Gotowa bibliografia na temat „Commmunication skills”

Practice in job interview skills is an important step toward successful employment of unemployed. The purpose of the study was to assess the effectiveness of the virtual communicative training developed by us in interviewing skills training of the unemployed with the employer. Participants were randomized into control (n=16) and experimental (n=18) con- ditions. We have created software “Virtual Recruiter” that provides an experience with which job seekers can systematically improve their job interview skills and increase their confidence about going on job interviews. We assessed the efficacy of virtual commmunicative training in a randomized controlled trial. Both groups completed pre-and post-intervention role-play interviews and psychological willingness to job interview questionnaires. Experimental group participants significantly reduced their heart rates and significantly increased their psychological willingness to job interview on the role-play at follow-up compared with baseline (p<0,01). Control group participants had no significant changes in their heart rates and their psychological willingness to job interview (p>0,05). Future research may help to clarify whether this virtual commmunicative training is related to an increase in finding a job. This work was supported by The Ministry of Education and Science of Russian Federation and was prepared as a part of a state task in scientific research area: project № 25.1815.2014/К of 11.07.2014 “Creating virtual experimental models of social interaction between human and psychosocial information environment to organize psychological support for various categories of population”.

This study discusses the influence of Indonesian on Arabic conversation of Al-Manar Islamic Boarding school students. In order to help student to be able to communicate in Arabic thus bi’ah lughawiyyah is created to train students speaking Arabic in the Islamic Boarding School environment. It is aim to fulfil the demand of global era in which Arabic is not only about learing Nahwu and Sarf but also about mastering language skills. Commmunication ability in Arabic Fusha is the most important thing that must be mastered when interacting with people from middle east countries for various need. Such as education and trade. The Islamic boarding school student often face problem in practicing Arabic expression; they are very difficult to free themselves from mother tongue. This problem is also faced by others in the world, as a result the student of the Islamic boarding school often make a mistake in their Arabic speaking expression. For example some one uses “هُناَ” to call person, meanwhile the right expression is “تَعاَل”.

Occupational Therapy is a client centred, holistic allied health profession in which the quality of a supportive, empowering therapist-client relationship is seen as having a key and central role in effective therapy. A minimum of a 1000 hours of practice placement education (PPE) must be successfully completed in pre-registration programmes, which are charged with ensuring graduates are fit for practice and purpose. This Work Based Project focussed on how pre-registration education can best equip students for a first PPE in terms of sufficient inter-personal communication skills. Primary data collection was conducted between November 2008 and March 2010. The project firstly employed thematic content analysis of data elicited from two rounds of focus group surveys of practice placement educators (PPEds) to identify a baseline of inter-personal communication skills required prior to embarking on a first PPE. This data was used to formulate an objective structured clinical examination (OSCE) checklist of inter-personal communication skills, which was then utilised as a formative assessment and in role play scenarios in taught sessions with one first year pre-registration occupational therapy cohort. This cohort was surveyed via a questionnaire and in addition five students were interviewed. Subsequently a group of third year students, who role played clients for the OSCE, participated in a facilitated discussion on their perceptions of the OSCE. The data on students’ perceptions and an analysis and comparison of staff and student ratings of performance in the formative OSCE, were utilised in a critical evaluation of the use of this OSCE as a teaching and assessment tool. The findings indicate a level of agreement on the content of the OSCE checklist, providing content validity to this particular assessment. PPEds, and first and third year students are positive about the use of an OSCE when it is used as a formative experience. Students recommend that if used as a summative assessment the OSCE is combined with a reflective piece. Objective structured clinical examinations have long been established in other health care professions such as medicine and nursing. This project has provided evidence indicating that an OSCE of inter-personal communication skills is a valid assessment tool for occupational therapy pre-registration students, and that it can also facilitate student reflection, self-awareness and learning. It has also identified profession specific inter-personal communication skills required for embarking on a first PPE.

