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Dissertations / Theses on the topic 'Communication skills'
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Waldowski, Therese Francis. "Preaching and communication developing communication skills for ministry /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
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Dalen, Jan van. "Communication skills teaching, testing and learning /." Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 2001. http://arno.unimaas.nl/show.cgi?fid=7619.
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Moorhead, Robert George. "Communication skills training for general practice." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09MD/09mdm825.pdf.
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Bibliography: leaves 554-636. Examines aspects of teaching medical students communication skills at a time when they are entering their clinical years. Integrates reports of 12 data-gathering exercises centred on medical student communication skills with the international literature, and with the author's reflections as an experienced educator and G.P. Recommends that communication skills training in a general practice setting should be a crucial factor in all future training of medical students.
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Ilic, Angela. "Kindergarten children's referential communication skills and communication behaviour in play /." Title page, contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsi28.pdf.
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Loy, Kevin John. "Effective teacher communication skills and teacher quality." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1141847591.
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Fleetwood, Jane R. "Teaching Communication Skills through Video Tape Productions." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/690.
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Motivating students to learn and practice effective communication skills has always been a dilemma for teachers of all grade levels. Video cameras and camcorders are now being used as teaching tools in many schools to not only motivate students to use and practice a variety of skills, but to stimulate their creativity, as well. Loretto Elementary School in
Jacksonville, Florida, is developing a program which incorporates student-written video productions into its existing curriculum. Loretta's innovative program is a direct result of a 10-rninute informational video tape production done by graduate student Jane Fleetwood and Continental Cablevision, a local cable television company. This paper describes the step-by-step procedures involved in that production, the business education partnership which exists between the school and the cable company, and the school's plans for making video productions as integral part of its curriculum.
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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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de, Souza Almeida Lilian Maria. "Understanding Industry’s Expectations of Engineering Communication Skills." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7493.
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The importance of communication in the engineering profession is widely acknowledged by various stakeholders, including industry, academia, professional engineers, and engineering students. Even though alternative strategies to help students improve their ability to communicate professionally have been approached by many engineering programs across the country, research indicates a continued dissatisfaction of employers when it comes to the performance of engineers as communicators in the workplace. This perspective suggests efforts to improve students’ communication skills in universities may be inconsistent with workplace needs, revealing an apparent gap between what is taught and what is expected from engineering professionals. This gap provides an opportunity for additional research to identify the specific communication competencies required for engineers to succeed in the workplace. Particularly, the requirements of industry concerning engineers’ communication skills need to be understood more deeply, so that new educational interventions may be carefully tailored according to employers’ expectations and that both communication and engineering faculty can revisit their strategies to teach students to become better communicators. In order to obtain a deeper understanding of industry’s expectations concerning engineering communication skills, a qualitative research study was implemented to provide a detailed description of the communication skills practicing engineers need while working in industry. The exclusive focus on industry was pursued through the development of case studies. Four industrial segments (High-Tech, Automotive, Aerospace, and Manufacturing) that employ a significant percentage of engineers in the U.S. were selected. Engineers in leadership positions from each of the selected industrial segments participated in in-depth interviews and discussed about the expected engineering communication skills in industry. The results revealed that: 1) oral communication is prevalent in the engineering profession; 2) engineers need to tailor their messages to multiple audiences and to select the most appropriate type of communication medium; 3) written communication is expected to be clear, concise, and precise; 4) global communication is an increasingly demanded requirement in industry.
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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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Alhassan, Mustapha [Verfasser], Stefan [Gutachter] Wilm, and Andrea [Gutachter] Icks. "Communication skills training (CST) to enhance nursing and midwifery students’ empathy, communicative competence, communication skills attitude, and self-efficacy / Mustapha Alhassan. Gutachter: Stefan Wilm ; Andrea Icks." Düsseldorf : Universitäts- und Landesbibliothek der Heinrich-Heine-Universität Düsseldorf, 2016. http://d-nb.info/1104367041/34.
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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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Lumma-Sellenthin, Antje. "Learning professional skills and attitudes : Medical students' attitudes towards communication skills andgroup learning." Doctoral thesis, Linköpings universitet, Institutionen för medicin och hälsa, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-91722.
