Relation of verbal and nonverbal communication skills to interpersonal skills

2011 ◽  
Author(s):  
Yoshio Sugiyama ◽  
Xuelian Wang
Keyword(s):  
Nonverbal Communication ◽  
Communication Skills ◽  
Interpersonal Skills

Training Verbal and Nonverbal Communication Interview Skills to Adolescents

2016 ◽  
Vol 38 (4) ◽  
pp. 206-218
Author(s):  
Abbie Olszewski ◽  
Anna Panorska ◽  
Sandra Laing Gillam
Keyword(s):  
Nonverbal Communication ◽  
Goal Setting ◽  
Communication Skills ◽  
Performance Feedback ◽  
Study Skills ◽  
Positive Outcomes ◽  
Workforce Readiness ◽  
Program Language ◽  
Before And After ◽  
Ideal Student

Adolescents’ verbal and nonverbal communication skills were compared before and after training in a workforce readiness training program, Language for Scholars (LFS), and a study skills program, Ideal Student Workshop (ISW). A cross-over design was used, ensuring that 44 adolescents received both programs and acted as their own control. The LFS program incorporated aspects of modeling, operationalized behaviors, performance, feedback, and self-regulatory goal setting. The active comparison ISW program taught study skill strategies. Adolescents participated in three interviews before (Pretest) and after both programs (Posttest 1, Posttest 2). Findings revealed that both adolescents’ verbal and nonverbal communication skills improved significantly immediately after completion of the LFS program only at Posttest 1 and Posttest 2. However, only nonverbal communication skills improved at Posttest 1 when comparing results between LFS and ISW. Findings suggest that both programs yielded some positive outcomes for adolescents.

The role of volunteering in finding a job from the perspective of employers

2021 ◽  
Vol 36 (4) ◽  
pp. 119-140
Author(s):  
Paulina Tetwejer
Keyword(s):  
Social Sciences ◽  
Labour Market ◽  
Communication Skills ◽  
Interpersonal Skills ◽  
Effective Communication ◽  
Research Results ◽  
Knowledge And Attitudes ◽  
Group Cooperation ◽  
The Relationship

The article is a presentation of a part of the results of research conducted during work on the dissertation. In the introduction, theoretical references to understanding volunteering from various perspectives were indicated. It also emphasizes the understanding of volunteering as an opportunity to develop professional competences of a volunteer. Consequently, the next part of the article is an argument on the relationship between volunteering and professional competences. The author indicates specific skills, knowledge and attitudes that, according to the literature, can be acquired during volunteering. Subsequently employers’ expectations towards the characteristics of future employees, as well as their attitude to volunteering are described. This part is based on research conducted, among others, by the Warsaw School of Economics. Then, the author presents the results of her own research conducted among employers of social sciences students and their perception of volunteering and the opportunities it creates for the development of competences. The analysis of the research results allows us to believe that volunteers, during their activity, gain mainly practical and industry knowledge. Among the skills indicated were group cooperation, interpersonal skills and effective communication. The attitudes that volunteers acquire thanks to their actions are: resourcefulness, responsibility, sensitivity and empathy. At the end, the results of the author’s research on competences acquired by volunteers were compared with the competences desired by employers and the existing competency gap. The analysis of all answers confirms that communication skills, openness, teamwork and industry knowledge are competences that are desirable in an ideal graduate, who most often has a competency gap in this area. At the same time, these are competences that can be acquired through volunteering. The research results may suggest that people entering the labour market, but also employers, are interested in volunteering as a way to increase their chances on the labour market.

Respectful Communication and Social Skills for Children

RAINBOW ◽  
2017 ◽  
pp. 61-66
Author(s):  
Amy E. West ◽  
Sally M. Weinstein ◽  
Mani N. Pavuluri
Keyword(s):  
Bipolar Disorder ◽  
Social Skills ◽  
Nonverbal Communication ◽  
Communication Skills ◽  
Emotional Expression ◽  
Family Relationships ◽  
Treatment Protocol ◽  
Eye Contact ◽  
Good Friend

Session 7 of the RAINBOW treatment protocol focuses on helping the child develop communication skills to improve peer and family relationships (ingredient B: Be a good friend of RAINBOW), and the session is conducted primarily with the child. For various reasons, children with bipolar disorder often have poor communication skills. Like most other skills, however, social skills can be taught and learned. The therapist and the child practice ways of expressing feelings nonverbally (“Feelings Charades”) and other nonverbal communication skills (such as making eye contact, listening). In addition, respectful communication skills are developed and practiced, including instruction in “I Messages” for emotional expression.

