Relevant bibliographies by topics / Basic interpersonal communication skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Basic interpersonal communication skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Basic interpersonal communication skills"

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North, Alexa Bryans, and William E. Worth. "Trends in Entry-Level Technology, Interpersonal, and Basic Communication Job Skills: 1992–1998." Journal of Technical Writing and Communication 30, no. 2 (April 2000): 143–54. http://dx.doi.org/10.2190/byng-bdrb-k9an-ekr8.

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This longitudinal study was conducted to identify trends in entry-level technology, interpersonal, and basic communication competencies and skills using entry-level classified newspaper advertisements from ten standard U.S. metropolitan statistical areas. Two competencies and one skill were selected from the “Workplace Know-How's” identified by the 1991 U.S. Department of Labor Secretary's Commission on Achieving Necessary Skills (SCANS). Specifically, ads including interpersonal competencies increased for the fourth consecutive year; ads including basic communication skills increased for the second consecutive year. Ads including technology competencies decreased slightly; however, the overall trend for technology remains strong. Therefore, the workplace continues seeking the competencies and skills advocated by the SCANS authors.
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Halbach, A. "Questions about Basic Interpersonal Communication Skills and Cognitive Language Proficiency." Applied Linguistics 33, no. 5 (October 4, 2012): 608–13. http://dx.doi.org/10.1093/applin/ams058.

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Barseli, Mufadhal, Kristinus Sembiring, Ifdil Ifdil, and Linda Fitria. "The concept of student interpersonal communication." JPPI (Jurnal Penelitian Pendidikan Indonesia) 4, no. 2 (January 30, 2019): 129. http://dx.doi.org/10.29210/02018259.

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<p>Interpersonal communication skills are one competency of students to interact with others. Students who experience problems in interpersonal communication will be hampered in the process of developing creativity and increasing their academic achievement at school. This shows the need for efforts by counselors to develop the counseling service practices to increase students’ understanding of the importance of interpersonal communication and the factors that influence low interpersonal communication skills. This paper will introduce the basic concepts of interpersonal communication including; the concept interpersonal communication, the characteristics of interpersonal communication, the importance of interpersonal communication, interpersonal communication criteria, factors that effect interpersonal communication, the process of interpersonal communication, the purpose of interpersonal communication and, communication this can a reference.</p>
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Khairani, Annisa, Riska Ahmad, and Marjohan Marjohan. "Contribution of self image to interpersonal communication between students in the schools." Journal of Counseling and Educational Technology 2, no. 2 (November 13, 2019): 65. http://dx.doi.org/10.32698/0721.

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Millennial generation has low social skills, is less trained in communicating directly and doesn't care about the environment. Good communication skills are needed so that the quality of relationships established with other students becomes better. There are several factors that affect students' ability to interpersonal communication, one of which is self-image. Therefore researchers conducted related research; 1) a picture of self-image and interpersonal communication between students in school and 2) examine the contribution of self-image to interpersonal communication. This research uses a quantitative approach with descriptive methods, then use simple linear regression analysis . Population at SMPN 1 Banuhampu as many as 812 students, with a sample of 282 ofthe self-selected engineering Proportional Random Sampling . The instrument used was a Likert scale , which is about self-image and interpersonal communication . Research findings show that; 1) students' self-image and interpersonal communication generally in the good category, 2) there is a contribution of self-image to students' interpersonal communication of 27.4 % (R = 0. 523 ), significance of 0.000 . This research has implications as a basis Counselor to help students to have good abilities in interpersonal communication. Millennial generation has low social skills, is less trained in communicating directly and doesn't care about the environment. Good communication skills are needed so that the quality of relationships established with other students becomes better. There are several factors that affect students' ability to interpersonal communication, one of which is self-image. Therefore researchers conducted related research; 1) a picture of self-image and interpersonal communication between students in school and 2) examine the contribution of self-image to interpersonal communication. This research uses a quantitative approach with descriptive methods, then use simple linear regression analysis . Population at SMPN 1 Banuhampu as many as 812 students, with a sample of 282 ofthe self-selected engineering Proportional Random Sampling . The instrument used was a Likert scale , which is about self-image and interpersonal communication . Research findings show that; 1) students' self-image and interpersonal communication generally in the good category, 2) there is a contribution of self-image to students' interpersonal communication of 27.4 % (R = 0. 523 ), significance of 0.000 . This research has implications as a basis Counselor to help students to have good abilities in interpersonal communication.
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Raptou, Evangelia, Panagiotis J. Stamatis, and Nikolaos Raptis. "Communication as an Educational Skill in School Units of the 21st Century: A Survey Research." Asian Education Studies 2, no. 2 (May 26, 2017): 1. http://dx.doi.org/10.20849/aes.v2i2.153.

