Communication Training in Corporate Settings: Lessons and Opportunities for the Academe

McEwen, Thaddeus

doi:10.1108/19355181199700006

Cited by 12 publications

(4 citation statements)

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“…E-learning can deliver "new" information not contained in traditional sources, effectively reinforcing other course information through offering examples, explanations, assessments, and exercises. In this way, online instruction can potentially enhance learning compared to what can be accomplished using a classroomonly approach (McEwen, 1997).…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ Perceptions of Online Learning: A Comparative Study

Smart¹,

Cappel²

2006

SSRN Journal

110

127

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Executive SummaryIn search of better, more cost effective ways to deliver instruction and training, universities and corporations have expanded their use of e-learning. Although several studies suggest that online education and blended instruction (a "blend" of online and traditional approaches) can be as effective as traditional classroom models, few studies have focused on learner satisfaction with online instruction, particularly in the transition to online learning from traditional approaches. This study examines students' perceptions of integrating online components in two undergraduate business courses where students completed online learning modules prior to class discussion. The results indicate that participants in an elective course rated the online modules significantly better than those in a required course. Overall, participants in the elective course rated the online modules marginally positive while those in the required course rated them marginally negative.These outcomes suggest that instructors should be selective in the way they integrate online units into traditional, classroom-delivered courses. This integration should be carefully planned based on learner characteristics, course content, and the learning context. For most participants of the study (83 percent), this was their first experience completing an online learning activity or module. In addition, the largest dissatisfaction factor reported among the participants was the time required to complete the online modules. Future research is encouraged to explore: (1) how previous experience with technology and online learning affects students' attitudes towards and success with e-learning; and (2) the effects of interspersing online units that are considerably shorter in length into the traditional classroom model. This additional research can provide greater insight into which factors promote e-learning success.

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Section: Literature Reviewmentioning

confidence: 99%

Students’ Perceptions of Online Learning: A Comparative Study

Smart¹,

Cappel²

2006

SSRN Journal

110

127

View full text Add to dashboard Cite

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“…In the 1970s, Livingston (1971) argued that university and industry training failed to develop the skills and traits necessary for success in business. More recently, several articles show that business schools have failed to improve students' oral and written communication skills (Clarke and Franklin 1985;Atkins and Kent 1988;Buckley, Peach, and Weitzel 1989;Harris 1994;McEwen 1997;Levenburg 1996). Studies propose steering away from theoretical teaching to a more applications-oriented approach (Buckley, Peach, and Weitzel 1989;Hammond, Hartman, and Brown 1996;McFadden, Jansen, and Towell 1999).…”

Section: Literature Reviewmentioning

confidence: 99%

Student and Employer Perceptions of Desirable Entry‐level Operations Management Skills

Gabric

McFadden

2001

American Journal of Business

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The purpose of this study is to determine whether there is a significant difference between employers and students on their perceptions of the importance of skills and traits critical for securing entry-level employment in operations management. Another major concern in this study is whether employers value general skills more than technical abilities. To address our research questions, a two-page questionnaire was developed. We found significant differences in mean scores between employers and students in their perceptions of the importance of general skills, technical skills, and personality characteristics. In addition, our findings indicate that employers value general skills significantly higher than technical skills. The results of this study provide a foundation for operations management programs in curricula reengineering and ultimately provide the business community with more qualified applicants.

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“…More recently, scholars have argued that oral communication skills are increasingly important for engineers (Ford and Teare, 2006;Seat et al, 2001). The rational for this argument is that communication skills are important for personal and professional development (Morreale and Pearson, 2008;Morreale et al, 2000), are rated among the most requested skills by employers (The Cline, 2005;McEwen, 1997), and can facilitate career success (Morreale and Pearson, 2008). As engineers spend about 50 percent of their day communicating with others (Vest et al, 1996) it is even more important for them to communicate effectively.…”

Section: Introductionmentioning

confidence: 99%

Providing engineers with OARS and EARS

Klonek

Kauffeld

2015

Higher Education, Skills and Work-Based Learning

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Purpose – Motivational Interviewing (MI) is a vocational communication skill from the helping professions. Verbal skills in MI are summarized under the acronyms OARS and EARS (open-ended questions/elaborating, affirmations, reflections, and summaries). The purpose of this paper is to outline how MI provides important skills for engineers, and demonstrate skill assessment by using an observation-based scientific approach. Design/methodology/approach – Totally, 25 engineering students took part in a skill-based MI training. Quality assurance of the training was assessed by using a repeated measurement design with multiple measures: systematic observations from recorded interactions and self-reported and standardized performance measures. Two external observers reliably coded the recorded conversations using the MI skill code. Findings – Trainees showed a significant increase of verbal skills in MI. Directive-confrontational behaviors decreased after training. Self-reported and performance measures indicated significant increases in MI post training. Conversational partners in the post-training condition showed significantly more motivation in comparison to partners before the training. Research limitations/implications – The main limitation of the study is the small sample size. However, training effect sizes showed large effects on verbal skills. Practical implications – Communication skills in MI can be taught effectively for a technical population. This study suggests that MI is effective within the higher education of technical professions who have to deal with motivational issues. Observational measures can be used for quality assurance purposes, but also serve as a feedback instrument for work-based learning purposes. Originality/value – This is the first study to evaluate training in MI for engineers using a multi-method approach with observational measures.

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Communication Training in Corporate Settings: Lessons and Opportunities for the Academe

Cited by 12 publications

References 0 publications

Students’ Perceptions of Online Learning: A Comparative Study

Students’ Perceptions of Online Learning: A Comparative Study

Student and Employer Perceptions of Desirable Entry‐level Operations Management Skills

Providing engineers with OARS and EARS

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