scholarly journals Importance of Competences in Communication, as Perceived by Business Leaders

2021 ◽  
Author(s):  
Peter Karacsony ◽  
Tamás Bokor
Keyword(s):  
Interpersonal Communication ◽  
Leadership Skills ◽  
Communication Training ◽  
Business Leaders ◽  
Scientific Papers ◽  
Grade Scale ◽  
Communication Competencies ◽  
Leadership Experience ◽  
Training Programmes ◽  
Subjective Importance

From the perspective of a hierarchically ordered company, the expectations of company leaders concerning their employees' necessary competencies play a greater role than vice versa. This paper light on the expectations of leaders and sub-leaders of micro-, small and medium-sized enterprises concerning the competencies of employees in neighbouring parts of Hungary and Slovakia.The authors' collected 28 scientific papers on the issue of communication competencies in order to map out 21 "common denominators" derived from the combined competence lists. A survey was conducted with 222 respondents to measure the subjective importance assigned to these traits and to observe the respondents' attitudes towards the effectiveness of communication training programmes they had participated in. On the Hungarian side, speech competence proved to be the most crucial competence for business leaders, followed by attention/reflection and interpersonal communication skills. In Slovakia, persuasion was reported to be the most crucial trait, the second most important is the application of confirmation and feedback, and the third is speech competence. In terms of the participants' past communication training experiences, the competences of group communication, assertiveness and leadership skills were reported to have been the main areas of focus. The findings indicate that overall satisfaction with communication training programmes depends on neither the amount of participants' leadership experience nor the companies' field(s) of activity, nor the nationality (i.e. the venue) of the companies. The overall satisfaction rate is 2.53 on a four-grade scale among those who ever attended communication training programmes.

scholarly journals Confronting Students’ Personal and Interpersonal Communication Anxieties and Needs through Constitutive, Experiential Communication Pedagogy

2020 ◽  
Vol 3 ◽  
pp. 20-26
Author(s):  
Lawrence Frey ◽  
Emily Loker
Keyword(s):  
Interpersonal Communication ◽  
Positive Outcomes ◽  
Significant Issue ◽  
Human Relations ◽  
High Anxiety ◽  
Communicative Behaviors ◽  
Communication Difficulties ◽  
Communication Competencies ◽  
Experiential Pedagogy ◽  
Communication Pedagogy

Today’s college students are experiencing unprecedented high levels of anxiety, resulting in devastating effects. This essay challenges communication educators to respond directly to this significant issue by employing an experiential pedagogy that offers students constitutive opportunities to initiate, experiment with, and receive feedback about new communicative behaviors that will enable them to interact well and achieve positive outcomes in high anxiety-inducing interactions. The essay explicates how that constitutive, experiential pedagogy informs the course “Communication and Human Relations,” enabling students to acquire communication competencies to reduce their anxiety about and to manage effectively their personal and interpersonal communication difficulties.

scholarly journals PELATIHAN KOMUNIKASI INTERPERSONAL UNTUK MENINGKATKAN KOMITMEN ORGANISASI KARYAWAN

2019 ◽  
Vol 9 (2) ◽  
pp. 151-159
Author(s):  
Nira Gusfika
Keyword(s):  
Organizational Commitment ◽  
Interpersonal Communication ◽  
Communication Training ◽  
Wilcoxon Test ◽  
Control Group ◽  
Test Results ◽  
Whitney Test ◽  
Mann Whitney Test ◽  
Before And After ◽  
Experimental Group

This study aims to determine the improvement of organizational commitment through interpersonal communication training. The hypothesis of this research is that there is a difference of organizational commitment to employees between before and after being given interpersonal communication training on experimental group, where the level of commitment of employee organization after being given interpersonal communication training is higher than the level of organizational commitment of the employees before being given interpersonal communication training. Second hypothesis, there is difference of posttest organizational commitment level between experiment group and control group, where posttest of organizational commitment in experiment group is higher than control group.The subject of this research is 17 employees at STAI YAPPTI Balaiselasa. Characteristics of the subjects of this study are employees who have levels of organizational commitment and interpersonal communication in the category very low, low and medium. The design used was Pretest-Posttest Control Group, while the data was collected using organizational commitment scale then analyzed using Mann Whitney test to see the difference of score between the experimental group who were given interpersonal communication training with the control group who were not given interpersonal communication training. Furthermore, Wilcoxon test was done for see experimental group scores between before and after interpersonal communication training.Based on Mann Whitney test results found Z = -3.447 (p <0.01), meaning there is a difference in scores between experimental groups who were trained with control groups who were not trained. Based on Wilcoxon test results found there was a difference between organizational commitment score in the experimental group between before and after being given interpersonal communication training with Z = -2,668 (p<0,01).

scholarly journals Confidence in Procedural Skills before and after a Two-Year Master’s Programme in Family Medicine in Gezira State, Sudan