The aim of the current research program was to investigate the social context of escalation in response to continued pushy behaviour in the workplace. In doing so, this research program contributes to the development of communication skills by investigating the entire context of skills required for effective communication in managing everyday conflict in the workplace. The response class, Responding to continued pushy or dominating behaviour in the workplace, was selected as a vehicle for examining the context of escalation for two reasons. Firstly, this response class, by the very nature of pushy behaviour, embodies a continued interaction. In the past, assertive communication research has focused on one off responses rather than a continued interaction. Secondly, this response class has been identified in previous research as being of interest to assertiveness trainees (Cooley, 1979, Lefevre & West, 1984, Wilson & Gallios, 1993). The theoretical premise of the current research program resides in the application of Social Rules Theory to the difficult face-to-face communication situation, or response class, of responding to continued pushy behaviour in the workplace. In doing so, this approach also takes into account dialectical theory, conflict resolution theory, and the concept of response components that can be selected and/or combined in order to meet the requirements, or rules, of a specific situation. In adopting the Social Rules approach, the current research program addresses the key criticisms of the traditional approach to assertion and assertion training, namely that people behaving assertively are sometimes negatively evaluated for assertive behaviour (Wilson & Gallois, 1993); and that assertion traditionally focused on the expressiveness of a response at the unintended cost of social or contextual appropriateness (Crawford, 1988); that finding a response is assertive does not delineate which aspects of the response are producing which types of effects (Galassi, 1978; Mullinix & Galassi, 1981). Most importantly, the current research contributes to the field by examining the negative response class in terms of a response sequence of escalation, rather than a one-off response. This is new research and contributes to the field theoretically and to the conceptualisation of assertion and communication. In order to meet the goals of the current research program, the response class Responding to continued pushy behaviour in the workplace, was defined precisely in terms of the situational context. This response class implies a workplace relationship of an ongoing nature. Four other variables were involved in defining and investigating the situation. These were status, gender of message sender, gender of message receiver, and response level (initial response, first escalation or second escalation). The current program of research was carried out in a series of three related studies, and these four variables were examined in each of the three studies. The purpose of the first study was to elicit social rules and goals for interpersonally effective and appropriate escalation strategies in response to pushy dominating communication in the workplace. This study was conducted in two parts, a qualitative questionnaire completed by 20 females and 20 males, and two focus groups, one for females and one for males. Content analysis revealed a set of rules for an escalation sequence for each combination of status and gender. These rules were then operationalized, filmed and analysed in the second study. One hundred and twenty-three participants (64 females and 59 males) with work experience watched the operationalized responses and rated them on a series of seven scales. These scales were effectiveness in stopping the pushy behaviour (task effectiveness), effectiveness in maintaining the relationship (maintenance effectives), social appropriateness, interpersonal skill required, risk involved, personal difficulty in making the response, and likelihood of making the response. Analyses included descriptive statistics, which indicated that the operationalized responses were perceived to be effective and socially appropriate. Multivariate Analysis of Variance (MANOVA) were also conducted and revealed a number of significant interactions for each status level (manager, colleague, subordinate). The third and final study in this research program adopted a qualitative approach to examine continued pushy or dominating communication in the workplace. Eighty-two (45 female and 37 male) participants completed a qualitative questionnaire utilizing an open-ended approach. This questionnaire was designed for the purpose of the third study to elicit the typical behaviours, emotions and cognitions participants have in response to continued pushy behaviour in the workplace. Also, a data analysis process was designed specifically for the third study to provide an analytical procedure that was as systematically rigorous and replicable as possible. This process is explained in detail in Study 3. The results of the third study revealed differences between actual behaviour and rule based behaviour in response to continued pushy behaviour, namely that actual responses are more public and direct in nature, and more likely to promote destructive conflict escalation. This finding implies that typical responses are not as effective as rule based responses, highlighting the benefits of applying social rules to manage difficult face to face communication situations. In summary, the current research project utilized a multi-method approach in a series of three studies to reveal the nature of Social Rules based responses and typical responses. The results of this research program have implications for both the theory and practice of effective communication and effective communication training. Evaluation of both social rules based and typical responses have implications for communication trainees who wish to make informed choice based on a consideration of functionally effective behaviour and personal satisfaction. For example, social rules for escalation in response to continued pushy behaviour from a male manager may indicate that it is most effective for a female subordinate to acquiesce. However, the female subordinate may choose to violate social rules and risk being perceived as inappropriate and damaging the relationship, to achieve a super-ordinate goal or for personal satisfaction. Conversely, the social rules and responses developed in the current research program have implications for professional effectiveness in the workplace by providing guidelines for dealing with dominating behaviour.

