Business Communication Competencies Needed by Employees as Perceived by Business Faculty and Business Professionals

1995 ◽  
Vol 58 (4) ◽  
pp. 51-56 ◽  
Author(s):  
Karen K. Waner
Keyword(s):  
Business Communication ◽  
Total Quality ◽  
Business Writing ◽  
Business Faculty ◽  
Business Professionals ◽  
Significant Difference ◽  
Communication Competencies ◽  
Asking Questions ◽  
Basic English ◽  
Validation Of Competencies

Implementation of total quality management and continu ous process improvement require validation of competencies by an institution's customers. This study was designed to determine if business faculty and business professionals perceive (a) business writing skills, (b) oral/interpersonal skills, (c) basic English skills, and (d) other business com munication abilities with the same degree of importance. Four one-way analyses of variance revealed no significant difference between 35 business professionals and 30 busi ness faculty concerning the four areas. However, when the 50 competencies within the four areas were ranked, some visible differences occurred in using the telephone and intercom, asking questions, and applying confidentiality.

The Whys, Hows, and Lessons Learned From Our 780-Person Writing Class

2016 ◽  
Vol 80 (1) ◽  
pp. 91-113 ◽  
Author(s):  
Robert Bowse ◽  
Holly Lawrence
Keyword(s):  
Writing Instruction ◽  
Adjunct Faculty ◽  
Business Communication ◽  
Lessons Learned ◽  
Business Writing ◽  
Hybrid Course ◽  
Writing Class

Two business communication faculty share the story of teaching a 780-person business writing class. The article discusses the challenges of teaching such a large writing class. Challenges ranged from adopting a hybrid course model to hiring adjunct faculty for help with the task of grading. The article offers lessons learned, and recommends that one proceed with caution when considering a superlarge format for writing instruction. Both theory and experience are used to support this position.

Résumé Writing in Russia and the Newly Independent States

2006 ◽  
Vol 69 (2) ◽  
pp. 128-143 ◽  
Author(s):  
Betsy Bowen ◽  
David Alan Sapp ◽  
Nelly Sargsyan
Keyword(s):  
Oral Communication ◽  
Business Communication ◽  
Cultural Norms ◽  
Material Hardship ◽  
Business Writing ◽  
Historical Factors ◽  
Independent States ◽  
Newly Independent States

This article examines the teaching of résumé writing at one university in Russia and several institutions in the Newly Independent States (NIS). The authors explore challenges including variable cultural norms for written versus oral communication, severe financial and material hardship in the educational sector, cultural discomfort with the norms of U.S. business writing, issues related to the transition from Soviet-style socialism to Western-style capitalism, and other historical factors that shape expectations for business communication in Russia and the NIS. Recommendations to business writing and communication faculty conclude the article.

Communication Activities in the 21st Century Business Environment

2019 ◽  
Vol 82 (2) ◽  
pp. 169-201
Author(s):  
Dale Cyphert ◽  
Corrine Holke-Farnam ◽  
Elena N. Dodge ◽  
W. Eric Lee ◽  
Sarah Rosol
Keyword(s):  
Customer Service ◽  
Business Environment ◽  
Professional Communication ◽  
Business Majors ◽  
Business Faculty ◽  
Entry Level ◽  
Undergraduate Instruction ◽  
Business Graduates ◽  
Instructional Focus ◽  
Communication Competencies

Effective undergraduate instruction requires accurate knowledge of professional communication practices and employer expectations, but ongoing contradictions between academic and professional expectations reflect historical, rhetorical, and pedagogical causes for inaccurate presumptions. Taking a customer service perspective, one business faculty revised its undergraduate goals in terms of empirically determined employer expectations. Interviewing professionals familiar with expectations of entry-level business graduates, the authors identified 10 communication activities, each comprising three to nine subtasks that constitute entry-level communication competencies. The results suggest a need to reconsider traditional curricular organization and instructional focus across the business curriculum to develop relevant skills across all business majors.

Assessing Competency in Business Writing

1998 ◽  
Vol 61 (4) ◽  
pp. 83-91 ◽  
Author(s):  
Iris I. Varner ◽  
Paula J. Pomerenke
Keyword(s):  
Communication Skills ◽  
Reliability And Validity ◽  
Business Communication ◽  
Business Writing ◽  
Holistic Scoring ◽  
Local Conditions ◽  
Good Assessment ◽  
Custom Made ◽  
Writing Competency ◽  
Improve Instruction

Assessing the level of improvement of students' writing competency during a semester is becoming increasingly important for business communication instructors. When conducting an assessment, instructors need to be aware of issues that will affect reliability and validity. They need to develop cleargoals at the beginning; for example, good assessment strives to improve instruction and to develop students' communication skills. Because different schools have different missions and operate in different environments, a custom-made instrument will ensure that the assessment fits the local conditions. Before con ducting the assessment, the instrument needs to be validated for specific use, and scorers must be trained in holistic scoring to reach an overall assessment.

