Relevant bibliographies by topics / Effective and ineffective communication

Contents

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

Academic literature on the topic 'Effective and ineffective communication'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Effective and ineffective communication"

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Kramer, Michael W., and P. M. Pier. "Students’ perceptions of effective and ineffective communication by college teachers." Southern Communication Journal 65, no. 1 (December 1999): 16–33. http://dx.doi.org/10.1080/10417949909373153.

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Robinson, F. Patrick, Geraldine Gorman, Lynda W. Slimmer, and Rachel Yudkowsky. "Perceptions of Effective and Ineffective Nurse-Physician Communication in Hospitals." Nursing Forum 45, no. 3 (August 3, 2010): 206–16. http://dx.doi.org/10.1111/j.1744-6198.2010.00182.x.

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Barge, J. Kevin, Cal W. Downs, and Kenneth M. Johnson. "An Analysis of Effective and Ineffective Leader Conversation." Management Communication Quarterly 2, no. 3 (February 1989): 357–86. http://dx.doi.org/10.1177/0893318989002003004.

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Ejohwomu, Obuks Augustine, Olalekan Shamsideen Oshodi, and Ka Chi Lam. "Nigeria’s construction industry: barriers to effective communication." Engineering, Construction and Architectural Management 24, no. 4 (July 17, 2017): 652–67. http://dx.doi.org/10.1108/ecam-01-2016-0003.

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Purpose Communication plays an important role in the quality of the relationship, trust and collaboration among construction project teams. Literature suggests that effective communication is vital for achieving improved project performance. The purpose of this paper is to identify and assess the barriers to effective communication in the Nigerian construction industry, using attribution theory paradigm. Design/methodology/approach Questionnaires detailing 15 barriers to effective communication were administered to consultants and contractors engaged in the Nigerian construction sector. In total, 100 valid responses were analysed using mean score, factor analysis and factor score. Findings Unclear project objectives, ineffective reporting systems and poor leadership were ranked as the most significant barriers to effective communication. Factor analysis uncovered that the principal reasons responsible for ineffective communication include: managerial and technical barriers and credibility and background barriers. Practical implications The results provide information on barriers which needs to be addressed in order to improve communication in construction projects in Nigeria. There is a need to conduct post-completion reviews of construction projects so that project team members can learn and share knowledge on past experiences. Although the present study was conducted in the Nigerian context, it is envisaged that the research outcome will be widely applicable to other developing countries. Originality/value The study provides insights on the perceived barriers to effective communication in Nigerian construction projects. The paper presents the direction for further research aimed at improving communication in construction projects in Nigeria.
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Denisov, Aleksander F. "Problems of commucation culture in companies operating in the Russian market." Vestnik of Saint Petersburg University. Management 20, no. 1 (2021): 86–107. http://dx.doi.org/10.21638/11701/spbu08.2021.104.

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The article addresses the problems of communication culture in companies operating in the Russian market and balance between effective and ineffective communications. One of the burning issues of modern companies — regardless of the form of ownership — is ineffective communication in the organization. Reasons that lead to ineffective communication are quite numerous — from leadership style to communication tools used in the organization (telephone conversations, business correspondence, meetings, orders, etc.). Conventionally there is a distinction between the concepts of personal (personal characteristics) and the culture of organization, which largely depends on corporate culture. Corporate culture may differ significantly due to a leadership style and the affiliation of an organization with international or Russian business. The study considers various parameters of communication in an organization, such as the quality of corporate information, the level of information support, barriers to interpersonal communication, and analyzes different forms of business communication. The article presents a theoretical review of approaches to the research of this issue by Russian and foreign authors and gives an account of the results of the study conducted by the author together with Kelly Services. The detailed results of the study based on the sample of 109 employees of companies from various sectors of the economy are accessible in the appendix to the article.
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Demchak, Maryann, and Carl R. Morgan. "Effective Collaboration between Professionals and Paraprofessionals." Rural Special Education Quarterly 17, no. 2 (June 1998): 10–15. http://dx.doi.org/10.1177/875687059801700203.