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Awareness about values of communication skills and the necessity for their cultivation brought them into foreground of educational field. Thus, they are qualified as a basic framework for the creation of modern democratic, intercultural and open schools to the world. Communication is recognized as a basic social skill by the program P21 Framework for the 21st Century Learning and by thousands of teachers and hundreds of schools in the US and many other countries. Since communication skills are related to many aspects of modern Greek educational situation, such as teaching, school administration, evaluation and development of good interpersonal relationships, the main purpose of this paper is the presentation of a survey research about communicative behavior of secondary education teachers and school heads, the depiction and enhancement of their communication style and the assessment of their views in regards to importance of communication skills in carrying out their professional role. Results of the research showed that teachers recognize to themselves very good communication skills, including advocate active listening, collaboration development ability and empathy.
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Petretich, Deborah A. "Interpersonal Skills and the Clinical Coordinator." Journal of Pharmacy Practice 7, no. 5 (October 1994): 213–16. http://dx.doi.org/10.1177/089719009400700503.

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A clinical coordinator deals with a wide variety of people on a daily basis. Whenever two or more people are involved in a process, a relationship is formed. In order to be effective at his or her job, a clinical coordinator must be skilled at building these interpersonal relationships. Although it is easy to identify failed interactions due to lack of these skills, it is often hard to pinpoint exactly what is necessary to develop and strengthen the areas important to building effective relationships. Communication skills become an integral part of the process of interacting with others. These skills may involve actions which are very visible to those around us. They may also involve strengthening an “inner” level that drives our motivation and attitude. The key to developing these skills is practice. It involves the willingness to effect change within ourselves in an attempt to better understand others. The qualities of honesty, sincerity, and consistency are also very important in mastering the art of effective communication. These skills come not so much from having great intellect, as they do from the ability to build trust.
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NORTH, ALEXA BRYANS, and WILLIAM E. WORTH. "Trends in Advertised Entry-Level Technology, Interpersonal, and Basic Communication Job Skills, 1992-1994." Journal of Employment Counseling 33, no. 3 (September 1996): 98–105. http://dx.doi.org/10.1002/j.2161-1920.1996.tb00441.x.

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NORTH, ALEXA BRYANS, and WILLIAM E. WORTH. "Trends in Advertised SCANS Competencies: Technology, Interpersonal, and Basic Communication Job Skills, 1992-1996." Journal of Employment Counseling 35, no. 4 (December 1998): 195–205. http://dx.doi.org/10.1002/j.2161-1920.1998.tb01001.x.

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North, Alexa Bryans, and William E. Worth. "Trends in selected entry-level technology, interpersonal, and basic communication scans skills: 1992-2002." Journal of Employment Counseling 41, no. 2 (June 2004): 60–70. http://dx.doi.org/10.1002/j.2161-1920.2004.tb00879.x.

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Brahmbhatt, Krutarth, and Kaushik Lodhiya. "Teaching and assessment of basic clinical communication skills among undergraduate third year medical students in Gujarat." International Journal Of Community Medicine And Public Health 6, no. 4 (March 27, 2019): 1461. http://dx.doi.org/10.18203/2394-6040.ijcmph20191003.

