Communication skills and gender style

1995 ◽  
Keyword(s):  
Communication Skills ◽  
And Gender

scholarly journals Communication and language skills pay off, but not everybody needs them

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jiří Balcar ◽  
Lucie Dokoupilová
Keyword(s):  
Labour Market ◽  
Communication Skills ◽  
Cognitive Skills ◽  
English Language ◽  
Effective Communication ◽  
Standard Deviation Increase ◽  
Job Requirements ◽  
Wage Returns ◽  
And Gender ◽  
Basic Level

Abstract The importance of communication skills is increasing on the labour market and a further strengthening of this trend is expected due to Industry 4.0. This development will have significant consequences for individuals’ employability, requirements on educational outcomes and gender equality. This article employs data from a representative survey of Czech employees (N = 1,500) replenished with information on requirements on their communication skills (Effective communication, Czech language and English language) in order to explore (a) the distribution of communication skills requirements on the labour market, (b) personal and job characteristics related to work positions requiring highly developed communication skills, and (c) wage returns to these skills. The results show that one standard deviation increase in job requirements on communication skills is connected with 5.8% wage premium. However, not everybody needs well-developed communication skills. Only a quarter of employees needs highly developed effective communication, Czech and English languages, while there is also a quarter of employees that needs only a very basic level of communication skills. The results also revealed that females perform more communication-intensive occupations than males do. Cognitive skills and the need to excel represent other significant factors correlated with higher job requirements on communication skills.

scholarly journals Mathematical communication skills based on cognitive styles and gender

2020 ◽  
Vol 9 (4) ◽  
pp. 847
Author(s):  
Kamid Kamid ◽  
M. Rusdi ◽  
Olva Fitaloka ◽  
Fibrika Rahmat Basuki ◽  
Khairul Anwar
Keyword(s):  
Communication Skills ◽  
Cognitive Styles ◽  
Female Students ◽  
Mathematical Communication ◽  
Field Independent ◽  
Field Dependent ◽  
And Gender ◽  
Problem Solving Strategy ◽  
Solving Strategy ◽  
The Mathematical Model

This research aimed to determine the differences of mathematical communication skills based on cognitive styles and gender. This research was a mixed-method with sequential explanatory design. The population was grade XI students at Senior High School in Jambi City consisting of 53 male and 72 female students. The study used a total sampling. The key informant consisted of four field independent and four field dependent. The instruments were used cognitive style test, mathematical communication test, and interviews. The differences of mathematical communication skills were analyzed using Mann-Whitney U-Test. Qualitative data were analyze descriptively using Miles and Huberman model. The results of this study showed that there was a significant difference of Field Independent (FI) and Field Dependent (FD) students in mathematical communication skills. FI can explain the information on the question well, using the mathematical model appropriately, explaining the problem-solving strategy very clear and structured, and being able to evaluate clearly and accurately. FD able to describing the information on the matter, but less complete, using the mathematical model appropriately, explaining the problem-solving strategy, but less complete, and being able to evaluate it quite clearly. The mathematical communication skills of male and female students were not significant differences. Male students are able to explain the strategy and the steps of solving the problem quite clearly, but less structured. Female students are able to explain the strategy and steps to resolve the problem clearly and structured.

scholarly journals The sociocultural and behavioural characteristics that patients want in psychiatrists: cross-sectional survey of patients’ views

2020 ◽  
pp. 1-6
Author(s):  
Richard Laugharne ◽  
Stefan Priebe ◽  
Agnes Chevalier ◽  
Catherine Paton ◽  
Rajaei K. Sharma ◽  
...  
Keyword(s):  
Communication Skills ◽  
Medical Knowledge ◽  
Social Background ◽  
Clinical Implications ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Age And Gender ◽  
Behavioural Characteristics ◽  
Sociocultural Characteristics ◽  
And Gender

Aims and method There appears to be no research to date investigating patients’ preferences for sociocultural characteristics or behavioural qualities of psychiatrists. We aimed to assess which are most important to patients. Patients (132) in community mental health teams across two sites (East Cornwall, East London) completed a questionnaire ranking the importance of different sociocultural characteristics and behaviours of psychiatrists. Results Patients cared more about age and gender than other characteristics. Four preferences (from a choice of ten) regarding behavioural qualities were clearly identified as important: explaining things clearly, dedication to personal treatment, being friendly and polite, and being up to date with medical knowledge. Clinical implications Patients are fairly unconcerned about the age, gender, religion and social background of psychiatrists. Characteristics they care about most include communication skills, competence, dedication to personal treatment and friendliness. Explaining things clearly is particularly important. This indicates specific areas of improvement for training and further research.

scholarly journals Influence of Problem Based Learning Modelsand Gender to Ability Student Mathematic Communication