2017 ◽  
Vol 2017 ◽  
pp. 1-11 ◽  
Author(s):  
K. G. Mohamed ◽  
S. Hunskaar ◽  
S. H. Abdelrahman ◽  
E. M. Malik
Keyword(s):  
Family Medicine ◽  
Clinical Skills ◽  
Male Students ◽  
Procedural Skills ◽  
Self Evaluation ◽  
Before And After ◽  
Grade Scale ◽  
Training Programmes ◽  
In The Beginning ◽  
Medical Disciplines

Many postgraduate family medicine training programmes have been developed to meet the worldwide dire need for practicing family physicians. This study was conducted in Gezira state of Sudan in a “before-and-after” design in the period of 2010–2012 with the aim to assess improvements in candidates’ confidence in performing certain clinical skills. A self-evaluation questionnaire was used with a five-grade scale (1–5) to assess candidates’ confidence in performing 46 clinical skills. A group of 108 participants responded for both the “before” and the “after” questionnaire: the response rate was 91% (before) and 90% (after). In general, a positive progress trend was detected. The mean skill value for all skills was 3.23 (before) and 3.93 (after) with a mean increase of 21.7% (P<0.001). Male students scored constantly higher than females both before and after completing the master’s programme, while females showed a higher percentage in progress. Scores in certain medical disciplines were higher than others. However, disciplines with low scores in the beginning, such as psychiatry and ophthalmology, showed the highest progress percentage. The results show a significant increase in confidence in performing procedural skills designed in the curriculum of the GFMP master’s programme.

Successful family business succession: Utilizing peer groups for critical leadership skills development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jenell Lynn-Senter Wittmer ◽  
Clinton Oliver Longenecker ◽  
Angie Jones
Keyword(s):  
Leadership Development ◽  
Family Business ◽  
Succession Planning ◽  
Leadership Skills ◽  
Peer Groups ◽  
Family Businesses ◽  
Business Leaders ◽  
Content Type ◽  
Critical Leadership ◽  
Business Succession

Purpose The current study explores the necessary leadership skills required for leadership succession in family businesses as well as best development activities for each skill. The current study provides suggestions for best practices in developing and utilizing peer groups as a leadership development method. Design/methodology/approach A needs assessment was conducted by surveying 150 family-business leaders. Leaders were asked, “What are your most pressing leadership development needs for your organization as you move toward succession? A follow-up question was then asked: “For each of these skills, what method would best help develop this skill for family business leaders?” The responses were content analyzed, placed into themes, and rank ordered. Findings High agreement amongst business leaders was found as eight leadership skills were cited by high percentages of family-business leaders. Leaders overwhelmingly reported peer developmental activities as being the best method for developing these skills. Originality/value Succession planning in family-businesses is critical as many family business fail to make it past the first or second generation. However, little research explores what specific leadership skills are necessary for optimal succession. As well, many leaders in public organizations seek individual methods of development, such as executive coaching, whereas family business leaders seek group activities to learn with/through their peers.

Police perceptions of interpersonal communication training needs

1985 ◽  
Vol 13 (6) ◽  
pp. 513-524 ◽  
Author(s):  
Randolph D. Hicks ◽  
Rex L. Leonard ◽  
Richard R. Gruetzemacher ◽  
Willie L. Pierce
Keyword(s):  
Interpersonal Communication ◽  
Training Needs ◽  
Communication Training ◽  
Police Perceptions

scholarly journals Finding a path to growth as a leader: a medical learner perspective

BMJ Leader ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 56-58 ◽  
Author(s):  
David A Benrimoh ◽  
Jordan D Bohnen ◽  
Justin N Hall
Keyword(s):  
Leadership Development ◽  
Leadership Training ◽  
Leadership Skills ◽  
Leadership Education ◽  
Formal Training ◽  
Clinician Educators ◽  
Clinical Environments ◽  
Learner Perspective ◽  
Training Programmes ◽  
Postgraduate Medicine

Physicians are often required to lead teams in clinical and non-clinical environments but may not receive formal training in advance of these opportunities. In this commentary, three medical learners discuss their views on leadership education in undergraduate and postgraduate medicine, arguing that leadership development should be more explicitly integrated into training programmes and that medical leaders need to be better recognised for their contributions to this field, much like expert clinicians, clinician-educators and clinician-scientists are recognised for theirs. After reviewing the published literature in this domain, reflecting on their experiences engaging with medical leaders and attending a leadership education summit, the authors conclude that, as initial steps towards improving leadership training in medical education, faculties and programmes should commit to incorporating leadership training into their curricula, and strive to deliberately connect learners interested in leadership with practising clinician-leaders with an eye towards improving learners’ leadership skills. These first steps could help to catalyse the necessary shift towards improved leadership education and better patient care.

scholarly journals Impact of ISBAR Communication Training on Interpersonal Communication and Teamwork of Residents in General Practice Standardized Training