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Medical education aims at forming students’ professional identity. This includes skills and attitudes such as communication and teamwork skills. One of the thesis’ aims is to identify students’ typical difficulties with learning communication skills, and to understand how these affect their identity development. Group discussions of student-patient interviews were video-taped, and selected discussions were transcribed and analyzed. Students had difficulties in establishing trustful relationships with their patients, asking about sensitive topics, responding empathetically, and with applying formal structures to the consultation. Students’ professional identity was supported by peer students’ and teachers’ comments, which created a common language and fostered selfmonitoring abilities. Another aim was to study the relationship between students* attitude towards communication training, group learning, and their self-regulatory skills. In a survey study, established instruments were combined with a new questionnaire. Four medical schools participated – two with traditional and two with problem-based curricula – in Sweden and Germany. Statistical analyses revealed that female students were more positive towards learning communication skills than male students were. Good self-regulatory skills were related to a positive attitude towards group learning and clinical experience before academic studies. It was concluded that early clinical experience benefits students’ selfregulated learning, and promotes a positive attitude towards communication training. Awareness of typical difficulties can facilitate the acquisition of coping strategies.Medicinsk undervisning syftar till att forma studenternas professionella identitet. Den omfattar färdigheter och inställningar, t.ex. kommunikationsfärdigheter och förmågan att arbeta i grupp. Ett av avhandlingens syften är att identifiera studenternas typiska svårigheter med att lära sig färdighet i läkar-patient kommunikation samt att förstå hur den påverkar identitetsutvecklingen. Gruppdiskussioner av student-patient intervjuer videofilmades, utvalda diskussioner transkriberades och analyserades. Studenterna berättade om svårigheter med att etablera förtroliga relationer med patienterna, att prata om känsliga ämnen, att visa empati och att använda intervjumallen. Den professionella identiten stöttas av studenternas och lärarnas kommentarer, vilka bidrar till ett gemensamt språk och förmågan till själviakttagelse. Andra syftet är att undersöka sambandet mellan studenternas inställningar till kommunikationsfärdigheter och grupparbete, samt deras förmåga till självreglerat lärande. I en enkätundersökning kombinerades befintliga instrument med ett nytt frågeformulär. Fyra medicinska fakulteter deltog: två med traditionella och två med problembaserade undervisningsmetoder, en av varje i Sverige och i Tyskland. Statistiska analyser visade att kvinnliga studenter är, jämfört med manliga, mer positiva till att träna upp kommunikativa färdigheter. Förmågan till självreglerat lärande var relaterad till en positiv inställning till gruppinlärande och till klinisk erfarenhet innan studierna påbörjas. Slutsatsen är att tidig klinisk erfarenhet fostrar självstyrt lärande och en positiv inställning till kommunikationsträning. Medvetenhet om typiska svårigheter kan underlätta för studenter att anamma strategier att hantera dessa.
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Cosby, Dana. "Core Communication Skills Requirements Manufacturing Plants in Kentucky." TopSCHOLAR®, 1994. http://digitalcommons.wku.edu/theses/938.
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The purpose of this reseach project is to answer the question "What are the core communication skills needed for pre-hire training programs in Kentucky." To answer the question the researcher first examined the literature relative to the existing labor pool and then conducted a focus group with unemployed persons. The next phase of the research involved extensive field work, job analysis, and content analysis to determine what core communication skills were common in various Kentucky manufacturing companies. The researcher found strong evidence to establish a core set of competencies that pre-hire programs should address in developing the skills of unemployed persons. Additionally, the study includes a sample curriculum for pre-hire training programs.
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Wong, Chun-wai, and 王鎮偉. "Evaluating the quality of communication skills in classroommanagement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957511.
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Viršulienė, Kristina. "Student-teachers' instructional communication skills and their development." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20141222_133054-46024.
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The research by Lithuanian and foreign scientists justify the fact that instructional communication becomes a topical objective in the teacher-students’ professional self-development. Instructional communication is defined as a complex integral phenomenon, the most significant part of teacher’s activity, joining together all other activities into the whole and having an impact on pupil’s and teacher’s interaction, success of the self-developmental process. Teacher’s informative-communicative, perceptive, interactive skills of instructional communication perform a multifunctional role in pupils’ self-developmental process, while designing their world of values, motivating them to learn all life long, embed the attitudes of humanism, democracy, etc.
Scientific literature data and legal documents‘ analysis substantiate theoretically the development of student-teachers’ instructional communication topical and points out the problem of its insufficient research. The aim of the research is to reveal peculiarities and dynamics of student‘s and teachers‘ instructional communication in the study process.
The data of the empirical research revealed and substantiated prerequisites for student-teachers’ self-development of instructional communication skills: one’s self-determination to become a teacher, interpersonal relationship in a study group, carrying out practical tasks under the guidance of competent supervisors in particular. The integration of theoretical knowledge on... [to full text]Lietuvos ir užsienio mokslininkų darbai pagrindžia, kad pedagoginis bendravimas – aktualus siekinys būsimųjų mokytojų profesiniame ugdyme(si). Pedagoginis bendravimas apibrėžiamas kaip sudėtingas integruotas reiškinys, svarbiausia mokytojo veiklos dalis, jungianti į visumą visas kitas veiklas bei lemianti mokinio ir mokytojo sąveiką, ugdymo(si) proceso sėkmingumą. Mokytojo pedagoginio bendravimo informaciniai-komunikaciniai, percepciniai, interakciniai gebėjimai atlieka polifunkcinį vaidmenį mokinių ugdymo(si) procese, kuriant vertybinį pasaulį, motyvuojant mokymąsi visą gyvenimą, įtvirtina humaniškumo, demokratiškumo nuostatas ir kt. Darbe mokslinės literatūros analize aktualizuota būsimųjų mokytojų pedagoginio bendravimo ugdymo(si) aukštojoje mokykloje nepakankamo mokslinio ištyrimo problema, todėl išsikeltas tyrimo tikslas – atskleisti būsimųjų mokytojų pedagoginio bendravimo ypatumus ir dinamiką studijų procese. Remiantis empirinio tyrimo rezultatais atskleistos ir pagrįstos būsimųjų mokytojų pedagoginio bendravimo gebėjimų ugdymo(si) prielaidos: pasiryžimas dirbti mokytoju, tarpasmeniniai santykiai studijų grupėje, savarankiškos praktinės užduotys konsultuojant kompetentingiems vadovams. Taip pat pagrįstas integruoto pedagoginio bendravimo ugdymo pozityvus poveikis studentams: jų profesiniam (stiprėjantis apsisprendimas būti mokytoju), dalykiniam (sąmoningas siekis gilesnio dalykinio išprusimo) apsisprendimui, tarpasmeninių santykių grupėje dinamikai ir kt.
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Ekron, Christelle. "Learning to teach : communication skills in teacher education." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96988.