Do Interns Know What They Think They Know? Assessing Business Communication Skills in Interns and Recent Graduates

2019 ◽  
Vol 82 (2) ◽  
pp. 202-213 ◽  
Author(s):  
Stephanie G. Schartel Dunn ◽  
Peggy L. Lane
Keyword(s):  
Communication Skills ◽  
Interpersonal Skills ◽  
Business Schools ◽  
Business Communication ◽  
Business Curriculum ◽  
Perceived Importance ◽  
Recent Graduates

This article extends a dialogue regarding how (and what) communication skills are stressed within business schools, which should be regularly examined and updated. Specifically, this article addresses which skills interns and employers perceive as important. Results indicate that interns and their supervisors have similar perceptions of which communication skills are most important. Furthermore, emphasis placed on communication skills in the business curriculum did not necessarily translate to perceived importance by the interns. Skills employers perceived to be important were compared with adequacy of interns’ skills. Writing, proofreading, interpersonal skills with customers, and listening were among the skills interns lacked.

Students International Collaboration Projects (SICP)

2006 ◽  
pp. 221-245 ◽  
Author(s):  
Kathryn Hashimoto ◽  
Jean-marc Lehu
Keyword(s):  
Communication Skills ◽  
International Collaboration ◽  
Interpersonal Skills ◽  
Traditional Classroom ◽  
Shared Responsibility ◽  
Team Management ◽  
New Concepts ◽  
Experiential Process ◽  
Faculty Mentors ◽  
Collaboration Project

“SICP” stands for Students International Collaboration Project. This chapter describes a project where students create learning with faculty mentors, offering insights into problem solving. Achieving the freedom to learn and broaden students’ individual interpersonal skills is the main goal for this new endeavor. This chapter will explain SICP’s mission and its procedures, analyze its main concepts, and describe the outcomes. Experiences of past projects in the learning curve will be used to give a practical framework for teachers who would be interested in initiating such a project, not only for their students but also for themselves. The prototype combined French and American teams who wrote a research paper together. The learned outcomes focused on improved communication skills and team management. In the process, the students also learned about a different culture. This mentoring process constitutes an opportunity for teachers to stimulate learning by involving students in a shared responsibility experience. This project expands traditional classroom learning into an experiential process to learn new concepts.

The Level of Disposition Toward Teaching of Second Year College Students School of Education Xavier University

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Saturnina Baylon Absin ◽  
Lourdes Gonzales Tolod
Keyword(s):  
Communication Skills ◽  
Interpersonal Skills ◽  
Career Guidance ◽  
Personal Responsibility ◽  
College Education ◽  
Thinking Skills ◽  
Teaching Profession ◽  
Higher Level Thinking ◽  
Second Year ◽  
The Right

This study determined the level of disposition toward teaching of the 139 second year college education students of Xavier University during SY 2010-2011. The factors considered in relation to disposition toward teaching were responsibility for learning, interpersonal skills and collaboration, professionalism, communication skills and higher level thinking skills. The students’ gender, Quality Point Index (QPI), and course were also considered. The study employed purposive non-probability sampling method and descriptive research design. Findings reveal that the students in general have not yet acquired the desired qualities expected of them as future teachers. They lack higher level thinking skills, sense of personal responsibility for learning new things, questioning skills, communication skills, and interpersonal skills. They lack motivation and the right disposition toward the teaching profession. It is highly recommended that an intervention on career guidance be given to these students to deepen their understanding of and appreciation for the teaching profession.

Can nonverbal communication skills be taught?

2010 ◽  
Vol 32 (10) ◽  
pp. 860-863 ◽  
Author(s):  
Hirono Ishikawa ◽  
Hideki Hashimoto ◽  
Makoto Kinoshita ◽  
Eiji Yano
Keyword(s):  
Nonverbal Communication ◽  
Communication Skills

scholarly journals ECOTOURISM AS A SOFT SKILL PRACTICE FOR MILLENIALS

2019 ◽  
Vol 8 (2) ◽  
pp. 22-29
Author(s):  
I Dewa Gde Satrya ◽  
Thomas Stefanus Kaihatu ◽  
Lexi Pranata
Keyword(s):  
Qualitative Study ◽  
Human Resources ◽  
Communication Skills ◽  
Interpersonal Skills ◽  
Soft Skills ◽  
Self Control ◽  
Soft Skill ◽  
Human Resource Capacity ◽  
Younger Generation ◽  
Resource Capacity

Traveling not only creates fun for tourists. Tourism activities are believed to also improving human resources ability. It is a significant aspect related to human resource capacity that soft skills ownership which can be trained to modern travellers through ecotourism activities. This descriptive qualitative study describes soft skills trained to tourists from among younger generation in ecotourism destinations. Statement of the problem in this research is what is the relevance between ecotourism and soft skill ownership? This study identifies soft skills trained in ecotourism activities that are interpersonal skills characterized by communication skills, like others, have empathy and concern, warm, forgiving, open, adaptive and self-control abilities. The interpersonal skills that are part of this soft skill are believed to be important and will help younger generation to succeed in living their lives.

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