Impact of Error Labeling on Error Elimination in Business Writing

2006 ◽  
Vol 69 (1) ◽  
pp. 8-24 ◽  
Author(s):  
Zane K. Quible
Keyword(s):  
Experimental Study ◽  
Treatment Group ◽  
Error Correction ◽  
Business Communication ◽  
Control Group ◽  
Business Writing ◽  
Writing Performance ◽  
Error Elimination ◽  
Sentence Level ◽  
Quasi Experimental

This article reports a quasi-experimental study of how error labeling in remediation exercises affects students’ writing performance. Students in five sections of a course in written business communication composed the control group, whereas students in two sections composed the treatment group. On the first letter each group wrote early in the semester—before the treatment group began error labeling in remediation exercises—no significant differences were found in the writing performance of both groups. However, on their last letter written late in the semester, studentsin the treatment group significantly reduced the number of sentence-level errors they made, compared to students in the control group. The improved writing performance of the treatment group is attributed to error labeling in conjunction with error correction in the remediation exercises.

scholarly journals Harry Potter and the First Order of Business: Using Simulation to Teach Social Justice and Disability Ethics in Business Communication

2018 ◽  
Vol 81 (1) ◽  
pp. 85-99 ◽  
Author(s):  
Stephanie K. Wheeler
Keyword(s):  
Social Justice ◽  
Business Communication ◽  
Harry Potter ◽  
Professional Communication ◽  
Business Writing ◽  
Communication Course ◽  
Simulation Based ◽  
Excellent Work ◽  
Communication Pedagogy

Despite the excellent work by scholars who invite us to consider disability, social justice, and business and professional communication pedagogy, little attention has been given to what a disability- and social-justice-centered business and professional communication course might look like in design and implementation. This case study offers an example of a simulation based within the Harry Potter universe that emphasizes the ways disability advocacy and civic engagement manifest themselves in foundational business writing theories and practices. This simulation enabled students to engage with social justice issues by understanding access as an essential part of business and professional communication.

English as a Lingua Franca in Mainland China: An Analysis of Intercultural Business Communicative Competence

2020 ◽  
pp. 232948841989822
Author(s):  
Yao Yao ◽  
Bertha Du-Babcock
Keyword(s):  
Qualitative Data ◽  
Communicative Competence ◽  
Empirical Studies ◽  
Mainland China ◽  
Business Communication ◽  
Past Research ◽  
Intercultural Communicative Competence ◽  
Business Professionals ◽  
Chinese Business

China’s rapid expanding its collaboration with the rest of the world entails an urgent need of numerous talents with excellent intercultural communicative competence. Past research has shown that limited empirical studies are available on intercultural communicative competence in business contexts of Mainland China. To bridge the gap, the present study aims to explore what competencies are obligatory for successful intercultural business communication by examining the perceptions of Chinese business professionals on this issue. Adopting the triangulated research method, the present study employs both quantitative and qualitative data to ascertain a better understanding of the issues in question and to corroborate the results obtained from these two research methods. Two hundred and twenty-seven ( N = 227) Chinese business professionals filled in the online questionnaires and 11 of them participated in follow-up interviews. Our findings indicate that intercultural business communicative competence (IBCC) consists of four obligatory components: three in relation to cultural ability (metacognitive intelligence, motivational intelligence, and behavioral intelligence) and one to language ability (strategic competence). Based on our findings, we present a model of IBCC with implications to theory, practice, and education for intercultural business communication.

Does "Gramma-tik" You off?

1997 ◽  
Vol 60 (1) ◽  
pp. 92-96 ◽  
Author(s):  
Lorraine Ray
Keyword(s):  
Business Communication ◽  
Business Writing ◽  
Study Results

The effectiveness of WordPerfect's Grammatik as a tool for business writing is the sub ject of this study. Results of this informal study suggest significant limitations to the effectiveness of this application as a guide for student writ ers. I reached this conclusion by having 12 students' papers critiqued by both Grammatik (affectionately known as Gramma) and by real English/ business communication professors to compare their values.

scholarly journals Comparison of the Effect of Passive and Active Recovery, and Self-Myofascial Release Exercises on Lactate Removal and Total Quality of Recovery

