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Dissertations / Theses on the topic 'Basic interpersonal communication skills'

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Published: 4 June 2021
Last updated: 6 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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9

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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10

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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11

Wehrlin, Sonia E. "Teaching Interpersonal Communication Skills in Athletic Training Professional Education: A Mixed Methods Study." University of Findlay / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1532450364663942.

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12

Woo, Kit-yan. "Face validity of the Cantonese version of functional assessment of communication skills for adults (C-FACS)." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B36208486.

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Thesis (B.Sc)--University of Hong Kong, 2002.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2002." Also available in print.
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13

Yeung, Wai-king Ophelia, and 楊惠瓊. "Facilitating communication and social skills training for primary school children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957596.

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14

Klein, Cameron Robert. "What do we know about interpersonal skills? a meta-analytic examination of antecedents, outcomes, and the efficacy of training /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002642.

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15

Gordon, Ellen Derby. "Enhancing communication skills through family and consumer sciences." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2049.

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16

Graham, Jennifer Lyn. "An analysis of sport managers' interpersonal communication skills in selected Ontario amateur sport organizations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0009/MQ52559.pdf.

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17

Kambeya, Norma Vanessa. "Georgia teachers' perceptions of principals' interpersonal communication skills as they relate to teacher performance." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/norma_v_kambeya/kambeya_norma_v_200801_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 148-165) and appendices.
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18

McCain, David R. "Stepping back to move forward| How the skills of empathic dialogue support interpersonal communication." Thesis, Northern Arizona University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1571863.

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Interpersonal communication is essential for developing and maintaining relationships. Strong interpersonal relationships undergird communities by facilitating their formation and supporting their maintenance and growth. This study explores the effect of training in Empathic Dialogue, a system of communication based on Nonviolent Communication, on the interpersonal communication skills of nine participants. The participants were interviewed prior to attending two three-hour training sessions, and again between one month and three months after the sessions.

Before turning to the empirical study, I make sense of the theoretical strengths of this position. First, in order to argue that Nonviolent Communication constitutes a virtue, I outline Aristotle's definition of virtue and the process by which one develops virtue. I then introduce the theory of McDonaldization, based on Max Weber's theory of rationalization, and apply it to interpersonal communication. Finally, I review Nonviolent Communication based on the dimensions of McDonaldization, the results of which support my contention that Nonviolent Communication opposes McDonaldization.

I present my finding that Empathic Dialogue had a positive impact on the research participants' communication skills. I then address these findings through the lens of Aristotle's virtues and McDonaldization. Finally, I consider wider implications of these findings on the development of sustainable communities.

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19

Slessor, Gillian. "Age-related changes in decoding basic social cues from the eyes." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=53353.

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20

Houston, Jack Randall. "The development and implementation of a plan for improving parent/teen communication skills." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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21

Klein, Cameron. "WHAT DO WE KNOW ABOUT INTERPERSONAL SKILLS? A META-ANALYTIC EXAMINATION OF ANTECEDENTS, OUTCOMES, AND THE EFFICACY OF TRAINING." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4030.

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Despite extensive statements about the importance of possessing good interpersonal skills, little quantitative evidence has been brought forth to investigate these claims. At the same time, training in soft, or interpersonal, skills continues for organizational managers, customer service representatives, and members of formal work teams. Based on these considerations, the current research was guided by five broad questions. First, are gender and the Big Five personality variables important predictors in the use and effectiveness of interpersonal skills? Second, what is the relationship between various interpersonal skills and important personal and workplace outcomes? Third, given that training in interpersonal skills is prevalent in organizations today, does this training work? Further, and perhaps more importantly, under what conditions do these training interventions result in optimal outcomes? Lastly, does job complexity moderate the relationship between interpersonal skills and outcomes? To answer these questions, a series of meta-analytic investigations was conducted. The results of these analyses provided evidence for the existence of meaningful antecedents of interpersonal skills. In addition, relationships between interpersonal skills and outcomes were identified, with hypotheses in this area confirmed. The results of this research demonstrate the beneficial impact of interpersonal skills training for improving interpersonal skills. Finally, in line with predictions, job complexity was identified as a moderator of the relationship between interpersonal skills and outcomes. The current document concludes with recommendations both for researchers interested in furthering the science of interpersonal skills research, and for practitioners charged with improving the interpersonal skills of their workforce.
Ph.D.
Department of Psychology
Sciences
Psychology PhD
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22

Waters, John. "Enhancing the interpersonal communication skills of selected young adult couples at Rehoboth Baptist Church, Perry, Georgia through the use of a marriage enrichment program." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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23

Lloyd, Elme M. "Improving listening skills in a tertiary learning environment." Thesis, Cape Technikon, 1998. http://hdl.handle.net/20.500.11838/2141.