2020 ◽  
Vol 3 (4) ◽  
pp. 2185-2193
Author(s):  
Muhammad Ardian ◽  
Asmin Asmin ◽  
Zul Amry
Keyword(s):  
Communication Skills ◽  
Problem Based Learning ◽  
Secondary Data ◽  
Learning Model ◽  
Data Sources ◽  
Primary Data ◽  
Literature Study ◽  
Mathematical Communication ◽  
Gender Based ◽  
And Gender

This study aims to determine how the effect of problem-based learning models and gender on students' mathematical communication skills. By using data sources, namely primary data sources and secondary data, the primary data sources in this study were data that contained the research title, and secondary data in this study were supporting books related to the research title. The method used is the literature study. The results of this study indicate that the problem-based learning model has an influence on mathematical communication because each step in learning can support the development of students 'mathematical communication skills, the gender-based learning model has an influence on students' mathematical communication skills , but between female and male students different abilities.

scholarly journals Students’ Mathematical Communication Skills Based on Keirseys’ Personality Types of Idealist and Gender

2019 ◽  
Vol 9 (2) ◽  
pp. 35
Author(s):  
Indah Dwi Mulyastuti ◽  
Budiyono Budiyono ◽  
Diari Indriati
Keyword(s):  
Communication Skills ◽  
21St Century ◽  
Junior High School ◽  
Mathematics Learning ◽  
Male Student ◽  
Personality Types ◽  
Mathematical Communication ◽  
Main Research ◽  
And Gender ◽  
Data Collection Technique

<span lang="EN-US">Learning in the 21st century can be defined as learning that provides 21st century skills, one of which is communication. Mathematics learning allows students to communicate mathematical ideas clearly. Different personality types can affect the way they communicate, and other activities in learning mathematics. This study aims to describe students' mathematical communication skills in terms of Keirsey personality types, namely Idealist and gender who have Idealist personalities. Descriptive qualitative research was used in this research and was carried out at Junior High School Negeri 1 Purwodadi in the 2019/2020 school year. The research was conducted on the subject of class VIII I with idealist personality type, then selected 1 female student and 1 male student using purposive sampling. The researcher is the main research instrument with the help of observation guidelines, questionnaires, tests of mathematical communication skills and then interviews. The data collection technique is a triangulation technique by comparing the answers to the mathematical communication skills test and interviews. Data reduction, data presentation and drawing conclusions are data analysis techniques used in this study. Female students with idealist personality types communicate better mathematically than male students with idealist personality types as shown in the results of this study. </span>

scholarly journals Sexual and Gender Minority Communication Skills (SGM Comskil) Training for Oncology Clinicians: Development, Implementation, and Preliminary Efficacy

2021 ◽  
Vol 2 (1) ◽  
pp. 35-52
Author(s):  
Smita C. Banerjee ◽  
Jessica M. Staley ◽  
Koshy Alexander ◽  
Patricia A. Parker ◽  
Kelly S. Havil ◽  
...  
Keyword(s):  
Cancer Patients ◽  
Communication Skills ◽  
Nurse Practitioners ◽  
Healthcare Providers ◽  
Experiential Training ◽  
Gender Minority ◽  
Healthcare Experience ◽  
Transgender Persons ◽  
Sexual And Gender Minority ◽  
And Gender

Enhancing communicative competence of healthcare providers (HCPs) is a critical initiative for improving the healthcare experience of sexual and gender minority (SGM) cancer patients. This study presents the development, implementation, and preliminary efficacy of a new training curriculum for improving oncology HCPs’ skills in providing a safe and welcoming environment for SGM cancer patients (SGM Comskil training). Thirty-three (N = 33) oncology HCPs including nurses, nurse leaders, and nurse practitioners participated in a 4.25-hour SGM Comskil Training between July and August 2019. Overall, participants reported highly favorable evaluations of the training, with more than 80% of the participants reacting positively to 12 of the 15 evaluation items assessing engagement and reflectiveness for experiential role-plays with lesbian, gay, bisexual (LGB) and transgender standardized patients (SPs), respectively. Participants also demonstrated significant improvements in SGM healthcare knowledge, self-efficacy, beliefs toward LGB and transgender persons, and SGM-sensitive language use skills following the training. Encouraged by the feasibility of conducting this experiential training with busy cancer care HCPs and the initial favorable participant evaluation of the SGM Comskil training, results clearly indicate that this training can be rolled out into clinical settings to ensure its translational potential. The next steps should assess observable changes in communication skills and SGM-sensitive language skills with SGM patients and improvements in SGM patients’ healthcare experience.

