scholarly journals Theatre strategies to develop emotional intelligence skills in business communication: An exploratory study

2019 ◽  
Vol 19 (2) ◽  
pp. 1-26
Author(s):  
M Munro ◽  
A Munro ◽  
K Lemmer ◽  
M Pretorius
Keyword(s):  
Emotional Intelligence ◽  
Communication Skills ◽  
Exploratory Study ◽  
Hospitality Industry ◽  
Core Competencies ◽  
Business Communication ◽  
Post Intervention ◽  
Indirect Measure ◽  
The Core ◽  
Potential Efficacy

Management in a client-centred industry faces complex interaction within the company structures as well as with several client-related communications. Such interactions span a broad range of skills that extend beyond industry knowledge and require communication abilities such as persuasion, negotiation and presentation, among others. It is argued that one of the core competencies for effective communication is to be found in emotional intelligence (EQ). Enhanced EQ, therefore, evidences enhanced communication skills. This article reports on an exploratory study regarding the development of EQ (leading to enhanced communication skills) within the hospitality industry. As theatre is a form of heightened communication, theatre strategies and transactional analysis (as embedded in the theatre strategies) were used as a means to develop communication skills among managers. Emotional intelligence was used as the basis for measuring the potential efficacy of the skills. Based on the comparison of pre- and post-intervention EQ assessments (as an indirect measure of enhanced communication skills), the study concluded that it is highly possible that the use of theatre strategies in training to develop business communication among managers has the potential to contribute significantly to better EQ.

scholarly journals The analysis of Taiwan emergency physician’s core competencies base on the ACGME idea

2021 ◽  
Author(s):  
Kuo-Fang Hsu ◽  
Ping-Lung Huang ◽  
Tian-Shyug Lee ◽  
Bruce C.Y. Lee
Keyword(s):  
Medical Education ◽  
Patient Care ◽  
Communication Skills ◽  
Core Competence ◽  
Core Competencies ◽  
Medical Knowledge ◽  
The Core ◽  
Medical Quality ◽  
Importance Factor ◽  
The Core Competence

Abstract The development of the core competence of physicians is related to the practice of medical quality. As the most important field for cultivating the core competence of physicians, how to achieve the construction and evaluation of core competence is an important issue for medical education and management. This study uses the large core competence framework proposed by the ACGME (Accreditation Council for Graduate Medical Education), and use Fuzzy AHP (FAHP) and DEMANTEL method to analyze the weight and priority, and the cause and effect cluster. Study result shows that the FAHP’s importance factor ranking is (1).patient care (C1) (27.83%), (2).medical knowledge (C2) (20.77%), (3).professionalism (C5) (17.93%), (4). Interpersonal and communication skills (C4) (17.41%), (5). practice-based learning and improvement (C3) (15.52%), and (6). systems-based practice (C6) (8.233%). In terms of DEMANTEL, the effect cluster include Patient Care (C1), Professionalism (C5) and Systems-based practice (C6), and the cause cluster includes Medical Knowledge (C2), Practice-based learning and improvement (C3) and Interpersonal and Communication skills (C4). According to finding, the patient care (C1) is the result of attitude, patience, and other five ACGME Core Competence Items. Therefore, the development of emergency physicians’ also needs humanities and ethics training and practice to follows the practice-based learning (C3). This study demonstrates to show on importance factor in emergency physician’s core competencies cultivate. Furthermore, the current findings can serve as a reference for future research in the other specialists physicians cultivate.

Diagnostic and Value-Added Assessment of Business Writing

2005 ◽  
Vol 68 (3) ◽  
pp. 290-305 ◽  
Author(s):  
Linda Fraser ◽  
Katrin Harich ◽  
Joni Norby ◽  
Kathy Brzovic ◽  
Teeanna Rizkallah ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Core Competencies ◽  
Value Added ◽  
Business Communication ◽  
Grading Practices ◽  
Business Writing ◽  
Capstone Course ◽  
The Core ◽  
Measuring Outcomes ◽  
Specific Learning

To assess students’ business writing abilities upon entry into the business program and exit from the capstone course, a multitiered assessment package was developed that measures students’ achievement of specific learning outcomes and provides “value-added” scores. The online segment of the test measures five competencies across three process levels; the in-class writing segment measures the same five competencies across higher process levels. The data can then be cross-referenced for multitiered measurements. The learning outcomes are derived from the grading rubric used in the business communication classes, thus bringing classroom grading practices into assessment at the program level. The core competencies, rubric, writing prompt, and sample questions are provided. The process of designing the assessment, engaging faculty participation, and measuring outcomes are detailed.

