can maximise their earning potential. Regularly consulting updated salary reports and industry trends is essential for staying informed about the best opportunities available. References Butlet, J. (2024) “Average Graduate Salaries in the UK 2024.” Save the Student. [Online]. Available at: https://www.savethestudent.org/student-jobs/whats-the-expected-salary-for-your-degree.html. [Accessed on June 2024]. Prospects (2024) “Graduate Schemes 2024.” [Online]. Available at: https://www.prospects.ac.uk/careers-advice/getting-a-job/graduate-schemes. [Accessed on June 2024]. Bridgewater Resource UK (2024) “REVEALED: The UK Average Graduate Salary 2024.” [Online]. Available at: https://www.bridgewateruk.com/2024/02/average-graduate-salary-2024/. [Accessed on June 2024]. Bright Network (2024) “A Guide to Business & Management Graduate Schemes.” [Online]. Available at: https://www.brightnetwork.co.uk/career-path-guides/management-business/guide-business-management-graduate-schemes/. [Accessed on June 2024].

The Power of Empathy: Understanding the Unseen Battles

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Empathy, the ability to understand and share the feelings of another, is a crucial human skill that fosters connection and compassion. As depicted in the iceberg metaphor, much of what influences people’s behaviour lies beneath the surface, invisible to the naked eye. Recognising the unseen struggles that individuals face can transform our interactions and lead to a more empathetic and supportive society. The Visible and Invisible The iceberg analogy effectively illustrates the dichotomy between what is visible and what remains hidden in human behaviour and experience. Above the waterline are aspects such as body language, interactions, expressions, and social behaviour—what we observe and often use to judge others. However, these visible traits are just the tip of the iceberg. Beneath the surface lies a vast array of internal experiences: private selves, past experiences, feelings, losses, and pains. These elements significantly influence a person’s outward behaviour but are often concealed from public view. Why Empathy Matters Empathy plays a pivotal role in bridging the gap between visible actions and invisible emotions. According to Brené Brown, a renowned researcher and author, “Empathy is feeling with people” (Brown, 2010). This means placing oneself in another’s position to understand their emotions and perspective, which fosters deeper connections and reduces misunderstandings. Empathy is essential in various contexts, from personal relationships to professional environments. In healthcare, for instance, empathic communication between doctors and patients has been shown to improve patient outcomes and satisfaction (Mercer & Reynolds, 2002). Similarly, in education, teachers who exhibit empathy can create more inclusive and supportive learning environments, enhancing students’ academic and emotional development (Cooper, 2011). The Science Behind Empathy Empathy is not merely a social skill but is deeply rooted in our biology. Neuroscientific research has identified mirror neurons, which fire both when we perform an action and when we observe someone else performing the same action. These neurons play a crucial role in our ability to empathise (Iacoboni, 2009). Moreover, the hormone oxytocin has been linked to empathic behaviour, promoting social bonding and trust (Zak, 2011). Despite its biological basis, empathy is also a skill that can be cultivated. Practices such as active listening, mindfulness, and exposure to diverse perspectives can enhance our empathic abilities. For instance, engaging in activities like reading fiction has been shown to increase empathy by allowing readers to experience different viewpoints and emotional landscapes (Oatley, 2011). Overcoming Barriers to Empathy While empathy is innate to some degree, several barriers can hinder its expression. Cultural differences, personal biases, and emotional fatigue are common obstacles. Addressing these barriers requires self-awareness and a commitment to continuous learning and growth. Developing cultural competence, for example, involves recognising and respecting diverse cultural norms and values, which can enhance empathetic interactions across different backgrounds (Betancourt et al., 2003). Additionally, practising self-care is vital for maintaining empathy, especially for those in caregiving professions who are prone to burnout. Strategies such as setting boundaries, seeking support, and engaging in regular self-reflection can help sustain one’s capacity for empathy. Empathy in Action Empathy is not only about understanding but also about action. Compassionate actions, driven by empathy, can significantly impact individuals and communities. Simple acts of kindness, such as offering a listening ear or a helping hand, can alleviate the burden of those struggling with unseen battles. On a larger scale, advocacy for social justice and support for mental health initiatives are expressions of empathy that can lead to systemic change. Empathy is a fundamental human capacity that allows us to connect with others on a deeper level. By recognising the invisible battles that people face and cultivating our empathic abilities, we can create a more compassionate and understanding society. As the saying goes, “Be kind, for everyone you meet is fighting a hard battle.” References Betancourt, J. R., Green, A. R., Carrillo, J. E., & Ananeh-Firempong, O. (2003) “Defining cultural competence: A practical framework for addressing racial/ethnic disparities in health and health care”. Public Health Reports. 118(4), pp. 293-302. Brown, B. (2010) The Power of Vulnerability. TEDxHouston. Cooper, B. (2011) Empathy in education: Engagement, values, and achievement. Bloomsbury Publishing. Iacoboni, M. (2009) Mirroring People: The New Science of How We Connect with Others. Picador. Mercer, S. W., & Reynolds, W. J. (2002) “Empathy and quality of care”. British Journal of General Practice. 52(Suppl), S9-S12. Oatley, K. (2011) Such Stuff as Dreams: The Psychology of Fiction. Wiley-Blackwell. Zak, P. J. (2011) The Moral Molecule: The Source of Love and Prosperity. Dutton.