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In rural districts the use of paraprofessionals provides a valuable resource that is often essential to the success of educational programs. Unfortunately, variables exist that can lead to ineffective collaboration between professionals and paraprofessionals. This article provides concrete strategies to lead to more effective professional-paraprofessional collaboration: (a) clarifying roles and responsibilities, (b) discussing job expectations, (c) daily scheduling, (d) on-going communication, and (e) providing regularly scheduled training.
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Albalawi, Hanan, and Muhammad Nadeem. "Exploring the Impact of Ineffective Formal Communication between Teachers and Students: A Case Study of Mustaqbal University and Jubail University College, Kingdom of Saudi Arabia." English Language Teaching 13, no. 3 (February 19, 2020): 68. http://dx.doi.org/10.5539/elt.v13n3p68.

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This study investigates the specific barriers to effective communication by teachers and students of the EFL programs of higher education in the Saudi Kingdom. The study utilized a qualitative design to examine perspectives of EFL students and the faculty members of the EFL programs at Al-Mustaqbal and Jubail University College on the effects, causes and viable solutions to ineffective communication between teachers and students. Data collection involved interactive methods which included using open-ended questionnaires and online focus groups respectively. Overall, 39% agreed that poor and ineffective communication is common between teachers and students, and 44% agreed that it was a cause of poor performances for students in EFL programs; while 17% indicated that ineffective communication between teachers and students was to blame for the poor quality of engagement of students with their teachers. The findings qualify the critical significance of considering the implementation of motivating methodologies for improving teacher-student communication.
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L. Moussa, Fatchima. "EFFECTIVENESS OF MULTIDISCIPLINARY TEAM MEMBERS IN A COMPLEX, HIGH-RISK, AND STRESSFUL CRITICAL CARE UNIT (CCU)." Indonesian Journal for Health Sciences 4, no. 2 (September 1, 2020): 99. http://dx.doi.org/10.24269/ijhs.v4i2.2129.

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Background: Critical Care Unit (CCU) serves as the most complex unit of the health care sector. The performance of multi-disciplinary team members working in CCU is affected through various factors such as; ineffective leadership, lack of communication, inappropriate team structuring etc. This study aims to evaluate the performance effectiveness of multidisciplinary team members working in the complex, risky and stressful environment of the critical care unit of Alansar General Hospital (AGH). Methods: A descriptive correlational study design is used. Data were collected through a structured questionnaire provided to a sample of 56 nurses working in CCU. Results: Findings indicated that the team working in CCU face problems due to ineffective conflict handling. Competent leadership is effective in providing appropriate team structure. Also, communication between team members helps in making useful decisions by using the knowledge gained through team communication. Conclusion: Multidisciplinary teams must be provided effective training to promote quality communication, knowledge sharing, and proper team structuring to improve quality of health care.
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Kaskova, L. F., O. A. Kulay, A. V. Artemiev, and I. Yu Vashchenko. "ORGANIZING EFFECTIVE ONLIDE BUSINESS MEETING." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 20, no. 4 (December 30, 2020): 176–79. http://dx.doi.org/10.31718/2077-1096.20.4.176.

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Currently, the correct organization of internet communication is an important stage of effective work. A business meeting is the integral parts of the working process, a gathering of colleagues for exchanging information, making decisions and discussing internal organizational issues. Sometimes internet distance meetings can lose their effectiveness because of many reasons, and instead of being strictly stuck to the agenda, they become digressive and ineffective. The purpose of this article is to identify the factors influencing the effectiveness internet business meetings at dental clinical departments. The commonest drawback of online meetings is that people are actually little involved in the subject matter, often do not listen and do not response others speaker and try to chat in chat box. Different technical equipment and technical skills of the participants, as well as online platforms chosen can also have negative impact. The experience of internet communication has stressed the importance of careful planning and organization in order to conduct an effective business meeting. Knowing the type of the online meeting type, key issues to be discussed help to organize an effective remote event. Early planning of an online meeting structure declines possible drawback.
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Juchniewicz, Jay. "The Influence of Social Intelligence on Effective Music Teaching." Journal of Research in Music Education 58, no. 3 (October 2010): 276–93. http://dx.doi.org/10.1177/0022429410378368.