2020 ◽  
Vol 11 ◽  
pp. 76-83
Author(s):  
Min Chen ◽  
Jianhao Yin ◽  
Rui Jia ◽  
Hao Zhang ◽  
Rong Yan ◽  
...  
Keyword(s):  
General Practice ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Clinical Education ◽  
Training Model ◽  
Communication Training ◽  
Control Group ◽  
Observation Group ◽  
Communication Ability ◽  
The Impact

Interpersonal communication and teamwork is one of the training objectives of standardized training for residents. The ISBAR (Identify, Situation, Background, Assessment, Request) communication training model can effectively improve physicians’ clinical communication skills and teamwork ability. Our research aims to explore the impact of the ISBAR communication training on the interpersonal communication and teamwork of residents in general practice standardized training. A total of 92 general practitioners (GP) who participated in the Standardized Residency Training in the First Affiliated Hospital of Xi’an Jiaotong University in September 2018 were randomly recruited and divided into observation group（n=46） and control group（n=46） using simple random grouping method. GP in the observation group was trained by the ISBAR communication training model, whereas GP in the control group was trained by the traditional clinical education model. Six different scales were used to assess the interpersonal communication ability and teamwork ability of the two groups at different time points. After two weeks of training，the scores of interpersonal communication ability and teamwork ability in the observation group were higher than those in the control group（P<0.05）. ISBAR communication training model may significantly improve the interpersonal communication skills and teamwork ability of residents in general practice standardized training.

Leadership training in family medicine residency: a scoping review

BMJ Leader ◽  
2020 ◽  
Vol 4 (4) ◽  
pp. 239-245
Author(s):  
Stephanie Godard ◽  
Savithiri Ratnapalan
Keyword(s):  
Leadership Development ◽  
Family Medicine ◽  
Small Group ◽  
Leadership Training ◽  
Leadership Skills ◽  
Ongoing Research ◽  
Family Medicine Residency ◽  
Select Group ◽  
Integrated Leadership ◽  
Training Programmes

BackgroundGraduate medical education, including family medicine residency, has historically focused on building clinical competencies with little attention paid to leadership skills, leaving residents feeling ill-prepared for leadership roles after training.ObjectiveTo analyse the format, content and outcomes of leadership training programmes offered to family medicine residents.MethodsA MEDLINE (OvidSP) literature search from 1976 to October 2018 for articles on Family Medicine AND Residency AND Leadership Programs retrieved 184 articles. After reviewing inclusion and exclusion criteria, 12 articles were chosen for full review and synthesis.ResultsThree articles described leadership training available to Family Medicine all residents while nine focused on a select group. Programme format and content varied, ranging from a 1-day programme on emotional intelligence to a 5-year integrated leadership track. The most comprehensive curricula were longitudinal and offered to a small group of residents. Inclusive programmes often taught leadership through the lens of a specific competency. Mixed teaching methods were valued including online learning, simulations, small group discussions, mentorship, reflection, placements and projects. Conceptual frameworks were inconsistently used and programme evaluation seldom addressed high-level or long-term outcomes.ConclusionsLeadership skills are important for all family physicians; however, there is limited literature on comprehensive leadership development during training. Existing curricula were described in this review and we suggest a longitudinal mixed-methods programme integrated throughout residency, covering basic comprehensive skills for all residents. However, evaluative data were limited, and a considerable gap remains in how to effectively approach leadership development in family medicine residency, warranting ongoing research.

When communication professionals become trainers: a new role

2020 ◽  
Vol 24 (2) ◽  
pp. 85-102
Author(s):  
Sandra Bergman
Keyword(s):  
Design Methodology ◽  
Large Scale ◽  
Qualitative Interviews ◽  
Internal Communication ◽  
Communication Training ◽  
Content Type ◽  
Educational Role ◽  
Training Programmes ◽  
Practical Implications

PurposeThe purpose of this paper is to examine how communication professionals enact an educational role aimed at improving organisational communication through communication training. Furthermore, this article analyses what this implementation means for the role of the communication professionals.Design/methodology/approachQualitative interviews were conducted with seven communication professionals and ten managers in two organisations. The organisations were selected due to their involvement in developing and implementing communication training programmes. The interviews were then transcribed and analysed inductively.FindingsThis study demonstrates how communication professionals are expanding their professional role to become trainers in communication. The managers who participated reported increased awareness of the communication departments and the support they can provide. The communication departments became more visible in the organisations.Research limitations/implicationsThe study is qualitative and limited to two organisations. The managers' perspectives suggest that when communication professionals act as internal trainers, their role within an organisation is strengthened.Practical implicationsThe results of this study indicate that in-house communication professionals enable managers to improve their communication, boosting their ability to implement simultaneous large-scale training and rendering the communication department more visible and available throughout the organisation.Originality/valueThis study adds to the existing discussion regarding the new roles of communication professionals in organisations by presenting two cases in which communication professionals are successfully functioning as internal communication trainers. The findings can help both researchers and practitioners gain insights into the future role of the communication profession.

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