The Importance of Cultivating Empathy in Personal, Professional, and Leadership Contexts

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Empathy, the ability to understand and share the feelings of others, plays a crucial role in personal, professional, and leadership contexts. Cultivating empathy can lead to deeper connections, enhanced communication, and improved outcomes in various areas of life. Personal Context Stronger Relationships: Empathy helps build trust and intimacy in personal relationships. By understanding and validating each other’s feelings, individuals can create a supportive and nurturing environment (Goleman, 1995; Shapiro, 2004). Conflict Resolution: When people empathise with one another, they are more likely to find common ground and resolve conflicts amicably. Empathy fosters a sense of shared understanding, making it easier to navigate disagreements (Nussbaum, 2001). Emotional Intelligence: Cultivating empathy enhances emotional intelligence, enabling individuals to manage their own emotions better and respond appropriately to the emotions of others (Salovey & Mayer, 1990). Professional Context Effective Communication: Empathy allows for better listening and understanding in the workplace. When colleagues feel heard and understood, it leads to clearer communication and fewer misunderstandings (Reiss, 2017). Collaboration and Teamwork: Empathetic employees are more likely to work well in teams, as they can appreciate diverse perspectives and contribute to a positive work environment. This fosters collaboration and enhances productivity (Goleman, 1998). Customer Relations: In roles involving customer interaction, empathy is key to understanding customer needs and concerns. This leads to improved customer satisfaction and loyalty (Drollinger, Comer, & Warrington, 2006). Leadership Context Inspirational Leadership: Empathetic leaders inspire and motivate their teams. By showing genuine concern for their employees’ well-being, leaders can build trust and loyalty, driving higher engagement and performance (Kouzes & Posner, 2012). Effective Decision-Making: Leaders who practise empathy are better equipped to make informed decisions that consider the impact on all stakeholders. This holistic approach can lead to more sustainable and ethical outcomes (Boyatzis & McKee, 2005). Cultural Sensitivity: In diverse workplaces, empathetic leaders are more adept at navigating cultural differences and fostering an inclusive environment. This helps in leveraging the strengths of a diverse workforce (Northouse, 2018). Cultivating Empathy Active Listening: Pay full attention to the speaker, avoid interrupting, and reflect on what is being said. This shows respect and understanding (Brown, 2018). Perspective-Taking: Try to see situations from others’ viewpoints. This helps in appreciating their experiences and emotions (Galinsky & Moskowitz, 2000). Emotional Regulation: Manage your own emotions to respond empathetically. Being aware of your own emotional state can help you remain composed and understanding in challenging situations (Gross, 2002). Practise Compassion: Engage in acts of kindness and consideration. Compassionate behaviour reinforces empathetic attitudes (Neff, 2011). Empathy is a vital skill that enhances personal relationships, professional interactions, and leadership effectiveness. By cultivating empathy, individuals and leaders can create more harmonious, productive, and inclusive environments. References Boyatzis, R. E., & McKee, A. (2005) Resonant Leadership: Renewing Yourself And Connecting with Others Through Mindfulness, Hope, and Compassion. Harvard Business Press. Brown, B. (2018) Dare to Lead: Brave Work. Tough Conversations. Whole Hearts. Random House. Drollinger, T., Comer, L. B., & Warrington, P. T. (2006) “Development and Validation of the Active Empathetic Listening Scale”. Psychology & Marketing. 23(2), pp. 161-180. Galinsky, A. D., & Moskowitz, G. B. (2000) “Perspective-Taking: Decreasing Stereotype Expression, Stereotype Accessibility, and In-Group Favouritism”. Journal of Personality and Social Psychology. 78(4), p. 708. Goleman, D. (1995) Emotional Intelligence: Why it Can Matter More Than IQ. Bantam Books. Goleman, D. (1998) Working with Emotional Intelligence. Bantam Books. Gross, J. J. (2002) Emotion Regulation: Affective, Cognitive, and Social Consequences. Psychophysiology. 39(3), pp. 281-291. Kouzes, J. M., & Posner, B. Z. (2012) The Leadership Challenge: How to Make Extraordinary Things Happen in Organisations. John Wiley & Sons. Neff, K. (2011) Self-Compassion: The Proven Power Of Being Kind To Yourself. HarperCollins. Northouse, P. G. (2018) Leadership: Theory and Practice. Sage Publications. Nussbaum, M. C. (2001) Upheavals of Thought: The Intelligence of Emotions. Cambridge University Press. Reiss, H. & Neporent, L. (2018) The Empathy Effect: Seven Neuroscience-Based Keys for Transforming the Way We Live, Love, Work, and Connect Across Differences. Sounds True Inc. Salovey, P., & Mayer, J. D. (1990) “Emotional intelligence. Imagination, Cognition and Personality”. 9(3), pp. 185-211. Shapiro, L. E. (2004) The Secret Language of Children: How to Understand What Your Kids are Really Saying. Sourcebooks, Inc.