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Background: Good communication skills are essential components of physician-training. Effective communication between the doctor and the patient leads to better compliance, better health outcomes, decreased litigation, and higher satisfaction both for doctors and patients. The acquisition of communication and interpersonal skills is recognized and documented as a core competency for physician training in many countries. In the absence of proper training, Indian medical graduates often have less than adequate communication skills and the demand for formal training in this area has often been echoed. Aim and objectives were to know the attitude and ascertain the change in attitude, assess basic communication skills, ascertain the change in basic clinical communication skills (before and after training) and to impart training regarding communication skills by using different teaching learning methods to undergraduate medical students (third year).Methods: An interventional study was conducted using convenience sampling method. Assessment of attitude, communication skills and self-competence of communication skills was done using standardized questionnaires. Data analysis was done by using appropriate statistical tests.Results: Total 60 students participated in the study. The change in the mean scores of pre-training and post-training attitude, SEGUE (set the stage, elicit information, give information, understand patient’s perspective, end the encounter) framework score and self-assessment of communication competence scores were statistically significant before and after training.Conclusions: After training undergraduate medical students by using variety of effective training methods; their attitude towards learning communication skills changed positively and their basic clinical communication skills improved significantly.
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Dissertations / Theses on the topic "Basic interpersonal communication skills"

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Bales, Lynn. "The Concept of "Communication Skills" in the Discipline of Speech Communication." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4221.

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This investigation explored the dialectic of communication competence from an historical prospective and successfully identified seven common threads in competence theory. Communication skills and skills classifications were linked to competency issues. A content analysis of the 452 page leading national skills level communication text identified 185 skills behaviors along with their associated communication competencies. Skills were described in twelve categories; however, no consistent definition or treatment of communication skills was in evidence. Implications of the findings were discussed.
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Pope, Sharon A. "Strategies for Developing Interpersonal Communication Skills for Business Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1916.

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Strategies for Developing Interpersonal Communication Skills for Business Students by Sharon A. Pope M.B.A., Cleveland State University, 1995 M.S.H.P/A., University of Cincinnati, 1983 B.Ed., University of Toledo, 1981 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2015 Research has shown that interpersonal communication skills (ICS) are important for employment success, particularly if they are learned by students during college. A private university in Ohio identified the need to enhance students' ICS; however, the university's faculty lacked strategies to teach those required skills. The purpose of this qualitative case study was to investigate perceptions of key administrative staff (KAS), faculty, and alumni about the implementation of ICS instruction to foster students' work-ready skills. Guided by the social skill component of Goleman's emotional intelligence theory and related research, this study examined key applications of ICS including communication, collaboration, conflict management, and cross cultural awareness. Three KAS with extensive knowledge of university practices were purposefully sampled to take part in a focus group addressing current and recommended ICS instructional strategies. Network sampling, informed by the KAS, identified 23 faculty members who completed an open-ended online questionnaire and 4 alumni who participated in semi-structured interviews targeting their perceptions of ICS in the classroom. In addition to these sources of data, the researcher's reflective journal was analyzed to examine implementation and perceptions of current and alternate ICS instructional strategies. Data were transcribed, reviewed, then coded inductively without a prior list of codes resulting themes of presenting, self-branding, group/team work, networking, global awareness, and diversity. These findings were used to create a faculty professional development series on effective ICS instruction that can be used to promote positive social change for the university, students, and community by preparing graduates ready for success in the workforce.
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Foreman, Kimberly Annette. "Beyond good writing: The multidisiplinary skills of the communications professional." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/838.

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Cheng, Wan-yee Vennie. "Early social and communication skills of children with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29791613.

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Ing, Sarom. "Design for effective interpersonal communication based on desktop video." Thesis, Queen Mary, University of London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243572.

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Yeung, Wai-king Ophelia. "Facilitating communication and social skills training for primary school children." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14034773.

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Dawson, Pamela J. (Pamela Jane). "Improving Communicative Competence: Validation of a Social Skills Training Workshop." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500667/.

