Developing Communication Management Skills

2016 ◽  
Vol 79 (4) ◽  
pp. 416-441 ◽  
Author(s):  
Dale Cyphert ◽  
Elena Nefedova Dodge ◽  
Leslie K. Duclos (Wilson)
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Team Communication ◽  
Management Skills ◽  
Communication Management ◽  
Skills Transfer ◽  
Applied Knowledge ◽  
Managerial Perspective

The value of experiential learning is widely acknowledged, especially for the development of communication skills, but students are not always aware of their own learning. While we can observe students practicing targeted skills during the experiential activity, the experience can also color their explicit understanding of those skills. Transfer of applied knowledge to managerial contexts requires an explicit grasp of the skills as appropriate solutions to the problems they encounter within the experiential team. This article reports the adaptation of assessment processes to encourage the reflection steps necessary for developing the desired managerial perspective on team communication.

scholarly journals Gendered Evaluation Responses to Experiential Learning as an Adjunct to a Basic Communication Skills Course

1997 ◽  
Vol 22 (1) ◽  
Author(s):  
Judith A. Rolls
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Communication Apprehension ◽  
Learning Context ◽  
Warm Climate ◽  
Men And Women ◽  
Learning Contexts ◽  
Basic Communication Skills ◽  
Basic Communication

Abstract: The author examined gendered evaluation responses to experiential learning in terms of how students rated the overall experience, responded to experiential learning, and responded to experiential learning facilitators. An analysis of evaluation forms indicated no difference in the overall rating of the experience. In responses to the experiential learning context, females noted receiving encouragement and claimed communication apprehension reduction. Regarding experiential learning facilitators, males focused on instructional competence and individual practices while females noted facilitators' knowledge and their easy-going natures. The facilitator's sex did not influence responses. The findings underscore the importance of personnel in creating gender-sensitive experiential learning contexts that offer a ``warm climate'' for both men and women. Résumé: L'auteur a comparé les réactions d'étudiants males et femelles à l'égard de l'apprentissage expérentiel examinant selon la leurs perspectives sur l'expérience globale, l'apprentissage expérentiel et les facilitateurs d'apprentissage expérentiel. Une analyse des formulaires d'évaluation ne permet pas d'indiquer une différence entre hommes et femmes quant à la perception de l'expérience globale. En ce qui a trait à l'apprentissage expérentiel, les femmes ont noté les encouragements qu'elles ont reçus et ont déclaré une diminution dans leur appréhension à communiquer. Pour ce qui est des facilitateurs d'apprentissage expérentiel, les hommes ont souligné la compétence d'instruction et les pratiques individuelles tandis que les femmes ont noté le savoir des facilitateurs et leur nature paisible. Le sexe du facilitateur n'a pas influencé les réponses. Les résultats mettent en évidence l'importance pour le personnel de la création de contextes d'apprentissage expérentiel quitiennent compte du sexe des participants et qui offrent un "climat chaleureux" autant pour les hommes que pour les femmes.

scholarly journals Experiential Learning in Management Education

2017 ◽  
Vol 15 (1) ◽  
pp. 42-56 ◽  
Author(s):  
Eyal Eckhaus ◽  
Galit Klein ◽  
Jeffrey Kantor
Keyword(s):  
Experiential Learning ◽  
Management Education ◽  
The Novel ◽  
Management Skills ◽  
Business World ◽  
Final Grade ◽  
Hands On ◽  
Course Material ◽  
Game Simulation ◽  
The Impact

Management studies have been criticized for lagging behind the actual needs of organizations, ignoring experiential dimensions. We address this issue by applying experiential learning theory using an accountancy-oriented board game designed to help participants learn about cost management. The game was played in a pricing course with an enrolment of 104 accountancy students. We examined the impact levels of game entertainment and comprehensibility on the course material comprehension as well as the game’s impact on the final grade in the course. Results show that game participants had significantly higher grades than students that did not participate in the game, and that entertainment and comprehensibility of the game predict the understanding of course material. We also found that managerial employment capability can be predicted by level of challenge participants derive from the game. This study addresses the gap between traditional management education and practice. It provides empirical evidence of the value of hands-on gameplay experience for assimilation of course concepts and strategies. The results confirmed the importance of exposing players through an entertaining game simulation to challenges that arise in the business world. In addition, we lay the ground for future studies on the novel usage of the game as a tool to assess management skills.