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Thesis (PhD)--Stellenbosch University, 2015.ENGLISH ABSTRACT: This study investigates the development of the classroom communication behaviours of Foundation Phase student teachers over the course of a B Ed degree programme at a South African university. It challenges the premise of conventional wisdom that classroom communication behaviours will develop through regular exposure to situated learning experiences. Whilst acknowledging that learning to teach is a long and challenging process of which the precise nature is seldom clear-cut and distinct, this study claims to make a humble contribution to teacher education curriculum development. Classroom communication from the perspective of this study involves communication at two levels: firstly, interpersonal communication behaviours, which are influenced by nonverbal immediacy, communication apprehension, willingness to communicate and self-perceived communication skills; and secondly, instructional communication behaviours, more specifically clarity and immediacy behaviours. There seems to be a general perception that effective classroom communication will develop naturally by exposure to situated learning experiences, such as teaching practice sessions. Although the relative importance of these specific classroom communication behaviours for quality teaching and learning is acknowledged, whether and how these develop is seldom explicitly monitored. This was the intention of this study. It utilised a longitudinal mixed methods approach to follow Foundation Phase students over the four years of the degree programme in order to answer the following research question: To what extent do perceptions related to the classroom communication behaviours of Foundation Phase student teachers change over the course of a B Ed degree programme? The quantitative phase collected data using various self-report surveys in order to investigate possible changes in the self-perceptions of Foundation Phase student teachers regarding their communication behaviours over the four-year period. The purpose of the qualitative phase was to investigate possible changes in the perceptions of external evaluators regarding the instructional communication behaviours of student teachers over the degree programme. The qualitative data was obtained from the evaluation reports written by external evaluators on various aspects of the observed lessons. Although some changes occurred during the course of the B Ed degree programme, they were not as substantial as anticipated. From an interpersonal communication perspective, there was one particularly noticeable change: the self-perceived communication competence of the Foundation Phase student teachers improved between the first and second years of the programme, however, thereafter no further changes occurred. From an instructional communication perspective, more noticeable changes occurred: Foundation Phase student teachers improved in some aspects related to clarity, however other aspects still remained challenging. However, there was positive development related to immediacy: the fourth year Foundation Phase student teachers displayed higher levels of immediacy behaviours at the end of the four-year degree programme. Bearing in mind that neither interpersonal nor instructional communication theory was explicitly included in this particular B Ed degree programme; these findings are particularly noteworthy. This study advances the argument that if teacher education intends to address the quality of the teacher graduates entering the profession, classroom communication needs to be included in teacher education curricula.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die ontwikkeling van die klaskamer-kommunikasiegedrag van studentonderwysers in die Grondslagfase aan 'n Suid-Afrikaanse universiteit oor die verloop van 'n B Ed-graadprogram. Dit daag die konvensionele opvatting uit dat klaskamer-kommunikasiegedrag sal ontwikkel met gereelde blootstelling aan leerervarings in die praktyk. Alhoewel aanvaar word dat om te leer om te onderrig 'n lang en uitdagende proses is waarvan die presiese aard selde duidelik en onderskeibaar is, word daar met hierdie studie gepoog om 'n beskeie bydrae te lewer tot die ontwikkeling van onderwysersopleidingskurrikulums. Klaskamerkommunikasie behels vanuit die perspektief van hierdie studie twee vlakke: eerstens, interpersoonlike kommunikasiegedrag, wat beïnvloed word deur nie-verbale onmiddellikheid, kommunikasie-angstigheid, gewilligheid om te kommunikeer en self-persepsie van kommunikasievaardighede; en tweedens, onderrigkommunikasie-gedrag, meer spesifiek duidelikheid en onmiddellikheid. Die algemene persepsie bestaan dat doeltreffende klaskamerkommunikasie spontaan sal ontwikkel deur blootstelling aan praktiese ervaring in die klaskamer. Alhoewel die relatiewe belangrikheid van hierdie spesifieke klaskamer-kommunikasiegedrag algemeen erken word, word die ontwikkeling hiervan selde eksplesiet gemoniteer. Juis dít was die doel van hierdie studie. Longitudinale gemengde-metode navorsingsmetodologie is gebruik om Grondslagfase studente se kommunikasie-ontwikkeling oor die verloop van hul graadprogram te volg, met die doel om die volgende navorsingsvraag te beantwoord: Tot watter mate verander persepsies oor die klaskamer-kommunikasiegedrag van studentonderwysers in die Grondslagfase oor die verloop van die B Ed-graadprogram? Tydens die kwantitatiewe fase van die studie is data ingesamel deur die gebruik van 'n aantal self-rapporterende opnames ten einde moontlike veranderinge in die Grondslagfase studentonderwysers se selfpersepsie van hulle kommunikasiegedrag oor die tydperk van vier jaar te ondersoek. Die doel van die kwalitatiewe fase was om ondersoek in te stel na moontlike veranderinge in die persepsies van eksterne evalueerders wat betref die onderrig-kommunikasiegedrag van die studetonderwysers oor die verloop van die vier jaar van die kursus. Die kwalitatiewe data is verkry uit evalueringsverslae wat geskryf is deur eksterne evalueerders oor verskillende aspekte van die lesse wat geëvalueer is. Alhoewel daar sommige veranderinge plaasgevind het oor die verloop van die vier jaar van die B Ed-kursus, was hierdie veranderinge nie so substansieel as wat verwag is nie. Vanuit die oogpunt van interpersoonlike kommunikasie was daar slegs een merkbare verandering: die Grondslagfase-studente se selfpersepsie van hulle kommunikasievaardigheid het van die eerste na die tweede jaar verbeter, maar daarna het geen verdere veranderinge plaasgevind nie. Vanuit die oogpunt van onderrigkommunikasie het meer merkbare veranderinge egter plaasgevind: die Grondslagfase-studentonderwysers het verbeter ten opsigte van sommige aspekte wat betref duidelikheid, maar ander aspekte het steeds 'n uitdaging gebly. Daar was egter positiewe ontwikkeling wat betref onmiddellikheid: die Grondslagfase- studentonderwysers het in hulle vierde jaar hoër vlakke van onmiddellikheid getoon as aan die begin van hulle studies. Hierdie veranderings is veral opmerklik as is ag geneem word dat nie interpersoonlike kommunikasie of onderrigkommunkasie eksplesiet onderrig is in die spesifieke kursus nie. Hierdie studie voer aan dat as onderwysersopleiding 'n verskil wil maak aan die kwaliteit van onderwysgraduandi wat die beroep betree, moet onderrigkommunkasie ingesluit word by onderwysersopleiding-kurrikulums.