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The purpose of this study was to investigate the influence of social intelligence on effective music teaching. Forty teachers from “exemplary programs” and “more challenging programs” across band, chorus, orchestra, and general public school music programs were administered the Interpersonal Perception Task—15 (IPT-15). In addition, 84 external evaluators viewed teaching excerpts of 12 “exemplary” and “challenged” teachers and rated the (a) overall effectiveness and (b) main attribute that influenced their evaluations of each teaching excerpt. Results indicated no significant differences between the IPT-15 scores of “exemplary” teachers and “challenged” teachers.The external evaluators rated teachers identified as “exemplary” significantly higher than they rated teachers labeled as “challenged.” The majority of attributes influencing external evaluators’ ratings of overall teacher effectiveness were social, constituting more than 85% of all responses. All teachers who demonstrated effective social skills were perceived as effective teachers. Effective communication skills were the most frequently cited attributes for “exemplary” teachers, whereas ineffective classroom management was the most listed attribute for why teachers were rated ineffective.
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Dissertations / Theses on the topic "Effective and ineffective communication"

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Cammock, Peter. "The characteristics and behaviour of effective and ineffective managers." Thesis, University of Canterbury. Business Administration, 1991. http://hdl.handle.net/10092/4361.

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Recent reviews of the management literature have expressed concern over the lack of attention to the issue of effectiveness. This study addresses this deficiency by describing the characteristics and behaviours of effective versus ineffective managers in a large New Zealand public sector organisation (the Department of Social Welfare). Repertory Grid interviews were conducted with 89 respondents in four offices of the organisation. A panel of judges sorted the constructs into a questionnaire which was administered to a further 365 respondents, Analysis of the questionnaire data reduced the 170 items into 20 scales descriptive of the characteristics and behaviour of most and least effective managers in the Department. Factor analysis of the scales revealed a three factor structure, suggesting that effective managers require ability in the conceptual, interpersonal and technical areas, Both the scales and the factors demonstrated a high degree of interaction, lending support to previous research findings that emphasize the holistic, and interactive nature of managerial work. Significant variations in emphasis on the scales and factors were apparent between lower and more senior level respondents. The thesis concludes by considering the implications of these findings for management education and development and recommending avenues for further research.
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Hughes, Kim. "State Economic Growth: An Analysis of Effective and Ineffective Development." Marietta College Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=marhonors1366919500.

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Forrest, Sharon Irene. "The metabolism of starch in effective and ineffective nodules of soybean /." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=64078.

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Pitzen, John G. "An analysis of effective and ineffective classroom management teacher's behaviors and characteristics /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009pitzenj.pdf.

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La, Rochelle Jason. "The counselling relationship : effective and ineffective ways of working with Aboriginal clients." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45007.

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This study used the Enhanced Critical Incident Technique (ECIT) to explore what helps or hinders the building of a positive counselling relationship with Aboriginal clients. Interviews with 10 participants produced 201 critical incidents and wish list items. These incidents and wish list items were placed into 13 helping categories, 9 hindering categories, and 5 wish list categories. The following helping categories had the highest participation rates: Culturally Appropriate Knowledge and Methods, Counsellor Focuses on Client Needs, and Appropriate Self-Disclosure. The following hindering categories had the highest participation rates: Counsellor Not Focused on Client Needs, Ineffective Communication Skills, and Cultural Incongruence/Lack of Cultural Knowledge. The top wish list category based on participation rate was the following: the Counsellor Has Knowledge about Aboriginal Culture. Nine credibility checks were performed to ensure validity of the data. The purpose of this study was to provide Aboriginal clients with a voice within counselling psychology research pertaining to helping and hindering aspects of counselling relationship building.
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Seeli, F. D., and A. M. Rambuda. "MANAGING INEFFECTIVE SECONDARY SCHOOLS AT LEJWELEPUTSWA DISTRICT IN THE FREE STATE PROVINCE." Interim : Interdisciplinary Journal, Vol 13, Issue 1: Central University of Technology Free State Bloemfontein, 2014. http://hdl.handle.net/11462/283.