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Thesis (MTech (Education))--Cape Technikon, 1998.
Adequate listening skills as an indispensable communication skill positively affect the learning process. Adequate listening skills are essential to lecturers' teaching and students' learning performance at technikons in the Western Cape. The standard of training/education in listening skills of lecturers teaching English at technikons in the Western Cape has raised concern, as it is considered a vital skill in the learning process. A questionnaire completed by lecturers teaching English at these technikons suggests a lack of adequate listening skills when assisting students in the learning process. As points of departure, information was collected on how lecturers can enhance appreciative and creative listening; what teaching strategies the lecturer can use to encourage students to listen constructively; whether workshops are conducted to improve listening skills; whether training is available for this purpose at certain technikons; and whether the use of audio-visual material in a listening programme will assist in more effective student listening. This information was then processed in terms of the aims formulated for this study.
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24

Walker, Tracy Ann. "A case study| Interpersonal skills for future business leaders to achieve organizational performance goals." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3538845.

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The purpose of this qualitative case study was to explore how business management associate degree students attending a university in Independence, Ohio, valued and applied interpersonal skills in work and classroom settings. The central research issue addressed in this case study was to explore and describe the personal views, instances, and perspectives from respondents on the effects of interpersonal skills in employee relationships, manager relationships, organizational performance, and effective leadership. The research questions that produced an in-depth examination of the central research issue included: 1) What ways have students applied interpersonal skills in employee relationships? 2) What manner have students applied interpersonal skills in manager relationships? 3) What ways have interpersonal skills influenced the student organization’s performance? 4) What are the student’s perceptions of interpersonal skills to become an effective leader? Using NVivo 9, the data analysis aided in identifying common themes. The findings from the case study build on existing research involving the influence interpersonal skills have on the central research issue.

Recommendations from the case study highlighted a constant need to instruct interpersonal skills in universities and to review current curriculum and course materials to improve instruction. Universities with new faculty orientations, faculty development workshops, new student orientations, for-profit, and nonprofit institutions can benefit from implementing interpersonal skills training. This case study builds on the body of knowledge on interpersonal skills and its influence on productivity and leadership in the workplace.

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25

Hunter, Lisa Rae. "The relationship between interpersonal communication skills, teaching effectiveness, and conducting effectiveness of music education students." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/290005.

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The purpose of this study was (a) to determine if there was a significant relationship between the interpersonal communication skills of music education students and teaching effectiveness, (b) to determine if there was a significant relationship between the interpersonal communication skills of music education students and conducting/rehearsal technique, and (c) to determine if there is a significant difference between the conductor and ensemble perception of the conductor's interpersonal communication skills. Subjects were 30 music education students who had taken at least one semester of conducting instruction. Subjects completed three 10-minutes micro rehearsals with an ensemble. Each micro rehearsal was videotaped. Upon completion of the third micro rehearsal, members of the ensemble completed the Questionnaire on Teacher Interaction for each subject to determine the subject's perceived interpersonal communication style profile. Each subject completed the Questionnaire on Teacher Interaction using his/her ideal responses to determine an ideal interpersonal communication style profile. Three judges evaluated videotapes of the first and third micro rehearsal for each subject using the Survey on Teaching Effectiveness to determine teaching effectiveness and the Conductor Observation Form to determine conducting effectiveness. Data were analyzed using two Two-way Analysis of Variances with Repeated Measures to determine if significant differences existed between interpersonal communication skills, teaching effectiveness, and conducting effectiveness. A quotient of agreement was calculated to determine the degree of association between ideal interpersonal communication styles and perceived interpersonal communication styles. Eleven subjects were identified as having helpful/friendly interpersonal communication styles, 11 subjects were identified as having understanding interpersonal communication styles, and 8 subjects were identified as having strict communication styles. Significant (p ≤ .05) differences were found to exist between interpersonal communication skills, teaching effectiveness, and conducting effectiveness. A low (quotient of agreement = .10) degree of association was found between ideal interpersonal communication styles and perceived interpersonal communication styles.
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Jamison, David L. "Effects of communication/listening skills & conflict resolution skills on lowering anger levels and raising marital satisfaction levels for married couples." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Bartley, Don. "Measuring the effectiveness of the Couple Communication I program on improving the problem-solving skills of married couples in therapy." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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28

Dahm, Pamela Susan. "Communication and socialization skills of three year olds with a history of language delay." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3868.

