Evaluation of a Multimethod Undergraduate Management Skills Development Program

Extejt, Marian M.; Forbes, J. Benjamin; Smith, Jonathan E.

doi:10.1080/08832323.1996.10116789

Cited by 7 publications

(5 citation statements)

References 6 publications

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“…In the field of business communication, some researchers have assessed students' communication skills before and after students received managerial skills instruction, hoping, of course, to find improvement in skills. The researchers did find some improvements, but they also discovered a surprising effect: The control-group students who did not take the integrated course were found to have better writing skills (Extejt, Forbes, & Smith, 1996). This effect is not surprising, however, after we learn that the control-group students had been required to take a course in business communication, while this requirement had been waived for those participating in the managerial skills development program.…”

Section: Inauthentic Integrationmentioning

confidence: 99%

Technical Communication Instruction in Engineering Schools

Reave

2004

Journal of Business and Technical Communication

102

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This survey of 73 top-ranked U.S. and Canadian engineering schools examines initiatives that engineering schools are taking to improve communication instruction for their students. The survey reveals that 50% of the U.S. schools and 80% of the Canadian schools require a course in technical communication. About 33% of the schools utilize some form of integrated communication instruction, and another 33% offer elective courses in communication. Just 10 schools have created engineering communication centers to provide additional individualized coaching and feedback for their students. The most comprehensive preparation that engineering schools provide is a communication-across-the-curriculum approach that combines these instructional methods to offer concentrated instruction, continual practice, situated learning, and individualized feedback.W orkplace and alumni surveys show that communication skills are essential to success in engineering practice, yet much of the instruction provided in engineering schools is not clearly related to these practice needs. To examine initiatives that engineering schools are taking to improve communication instruction for their students, including required courses in technical communication, integrated instruction, elective courses, and engineering communication centers, I surveyed 73 top-ranked U.S. and Canadian engineering schools. The survey reveals that about 50% of the U.S. schools and 80% of the Canadian schools require a course in technical communication. About 33% of the schools I surveyed utilize integrated instruction, in which communication specialists and engineering professors collaborate to provide communication instruction within engineering courses. Another 33% provide more advanced 452

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Section: Inauthentic Integrationmentioning

confidence: 99%

Technical Communication Instruction in Engineering Schools

Reave

2004

Journal of Business and Technical Communication

102

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“…This limited use is despite promising results obtained in academic settings. For example, Extejt and Forbes (1996) investigated the impact of a multi-method development program on management skills with undergraduate business students in an academic setting. Participants who took part in the assessment centre alone produced more positive changes than those participants who only participated in the management development program.…”

Section: Assessment and Development Centresmentioning

confidence: 99%

“…Program evaluations should be utilised to measure the degree of effectiveness of such programs Jones & Whitmore, 1995). Thus, for true learning and benefits to occur, it is not enough to just conduct the centre; the feedback and evaluation components are also critical Extejt & Forbes, 1996;.…”

Section: Limitationsmentioning

confidence: 99%

Learning perceptions of medical students engaged in clinical teaching postings in neonatal intensive care units

Kutzsche¹,

Khoo²

2019

TAPS

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“…The purpose of this program was not really to improve the students' interpersonal skills but to develop the coaching skills of MBA's who served as coaches to these students. Extejt, Forbes, and Smith (1996) reported that AC activities have good potential for preparing the naïve undergraduate management students for the real business world. Waldman and Korbar (2004) found that AC exercises conducted in an upper-level undergraduate course are the best predictors of the participant's postgraduate promotion rate, after controlling for undergraduate GPA and the Big Five personality measures (i.e., agreeableness, extroversion, conscientiousness, emotional stability, and openness to new experiences).…”

Section: Lgd As a Student Development Toolmentioning

confidence: 99%

Developing The Great Eight Competencies with Leaderless Group Discussion

Costigan

Donahue

2008

Journal of Management Education

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The Great Eight competencies are work behaviors that promote employee effectiveness in 21st-century organizations. These competencies include enterprising and performing, adapting and coping, organizing and executing, creating and conceptualizing, analyzing and interpreting, interacting and presenting, supporting and cooperating, and leading and deciding. This article proposes an alternative pedagogy, leaderless group discussion, for developing the Great Eight competencies in business students. An example and a roadmap are also provided that show how leaderless group discussion can be employed in the college classroom. Leaderless group discussion is surprisingly efficient in that all of the Great Eight competencies can be developed within the student at the same time with one exercise. Recommendations to help make leaderless group discussion practical for the business classroom are discussed.

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Evaluation of a Multimethod Undergraduate Management Skills Development Program

Cited by 7 publications

References 6 publications

Technical Communication Instruction in Engineering Schools

Technical Communication Instruction in Engineering Schools

Learning perceptions of medical students engaged in clinical teaching postings in neonatal intensive care units

Developing The Great Eight Competencies with Leaderless Group Discussion

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