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Published Article
This study reports the findings of the masters studies on management styles that are adopted in effective secondary schools and examined how the effect of participative management styles could positively change the status of ineffective secondary schools. Two hundred educators and five school principals were sampled for the study. Questionnaires and semi-structured interviews were used to collect the data for the study. The respondents argued that their school principals adopted democratic, transformational, situational, and behavioural styles of management. They further believed that the adoption of participative management styles would positively change the status of ineffective secondary schools. They argued that by adopting democratic, transformational, situational and behavioural styles of management will encourage educators to: i) develop effective teaching and learning in their classrooms as they will be highly motivated; ii) adopt participative teaching methods that encourage learners to take part in classroom activities with confidence; and, iii) adopt team teaching which contributes to better performance in the classroom.
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Raymond, Sylvie Marguerite. "Effective and ineffective university teaching from the students' and faculty's perspectives : matched or mismatched expectations?" Thesis, University of Exeter, 2008. http://hdl.handle.net/10036/40767.

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This paper reports on the findings from an investigation conducted in the Arab Gulf region into student and faculty perceptions of effective and ineffective teaching practices at the university level. Samples were drawn from both genders in two dissimilar academic programs: the university preparatory intensive English program (IEP) and the mainstream science program. Specifically, this study focuses on the characteristics of effective and ineffective teaching from the point of view of four population groups: English students, English faculty, science students and science faculty. The method of enquiry made use of both interviews and a questionnaire. Means, ranking, and standard deviation followed by other analyses indicated that there was a high degree of similarity between students and faculty with respect to the perceived attributes of effective and ineffective teaching. It appears that the effective teacher is the mirror image of the ineffective by being imbued with a generous dose of personality traits in addition to skills. Both faculty and students in this research conducted in the Gulf depicted the excellent university professor as someone who: (1) is respectful, (2) makes classes interesting, (3) is fair in evaluating, (4) cares about students’ success, (5) shows a love for their subject, (6) is friendly, (7) encourages questions and discussion, (8) is always well prepared and organized, and (9) makes difficult subjects easy to learn. Findings of students’ and faculty’s perspectives suggest that effective teaching is the blending of both personality and ability factors. The key factor, however, remains the teacher’s personality.
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MacDonald-Clarkson, Christine Marie. "Characteristics of effective and ineffective clinical teachers in nursing as perceived by students and faculty." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26005.