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The purpose of this study was to compare receptive language, expressive language, and socialization skills of preschool children who have a history of expressive language delay (ELD) with age mates who have a history of normal language development.
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Sifuentes, Sánchez Mariel Alejandra. "El potencial de la musicoterapia para desarrollar habilidades blandas a nivel organizacional en Lima, Perú." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2019. http://hdl.handle.net/10757/652420.

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Hasta hace unas décadas, muchas competencias personales y emocionales habían sido subestimadas por una lógica racional, sin embargo, hoy están siendo revalorizadas y son requeridas en la mayoría de puestos de trabajo. Distintos estudios demuestran que en determinados contextos son tan o más influyentes que las cognitivas para el desempeño de un profesional. Es por ello que el presente trabajo, busca conocer los alcances de la musicoterapia como una herramienta alternativa para el desarrollo de ciertas habilidades blandas blandas, como la comunicación interpersonal en organizaciones en Lima, Perú. La metodología utilizada en esta investigación es de carácter cualitativo. Se obtuvo la información a través de entrevistas semi estructuradas a profesionales de recursos humanos, psicólogos y musicoterapeuts, para analizar sus percepciones con respecto a los alcances de esta herramienta. De esta manera, se combinó el análisis de la literatura con las entrevistas a especialistas. Dentro de las principales conclusiones encontramos que los profesionales de distintos rubros coinciden en que las habilidades blandas son parte de la fórmula del éxito para cualquier profesional, tanto personal como laboral y a su vez que estas influyen en la cultura organizacional. Asimismo, los expertos consideraron que la musicoterapia sí podría ser una vía para desarrollar dichas habilidades en colaboradores de empresas en Lima, Perú.
Until a few decades ago, many personal and emotional skills had been underestimated by a rational logic, however, today they are being revalued and are required in most jobs. Different studies show that in certain contexts they are as or more influential than cognitive ones for the performance of a professional. That is why the present work seeks to know the scope of music therapy as an alternative tool for the development of certain soft soft skills, such as interpersonal communication in organizations in Lima, Peru. The methodology used in this research is qualitative. The information was obtained through semi-structured interviews with human resources professionals, psychologists and music therapists, to analyze their perceptions regarding the scope of this tool. In this way, the analysis of the literature was combined with the interviews with specialists. Among the main conclusions, we find that professionals from different fields agree that soft skills are part of the formula for success for any professional, both personal and work, and in turn they influence the organizational culture. The experts also considered that music therapy could be a way to develop these skills in collaborators of companies in Lima, Peru.
Tesis
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Noble, Patrick Sean. "The Effects of a Social Skills Training Program on Interpersonal Communications in Parent Adolescent Dyads." DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/2504.

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The purpose of this thesis was two fold. First, there was an experiment in which the independent variable was the behavioral skill levels of parents and their adolescents on a social skills training program and the dependent variable was the parent and adolescent perceptions of their interpersonal relationship regarding communication and problem solving. Second, there was an experiment comparing instructional styles wherein the independent variable was the length of time used to present the social skills training program and the dependent variable was the resulting scores on the behavioral measures of the program. A modified pretest -post-test control group design was used wherein the control group for the first experiment became a portion of the experimental group for the second experiment. There were 43 parent adolescent dyads who volunteered to participate. Of those, 25 of the dyads met the minimum criteria for being included in the analysis. There were 18 dyads analyzed from the experimental group and seven from the control group. Results of the first experiment, regarding the effects of a social skills program on perceived interpersonal relationships, demonstrated that while the parents did perceive an improvement , the adolescents did not. Results of the second experiment demonstrated that the long term program of one skill every week for eight weeks was more effective than the concentrated one week program of two skills per night for four nights.
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Nestel, Debra. "Communication skills for medical students, doctors and dentists : a programme evaluation /." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19657468.

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32

Hening, Dyah A. "Soft Skills Development of Engineering Students through Mentoring in Cooperative Education." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1456828078.