2018 ◽  
Vol 6 (9a) ◽  
pp. 33 ◽  
Author(s):  
İlbilge Özsu ◽  
Baris Gurol ◽  
Cem Kurt
Keyword(s):  
Strenuous Exercise ◽  
Total Quality ◽  
Active Recovery ◽  
Wingate Anaerobic Test ◽  
Subsequent Performance ◽  
Myofascial Release ◽  
Quality Of Recovery ◽  
Significant Difference ◽  
Exercise Induced

Recovery from exercise-induced fatigue is crucial for subsequent performance. Self-myofascial release (SMR) using a foam roller is an alternative to active recovery (AR). This study aims to compare the effects of passive recovery (PR), AR, and SMR on blood lactate [La-] removal and total quality of recovery (TQR). Twenty-two well trained male athletes (age: 22.6±2.9 years) underwent three testing sessions conducted 72 hours apart but at the same time of each day in a randomized order. After determining resting [La-] and heart rate (HR), the subjects completed a Wingate anaerobic test (WAnT), triggering muscular fatigue. HR and [La-] were measured threeminutes after the WAnT, following which the subjects underwent one of the three different recovery interventions over 15 minutes: PR (lying supine), AR (cycling at 40% of the estimated maximum HR of the respective subject), and SMR (using foam roller on lower extremity muscles). After each recovery intervention, [La-], HR, and TQR were measured. There was no statistically significant difference in [La-] and HR values obtained before the WAnT test (p=0.368, p=0.691, respectively) and right after the WAnT test (0.264, p=0.629) Both AR and SMR were more effective than PR for [La-] removal and obtaining a higher TQR (p<0.001). However, SMR and AR were not superior to one another for blood [La-] removal (p>0.05). In contrast, a significantly higher TQR was observed with SMR than AR and PR (p<0.001). Athletes can apply AR or SMR to recover from strenuous exercise. SMR can be an alternative to PR and AR as a recovery tool.

scholarly journals HIV Disclosure in Children in This Millenium – Should It still be an Issue?

2020 ◽  
pp. 1-11 ◽  
Author(s):  
A. U. Eneh ◽  
R. O. Ugwu ◽  
N. I. Paul
Keyword(s):  
Emotional Health ◽  
Healthcare Providers ◽  
Antiretroviral Drugs ◽  
Hiv Disclosure ◽  
Hiv Status ◽  
Care Givers ◽  
Significant Difference ◽  
Asking Questions ◽  
The Mean ◽  
The University

Background: As more children with HIV survive into adolescence and adulthood, one of the most difficult issues that families with HIV-infected children face is disclosure of their children’s status to them. Objective: To explore factors associated with disclosure or none disclosure and whether disclosure is beneficial or not. Methods: The mothers of HIV positive children who brought their children aged 5-18 years to the Paediatric Infectious Disease Clinic of the University of Port Harcourt Teaching Hospital from January to December 2015 were interviewed using a structured investigator administered questionnaire. Results: Of the 100 caregivers interviewed, 26.0% have disclosed the HIV status to the children. The mean age at disclosure was 14.42 ± 2.45 years. Care givers that have disclosed were significantly older (45.58±8.32 years vs 38.18±9.2 years; p = .0002). The mean age of children whose status have been disclosed was significantly higher than those who were yet to be aware of their status (14.42±2.45years vs 10.97±3.11 years; p = 0.00001). There was no significant difference in the mode of transmission and orphan status between the two groups. Disclosure was significantly more among children who were diagnosed between 5-10 years of age (14; 53.8%) (p=0.013), have taken antiretroviral drugs for over 24 months (22; 84.6%) (p= 0.003) and had at least one HIV-infected sibling (21; 80.8%) (p=0.00001). Among 13 (50.0%) whose status have been disclosed and 59 (79.7%) whose status had not been disclosed, the caregiver had disclosed the child’s status to others (p= 0.004). The major reason for disclosing was because the child was either asking questions on why he/she is taking drugs or he/she is refusing to take drugs (15; 57.7%) respectively. Only 6 (23.1%) caregivers disclosed because they felt the child has a right to know. Most difficult question asked by the children during disclosure was how they got the HIV (22; 84.6%). Reasons given for non-disclosure included fear of disclosure to others (74; 100%), child too young to understand (70; 94.5%) and fear of impact on child’s emotional health (42; 56.7%). Majority 20 (76.9%) of the care givers felt relieved after disclosure. Twenty-four (92.3%) caregivers felt disclosure had improved child’s adherence to antiretroviral therapy and determination to survive (22; 84.6%). Conclusion: Disclosure is beneficial to both the child and caregiver. Healthcare providers should encourage caregivers to disclose HIV status to their children as soon as possible.

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