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The purposes of this study were to investigate the characteristics of effective and ineffective clinical teachers in nursing as perceived by diploma school students and faculty, to compare the two groups in their perceptions, and to determine the influence, if any, that selected student and teacher variables have on these perceptions. The sample included 149 nursing students who had been supervised by at least 3 clinical teachers during their nursing education and 24 faculty. A descriptive survey approach was utilized for this study. Data were gathered using a background information questionnaire, an adapted form of the Nursing Clinical Teacher Effectiveness Inventory (NCTEI), and a Summary form. The NCTEI, developed by Knox and Mogan (1985), contains 48 clinical teacher characteristics grouped into five categories. Subjects were asked to rate an effective and ineffective clinical teacher from their past observations using the NCTEI. They were then requested to list the three characteristics they considered to be most important for clinical teacher effectiveness. Data were analyzed using a variety of statistical procedures. Results showed that students and faculty did describe effective and ineffective clinical teachers in nursing differently. Students emphasized characteristics related to Personality Traits, Interpersonal Relationships, and Evaluation categories while faculty focused on Teaching Ability, Nursing Competence and Evaluation characteristics. The three characteristics selected as most important for clinical teacher effectiveness were also found to differ between the two groups. The student variable of class level influenced the ratings of effective clinical teachers while age influenced the ratings of ineffective clinical teachers. These variables did not affect the three characteristics selected as most important for clinical teacher effectiveness. The faculty variable, number of years of teaching experience, affected ratings of both effective and ineffective clinical teachers. However, the variables of teaching level, employment status, and educational preparation did not. No significant differences were found in the characteristics chosen as the three most important for a clinical teacher to possess across faculty variables. Conclusions and implications of this study are addressed and suggestions for further research are presented.
Applied Science, Faculty of
Nursing, School of
Graduate
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Pérez, María Teresa. "Interprofessional Conflict: A Preventive Health Approach to Ineffective Communication in Nurse-Physician Relationships." Thesis, Boston College, 2010. http://hdl.handle.net/2345/3249.

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Thesis advisor: Judith A. Vessey
This undergraduate thesis explores the underlying problem of interprofessional conflict and the resulting poor communication between physicians and nurses. It establishes the importance of understanding and addressing this subject within the health care community on a basis of reported negative outcomes, including compromised patient safety and quality of care. It also proposes a preventive health model as the most effective approach to describing the problem. An exploration of the antecedents to this interprofessional conflict identifies gender identity as having a significant role in setting the stage for the kind of relationships between nurses and physicians that harbor tension. Gender roles are discussed in the context of the developing professional identities of both physicians and nurses. The discussion further identifies how these social and professional distinctions result in the imposition of hierarchical arrangements that give way to oppressive relationships. The analysis proposes a need for dialogue –a form of primary prevention- regarding the oppressive internalized sexism that appears to have resulted from this hierarchical evolution
Thesis (BS) — Boston College, 2010
Submitted to: Boston College. Connell School of Nursing
Discipline: College Honors Program
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Shannon, Dr Cad W. "Effective Management Communication Strategies." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5779.

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Managing employee engagement is critical to the success of an organization, but 85% of managers struggle with engaging employees. The purpose of this single-case study was to explore effective communication strategies within an organization and determine how managers used these strategies to increase employee engagement, productivity, and organizational effectiveness. Data were collected from organizational documents, observations, and semistructured interviews with 6 managers of a corporation located in the midwestern United States. All participants were working full-time for at least 3 years, had a managerial title, and were responsible for departmental communication. Moustakas's modified van Kaam method was used for data analysis. Communication theory provided the conceptual framework for the study. Three themes that emerged from the participants' interviews, observations, and data analysis were coaching employees, motivation, and consistency in communication. The findings of this study may impact positive social change by improving the organizational competitive environment through engagement in the community and society. The implications for positive social change include the potential for managers with direct reports to improve their understanding of the causes of engagement and disengagement, internal communication strategies that cause disengagement, and the benefits of implementing engagement strategies. The results of this study may provide managers with knowledge about employee engagement strategies used to improve productivity and organizational effectiveness within the industry. Community relationships could also improve as a result of effective communication.
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Books on the topic "Effective and ineffective communication"

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Taylor, Stephen Peter. Did ineffective communication hinder the performance of Elf at home as a service provider and to what extent did the implementation of a new communication strategy effectively improve performance?. Oxford: Oxford Brookes University, 2003.

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Effective communication. New York, N.Y: DK Pub., 2009.

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Effective communication. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Meyer, Kenneth B. Effective communication. [s.l.]: United StatesDepartment of Agriculture. Veterinary Services, 1988.

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Conway, Flaxen D. L. Effective communication. [Corvallis, Or.]: Oregon State University Extension Service, 1999.

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Thompson, Neil. Effective Communication. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-1-137-28528-7.