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Johnson, Kiana, Sarah Mapel-Lentz, Barbara McMorris, and P. Scal. "Improving Self-management Skills through Youth Centered Communication." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/7009.
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Purpose: We tested relationships between patient-centered communication (PCC), relatedness to health care providers, and autonomy around health care management among youth with and without mobility limitations (MLs) and examined whether the relationship between PCC and autonomy was mediated by how connected youth feel to their health care providers.
Methods: Stratified multiple regression models were used to examine predicted associations for youth with and without MLs.
Results: PCC was significantly associated with relatedness to health care providers and autonomy for managing health care among youth with and without MLs. After controlling for covariates, evidence of mediation was observed among youth without MLs but not for youth with MLs.
Conclusions: For youth without MLs, mediation suggests that youth's connection to their health care provider contributes to higher levels of health-related autonomy. For youth with MLs, independent of feeling connected to health care providers, more frequent PCC resulted in higher levels of health-related autonomy.
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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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Tatlilioglu, Kasim, and Nadiya Senchylo. "Active Listening Skills as an Element of Interpersonal Communication." Thesis, Талком, 2020. http://er.nau.edu.ua/handle/NAU/43410.
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Active listening is an important element of the communication process and key to success. Listening is an
integrative action physical, psychological, emotional, social, intellectual and environmental inputs. It ensures effective and healthy communication between individuals and institutions. On the other hand, it has an mportant effect on the prevention of communication conflicts. It is know importance by everyone but being gnored effective listening skills is communication process. So in this studying will be refer active listening skills
and importance.
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Yelesen, Derem. "An Evaluation Of The Eng 311, Advanced Communication Skills." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607959/index.pdf.
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The purpose of this study was to evaluate the course Eng 311, Advanced Communication Skills, offered by the Department of Modern Languages at Middle East Technical University. To fulfill this aim two questionnaires were designed to be administered to 198 out of 923 students taking this course, one at the beginning of the term and the other at the end of the term. What is more, another questionnaire was designed to be e-mailed to 114 graduate students who took this course before they graduated. In addition, a different version of the questionnaires was designed to be administered to 22 instructors teaching this course. Later, five of these instructors were also interviewed by the researcher. In this way, all these participants&rsquoopinions about the objectives, materials and the assessment in Eng 311 were identified. The quantitative data gathered from the questionnaires were analysed by conducting t-tests, ANOVA tests and chi-square tests. The qualitative data gathered fro the open-ended questions in the questionnaires and the interviews were analysed by content analysis by the researcher. The results of the study revealed that the participants were satisfied with the course. Most of the objectives of the course were considered as important by most for the participants. As regard the materials, although there were some complaints about some parts of the textbook, it was considered as effective as a whole. The type of materials that were rated the lowest were CDs and videos. As for the assessment, it was revealed by the results that there were some problems regarding standardization in the department, and the breakdown of points. In addition to these, some instructors also complained that the time allotted to the components of this lesson was not sufficient.
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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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Kung, Chung-yan, and 龔頌欣. "Children with autism: central coherence and pragmatic communication skills." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4357189X.
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Heaven, Catherine Margaret. "The role of clinical supervision in communication skills training." Thesis, University of Manchester, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497488.
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Recent studies have recognised that the communication skills learned in the training environment are not always transferred back into the clinical setting. A number of factors have been identified which may have an impact on this, including fears, beliefs and support. Bandura's Social Learning Theory has been used to gain an understanding of the association between these factors, and insights have been gained from the management training literature about the potential to buffer the transfer process. This study investigated the potential of clinical supervision as a method of facilitating transfer. The study compared a three day communication skills training workshop plus an intensive 4 week course of clinical supervision with training alone. 61 Clinical Nurse Specialists were randomised to receiving 12 hours of clinical supervision immediately after a 3-day communication skills training course. Assessments were carried out before the course, immediately after the supervision period and 4 months later. Three real patient encounters were recorded at each time point to assess the nurses' use of skills, their ability to identify concerns and their ability to respond to cues. These were then compared to simulated interviews conducted at the workshop and to measures of self-efficacy, outcome expectancy and burnout. Supervision was found to have a small but significant effect on nurses' ability to transfer skills to the workplace. The nurses in the experimental group showed improvements in 4 of the 18 skills areas associated with significant improvements in self-efficacy, and were found to be more willing to identify concerns of an emotional nature. Conversely the control group showed no improvement in use of skills and identified fewer psychological concerns. Furthermore, it was found that training had a negative effect on burnout. Nurses in the control group experienced increases in both emotional exhaustion and depersonalisation as measured by the Maslach Burnout Inventory. Supervision appeared to have a protective effect against this. The study highlighted the gap between competence and performance in the use of communication skills with real patients. It showed the potential of clinical supervision as a forum to facilitate the process of transfer, and raised challenges about negative consequences of training if support is not offered in the crucial transfer phase.