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The effectiveness of a social skills training workshop was assessed by comparing the rated competence of participants in an Interpersonal Skills Training Program (a 2-session, 12-hour workshop) to the rated competence of nonparticipants. This comparison was operationalized through a study design of the pre- and posttesting of 12 experimental and 22 control subjects. The assessment instruments used were Spitzberg's Conversational Skills Rating Scale (CSRS) and Curran's Simulated Social Interaction Test (SSIT). Two rating judges were utilized. Results, although modest, are in the expected direction. Measured competence on the CSRS failed to show significant improvement in the rated competence of the experimental group as compared to the rated competence of the control group. However, the SSIT did reveal significant improvement of the rated skill and anxiety of experimental subjects while the control group showed no significant improvement. In addition to assessing the effectiveness of the workshop, this study sought to find a positive correlation of the CSRS instrument to the SSIT instrument. As expected, the CSRS showed a positive correlation to the SSIT.
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Ramey, Pamela Lane. "Basic communication skills achievement of vocational business and academic education students /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604132904.

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Doherty-Sneddon, Gwyneth. "The development of conversational and communication skills." Thesis, Connect to e-thesis, 1995. http://theses.gla.ac.uk/1096/.

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Thesis (Ph.D.) -- University of Glasgow, 1995.
Thesis submitted for the degree of Doctor of Philosophy in the Department of Psychology, Faculty of Social Science, University of Glasgow. Includes bibliographical references (p. 318-343). Print version also available.
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Stewart, Stephen E. "Soft Skill Communication in The Pursuit of Partnerships:." Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank161856076164989.

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Books on the topic "Basic interpersonal communication skills"

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Ivey, Allen E. Basic influencing skills. 3rd ed. North Amherst, Mass: Microtraining Associates, 1997.

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Azam, Ikram. People and interpersonal communication: Advanced integrated studies, basic life skills. Islamabad: PFI, 2006.

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Taylor, Judith Combes. Developing basic job skills in the workplace. [Watertown, MA] (9 Galen St., P.O. Box 9119, Watertown 02272-9119): American Management Association, 1994.

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Myerscough, P. R. Talking with patients: A basic clinical skill. Oxford: Oxford University Press, 1989.

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G, Donald Alastair, ed. Talking with patients: A basic clinical skill. 2nd ed. Oxford: Oxford University Press, 1992.

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Myerscough, P. R. Talking with patients: A basic clinical skill. Oxford: Oxford University Press, 1989.

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Schulz, William E. Communication and interpersonal skills. Toronto: McClelland & Stewart, 1989.

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Willis, David. Basic oral communication skills. Harlow: Longman, 1985.

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Willis, David. Basic oral communication skills. Harlow: Longman, 1985.

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Willis, David. Basic oral communication skills. Harlow: Longman. 2, 1985.

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Book chapters on the topic "Basic interpersonal communication skills"

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Morris, Jack, and Dev M. Rungapadiachy. "Interpersonal Communication and Interpersonal Skills." In Self-Awareness in Health Care, 176–200. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-06710-4_8.

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Khan, Israr, and Roger Neighbour. "Communication and interpersonal skills." In Focused Clinical Assessment in 10 Minutes for MRCGP, 37–56. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781846198496-6.

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Desai, Murli. "Enrichment of Interpersonal Communication Skills." In A Rights-Based Preventative Approach for Psychosocial Well-Being in Childhood, 171–87. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9066-9_9.

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Ross, Johanna Woodcock. "Basic Universal Communication Skills." In Specialist Communication Skills for Social Workers, 54–76. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-54533-6_4.

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Ross, Johanna Woodcock. "Basic Universal Communication Skills." In Specialist Communication Skills for Social Workers, 18–38. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-36578-0_3.

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Chou, Calvin L., James Bell, Carol M. Chou, and Anna Chang. "Remediation of Interpersonal and Communication Skills." In Remediation in Medical Education, 55–66. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9025-8_4.

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Desai, Murli. "Module 5 Sensitive Interpersonal Communication Skills." In Rights-based Direct Practice with Children, 129–50. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-4729-9_5.

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Kwiatkowski, Cezary. "Effective Team Leader and Interpersonal Communication Skills." In Sustainable Leadership for Entrepreneurs and Academics, 121–30. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15495-0_13.

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Van de Poel, Kris, Eddy Vanagt, Ulrike Schrimpf, and Jessica Gasiorek. "Interpersonal and Intercultural Communication in Health Care." In Communication Skills for Foreign and Mobile Medical Professionals, 1–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35112-9_1.