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Cebula, Sharon. "Basic Life Skills: Essays and Profiles on Immigration in Akron, Ohio." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1393403565.

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34

Bush, Mary Ann. "Applying adult education principles in an interpersonal management skills training program for hospital operations managers." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/704.

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35

Peterson, Rebecca Jo. "What Did You Say? Investigating the Relationship of Self-Perceived Communication Competence and Mindfulness in Communication on Levels of Organizational Trust in a Postsecondary Academic Library." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9111.

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Successful educational systems are established, maintained, and cultivated on a foundation of trust. Effective communication among colleagues is widely accepted as a characteristic of groups who establish and maintain high levels of trust. Despite the importance of the relationships between interpersonal communication skills and levels of organizational trust in postsecondary educational settings, there is very little published on this topic. Further, no published research was located that examined relationships between measures of mindfulness in communication with levels of organizational trust in postsecondary educational settings. This study examined relationships between measures of competent and mindful communication with levels of organizational trust among coworkers, with supervisors, and with the organization in a postsecondary academic library. Study participants included 116 out of 150 non-student library employees of a postsecondary academic library on a large suburban private university campus. The research survey was comprised of four different instruments: the SocioCommunicative Orientation Scale (SCO; Richmond & McCroskey, 1990); the Cognitive Flexibility Scale (CFS; Martin & Rubin, 1995); the Mindfulness in Communication Scale (MCS; Arendt et al., 2019); and the Workplace Trust Survey (WTS; Ferres & Travaglione, 2003). The functioning of each instrument was examined by confirmatory factor analysis. Satisfactory model fit for each instrument was obtained. Structural equation modeling revealed that self-reported levels of communication responsiveness predicted levels of trust in coworkers (p = .02). Perceived levels of mindfulness in communication of coworkers predicted levels of trust in coworkers (p < .001), and perceived levels of mindfulness in communication of supervisors (p < .001) predicted levels of trust in supervisors. This research suggests that perceptions of mindfulness in communication among coworkers and with supervisors are associated with levels of organizational trust within postsecondary academic settings in important ways. Further research is necessary to increase understanding of the relationships between mindfulness in communication and organizational trust in educational environments.
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Hurt, Judson W. "A program to improve communication skills of selected married couples of First Baptist Church, Canton, Mississippi." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Parker, Paul Rodney. "The application of interpersonal communication and group dynamics skills as a curriculum component for the professional development of pre- service teachers." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134222/.

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Meeks, Gloria A. "Critical Soft Skills to Achieve Success in the Workplace." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4077.

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The focus of this study was a problem identified by human resources directors and managers in a medium sized community in the southeast of the United States. The problem was that some college graduates are not equipped with the necessary soft skills to be successful in the workforce. Executive directors and human resources managers brought this problem to the attention of the career center directors in the community. Goleman's theory of emotional intelligence was the theoretical framework to ground this study. This study involved purposeful sampling to select 9 human resources directors from local companies. To investigate soft skills in college graduates, these 9 human resources directors and managers responded to a semi structured interview with questions focusing on the problem of the study. Once the interviews were transcribed, the information was analyzed by using manual coding and computer-assisted coding. Among the 6 themes that emerged from the data analysis, participants most often pointed out communications as the most important soft skill and the foundation for other skills. From the perspective of human resources directors and managers, soft skills were found to be lacking in some college graduates. There was a consensus among the participants of the study that higher education leaders need to incorporate different approaches to teach skills; therefore, a 24-hour professional development program for faculty was developed as a solution for improving the learning of soft skills of college students. The social change expected from having well-equipped college graduates with soft skills will be more successful professionals with better opportunities to have upward mobility, and more meaningful careers that will benefit their families and their organizations.
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Bender, James D. "Duration of Time Spent Playing Online Video Games, Interpersonal Skills, and Introversion Personality Traits as Predictors for Social Anxiety Symptoms." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1627.