The Relative Importance of Selected Communication Skills for Positive Peer Relations: American Adolescents’ Opinions

2019 ◽  
Vol 41 (3) ◽  
pp. 135-150
Author(s):  
Vicki A. Reed ◽  
Susan Trumbo
Keyword(s):  
Peer Relationships ◽  
Communication Skills ◽  
Peer Relations ◽  
Figurative Language ◽  
Variable Importance ◽  
Relative Importance ◽  
Typically Developing ◽  
Management Skills ◽  
Speech Language Pathologists ◽  
Discourse Management

Typically developing, American adolescents in Grade 10 ( n = 38) ranked the relative importance of 14 communication skills in their friends’ communication with them. The skills were considered those associated with figurative language (e.g., appropriate slang use), empathy (e.g., vocal tone comprehension), or discourse management (e.g., appropriate topic selection). Five skills emerged as more important and were primarily considered to be empathy-related communication skills. Four skills, representing a mix of figurative language and discourse management skills, were ranked as lower in importance. The remaining five skills were of intermediate or variable importance and a mix of discourse management and empathy-related communication skills. Results were similar to those of previous investigations with Australian adolescents. Adolescents’ gender did not result in different rankings. Knowing what adolescents opine to be more and less important communication skills for positive peer relationships can help speech-language pathologists decide on intervention objectives to improve adolescents’ peer relationships.

scholarly journals EDUCATIONAL ENVIRONMENT AS A FACTOR OF PROFESSIONAL DEVELOPMENT OF A TEACHER IN THE ERA OF DIGITALIZATION

2021 ◽  
pp. 12-15
Author(s):  
S. Azhykulov
Keyword(s):  
Professional Development ◽  
Social Status ◽  
Communication Skills ◽  
Media Literacy ◽  
Educational Environment ◽  
Team Communication ◽  
Legal Ethics ◽  
Continue Education ◽  
Information Activity ◽  
Professional Mobility

The value of the digital educational environment is that it contributes to the formation of many of the most important qualities and skills that are in demand by the society of the XXI century and determine the personal and social status of a modern person: information activity and media literacy, the ability to think globally, the ability to continue education and solve creative problems, the willingness to work in a team, communication skills and professional mobility, civil consciousness and legal ethics are brought up.

scholarly journals Continuous professional development on virtual exchange in Europe: insights from the Erasmus+ VE introductory online course

2021 ◽  
pp. 157-167
Author(s):  
Ana Beaven ◽  
Gillian Davies
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Digital Literacy ◽  
Active Listening ◽  
Learning Approach ◽  
Intercultural Awareness ◽  
Technical Staff ◽  
Overall Evaluation ◽  
Training Courses ◽  
Diverse Setting

This presentation focuses on the Erasmus+ online introductory training course, which aims to introduce university educators and administrative/technical staff to Virtual Exchange (VE). The training, which requires no previous experience with VE, engages the participants in tasks that help them understand the requirements to successfully integrate an Erasmus+ VE project into existing courses and curricula, while gaining experience in digital literacy, including communicating and collaborating online. After a brief presentation of the structure of the four-week course, we will show how the design of the course – based on an experiential learning approach – elicited reflections and discussions on pedagogical and technological issues crucial to successful VE projects. Finally, we will show how forum interactions between teaching and administrative staff helped all the participants understand the pedagogical, technological, and administrative implications of setting up VE projects, and identify the necessary steps to engage the different stakeholders (teachers, administrative and technical staff, top management, and students) within their institutions. The overall evaluation of all training courses was highly positive: respondents reported discovering that the course boosted their confidence in communicating or working in a culturally diverse setting. They also felt that the training helped them develop their intercultural awareness, digital competences, active listening, communication skills, and acquire ideas for new teaching practices.

scholarly journals THE IMPACT OF AN INTERPROFESSIONAL SIMULATION ON TEAM COMMUNICATION AT THE END OF LIFE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S150-S151
Author(s):  
Anne Halli-Tierney ◽  
Megan E Lippe ◽  
Alexandra Stanley ◽  
Allison Ricamato ◽  
Robert E McKinney
Keyword(s):  
Social Work ◽  
Nursing Students ◽  
End Of Life ◽  
Communication Skills ◽  
End Of Life Care ◽  
Accurate Information ◽  
Life Care ◽  
Team Communication ◽  
Geriatric Population ◽  
The Impact

Abstract It is increasingly important that healthcare professionals understand how to care for patients at the end of life, especially as 75% of hospital deaths occur in the geriatric population. Many new healthcare profession graduates feel under-prepared to provide end-of-life care. Healthcare education programs must provide education on interprofessional communication and end-of-life care. This study explored the effects of an interprofessional end-of-life simulation on medical, social work, and nursing students’ communication skills. Across three simulation phases, teams were required to communicate with the patient (high-fidelity manikin), family members (scripted actors), and team members about treatment option, change in patient’s condition, and withdrawal of life-sustaining measures. A total of 16 teams participated in the simulation, with each team comprised of nursing students (n=7-8), social work students (n=1), and medical students or residents (n=1). Team communication skills were assessed using the Gap Kalamazoo Communication Skills Assessment Form. The average communication score for teams reflected fair to good communication (M=28.81, SD=5.55). The best communication domains were “Shares information” (n=8), “Communicates accurate information” (n=6), and “Builds a relationship” (n=5). The worst domains were “Demonstrates empathy” (n=7), “Provides closure” (n=6), and “Builds a relationship” (n=5). This simulation provides an interactive educational mechanism by which to educate interprofessional healthcare students on communication and care of patients at the end of life.

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