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Thompson, Neil. Effective Communication. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00223-2.

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Golen, Steven. Effective business communication. [Washington, D.C.?]: U.S. Small Business Administration, Office of Business Development, 1988.

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Eisenberg, Anne. Effective technical communication. 2nd ed. New York: McGraw-Hill, 1992.

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Smith, Lyn. Effective Internal Communication. London: Kogan Page Publishers, 2008.

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Book chapters on the topic "Effective and ineffective communication"

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McCabe, Catherine, and Fiona Timmins. "Effective Communication." In Communication Skills for Nursing Practice, 44–67. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-34449-6_3.

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Barron, Diana Andrea, and Emma Winn. "Effective Communication." In Intellectual Disability Psychiatry, 3–19. Chichester, UK: John Wiley & Sons, Ltd, 2009. http://dx.doi.org/10.1002/9780470682968.ch2.

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Bassot, Barbara. "Effective communication." In The Employability Journal, 59–72. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-60382-1_5.

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Carter, Eric, and Matthew Hurst. "Effective Communication." In Agile Machine Learning, 129–53. Berkeley, CA: Apress, 2019. http://dx.doi.org/10.1007/978-1-4842-5107-2_6.

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Williams, Kimberly, John M. Facciola, Peter McCann, and Vincent M. Catanzaro. "Effective Communication." In The Legal Technology Guidebook, 75–77. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54523-3_14.

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Firth, Miriam. "Effective communication." In Employability and Skills Handbook for Tourism, Hospitality and Events Students, 185–202. Abingdon, Oxon; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351026949-11.

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Heyhoe, Tom. "Effective Communication." In Food Product Development: Based on Experience, 3–12. Ames, Iowa, USA: Iowa State Press, 2008. http://dx.doi.org/10.1002/9780470376898.ch1.

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Bromell, David. "Effective Communication." In The Art and Craft of Policy Advising, 125–53. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52494-8_5.

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Thompson, Neil. "Communication Difficulties." In Effective Communication, 199–216. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00223-2_10.

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Thompson, Neil. "Managing Communication." In Effective Communication, 242–62. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00223-2_12.

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Conference papers on the topic "Effective and ineffective communication"

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Dekker, Daphne. "Effective Versus Ineffective Communication Behaviors in Virtual Teams." In 2007 40th Annual Hawaii International Conference on System Sciences (HICSS'07). IEEE, 2007. http://dx.doi.org/10.1109/hicss.2007.195.

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Kasimatis, Katerina, Vasiliki Kontogianni, Andreas Moutsios-Rentzos, and Varvara Rozou. "IDENTIFYING THE EFFECTIVE TEACHER: THE CONCEPTIONS OF PRE-SERVICE ASSISTANT NURSES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end027.

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In this paper, we focus on the conceptions of effective teaching that pre-service assistant nurses hold about effective and ineffective teaching during their training in Public Vocational Training Institutes (DIEK) in Greece. We focused on three aspects of teaching effectiveness: 1) The model of Patrick and Smart (1998), who identified three groups of effective teacher characteristics includes; respect for students, ability to challenge students, organisation and presentation skills; 2) Considering the hands-on teaching experiences of pre-service assistant nurses, we explored their conceptions about teaching effectiveness in problem-based learning educational settings, based on Mayo, Donnelly, Nash and Schwartz (1993), who investigated, amongst others enthusiasm, active interaction and providing feedback. 3) The communicational aspect of teaching effectiveness, drawing upon the work of McCroskey and Richmond (1990) about socio-communicative styles, who identified two dimensions of interpersonal communication; namely assertiveness and responsiveness. All three aspects were explicitly investigated for both effective and ineffective teaching. A three-section (in line with the three-faceted conceptualisation of teaching effectiveness), 56 Likert-type items, questionnaire was completed by 125 students. Our analyses allowed us to identify which aspects of teaching characterise the effective teacher and which are present both in the effective and the ineffective teacher.
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Parr, Sharon. "Organising Information And Procedures For Effective Communication Across Multinational Campuses." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2554.