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Zhang, Yuejiao. "DEFINING WORKPLACE INFORMATION FLUENCY SKILLS FOR TECHNICAL COMMUNICATION STUDENTS." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2828.
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Information fluency refers to the ability to recognize information needs and to gather, evaluate, and communicate information appropriately. In this study, I treat "information fluency" as both an overall competency and as a collection of knowledge and skills. The purpose of this study is to explore the specific workplace information fluency skills valued by employers of technical communicators, to find out how instructors perceive and teach these skills, and to suggest how these findings can inform our teaching practices. Within the framework of qualitative methodology, this study employs two data-collection instruments, including a content analysis of online job recruitment postings and a survey of technical communication instructors across the United States. The study discovers that when hiring technical communicators, employers require candidates to have skills in information processing, information technology, and critical thinking. Candidates must be able to identify their information needs, and must know how to use specified tools to gather, evaluate, and communicate information. It also reveals that although "information fluency" is a new terminology to a majority of instructors, the skill sets that constitute information fluency already existed in their knowledge. The study's last finding suggests that the opportunity for an internship is perceived as the most helpful in students' acquisition of information fluency skills. This dissertation concludes with a list of specific employer-valued information fluency skills, recommendations for program administrators and instructors for implementing information fluency, as well as recommendations for future researches on this subject.Ph.D.
Department of English
Arts and Humanities
Texts and Technology PhD
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Gaag, Anna van der. "Evaluating the communication skills of adults with learning disabilities." Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341636.
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Mughan, Terry. "SMEs and business internationalisation : the contribution of communication skills." Thesis, Anglia Ruskin University, 2010. http://arro.anglia.ac.uk/702717/.
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Recent decades have seen rapid and significant changes in the field of international business and management. Whilst the globalisation of economies and markets has led to greater frequency of communication and interaction between companies and people of different cultures and native tongues, academic research has struggled to keep pace with the nature and consequences of better communication technologies and greater human mobility. Much literature remains rooted in dated business and economic paradigms of relevance to few companies and takes little account of new forms of behaviour. This thesis examines the contribution of communication skills, in the form of cultural and linguistic competence, to the development and performance of companies and managers, primarily SMEs, in their international markets. Drawing on original data from regional and international studies conducted over the last ten years, it illuminates the shift from the exporting to the internationalising model, from the language training to the intercultural model and from the training to the developmental/consulting model, as these changes have manifested themselves as responses to the new global business environment. This shift has been very visible in business reality and the policy sphere. Academic literature has struggled to present these phenomena coherently and the author’s contribution to the generation of new data and the development of new theories and perspectives is argued and evidenced. Over-simplification of the actual market operations of international SMEs, the role of foreign language competence in business performance and the presentation of culture as a key phenomenon are presented as original contributions by the author based on primary research data. The place of this contribution in the literature is discussed and areas and issues requiring further investigation are highlighted, particularly the need for more firm and individual-based research, preferably of a longitudinal nature.
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Mughan, Terry. "SMEs and business internationalisation: the contribution of communication skills." Thesis, Anglia Ruskin University, 2010. https://arro.anglia.ac.uk/id/eprint/702717/1/Mughan_2010.pdf.
Full textAbstract:
Recent decades have seen rapid and significant changes in the field of international
business and management. Whilst the globalisation of economies and markets has led to
greater frequency of communication and interaction between companies and people of
different cultures and native tongues, academic research has struggled to keep pace with
the nature and consequences of better communication technologies and greater human
mobility. Much literature remains rooted in dated business and economic paradigms of
relevance to few companies and takes little account of new forms of behaviour.
This thesis examines the contribution of communication skills, in the form of cultural and
linguistic competence, to the development and performance of companies and managers,
primarily SMEs, in their international markets. Drawing on original data from regional
and international studies conducted over the last ten years, it illuminates the shift from the
exporting to the internationalising model, from the language training to the intercultural
model and from the training to the developmental/consulting model, as these changes
have manifested themselves as responses to the new global business environment. This
shift has been very visible in business reality and the policy sphere. Academic literature
has struggled to present these phenomena coherently and the author’s contribution to the
generation of new data and the development of new theories and perspectives is argued
and evidenced.
Over-simplification of the actual market operations of international SMEs, the role of
foreign language competence in business performance and the presentation of culture as a
key phenomenon are presented as original contributions by the author based on primary
research data. The place of this contribution in the literature is discussed and areas and
issues requiring further investigation are highlighted, particularly the need for more firm
and individual-based research, preferably of a longitudinal nature.
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Naumchuk, Yulia, and Юлія Василівна Наумчук. "Problems of communication skills in the field of aviation." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/50566.
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1. Makarov R. N. Fundamentals of the formation of professional reliability of civil aviation flight personnel: textbook, 1990 .384 p.
2. Brodova O. V. Communal cleverness - warehouse of professional hopes of pilots: monograph. Kirovohrad: View "Code", 2014. 195 p.Communication of crew members is an integral part of flight safety as the success of the flight depends on it. The biggest causes of aviation accidents are misunderstandings between crew members and dispatchers. Ineffective communicators increase the risk of human error.