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This study sought to determine if time spent engaging in online gaming, interpersonal communication skills, and introvert personality traits are predictors of an individual’s likelihood of experiencing symptoms of social anxiety. A sample of 128 participants (82 males and 46 females) completed measures of demographics, interpersonal communication skills, problematic online gaming, social anxiety, and introversion. Participants were recruited through Amazon Mechanical Turk. There were significant correlations among social anxiety and interpersonal communication skills, problematic online gaming, and introversion. There was no significant correlation among social anxiety and time spent playing Massively Multiplayer Online Role-Playing Games (MMORPG), a specific form of online video game. It was also found that interpersonal communication skills, problematic online gaming, and introversion were all significant predictors of social anxiety. However, time spent playing MMORPGs was not a significant predictor of social anxiety.
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Ayinde, Olatubosun Taiwo. "Equipping a select group of married couples at Shepherdhill Baptist Church, Lagos, Nigeria, in communication skills to strengthen marriage relationships." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p053-0299.

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Alves, Ana Isabel Amado. "Competências interpessoais em saúde : comunicar para a qualidade, com o utente e em equipa multidisciplinar." Master's thesis, Universidade Nova de Lisboa. Escola Nacional de Saúde Pública, 2011. http://hdl.handle.net/10362/9585.

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RESUMO - O processo de comunicação em saúde encontra-se relacionado com a melhoria dos resultados em saúde através da informação, com o objectivo de influenciar indivíduos e comunidades. Os profissionais de saúde, no contexto da prestação de cuidados, necessitam de deter determinadas competências interpessoais e de comunicação no sentido de promover a qualidade e segurança do doente, contribuindo para a diminuição do erro clínico através de uma comunicação eficaz em equipa. Estabelecer uma relação de empatia e confiança com o doente, saber escutar e compreender a sua perspectiva definem-se, entre outras, por capacidades essenciais a estes profissionais, a par de uma comunicação verbal e escrita clara e assertiva, cujo impacto se reflecte também na satisfação do utente. O ensino destas competências é fundamental para habilitar os profissionais a lidar com diversas situações, contribuindo para a excelência técnica e qualidade dos cuidados. A sua avaliação é essencialmente realizada durante a formação académica, a nível internacional, sobre o que a literatura descreve várias metodologias possíveis. O método utilizado com maior frequência consiste na observação directa da interacção entre o aluno e o doente, em contexto real ou simulado, através de uma checklist formada por itens correspondentes a atitudes e comportamentos que avalia a presença das competências necessárias. O desenvolvimento destas competências passa por sensibilizar os profissionais para a sua importância, dar-lhes formação e avaliar, apostando na continuidade da investigação.
ABSTRACT - The process of health communication is related to the improvement of health outcomes through information, by influencing individuals and communities. Healthcare providers need to detain interpersonal and communication skills to promote quality and patient safety, and contributing to the decrease of clinical error through effective communication in the team. Establish a relationship of trust and empathy with the patient, learn to listen and understand his perspective are, amongst others, essential skills to these professionals, alongside a verbal, and clear and assertive writing communication, which has impact in patient satisfaction. The teaching of these skills is crucial to enable professionals to deal with various situations, contributing to technical excellence and quality of care. Its assessment is primarily held during the academic training, in other countries, on what literature describes several possible methodologies. The most frequently used method consists in the direct observation of the encounter between the student and the patient, in a real or simulated context, through a checklist formed by matching items the attitudes and behaviors that evaluates the presence of skills required. These skills can be developed by sensitize professionals to its importance, by teaching and evaluation, and continuing to research.
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42

Ball, James D. "Maryland Community College Academic Deans and Department Chair Perceptions of Higher-Order Skill Proficiencies for Associate Degree Completers." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/27179.