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The Faculty of Informatics and Communication at Central Queensland University (CQU) is well known for providing a quality product and service to its customers. CQU’s central campus is located in Rockhampton. CQU operates within a complex tertiary environment, and offers its programs and courses from a multitude of campuses around the world. The organization of information and procedures that define the way in which the Faculty does business is a complicated process that requires a high level of interaction between staff and associated partners. Communicating through email is convenient; however, it can be ineffective if it is not understood correctly and completely at the receiving end. This paper presents an overview of how the Faculty of Informatics and Communication operates in a complicated tertiary environment and how it uses different communication tools to effectively coordinate the delivery of its educational product and is able to build relationships with remote campuses.
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Navarro, Jose, Bosch Josep Lluis, Palacín María, Marina Solé, Rita Berger, David Leiva, Francesca Ceppi, and Júlia Castellano. "Teamwork: Assessment of teamwork competence in higher education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5507.

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Teamwork is a competence highly demanded among workers and an academic field with an extensive specialized literature. Based on this knowledge that comes from the study of organizational behavior, this communication presents a model to understand teamwork in higher education settings. The theoretical model considers structural components (i.e., task interdependence and task uncertainty), processes (i.e., team development and team climate for learning) and results (i.e., team effectiveness). Moreover, an assessment tool (and attitude questionnaire with 42 items-Likert scale with a range from 1 to 7) is also presented to measure these critical components that can allow us to distinguish between effective and ineffective teams in higher education. First results of the application of these tools to 18 team students show good consistency values of the tools being able to distinguish among teams. Additionally, we propose a procedure to obtain aggregated measures per group from the members’ responses considering the degree of agreement among members.
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Aina, Adebunmi Yetunde, and Ayodele Ogegbo. "CHANGE MANAGEMENT: EXPERIENCES OF PRIVATE TVET COLLEGE EDUCATORS REGARDING VIRTUAL LEARNING DURING COVID-19." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end054.

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This study explored the experiences of private TVET college educators regarding virtual learning during the Covid-19 school lockdown. The Kanter theory of change is adopted as the theoretical base in this study. Data collection was done through face-to-face semi structured interviews and non-participant observation. Collected data was analyzed using content analysis. Findings reveal that though participants have positive attitude toward the process of change required in transitioning from traditional environment to virtual environment, majority of them did not receive substantive training on how to use technology to support virtual teaching. However, educators indicated that the change process comes with several challenges such as technical problems, ineffective communication from management, workload, inadequate training, lack of access to ICT tools and lack of other structural support within the college which impacts their effective implementation of virtual teaching. Thus, teachers should be adequately prepared, supported and empowered to cope with the changes and transition processes involved to continue teaching in a virtual environment. More so, TVET college managers and policy makers should priorities change management programmes designed to prepare teachers for the inevitability of technological change in education.
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Edwards, Stephen H., Jason Snyder, Manuel A. Pérez-Quiñones, Anthony Allevato, Dongkwan Kim, and Betsy Tretola. "Comparing effective and ineffective behaviors of student programmers." In the fifth international workshop. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1584322.1584325.

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Evans, Nina. "The Need for an Analysis Body of Knowledge (ABOK) - Will the Real Analyst Please Stand Up?" In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2781.

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An in-depth study of the business-IT interface produced numerous reasons why Information Technology (IT) solutions often do not meet the expectations of the business client. Major contributors towards the expectation gap are: Insufficient analysis of the business problem, bad user requirement specifications and documentation, ineffective communication and interpersonal relationship problems. All of these are the responsibility of the business- and/or systems analyst, who acts as a bridge between the IT function and the rest of the business. There is confusion about the title, role and required knowledge and skills of analysts. A formal ‘Body of Knowledge’ (BOK) can address the confusion in the ICT industry and guide higher education institutions to effectively prepare such employees for the industry. This article discusses the results of the initial phase of a joint research project by the Tshwane University of Technology and the Special Interest Group for Analysis in South Africa towards creating such an Analysis Body of Knowledge (ABOK). In this phase the need for a BOK was determined and the world of analysis in South Africa investigated to draw up a preliminary analysis profile. The plans for follow-up research to develop a comprehensive ABOK are also discussed.
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Buffardi, Kevin, and Stephen H. Edwards. "Effective and ineffective software testing behaviors by novice programmers." In the ninth annual international ACM conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2493394.2493406.