Atomic Habits: Small Changes, Great Results – A Life Changing Initiative

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The term “Atomic Habits” coined by James Clear that searches into the power of small, incremental changes to achieve significant, lasting results. The central premise is that habits are the compound interest of self-improvement. Just as money multiplies through compound interest, the effects of your habits multiply as you repeat them. They seem to make little difference on any given day, yet the impact they deliver over months and years can be enormous (Clear, 2018). James Clear discussed four laws of behaviour change, which provide a framework for creating good habits and breaking bad ones. These laws are: Make it Obvious: The first law emphasises the importance of clarity. You need to clearly define the habits you want to develop. This involves understanding the cues that trigger your habits. Clear suggests using implementation intentions (a plan you make beforehand about when and where to act) and habit stacking (linking a new habit to an existing one) to make your desired behaviour more obvious. For example, if you want to start reading more, you might stack it onto your existing habit of drinking morning coffee: “After I pour my morning coffee, I will read one page of a book” (Clear, 2018). Make it Attractive: The second law is about making your habits appealing. Our brains are wired to seek pleasure and avoid pain, so it’s crucial to associate the habit with positive experiences. Clear introduces the concept of temptation bundling, which is pairing an action you want to do with an action you need to do. For instance, if you love watching Netflix but need to exercise, you could only allow yourself to watch Netflix while on the treadmill (Clear, 2018). Make it Easy: The third law focuses on reducing the friction associated with your habits. The easier a habit is, the more likely you are to follow through. Clear discusses the two-minute rule, which states that when you start a new habit, it should take less than two minutes to do. This approach helps you overcome the initial resistance to starting a new behaviour. For example, if you want to write more, start by writing just one sentence a day. By making habits as easy as possible to initiate, you increase the likelihood of them sticking (Clear, 2018). Make it Satisfying: The fourth law is about adding immediate rewards to reinforce your habits. Human nature seeks instant gratification, so it’s important to find ways to make your habits feel rewarding. Clear suggests using a habit tracker to provide immediate satisfaction of checking off the habit each day. Additionally, using reinforcement, such as rewarding yourself with something enjoyable once you complete your habit, can help solidify it (Clear, 2018). Understanding the habit loop is crucial in this process. Every habit follows a loop consisting of a cue, craving, response, and reward. The cue triggers your brain to initiate a behaviour because it predicts a reward. Cravings are the motivational force behind every habit, and the response is the actual habit you perform. Finally, the reward satisfies your craving and teaches your brain that the habit loop is worth remembering (Duhigg, 2012: Neal et al. 2006). A key insight from “Atomic Habits” is the power of 1% improvement. Small changes, even by just 1%, can compound over time and lead to significant transformations. This principle highlights that the aggregation of marginal gains can result in substantial improvements (Clear, 2018). Clear also stresses the importance of identity-based habits. Instead of focusing solely on goals, which are the results you want to achieve, focus on the type of person you want to become. Your habits should align with this desired identity. For example, instead of having a goal to run a marathon, focus on becoming a runner. This shift in perspective helps make your habits part of your identity, which can be a more powerful motivator (Clear, 2018). Environment design plays a critical role in habit formation. By modifying your surroundings, you can make positive habits easier to adopt and negative ones harder to follow. For instance, if you want to eat healthier, you might place fruit on the counter and hide junk food in the pantry (Wood & Neal, 2007). In summary, “Atomic Habits” involves taking steps to understand and shape your habits. By leveraging the Four Laws of Behaviour Change, focusing on identity, and making small, incremental improvements, you can achieve significant personal and professional growth over time. The core of the “Atomic Habits” ideology is – change is a process and that small adjustments can lead to substantial, lasting transformations. References: Clear, J. (2018) Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones. New York: Avery. Duhigg, C. (2012) The Power of Habit: Why We Do What We Do in Life and Business. New York: Random House. Neal, D. T., Wood, W., & Quinn, J. M. (2006) “Habits – Repeat Performance”. Current Directions in Psychological Science. 15(4), pp. 198-202. Wood, W., & Neal, D. T. (2007) “A New Look at Habits And the Habit-Goal Interface”. Psychological Review, 114(4), 843-863.