scholarly journals Care Farming Program for Family Health: A Pilot Study with Mothers and Children

2019 ◽  
Vol 17 (1) ◽  
pp. 27 ◽  
Author(s):  
A-Young Lee ◽  
Seon Ok Kim ◽  
Gyung Mee Gim ◽  
Dae Sik Kim ◽  
Sin-Ae Park
Keyword(s):  
Emotional Intelligence ◽  
Pilot Study ◽  
Communication Skills ◽  
Psychological Health ◽  
Family Health ◽  
Interaction Model ◽  
Family Interaction ◽  
Post Intervention ◽  
Mothers And Children ◽  
Care Farming

We designed a pilot study to develop a family interaction model-integrated a care farming program with mother-child pairs as the participants. In this pilot study, we aimed to assess the effects of the care farming program on communication skills and psychological health in families. Sixteen mother-child pairs in Sejong, South Korea participated in this study. The families participated in a care farming program once a week for six weeks (90 min per session) between May and July 2018. The care farming program was developed based on parenting education skills, strengths-based cognitive behavioral therapy, and the emotional intelligence model; the result was a family interaction model intended to improve communication and psychological health among mothers and children. The program consisted of gardening activities such as making a garden plot, planting transplants, harvesting, and cooking the harvested crops. Upon completion of the six-session program, we evaluated communication with the Parent-Children Communication Inventory, depression with the Beck Depression Inventory, and resilience with the Connor–Davidson Resilience Scale among the mothers. We also evaluated emotional intelligence among the children with the Emotional Intelligence Scale. According to post-intervention results, mothers showed significantly increased resilience, improved communication skills with their child, and decreased depression, while children showed significantly improved emotional intelligence (p < 0.05). Despite the study’s limitation in establishing causality between the care farming program and the observed effects on family health, the care farming program clearly contributed to the observed improvements of mother-child communication skills, mothers’ psychological health, and children’s emotional intelligence, which in turn improved overall family health.

scholarly journals An international Delphi consensus study to define motivational communication in the context of developing a training program for physicians

2020 ◽  
Author(s):  
Anda I Dragomir ◽  
Vincent Gosselin Boucher ◽  
Simon L Bacon ◽  
Claudia Gemme ◽  
Geneviève Szczepanik ◽  
...  
Keyword(s):  
Behavior Change ◽  
Health Behaviors ◽  
Communication Skills ◽  
Health Care Professionals ◽  
Core Competencies ◽  
Poor Health ◽  
Delphi Consensus ◽  
The Core ◽  
Communication Competencies ◽  
Behavior Change Counseling

Abstract Poor health behaviors (e.g., smoking, poor diet, and physical inactivity) are major risk factors for noncommunicable chronic diseases (NCDs). Evidence supporting traditional advice-giving approaches to promote behavior change is weak or short lived. Training physicians to improve their behavior change counseling/communication skills is important, yet the evidence for the efficacy and acceptability of existing training programs is lacking and there is little consensus on the core competencies that physicians should master in the context of NCD management. The purpose of this study is to generate an acceptable, evidence-based, stakeholder-informed list of the core communication competencies that physicians should master in the context of NCD management. Using a modified Delphi process for consensus achievement, international behavior change experts, physicians, and allied health care professionals completed four phases of research, including eight rounds of online surveys and in-person meetings over 2 years (n = 13–17 participated in Phases I, III, and IV and n = 39–46 in Phase II). Eleven core communication competencies were identified: reflective listening, expressing empathy, demonstrating acceptance, tolerance, and respect, responding to resistance, (not) negatively judging or blaming, (not) expressing hostility or impatience, eliciting “change-talk”/evocation, (not) being argumentative or confrontational, setting goals, being collaborative, and providing information neutrally. These competencies were used to define a unified approach for conducting behavior change counseling in medical settings: Motivational Communication. The results may be used to inform and standardize physician training in behavior change counseling and communication skills to reduce morbidity and mortality related to poor health behaviors in the context of NCD prevention and management.

scholarly journals The development of nurses’ core competencies and the analysis of validity and importance-performance