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The SCANS report issued in 1990 brought national attention to concerns about lagging competencies of US workers and their lack of preparedness for the high-performance workplace. Since the SCANS report, several national and statewide efforts have attempted to identify skill sets appropriate for success in the changing workplace. Recent discussion has included skill sets appropriate for college graduates. This study was designed to determine perceptions of Maryland community college chief academic officers and department chairs toward one such skill set, the Maryland Skills for Success, and whether they are appropriate learning expectations for associate degree completers. The Maryland Skills for Success (MSS) are comprised of five skill goals: (1) learning skills, (2) thinking skills, (3) communication skills, (4) technology skills, and (5) interpersonal skills. Three to five â learning expectations' elaborate what students should be able to accomplish under each skill goal to be successful in future work and learning. The study involved a survey of 293 chief academic officers and department chairs at the 18 community colleges across Maryland. A 75 percent response rate was achieved. The survey assessed the extent to which respondents agreed that: (a) the Maryland Skills for Success are appropriate expectations for associate degree completers, (b) students currently achieve MSS expectations, (c) respondent's courses and programs contain specific learning objectives that require students to learn and perform such skills, (d) all Maryland community colleges should teach and assess a common set of higher-order knowledge application skills. Respondent ratings indicated that the Maryland Skills for Success represent valid learning expectations for associate degree completers. Deans were more favorable toward the MSS than were department chairs, and were more confident that students were required to learn and perform learning expectations similar to those listed in the MSS. The department chairs were also divided into groups to determine attitudinal differences by disciplines. The department chairs were more likely than the deans to agree that students currently achieve the MSS learning expectations. Most chair groups somewhat disagreed their courses and programs contained specific learning objectives requiring students to learn and perform the skills represented in the MSS. Of the chair groups, the English/fine arts/humanities, and the technologies/health care groups tended to produce significantly higher ratings than other chairs and supported the notion of Maryland community Colleges teaching and assessing a common higher-order knowledge application skill set. Based on respondent ratings, the communication, thinking and interpersonal skill sets in the MSS have the best chance of gaining acceptance by colleges interested in integration of purposeful teaching and assessment of a higher-order skill set across the curricula. Respondent ratings also indicated that it is unlikely that the colleges would undertake a common initiative to teach and assess a common skill set like the MSS without intervention from the state. Respondents expressed distrust of bureaucratic intervention, were somewhat concerned about the difficulty of teaching and assessing the entire skill set, and felt that the skill sets were too broad to be feasibly taught. Recommendations include the need for extensive faculty development and the provision of incentives from the state educational agencies to provide support for colleges interested in teaching and assessing a common higher-order knowledge application skill set.
Ed. D.
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43

Hankes, Douglas M. (Douglas Michael). "Applied Sport Psychology Consultation: Effects of Academic Training, Past Athletic Experience, and Interpersonal Skill on Female Athletes' Ratings." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277678/.

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Applied sport psychology consultation is a relatively new phenomenon with limited empirical underpinnings. The purpose of the study was to evaluate three applied sport psychology consultant personal and professional characteristics within Strong's social influence model that have been suggested to impact consultants' effectiveness in working directly with athletes and their performance problems. The three consultant characteristics were academic training, past athletic experience, and interpersonal skill. Division I female athletes (N = 187) read written preconsultation information and watched a 10- minute vignette between a consultant and an athlete. Participants completed the Counselor Rating Form-Short (CRFS), the Sport Psychology Consultant Evaluation Form (CEF), and questions concerning willingness to work with the consultant. The data from the dependent measures were analyzed by a 2 (level of consultant academic training) X 2 (level of consultant past athletic experience) X 2 (level of consultant interpersonal skill) MANOVA. Results indicated that applied sport psychology consultants' academic training and past athletic experience had only limited influence on the participants' perceptions about the consultants. The Division I female athletes unambiguously rated consultants with positive interpersonal skills more favorably on all dependent measures regardless of the consultants' level of academic training or past athletic experience. Directions for future research and implication of the findings on training and certification in applied sport psychology are discussed.
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Dhaya, Jateen. "The role of experience in the development of bar managers' social competencies." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002794.

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This research study analysed the role that experience played in the development of bar managers’ social competencies. Given the social nature of the bar environment, social competencies were perceived to be essential managerial competencies that enable bar managers to manage employees and consumers to ensure that employee and consumer satisfaction is maintained. The literature reviewed discussed the importance of managerial competencies and the composition of social competencies. Experience was conceptualized to develop an understanding of the informal learning method through which competency development occurs. Data was captured through face-to-face interviews, which were based on the Critical Incident Technique (CIT). The data was analysed using the open coding procedures of grounded theory. This research study proposed a process to explain how experience contributed to the development of social competencies. The proposed process, which is called the Social Competency Cache Development Process (SCCD Process), ultimately indicated that experience contributed to bar managers’ social competencies through a reflection process, the residues of experience, and through the familiarity of situations and results. This research study found that experience contributed to the development of bar managers’ social competencies within a process that established an awareness of unfamiliar social competencies or reinforced the effects of familiar effective social competencies. Experience was also found to promote the transition between novel situations and familiar situations, which in turn enabled bar managers to effectively assess social situations and select effective responses to social situations. Consequently, experience improved the probability of bar managers implementing effective social competencies to ensure employee and consumer satisfaction. In essence, experience shaped bar managers’ accumulation of social competencies by promoting the addition of new social competencies or the reinforcement of existing social competencies.
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45

Shively, Jane M. "The Effects of a Remote Control Tactile Feedback System on Conversation Skills in Children with Autism." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4390/.