Комунікація членів екіпажу є невід'ємною частиною безпеки польотів так як успіх польооту залежить від неї. Найбільшими причинами авіаційних подій є непорозуміння членів екіпажу та диспечерів між собою. Неефективні комунікатори збільшують ризик людських помилок.
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Territo, Peter A. "Communication skills activities utilized in Louisiana technology education programs /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848531365364.
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Sanders, Rodney L. "Assertive communication skills with nurses in a rural setting." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1400966261&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Wong, Chun-wai. "Evaluating the quality of communication skills in classroom management." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13832967.
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Kung, Chung-yan. "Children with autism central coherence and pragmatic communication skills /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B4357189X.
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Price, Katherine. "Early social communication skills of children with cerebral palsy." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10025176/.
Full textAbstract:
The clinical motivation for this study arose from repeated observations that some children with cerebral palsy (CP), despite provision of equipment and support, were still failing to reach their expected communication potential. In the clinical field, this failure has been commonly viewed to be the result of physical dependence on adult partners, or linked directly to the children’s physical or learning disabilities, arising from the neurological and developmental deficits associated with CP. Social responsiveness and shared attention underpin language and communication development. Children with cerebral palsy (CP) may be vulnerable to disruption in the development of these foundation skills (Nordin & Gillberg, 1996). However, there are few guidelines for assessment of these skills in this group of children (Watson & Pennington, 2015). This current study aimed to: 1. develop an assessment protocol to support the identification of autism spectrum disorder (ASD) in children with CP at GMFCS levels IV and V; 2. compare the assessment tool (Gaze-NoTe) profiles of performance of children with CP with those seen in children with ASD and with children with Down syndrome (DS); 3. investigate any links, for the children with CP, between social communication deficits skills/deficits and performance on other measures of motor, language, visual and cognitive skills. The study included 57 children in these three groups, matched for age, language and non-verbal abilities. The children with CP (n=32) were screened for their ability to use looking behaviours to give responses (Clarke et al., 2016). A measure of social responsiveness/joint attention, (Gaze-NoTe), accessible by all three groups was derived from established assessments. Children with CP gave reliable responses to the tasks offered, and a range of skills was seen. Many children showed social responsiveness/joint attention skills at a level of development significantly below their language age/performance age, and the performance on the target measure Gaze-NoTe was significantly different across the three groups.
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Pope, Sharon A. "Strategies for Developing Interpersonal Communication Skills for Business Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1916.
Full textAbstract:
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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Meriano, Olivia. "Communication skills development after a drama program for children with social-pragmatic communication difficulties." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59516.
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The current study set out to describe a drama-based group intervention (InterAct) for children with social (pragmatic) communication difficulties and examine the outcomes, with a particular focus on methodologies suitable to measuring potential change. Those with difficulties in this area may have limitations in the skills that are important for achieving successful interactions with others. As a result, they are likely to struggle to develop and maintain meaningful relationships and are at a higher risk of being socially isolated or depressed. InterAct was conducted over 10 weeks and utilized scripting, storytelling and improvisation. The over- arching goals of the program were for the children to develop: (1) more effective social behaviour and interaction; (2) greater socio-emotional awareness of themselves and others, including skills in modulation of their own communication; and (3) more confidence in their communication abilities. Participants were between the ages of 6 and 9 years and had a range of conditions affecting social communication: autism spectrum disorder (ASD), complex developmental behaviour disorder, social anxiety and/or more global developmental delays (n=6). Because there is no consensus on how to evaluate social (pragmatic) communication, outcomes were assessed using a range of standardized tests and non-standard measures of social cognition and behaviour, including communication samples, a false-belief task, Goal Attainment Scaling (GAS: Kiresuk & Sherman, 1968), a parent-report questionnaire and participant interviews. Results suggest that some participants in the InterAct program showed gains in inferencing, flexible thinking and emotional embodiment, including improvement on a false- belief task. No change was observed for recognition of non-social emotions due to pre-program ceiling effects. Parents and participants indicated satisfaction with the program. Participant feedback indicated highlights in: (1) activities and games; (2) forming meaningful relationships; and (3) self-assurance. Additionally, gains were made in observed social communication, as measured by Goal Attainment Scaling (GAS). Overall, the findings show promising results for use of drama as a form of speech-language therapy for children with social skill deficits. This study discussed methodological considerations for future studies, including the potential for GAS to capture progress in social communication.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Doyle, Katherine Jane. "The relationship of age, empathy skill training and cognitive development to nursing students' empathic communication skills." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28212.
Full textAbstract:
The interactive skill of empathy is essential to the practice of nursing. The British Columbia Institute of Technology General Nursing Diploma Program has implemented an interactive skills training program that includes the skill of empathy in order to assist nursing students to acquire this skill. The purpose of this study was to investigate the relationships between the interactive skill of empathy and the developmental variables of level of cognitive development and age and the educational variables of empathy skill training and number of years of post-secondary education in nursing students.
Developmentally, the ability most relevant to the cognitive component of empathy is perspective and role-taking which is facilitated by the development of formal operational thinking. The constraints on the development of formal operational thinking consequently are constraints on the development of the cognitive component of empathy. It is this cognitive empathic ability, however, that is considered crucial to nursing. The question therefore arises: To what degree do the cognitive constraints evident in nursing students inhibit or impede their development of empathic interactive skills.