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Zich, David K., and James G. Adams. "Teaching the Intangibles: Professionalism and Interpersonal Skills/Communication." In Practical Teaching in Emergency Medicine, 137–50. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118469804.ch10.

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Conference papers on the topic "Basic interpersonal communication skills"

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Torres, Ana, Sérgio Soares, and Maribel Carvalhais. "Nursing Relational Laboratory: Educational, dialogical and critical projet." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8170.

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Nursing is a relational profession and communication is the basic instrument in its practice. The Nursing Relational Laboratory aims to collaborate in the development of communication skills of students of the Nursing, using Portuguese sign language, dramatization and emotional facial expression. 73 students participated (Experimental group; EG; n=38; Control group; CG; n=35). General self-efficacy scale(GSES), the Patient Health Questionnaire-9 Depression Module(PHQ-9), assertiveness questionnaire(ASS), Emotional Thermometer(ET), Inventory of Barrett-Lennard interpersonal relations(OS-M-40), and autoscopies, are used. The main results were as follows: a) better outcomes of EG on final autoscopy; b) significant reduction of the levels of assertiveness and revolt from the beginning to the end in EG; c) lower levels of emotional distress and need for help of EG, compared with CG at the beginning; d) lower levels of emotional distress, anxiety, need for help, empathy and congruence, and higher levels of revolt and unconditionality in EG, at the end; e) teachers recognize the high potential of the LRE. The LRE allowed the development of communicational skills of GE students through sign language, drama and emotion analysis. It is incentivized the development of projects in the area and reinforces the importance of this skills training in health professionals.
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Hanesová, Dana. "SERVICE LEARNING INTEGRATED WITH FOREIGN LANGUAGES LEARNING: PROMOTING TRANSVERSAL COMPETENCIES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end095.

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In this article, the author will present an innovative way how to develop students' foreign language communicative and intercultural competence alongside with a whole set of transversal competencies via an innovated version of foreign language courses. They may be attended by both university students or secondary school students. The basic idea of such a course, in our case called "Global Encounters in Local Settings", is giving students space to create a service-learning project for a community. Students have to work in linguistically and ethnically mixed groups. Each group decides to about the focus of their project and the procedures of its implementation. Via these cooperative projects accomplished while using various foreign languages - suitable also for online learning space, the students can develop various transversal competencies, such as critical and reflective thinking, plurilingual and intercultural competence, problem-solving, team-work skills, interpersonal and other social competencies, willingness to take risks and seek challenges, leadership development skills, time management and planning skills, inclusive approach, and active citizenship. The first version of such course was tested on several groups of university students in Slovakia (in 2020). The post-tests and reflections after accomplishing this course showed evident growth in the above-mentioned competencies.
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Aligaeva, N. N. "Selg-regulation of aggressive behavior of convicted persons with disabilities." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.768.776.

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This article provides an overview of modern research related to aggressive behavior, ways to control and correct it. The article also displays the results of a pilot study, the main purpose of which is to identify as a need for communication is interconnected with the dominant emotional state of a disabled convict (in particular, with negative emotions − anger, aggression). The basis of the study is the separation of emotional states by E. P. Ilyin. We considered only communicative emotional states, in particular, the emphasis was on negative emotions (anger/aggression). The study was conducted on the basis of correctional colony −2 of the Federal Penitentiary Service of Russia in Ryazan; in total, 34 people took part. The main empirical methods used were a survey, «Need for Communication», a scale of differential emotions. In working with the people, the ethical principles of the psychologist were observed. We have observed the principles of respect, confidentiality (non-disclosure of medical information about the subject), responsibility, honesty. The study was conducted individually with each man. The convict was offered a protocol with tasks that were performed in the presence of the experimenter. It was revealed that disabled convicts have a great need for interpersonal interaction, while they experience positive emotions, and in rare cases, anxious and depressive ones. The low degree of manifestation of anger and aggression towards other people is most likely associated with indulgence, tolerance, awareness and acceptance of not only their own shortcomings, but also others. A large role here can be attributed to the influence of the psychological service, mainly to self-regulatory skills training.
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Vale, Daniel Couto, and Vivien Mast. "Key interpersonal communication skills for wheelchairs." In 2012 IEEE 3rd International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2012. http://dx.doi.org/10.1109/coginfocom.2012.6422018.