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A few studies have examined the effects of a remote control tactile device (RCT) as an unobtrusive prompting method used to promote skills such as verbal initiations and play behaviors in children with autism. To date, however, no published studies have investigated the effects of the RCT as a consequence to increase and maintain conversation skills. This study was designed to determine whether the RCT, in conjunction with common training techniques (i.e. roleplays, visual feedback, and sibling coaching), could be used as a discrete and unobtrusive feedback system to promote conversation skills in high functioning children with autism. Results found that the RCT and training packages were effective in initially increasing rates of target responses. The effects however, did not always maintain with a return to baseline. Programming "naturally" maintaining communities of reinforcement was found to be a critical factor in the maintenance of the conversational responses.
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Frey, Terrell Kody. "CAT IN THE CLASSROOM: UNDERSTANDING INSTRUCTOR BEHAVIOR AND STUDENT PERCEPTIONS THROUGH COMMUNICATION ACCOMMODATION THEORY." UKnowledge, 2019. https://uknowledge.uky.edu/comm_etds/85.

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Adjusting one’s communication is a fundamental requirement for human interaction (Gasiorek, 2016a). Individuals adapt communication behavior according to the circumstances surrounding the situation, resulting in different patterns and forms of speech relative to spouses, family members, coworkers, or friends. Yet, researchers in instructional communication have not yet substantially applied adjustment as a theoretical lens for understanding instructor-student classroom interactions (Gasiorek & Giles, 2012; Soliz & Giles, 2014; Soliz & Bergquist, 2016). Apart from overlooking this useful theoretical approach, instructional communication scholarship can also be improved by accounting for 1) shifting group identities in higher education that change how instructors and students communicate, 2) incomplete conceptualizations of student perceptions in existing research, and 3) a consistent lack of concern for the hierarchical structure of educational data. This dissertation seeks to resolve these limitations through an application of one of the most prominent theories of adjustment: communication accommodation theory (CAT; Giles, 1973; Giles, Willemyns, Gallois, & Anderson, 2007a). The research specifically extends the CAT framework to an instructional setting by investigating how student perceptions of instructor nonaccommodation across several modes of communication (i.e., nonverbal, linguistic/verbal, content, support) influence information processing ability, relationships with instructors, and beliefs about instructors. Data were collected from 573 undergraduate students across 38 sections of a basic communication course (BCC). Students completed an online questionnaire assessing perceptions of the appropriateness of their instructor’s behavior (i.e., nonaccommodation), extraneous load, communication satisfaction, instructor-student rapport, instructor credibility, and instructor communication competence. The results first forward a nuanced measure for assessing nonaccommodation in a manner consistent with the theoretical propositions of CAT. Second, a series of analyses using hierarchical linear modeling (HLM; Raudenbush & Bryk, 2002) showed significant associations between perceptions of nonaccommodation across modes and students’ reported classroom outcomes. Interestingly, several of the individual, direct relationships disappeared when multiple modes of nonaccommodation were considered simultaneously, introducing the possibility that individuals may prioritize the appropriateness of certain behaviors within context. The data hierarchy (i.e., students enrolled in course sections) did exert some influence on the relationships between variables, yet the majority of variance accounted for across models occurred at the student level. Implications of the results related to both theory and practice within the basic communication course are presented in the discussion.
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Cartwright, Pamela LeeAnn. "The effects of emotional intelligence and self-esteem on undergraduate college student academic involvement and career orientation." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/636.

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This study investigated the relationship between emotional intelligence and selfesteem on undergraduate college students' academic involvement and career preparation. In addition, the effects of emotional intelligence and self-esteem on problem-solving skills and group skills were also examined. Correlation and regression analyses were conducted to explore the relationship between the different variables. The survey instrument employed had been previously tested and reliability tests were run to ensure alpha levels were appropriate A sample of 292 undergraduate college students voluntarily completed surveys that measured emotional intelligence, self-esteem, academic involvement, group skills, problem-solving skills, and career goals. Data was collected from four different academic institutions in Northern California-two community colleges, and two universities. Consistent with hypotheses, it was found that emotional intelligence and selfesteem were both positively correlated to academic involvement (defined as participation in academic activities) and career preparation (defined as career orientation) .. Both emotional intelligence and self-esteem were significant predictors of academic involvement and career preparation.
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Sangster, Megan Elizabeth. "The Impact of Video Self-modeling on Conversational Skills with Adolescent Students with Severe Disabilities." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1956.pdf.