Data were collected from two groups of nursing students, one that had experienced the empathy training and the other that had not. The variables of empathic interactive skill and level of cognitive development were measured with Carkhuff's Empathic Understanding in Interpersonal Processes Scale and the Arlin Test of Formal Reasoning respectively. Data on age and number of years of post-secondary education were collected with a Biographical Data Sheet. Hierarchical multiple regression analysis was used to investigate the linear relationship of age, empathy skill training, and cognitive level to the subjects' empathic interactive skill. Two nonparametric tests of chi square were used to examine the degree of independence between empathic interactive skill and the variables of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference.
The findings of this study indicate that there is a significant linear relationship between empathic interactive skill and empathy skill training. Training accounted for the greatest proportion of variance in empathy scores after age had been removed (53%), F (3, 50) = 30.64, p<.00001. Chi square analysis found that empathic interactive skill was shown to be independent of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference. It is recommended that the empathy skill training program be continued with the following suggestions. The contextual, process nature of interaction needs to be emphasized including the constraints and realities of nursing practice that generally are not operating in the counselling paradigm from which the skills program is adopted. Subsequently, more emphasis is required on the facilitative skills, including basic empathy rather than the challenging skills. It is suggested that on-going seminars for faculty to clarify the value and practice of empathy plus a team teaching approach would improve the quality of supervision students receive. Suggestions are made for further research.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Boulanger, Charlotte, and Laura Pazzaglia. "Leading Cultural Diversity: Strategies & Skills." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26278.
Full textAbstract:
Today’s business world is facing a continual increase of globalization that opened the borders of nations. Organizations see in multicultural teams and cultural diversity a way to respond to this phenomenon. Cultural diversity in multicultural teams is a new challenge for leaders. Indeed, they need to develop new strategies and skills to include individuals coming from different cultures in order to ensure the proper functioning of the team and achieve effectiveness. The purpose of our thesis – labeled “Leading Cultural Diversity: Strategies and Skills” – is to find out, through interviews and conversations with actual leaders, which strategies and skills are necessary in global organizations. The findings might be applied in other fields where cultural diversity plays an important role.
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Ward, Charles W. "Effective biblical communication a curriculum for enhancing the preacher's homiletical skills /." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
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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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Done, Judith Madeleine. "Contemporary approaches to communication skills training : a pre-training investigation." Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/29174/.
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This study is designed to contribute to the understanding of the theory and practice of communication skills training. The participants are 48 trainee careers advisers following a Postgraduate Diploma in Careers Guidance. The purpose of the research is to investigate the effect of pre-training assessment and feedback on post-training performance. A secondary hypothesis relates to gender differences in communicative competence. The study uses a quasi-experimental, pre- and post-test design in which the independent variables are feedback and training. Dependent variables, applied at Time 1 and Time 2, include four self-report measures (Rotter I-E Scale, Social Situations Questionnaire, PONS Test and a repertory test) and behavioural ratings applied to videotaped interviews by two independent, trained raters. The findings suggest that while neither pre-treatment feedback alone nor training alone has an effect on performance at Time 2, the combination of feedback plus training produces a significant improvement in performance from Time 1 to Time 2. Significant differences between males and females in certain behavioural rating categories were found at Time 2. The results of this study lead the writer to propose that communication skills training could be enhanced by the inclusion of pre-training assessment and feedback, an inclusion which would result in CST being tailored more specifically to individuals even when the training is administered to groups. A second recommendation based on the findings is that there is scope for further investigation into gender differences in communicative behaviour and their implications for training.
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Elliott, Natalie Louise. "An investigation into the communication skills of unemployed young men." Thesis, University of South Wales, 2011. https://pure.southwales.ac.uk/en/studentthesis/an-investigation-into-the-communication-skills-of-unemployed-young-men(5b2211e7-fc26-44d1-9c58-0e73fe0d768a).html.
Full textAbstract:
The aim of this study is to explore language skills in a population of unemployed young men aged 18-24 years registered on the Employment Zone (EZ) programme in Wales. Three phases of data collection were conducted between 2007 and 2010. In Phase 1 quantitative data were gathered on language and non-verbal IQ using standardised assessment tools. A structured interview was also administered to gather quantitative and qualitative information on contextual factors. In Phases 2 and 3, participants were folio wed-up with a telephone interview to investigate their employment status a) six months and b) two years following participation in Phase 1. Data from Phase 1 (N= 76) describe prevalence of language impairment which was found to be considerably above the 1 % prevalence reported as existing in the UK general population and the 2.02% - 19% reported in children (up to 88%). The specific nature of language impairment was evaluated using an assessment of non-verbal IQ, finding a high level of specific language impairment (34%) and nonspecific language impairment (54%). Self-report data on contextual factors were found to be comparable with those recorded in previous studies. Data on language skills were compared to employment outcomes in Phase 2 (n = 73) using t-tests. Associations between higher listening skills and ability to gain employment approached significance, and higher speaking skills were significantly associated with ability to gain employment, both with a medium effect size. Preliminary evidence from Phase 3 (n = 23) describe long-term employment outcomes, to inform potential future research. The results of this study provide evidence for the first time that there is an under-identification of language impairments in the study population, and generates provisional data on associations between language skills and ability to gain employment. This study sets the foundations for further research and policy development in the fields of communication impairments as well as unemployment. It therefore may contribute towards improved employment outcomes for people with communication impairments.
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Ramsay, Annetta. "Marriage Enrichment: the Use of Computers to Teach Communication Skills." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331913/.