2021 ◽  
Vol 27 (1) ◽  
pp. 16-28
Author(s):  
GyeongAe Seomun ◽  
Kyung-Sook Bang ◽  
Hee Sook Kim ◽  
Cheong Sook Yoo ◽  
Woon Kyung Kim ◽  
...  
Keyword(s):  
Nursing Education ◽  
Communication Skills ◽  
Safety Management ◽  
Core Competencies ◽  
Multidisciplinary Teams ◽  
Literature Analysis ◽  
Global Competency ◽  
The Core ◽  
Fourth Cycle ◽  
Performance Analyses

Purpose: The purpose of this study was to develop nurses’ core competencies and sub-competencies and to verify the validity and importance-performance of core competencies.Methods: The core competencies of nurses were derived through an analysis of strengths, weaknesses, opportunities, and threats, as well as a literature analysis of domestic and foreign accreditation institutions. Validity and importance-performance analyses were conducted on the core competencies derived from nursing colleges nationwide.Results: Six core competencies of nurses were revealed: integration of knowledge and nursing skills, critical thinking, communication, leadership, safety management, and global competency. Further, eighteen sub-competencies were derived. The content validity ratio values for the core competencies were higher than 0.74. Communication skills among multidisciplinary teams and communication skills among nursing teams were shown to be the most important competencies to be improved.Conclusion: The results of this study are meaningful in terms of how the core competencies of nurses were derived and evaluated for the fourth cycle of nursing education accreditation according to the changes of time and culture.

scholarly journals THE DEVELOPMENT OF EQ MODULE TO PROMOTE TEACHERS’ EMOTIONAL INTELLIGENCE IN MALAYSIA (Full Thesis)

2018 ◽  
Author(s):  
Syafrimen Syafril
Keyword(s):  
Emotional Intelligence ◽  
Core Competencies ◽  
Study Data ◽  
Second Phase ◽  
Self Assessment ◽  
Cross Sectional ◽  
The Core ◽  
Self Confidence ◽  
Positive Feelings ◽  
Cross Sectional Design

The purpose of this study is to develop EQ module to help improve emotional intelligence among teachers. The study utilized explanatory mixed methods designs, and has three phases. The first phase employed a cross-sectional design (n=112) and it examines the core-competencies of EQ among the teachers. The second phase utilized a case study design, and used in-depth interview (n=8), focus-group interview (n=24), as well as document analysis (n= 12 documents) as data collection techniques. These techniques were used to determine the appropriate methods can be used to develop the EQ module based on the core-competencies identified from the first phase of the study. Data for the first phase was collected using an EQ instrument (IKEM/MEQI), and was analyzed with descriptive statistic using the SPSS software version 15.0. Data from the second phase was analyzed with thematic approach using the NVivo 2 and NVivo 7 software. Findings from the first phase of the study shows that there are 11 EQ core- competencies that needed intervention (emotioanal awareness, accurate self-assessment, self confidence, honesty, self- controll, trustworthiness, achievement drive, andertanding others, developing others, influence and conflict managemet) among the teachers. Concomitantly, findings from the second phase suggested that there are certain methods, corresponding to each core-competencies, that can be used to improve the level of EQ among the teachers. Results from both phases were used to develop an EQ module that was pilot tested on a group of teachers (n=33). The module consisted of four sections and was conducted over a period of four days. Findings from the pilot study suggested an increase in EQ level among teachers who participated in the training workshop. The result of the study showed that there were improvements on those 11 EQ competencies. Interview conducted on the participants shows that the training was able to: (i) increase positive feelings towards self, (ii) increase awareness on changes experience by the self, (iii) behave more positively, and (iv) developed deeper understanding on issues related to emotion.

An Input–Process–Output Model of Pilot Core Competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 78-85 ◽  
Author(s):  
Heikki Mansikka ◽  
Don Harris ◽  
Kai Virtanen
Keyword(s):  
Path Analysis ◽  
Team Performance ◽  
Core Competencies ◽  
Core Competency ◽  
Principal Component ◽  
Analysis Model ◽  
Input Process ◽  
The Core ◽  
Performance Framework ◽  
Process Output

Abstract. The aim of this study was to investigate the relationship between the flight-related core competencies for professional airline pilots and to structuralize them as components in a team performance framework. To achieve this, the core competency scores from a total of 2,560 OPC (Operator Proficiency Check) missions were analyzed. A principal component analysis (PCA) of pilots’ performance scores across the different competencies was conducted. Four principal components were extracted and a path analysis model was constructed on the basis of these factors. The path analysis utilizing the core competencies extracted adopted an input–process–output’ (IPO) model of team performance related directly to the activities on the flight deck. The results of the PCA and the path analysis strongly supported the proposed IPO model.

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