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49

Cronin, Lorcan. "Life skills development through youth sport : antecedents, consequences, and measurement." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22533.

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Youth sport is acknowledged as an ideal setting for promoting positive youth development. In particular, youth sport participation has been linked to life skills development and psychological well-being. The coaching climate has been proposed to play a role in facilitating such positive outcomes. Nonetheless, few measures exist to examine life skills development through sport and it is unclear how positive youth development may be facilitated by the coach. Using existing and newly developed measures, this thesis examined how the coaching climate is related to life skills development and psychological well-being in youth sport participants. Phase 1 of this programme of research investigated Benson and Saito’s (2001) conceptual framework for youth development theory and research within sport. Study 1 examined a model whereby the coaching climate is related to life skills development (personal and social skills, cognitive skills, goal setting, and initiative); which, in turn, is related to participants’ psychological well-being (self-esteem, positive affect, and satisfaction with life). Data from 202 youth sport participants suggested that an autonomy supportive coaching climate was positively related to all four life skills. Further analysis revealed that the development of personal and social skills mediated the relationships between coach autonomy support and all three indices of psychological well-being. However, the validity of the scale used to measure life skills was brought into question during this study. Therefore, the studies which follow developed and validated a new scale which could accurately assess eight key life skills young people learn through sport. Phase 2 of this programme of research involved developing and validating a scale which measures life skills development through sport. Study 2 outlines the initial development of a scale which would assess whether young people learn the following life skills through sport: teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem solving and decision making. This study involved defining each of the eight life skills, deciding what components made up each life skill and developing items which could assess each life skill. The initial item pool was reviewed by 39 academics, with between two and seven experts assessing the items for each of the eight life skills. Using the ratings and comments provided by experts, the first version of the Life Skills Scale for Sport (LSSS) was developed. Study 3 reduced the number of items contained within the LSSS from 144 to 47 items using both exploratory factor analysis (EFA) and descriptive statistics. For this task, 338 youth sport participants completed the LSSS. EFA results supported the unidimensional factor structure of each of the eight subscales. Each subscale also displayed adequate internal consistency reliability. Study 4 examined the factor structure of the LSSS using confirmatory factor analysis (CFA) with an independent sample of 223 youth sport participants. After the removal of four emotional skills items, seven of the eight subscales and the revised 43-item scale displayed adequate model fit. Results supported both the convergent and discriminant validity of the LSSS and each of the eight subscales displayed adequate internal consistency reliability. Study 5 assessed the test-retest reliability of the LSSS with an independent sample of 37 youth sport participants. Each participant completed the scale on two occasions which were two weeks apart. Results revealed that time 1 and time 2 scores were relatively unchanged over this two-week period, providing evidence of test-retest reliability. Phase 3 of this programme of research involved re-testing Benson and Saito’s (2001) framework. Study 6 retested the coaching climate – life skills development – psychological well-being model from Study 1 using the LSSS. Data from 326 youth sport participants suggested that an autonomy supportive coaching climate was positively related to young people learning teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem solving and decision making. The total amount of life skills a young person developed through sport was positively related to their self-esteem, positive affect and satisfaction with life. Again, the factor structure and reliability of the scale was supported. The findings from this PhD research suggest that the coaching climate plays an important role in young peoples’ development through sport. Specifically, an autonomy supportive coaching climate was positively related to life skills development and psychological well-being in youth sport participants. This thesis also provides researchers with a valid and reliable measure of life skills development through sport. Future research using the LSSS should examine other factors (e.g., peer relationships) which may promote positive youth development through sport. Additionally, future studies can use the LSSS to examine the efficacy of existing programmes (e.g., the SUPER programme) which teach life skills through sport. Such research will help guide coaches and sports programmes efforts to promote positive youth development through sport.
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Vejnarová, Eliška. "Interpersonální konflikty a návrhy na zlepšení pracovních podmínek." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2009. http://www.nusl.cz/ntk/nusl-222291.

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In my work, I will focus on interpersonal conflict management and ways to prevent them. A description of how to ideally act in conflict situations and achieve the best possible solution to the "right" way.
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