Healthy Eating Habits: Three to Five Year Olds

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Ensuring proper nutrition for children aged three to five is crucial for their growth and development. This age group requires a balanced diet that provides essential nutrients while promoting healthy eating habits. This article offers comprehensive advice on how to make mealtimes enjoyable and nutritious for young children, addressing common concerns and providing practical tips for parents and carers. 1.0 Making Mealtimes Enjoyable Creating a positive mealtime environment is essential for encouraging children to eat well. Here are some strategies: 1.1 Create a Child-Friendly Dining Space: Cover the floor to catch any mess, and ensure your child is safely strapped into their seat but with their hands and head free to move (University Hospitals Coventry and Warwickshire NHS Trust, 2023). 1.2 Family Meals: Sit together as a family during meals. This not only models good eating habits but also makes mealtimes a social activity. 1.3 Limit Distractions: Turn off the TV, tablets, and phones to focus on the meal and each other. 1.4 Finger Foods: Allow your child to use their fingers to touch and explore their food. At this age, children can also begin to use cutlery with support, which helps build motor skills. 1.5 Meal Duration: Keep meals to around 20 minutes, as this is generally sufficient for children in this age group (NHS, 2023A). 2.0 Nutritional Needs Children between three and five years old need a variety of foods to meet their nutritional requirements. Their daily diet should include: 2.1 Dairy: Around one pint of milk or three servings from options like a beaker of milk (120ml), a small chunk of cheese (20–30g), or a pot of yoghurt (100–120g). 2.2 Protein: Meat, fish, eggs, pulses, or foods made from pulses should be included at least twice a day, with three portions daily for vegetarian children (British Dietetic Association (BDA), 2023). 2.3 Fruits and Vegetables: Aim for five child-sized portions a day, including fresh, tinned, dried, or frozen options. 2.4 Starchy Foods: Include starchy foods such as rice, potatoes, bread, chapatti, breakfast cereal, or pasta in every meal (NHS, 2023B). 2.5 Iron-Rich Foods: Foods like eggs, meat, oily fish, green vegetables, beans, and fortified breakfast cereals should be included for their iron content. 2.6 Vitamin C: To aid iron absorption, include foods rich in vitamin C, such as green vegetables, citrus fruits, and berries. 3.0 Meal and Snack Ideas Incorporate these meal and snack ideas to ensure variety and nutrition: 3.1 Main Meals: Chicken or fish with rice and peas. Tuna pasta with carrots or broccoli. Grilled sausages or vegetable burgers with mashed potatoes and peas. Shepherd’s pie served with peas or carrots. Fish fingers with baked beans and potatoes. Chapatti or rice with lentil curry and yoghurt (BNF, 2023). 3.2 Quick Meals: Grilled cheese on toast. Sandwiches with cheese spread, cooked meat, or banana. Wholemeal crackers with hummus or cheese spread. Jacket potato with tuna and sweetcorn. Toast fingers with baked beans or scrambled egg. 3.3 Puddings: Fresh fruit. Milk puddings like rice pudding. Tinned fruit with yoghurt. Banana with custard. Yoghurt or fromage frais with blended fruit (Netmums, 2023). 