The aim of the current research program was to investigate the social context of escalation in response to continued pushy behaviour in the workplace. In doing so, this research program contributes to the development of communication skills by investigating the entire context of skills required for effective communication in managing everyday conflict in the workplace. The response class, Responding to continued pushy or dominating behaviour in the workplace, was selected as a vehicle for examining the context of escalation for two reasons. Firstly, this response class, by the very nature of pushy behaviour, embodies a continued interaction. In the past, assertive communication research has focused on one off responses rather than a continued interaction. Secondly, this response class has been identified in previous research as being of interest to assertiveness trainees (Cooley, 1979, Lefevre & West, 1984, Wilson & Gallios, 1993). The theoretical premise of the current research program resides in the application of Social Rules Theory to the difficult face-to-face communication situation, or response class, of responding to continued pushy behaviour in the workplace. In doing so, this approach also takes into account dialectical theory, conflict resolution theory, and the concept of response components that can be selected and/or combined in order to meet the requirements, or rules, of a specific situation. In adopting the Social Rules approach, the current research program addresses the key criticisms of the traditional approach to assertion and assertion training, namely that people behaving assertively are sometimes negatively evaluated for assertive behaviour (Wilson & Gallois, 1993); and that assertion traditionally focused on the expressiveness of a response at the unintended cost of social or contextual appropriateness (Crawford, 1988); that finding a response is assertive does not delineate which aspects of the response are producing which types of effects (Galassi, 1978; Mullinix & Galassi, 1981). Most importantly, the current research contributes to the field by examining the negative response class in terms of a response sequence of escalation, rather than a one-off response. This is new research and contributes to the field theoretically and to the conceptualisation of assertion and communication. In order to meet the goals of the current research program, the response class Responding to continued pushy behaviour in the workplace, was defined precisely in terms of the situational context. This response class implies a workplace relationship of an ongoing nature. Four other variables were involved in defining and investigating the situation. These were status, gender of message sender, gender of message receiver, and response level (initial response, first escalation or second escalation). The current program of research was carried out in a series of three related studies, and these four variables were examined in each of the three studies. The purpose of the first study was to elicit social rules and goals for interpersonally effective and appropriate escalation strategies in response to pushy dominating communication in the workplace. This study was conducted in two parts, a qualitative questionnaire completed by 20 females and 20 males, and two focus groups, one for females and one for males. Content analysis revealed a set of rules for an escalation sequence for each combination of status and gender. These rules were then operationalized, filmed and analysed in the second study. One hundred and twenty-three participants (64 females and 59 males) with work experience watched the operationalized responses and rated them on a series of seven scales. These scales were effectiveness in stopping the pushy behaviour (task effectiveness), effectiveness in maintaining the relationship (maintenance effectives), social appropriateness, interpersonal skill required, risk involved, personal difficulty in making the response, and likelihood of making the response. Analyses included descriptive statistics, which indicated that the operationalized responses were perceived to be effective and socially appropriate. Multivariate Analysis of Variance (MANOVA) were also conducted and revealed a number of significant interactions for each status level (manager, colleague, subordinate). The third and final study in this research program adopted a qualitative approach to examine continued pushy or dominating communication in the workplace. Eighty-two (45 female and 37 male) participants completed a qualitative questionnaire utilizing an open-ended approach. This questionnaire was designed for the purpose of the third study to elicit the typical behaviours, emotions and cognitions participants have in response to continued pushy behaviour in the workplace. Also, a data analysis process was designed specifically for the third study to provide an analytical procedure that was as systematically rigorous and replicable as possible. This process is explained in detail in Study 3. The results of the third study revealed differences between actual behaviour and rule based behaviour in response to continued pushy behaviour, namely that actual responses are more public and direct in nature, and more likely to promote destructive conflict escalation. This finding implies that typical responses are not as effective as rule based responses, highlighting the benefits of applying social rules to manage difficult face to face communication situations. In summary, the current research project utilized a multi-method approach in a series of three studies to reveal the nature of Social Rules based responses and typical responses. The results of this research program have implications for both the theory and practice of effective communication and effective communication training. Evaluation of both social rules based and typical responses have implications for communication trainees who wish to make informed choice based on a consideration of functionally effective behaviour and personal satisfaction. For example, social rules for escalation in response to continued pushy behaviour from a male manager may indicate that it is most effective for a female subordinate to acquiesce. However, the female subordinate may choose to violate social rules and risk being perceived as inappropriate and damaging the relationship, to achieve a super-ordinate goal or for personal satisfaction. Conversely, the social rules and responses developed in the current research program have implications for professional effectiveness in the workplace by providing guidelines for dealing with dominating behaviour.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology (Business)
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