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Frigaard, I. A., and S. Pelipenko. "Effective and Ineffective Strategies for Mud Removal and Cement Slurry Design." In SPE Latin American and Caribbean Petroleum Engineering Conference. Society of Petroleum Engineers, 2003. http://dx.doi.org/10.2118/80999-ms.

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Ponzoni, Norma. "Contributing factors to ineffective nurse-physician communication: Survey results." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2315-4330_wnc14.66.

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Reports on the topic "Effective and ineffective communication"

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McCormick, Michael. Operational Factors: Fact or Fiction, Effective or Ineffective. Fort Belvoir, VA: Defense Technical Information Center, May 2006. http://dx.doi.org/10.21236/ada463547.

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Moncarz, Howard T. Effective communication platforms. Gaithersburg, MD: National Institute of Standards and Technology, 1997. http://dx.doi.org/10.6028/nist.ir.5974.

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Reeder, Melanie. The Strategic Communication Plan: Effective Communication for Strategic Leaders. Fort Belvoir, VA: Defense Technical Information Center, May 1998. http://dx.doi.org/10.21236/ada345593.

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Borrie, William T., and James A. Harding. Effective recreation visitor communication strategies: Rock climbers in the Bitterroot Valley, Montana. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2002. http://dx.doi.org/10.2737/rmrs-rn-15.

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Nemeth, Christopher, and Shilo Anders. A Cooperative Communication System for the Advancement of Safe, Effective, and Efficient Patient Care. Fort Belvoir, VA: Defense Technical Information Center, September 2013. http://dx.doi.org/10.21236/ada613785.

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Nemeth, Christopher, and Shilo Anders. A Cooperative Communication System for the Advancement of Safe, Effective, and Efficient Patient Care. Fort Belvoir, VA: Defense Technical Information Center, September 2014. http://dx.doi.org/10.21236/ada613786.

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Chattaraman, Veena, Lindsay Tan, and Paula Peek. Incorporation of Pen-Based Digital Drawing Tools in Apparel and Interior Design Instruction for Effective Design Communication. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-752.

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McDonald, David D., and James D. Pustejovsky. C3: The Compositional Construction of Content: A New, More Effective and Efficient Way to Marshal Inferences from Background Knowledge that will Enable More Natural and Effective Communication with Automomous Systems. Fort Belvoir, VA: Defense Technical Information Center, January 2014. http://dx.doi.org/10.21236/ada596162.

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Robasky, Kimberley, Rebecca Boyles, Kira C. Bradford, Margaret Gold, W. Christopher Lenhardt, Shannon McKeen, Sandy Skipper, and Stan Ahalt. How to Launch Transdisciplinary Research Communication. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0022.2004.

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Transdisciplinary research teams are essential to scientific advancement, and successful transdisciplinary teams rely on effective communication. Overcoming barriers to foster productive team dynamics requires communication strategies and tools. We combine our practical experience to offer a succinct protocol, including only the essentials, to help teams quickly establish an agile communication platform during project start-up (https://doi.org/10.17605/OSF.IO/N5GFP).
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Sarofirm, Samer. Effective Communication Message Strategy for Enhancing Traffic Safety in Fresno County: The Role of Time Horizon, Regulatory Focus, and Perceived Personal Control. Mineta Transportation Institute, June 2020. http://dx.doi.org/10.31979/mti.2020.1908.

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