Examining graduate skills in accounting and finance

2017 ◽  
Vol 31 (5) ◽  
pp. 318-327 ◽  
Author(s):  
Mohamad Osmani ◽  
Nitham Hindi ◽  
Rajab Al-Esmail ◽  
Vishanth Weerakkody
Keyword(s):  
Communication Skills ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Self Management ◽  
Analysis Tool ◽  
Language Of Instruction ◽  
Analytical Skills ◽  
Statistical Analysis Tool ◽  
And Gender

While many universities have implemented various initiatives and teaching and learning methods to embed the most in-demand skills into their degree programmes, there is little evidence in the literature of students’ opinions and awareness of these skills. The purpose of this article is to assess, through an empirical study, students’ perceptions of the skills commonly identified in the literature as important for the field of accounting and finance. A total of 462 surveys were collected and analysed using the SAS statistical analysis tool. According to the findings, the most important graduate skills are communication skills, followed by analytical skills and self-management. The findings also reveal that the language of instruction is statistically significant for a few graduate skills, including interpersonal, planning and organization, communication, self-management and analytical skills. Age is statistically significant for critical thinking skills and gender is statistically significant for leadership, technological and communication skills.

scholarly journals The Manifestation of the Psychologist's Professional Identity in the Characteristics of the Communicative and Gendered 'Me'

2020 ◽  
Author(s):  
Tatiana Timofeeva ◽  
◽  
Lyudmila Solyankina ◽  
Keyword(s):  
Empirical Study ◽  
Gender Identity ◽  
Qualitative Analysis ◽  
Professional Identity ◽  
Communication Skills ◽  
Communication Competence ◽  
Identity Component ◽  
Professional Characteristics ◽  
Professional Care ◽  
And Gender

This article represents an analysis of professional identity of the psychologist in conjunction with with the features of their communicative and gender ‘Me’. The work of the psychologist is seen in different systems: person-person, person-group, person-society. Difficulties associated with the need to build quality person-centred communication, but at the same time maintain the boundaries of professional care, are described. In this case, communication competence can be considered not only as criterion of rendering efficient help to a client, but as a condition for forming professional identity of the psychologist. This paper presents the results of an empirical study of the identity of psychologists using the techniques of T. Kun, T. McPartland ‘Who am I’ (in versions by T.V. Rumyantseva, I. S. Kletsina, N.L. Ivanova). The processing of the results included quantitative and qualitative analysis. The analysis of the data revealed the components of identity that may hinder the formation of a stable professional identity. It has been shown that psychologists are primarily oriented towards constructing identity through personal dispositions; the communicative component of their identity is linked to their professional image. A poorly expressed necessity in communication, or domination of negative characteristics in describing one’s own communication skills is reflected in the psychologist’s lack of professional identity. When a professional identity is formed, the aspects of gender identity become blurred and professional characteristics that are the professionally important qualities of psychologists begin to dominate in personality descriptions. The connection between the formation of the psychologist’s professional identity and the peculiarities of their communicative and gendered ‘Me’ is shown. The individual’s acceptance of professionally important qualities (as a positively formed communicative identity component and gender-neutral characteristics) allows the psychologist to build a sustainable positive professional identity.

scholarly journals Comparison of self and simulated patient assessments of first-year medical students’ Interpersonal and Communication Skills (ICS) during Objective Structured Clinical Examinations (OSCE)

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Joshua A. Roshal ◽  
Dalya Chefitz ◽  
Carol A. Terregino ◽  
Anna Petrova
Keyword(s):  
Medical Students ◽  
Performance Appraisal ◽  
Communication Skills ◽  
Core Competencies ◽  
Female Gender ◽  
Simulated Patient ◽  
First Year ◽  
Question Asking ◽  
And Gender ◽  
First Year Medical Students

Abstract Background Interpersonal and communication skills (ICS) are important core competencies in medical education and certification. In this study, we identified self- and simulated patient (SP)-reported ratings of US first-year medical students’ ICS and the influence of age and gender on performance appraisal during the Objective-Structured Clinical Examination (OSCE). Methods OSCE participants, including 172 first-year medical students and 15 SPs were asked to evaluate the students’ ICS using the American Board of Internal Medicine–Patient-Satisfaction Questionnaire (ABIM–PSQ), electronically and via paper, respectively. Self- and SP-reported ratings of students’ ICS were presented as the median on a 5-point Likert-scale and as three categories defined as “good,” “very good,” and “inadequate.” Results SPs assessed all 172 students in the OSCE, while 43.6% of students assessed their own performance. The majority of students and SPs evaluated the students’ ICS as very good. 23.3% of SPs and 5.3% of students rated the medical students’ ability to encourage patient question-asking and answer questions as inadequate (P <  0.002). Neither age nor gender influenced the medical students’ self-assessment of ICS. Female SPs assigned lower scores to students in regard to respecting patients and encouraging patient question-asking and answering. Older SPs was more likely to assign lower scores on all survey questions. Conclusions In the present study, self- and SP-reported ratings of first-year medical students’ ICS were mainly “very good” with no influence of students’ age or gender. Older age and female gender among the SPs were associated with a reduction in SP-reported ratings of students’ ICS.

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