3.4 Drinks: Encourage drinking from a cup rather than a bottle to reduce tooth decay. Offer water between meals and diluted, unsweetened fruit juice at mealtimes. Avoid sweet, fizzy drinks and limit tea and coffee, as they can inhibit iron absorption (USDA Food and Nutrition Service, 2021). 3.5 Snacks: Fresh fruit, vegetable sticks, unsweetened breakfast cereals, and savoury options like mini pitta with cheese spread are good choices. Avoid sugary snacks, cakes, and crisps (Murkoff, 2014). 4.0 Special Considerations 4.1 Vitamin Supplements: The National Health Service (NHS) recommends vitamin supplements containing vitamins A, C, and D for children aged six months to five years, especially if they are not drinking 500ml of formula milk daily (NHS, 2023). 4.2 Weight Management: Monitor the intake of fatty and sugary foods, maintain regular meals, and encourage physical activity to prevent excessive weight gain (Ward & Cupples, 2006). 4.3 Constipation: Ensure adequate fluid intake, include wholegrain starches, and provide plenty of fruits and vegetables to alleviate constipation (Karmel, 2010). By following these guidelines, parents and carers can help children aged three to five develop healthy eating habits that will benefit them throughout their lives. For further advice, consult a health visitor or doctor. References British Dietetic Association (BDA) (2023) “Healthy Eating for Children”. [Online]. Available at: https://www.bda.uk.com/resource/healthy-eating-for-children.html. [Accessed on 09 June 2024]. British Nutrition Foundation (BNF) (2023) “Portion Sizes for Toddlers and Pre-Schoolers”. [Online]. Available at: https://www.nutrition.org.uk/nutrition-for/toddlers-and-pre-school/. [Accessed on 09 June 2024]. Karmel, A. (2010) Top 100 Baby Purees: 100 Quick and Easy Meals for a Healthy and Happy Baby. Atria Books. Murkoff, H. (2014) What to Expect: The Toddler Years. Workman Publishing Company. National Health Service (NHS) (2023A) “Vitamins for Children”. [Online]. Available at: https://www.nhs.uk/conditions/baby/weaning-and-feeding/vitamins-for-children/. [Accessed on 09 June 2024]. National Health Service (NHS) (2023B) “Start4Life: Healthy Eating for Children”. [Online]. Available at: https://www.nhs.uk/start-for-life/. [Accessed on 09 June 2024]. Netmums (2023) “Healthy Eating for Toddlers”. [Online]. Available at: https://www.netmums.com/. [Accessed on 09 June 2024]. University Hospitals Coventry and Warwickshire NHS Trust (2023) “Start Right: Eating for the One to Five Year Olds”. [Online]. Available at: file:///C:/Users/mtisl/Downloads/Start%20right%20-%20Eating%20for%20the%20one%20to%20five%20year%20olds.pdf. [Accessed on 09 June 2024]. USDA Food and Nutrition Service (2021) “Nutrition and Wellness Tips for Young Children: Provider Handbook for the Child and Adult Care Food Program”. [Online]. Available at: https://www.fns.usda.gov/tn/cacfp/crediting-handbook. [Accessed on 09 June 2024]. Ward, E., & Cupples Cooper, S. (2006) Child of Mine: Feeding with Love and Good Sense. Bull Publishing Company.

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