Full textAbstract:
In this study, a computerized marriage enrichment program that gave couples instruction on communication skills and problem-solving was developed and tested. Couples completed the marriage enrichment courseware together on a computer. Forty couples from a metropolitan area in North Texas volunteered to complete the marriage enrichment courseware. Ten couples were randomly assigned to each of the following four groups: an experimental group that received the pretest followed by treatment and a post-test, a control-wait group that completed pre- and post-tests, an experimental group that received treatment followed by a post-test, and a post-test only control-wait: group. Three hypotheses were generated predicting that experimental subjects would significantly increase their marital communication skills following the treatment and that wives in the pre-test and experimental groups would achieve higher marital communication scores than would husbands. The dependent variable was the score on the Marital Communication Inventory (Bienvenu, 1970). Analyses of variance did not reveal any differences between husbands, wives, and couples at the pre- or post-tests. A three way analysis of variance revealed a significant main effect for treatment (p < .04), but no interaction effects were found. In related findings, a t-test on the post-test minus pre-test difference for wife's scores was significant beyond the .005 level of confidence. Pearson product-moment correlations between the amount of time spent on the marriage enrichment courseware and posttest scores suggested that couples who spent more time completing the program were more likely to achieve higher scores. A regression analysis confirmed the significance of time spent on increased post-test scores (p < .0085). Based on these findings, it seems appropriate to conclude that computerized marriage enrichment courseware is a promising approach for couples who spend at least two hours completing the material.
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Fine, Gregory M. "Improving parent/teenager relationships through the development of communication skills." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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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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Alokla, Shamma. "Non-Verbal Communication Skills of Children with Autism Spectrum Disorder." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/727.
Full textAbstract:
The purpose of this study was to investigate how special education teachers implement evidence-based practices for non-verbal communication skills of children with autism spectrum disorder (ASD). This study interviewed six early childhood special education teachers from preschools in the Southern California. According to the teacher interviews, joint attention deficits in children with ASD were overcome using visual aids, toys, and basic sign gestures. Peer tutoring, functional communication training and drawing were found to improve nonverbal communication skills. In addition, children with ASD regularly played with their typically developing peers. In conclusion, a co-teaching model can benefit children with ASD and also reduce the stigma typically developing children may have of their peers in special education classes. However, a larger sample size is needed so that findings from this research can be generalized to a larger population of special education teachers and children with ASD.
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Moss, Rose. "Communication Skills of Novice Psychiatric Nurses with Aggressive Psychiatric Patients." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/326.
Full textAbstract:
Communication Skills of Novice Psychiatric Nurses with Aggressive Psychiatric Patients
by
Rose L. Moss
MS, University of Hartford, 1996
Project Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Nursing Practice
Walden University
March 2015
The transition from novice nurse to a competent psychiatric staff nurse is often associated with major communication challenges, primarily when caring for aggressive patients. Guided by Peplau's theory, this quantitative study assessed the communication skills of novice psychiatric nurses (N = 25) who worked 24 months or less in the state psychiatric hospital with aggressive psychiatric patients. Additionally, certain demographic data such as gender, age range, level of education, and length of time working were analyzed to determine their impact on communication skills. The survey consisted of 20 questions which assessed demographic data, communications skills, and hospital-based orientation. Based on ANOVA, novice nurses did not differ on hospital-based orientation based on gender, age, level of education, or length of time working. Novice nurses' communication skills did not differ by gender, age or level of education; however, novice psychiatric nurses who had worked 19-24 months had stronger communication skills than those working less time with aggressive patients (F = 6.9, p < 0.005). A communication skills class during hospital orientation to prepare novice nurses to communicate effectively with aggressive patient was recommended to nursing leadership and staff. A communication skills class held during hospital orientation could enhance the nurse-patient relationship, cultivate a safer and secure milieu, and improve patient outcomes. The findings have implications for positive social change for staff development to improve the hospital orientation for novice psychiatric nurses to become better equipped as effective communicators with aggressive psychiatric patients.
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McComish, Cara Shirley Crais Elizabeth R. "The relationship of mealtime communication and oral-motor feeding skills to later language skills in premature infants." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1497.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Speech and Hearing Sciences in the Department of Allied Health Sciences." Discipline: Allied Health Sciences; Speech and Hearing Sciences; Department/School: Medicine.
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Forde, Patrick J. "Employer expectations for business graduate communication and thinking: an investigation conducted in Singapore and Perth." Thesis, Curtin University, 2000. http://hdl.handle.net/20.500.11937/70.
Full textAbstract:
In Australia, the employment destinations of new graduates are surveyed annually and descriptions of successful employment have become an indicator of quality within the higher education sector. The expectations that employers hold for graduate generic skills are of interest, therefore, to graduates and the institutions they attended. Communication and thinking are recognised widely as the most important generic skills, however the application of these skills will occur in the workplace where academic skills may not be totally appropriate. In addition, many graduates of Australian institutions; e.g., international students, are likely to be employed by foreign organisations. Therefore, not only is the workplace a very different environment to academia but graduates could be expected to satisfy the expectations of employers working in culturally different environments.This investigation describes the expectations participating Singaporean and Perth employers held for recently graduated business graduates with particular attention given to graduate communication and thinking. The exploratory research used interviews and surveys to assemble contextual descriptions of employer expectations. The interview data was used to construct a questionnaire that was administered across a larger sample of employers to see whether the surveys corroborated the interview findings. Contextual descriptions of the communication and thinking capabilities that the Singaporean and Perth employers expected recent business graduates to possess are provided by this study. Gaps between employer expectations and perceptions of graduate ability are discussed, together with useful graduate characteristics. During data analysis five themes were noted and they have been used to propose a model of employer expectations. Finally, seven recommendations for professional practitioners have been suggested and a list of employer concerns is provided.
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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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