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Harding, Bruce A. "A Simple Mechanism to Teach a Complex Practitioner Knowledge Set." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80481.

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Mechanical engineering technology graduates must exhibit a number of skills as industrial practitioners. While certain skills are learned on the job, fundamental knowledge acquired in school coursework actually forms the basis for successful development of that necessary skills set. Within the skill set, one given great emphasis is that of communications. At Purdue University, the emphasis on communications skills crosses many courses but is divided among four veins: 1) written communications dealing with papers, reports, etc.; 2) oral communications dealing with effective presentations and interpersonal relationships; 3) computational communications, mathematical problem-solving, be it via hand, calculator or computer; and 4) graphics communications dealing with 3D modeling and the development and interpretation of specifications documented on engineering drawings. This paper describes a project where a simple mechanical device is used to teach complex topics, bridging multiple communications veins. In this case the project centers on the design and modification of an arbor press, but could be based on any number of devices. The simple arbor press forms the foundation for the development of a complex industry-driven knowledge set. Included are topics common to practitioners employed in design, manufacturing and quality - all of which are typical industrial assignments for MET graduates. The assignment is part of Production Design & Specifications (PD&S), a core course and the second in a two-course CAD-based freshman sequence. Where the first course teaches 3D modeling skills, PD&S concentrates on the cognitive aspects of problem-solving using modeling, calculations and extracted drawings. Students complete the project in three phases over an eight-week period. Each phase is driven by an Engineering Change Order (ECO), a common industrial practice. Contained in the ECOs are both detailed requirements and open-ended requirements. While fulfilling the ECOs, students must make decisions on interconnected requirements that ripple through design, manufacturing, and quality assurance. Requirements include: • Design based on ISO preferred numbers. • Selection of standard parts and stock materials. • Determination of cost/benefit ratios. • Manufacturing tolerances and tolerance stack-ups. • Fits calculations based on ASME B4.2 standards. • Calculation of mass properties. • Use of geometric dimensioning & tolerancing. • Documentation of product lifecycle changes. Together, these and other varied topics, when woven around the simplicity of an arbor press, give students real-world experiences without the process becoming daunting due to the sheer complexity of the mechanism.
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Correro Bermejo, Alba, Pilar Bas Sarmiento, Martina Fernández Guitiérrez, Sonia De la Torre Moyano, Pablo Sergio Soler Martins, Cristina León Argibay, and Rafael Valdivia Díaz. "EFFECTIVENESS OF LEARNING CAPSULES IN INTERPERSONAL COMMUNICATION SKILLS TRAINING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1248.

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Looze, Céline De, Brian Vaughan, Finnian Kelly, and Alison Kay. "Providing objective metrics of team communication skills via interpersonal coordination mechanisms." In Interspeech 2015. ISCA: ISCA, 2015. http://dx.doi.org/10.21437/interspeech.2015-309.

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Evdokimova, Mary. "Grouping Criteria For Training Foreign Language Interpersonal Communication Skills Of Engineering Students." In RPTSS 2017 International Conference on Research Paradigms Transformation in Social Sciences. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.02.30.

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Ratnasari, Devi, Sabrina Dachmiati, Itsar Bolo Rangka, Rezky Permata Sari, Wahyu Eka Prasetyaningtyas, and Miskanik Miskanik. "qGobak Sodorq in Group Counseling to Improve Interpersonal Communication Skills in Early Childhood." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.46.

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Volchenkova, Ksenia N., Elena V. Evsina, Renata Z. Elsakova, Ekaterina V. Serebrennikova, and Elena V. Batina. "Mastering Interpersonal and Virtual Communication Skills of the Education Process Participants in E-learning." In 2019 International Conference "Quality Management, Transport and Information Security, Information Technologies" (IT&QM&IS). IEEE, 2019. http://dx.doi.org/10.1109/itqmis.2019.8928453.

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