Spelling suggestions: "subject:"[een] INTERPERSONAL COMMUNICATION"" "subject:"[enn] INTERPERSONAL COMMUNICATION""
531 |
More connections, less connection: An examination of the effects of computer-mediated communication on relationships.McGlynn, Joseph 12 1900 (has links)
The impact of computer-mediated communication (CMC) on relational behavior is a topic of increasing interest to communication scholars (McQuillen, 2003; Tidwell & Walther, 2002). One of the most interesting issues that CMC raises concerns the impact of CMC on relational maintenance and development. Using dialectical theory, social exchange theory, social information processing theory, and the hyperpersonal perspective as theoretical frameworks, this study used quantitative and qualitative analyses to identity potential effects of CMC on relationships. Study 1 (n=317) examined the effects of CMC on relational closeness, satisfaction, and social support. Study 2 (n=196) explored the reasons individuals provide for privileging computer-mediated forms of communication, and the perceived effects of using CMC in relational communication. Results indicated that quality of CMC predicted increased perceptions of social support and relationship satisfaction. Results further suggested that CMC enabled participants to manage more effectively relational tensions of autonomy-connection and openness-closedness. Specifically, individuals used CMC to retain higher levels of conversational control, and to maintain greater numbers of relationships with decreased levels of investment. This paper concludes with a discussion of implications and directions for future research.
|
532 |
Influencia de las estrategias de employee communication en el employee engagement de los empleados millennials de la Universidad Peruana de Ciencias Aplicadas / Influence of employee communication strategies on the employee engagement of millennials employees at Universidad Peruana de Ciencias AplicadasVergara Arteaga, Brenda Rosario 13 September 2020 (has links)
Al vínculo emocional entre empresa y trabajador se le conoce como employee engagement. Mantener un buen nivel de employee engagement resulta clave para que los empleados sean más productivos e incluso reduce el índice de rotación laboral. Sin embargo, con la fuerza laboral millennial la rotación laboral tiene un índice mucho más alto que antes, ya que, a diferencia de generaciones anteriores, ellos cambian de empleo con frecuencia. Las empresas deben invertir constantemente en contratar nuevo personal. Por eso, mantener un buen nivel de employee engagement con los empleados millennials es una prioridad. Una forma de incrementar el employee engagement es el employee communication, término que hace alusión a todos los procesos comunicacionales que suceden dentro de una empresa para comunicarse de manera efectiva con los empleados. En el presente trabajo se analiza cómo influyen las estrategias del employee communication en el employee engagement de los empleados millennials de la Universidad Peruana de Ciencias Aplicadas. La investigación presenta un paradigma naturalista con enfoque cualitativo que utilizará como herramienta entrevistas. / The emotional bond between an organization and its employees is known as employee engagement. Workers with a high level of employee engagement are known to be much more productive, and their job rotations rates are lower than those of the average employee. However, with the work force being mainly integrated by millennials, companies are having higher rotation levels than before, because, unlike past generations, millennials prefer changing jobs frequently. This represents a great loss for companies, since they must constantly invest in hiring new personnel; therefore, maintaining a good level of employee engagement with millennial employees has become a priority. One of the factors known to increase employee engagement is employee communication, a term that refers to all the communication processes that take place within a company to communicate effectively with employees. In this work, we analyze the best employee communication strategies to improve employee engagement from millennials working in the Universidad Peruana de Ciencias Aplicadas. The research presents a naturalistic paradigm with a qualitative approach that will use interviews as a tool. / Trabajo de investigación
|
533 |
A re-communication conceptual framework: perceived influence of reality-altering events on organisational interaction behaviourKoonin, Marla 12 1900 (has links)
ABSTRACT
The researcher set out to gain an in-depth understanding of the possible influence of a reality-altering event on interaction behaviour (communication). The alteration in interaction behaviour referred to within the context of this study, is the communication phenomenon identified, explained and labelled as part of the study, which the researcher termed “re-communication”. This study partly aims at developing a re-communication conceptual framework that explains the re-communication phenomenon.
In order to explain this unexplored communication phenomenon and develop a re-communication conceptual framework for it, the study focuses on how either strategic or spontaneous communication could be utilised in any reality-altering event to disclose information that would alter the co-constructed social reality between people. This information could be communicated either by the individual, who experienced a reality-altering event, or by persons or forms of communication external to the individual. Within the context of this study, the disclosure becomes the reality-altering event.
Therefore, the proposed re-communication conceptual framework firstly addresses the elements that influence disclosure or non-disclosure. Secondly, it focusses on self-preservation communication strategies used to avoid disclosing or concealing the reality-altering event. Thirdly, the framework focuses on the actual reality-altering event, which, in this case, occurs when a gay individual’s sexual identity is disclosed to colleagues. Lastly, the framework looks at re-communication, which involves a perceived alteration in communication post-disclosure due to the altered reality. It is argued that the co-constructed social reality between a gay individual and a colleague is altered from a position of being unaware of the individual being gay to becoming aware.
It is further argued that, because heterosexuality is regarded as the norm and the language and meaning ascribed to dominant symbols in society support heteronormativity, people often assume that a colleague is heterosexual and construct their reality based on this notion. Going into an interaction, both the gay individuals and their colleagues have their own social reality, which they have constructed through their experiences, as well as the co-constructed social reality they share with each colleague with whom they interact. This study was conducted within an interpretivist research paradigm and from the position of the theoretical foundation of symbolic interactionism, social constructionism and constructivism. A qualitative, exploratory research design was selected to collect the data by means of in-depth semi-structured interviews and narratives. Based on the insights provided by the participants, re-communication as a communication phenomenon was identified, explained and labelled and the resultant re-communication framework was developed. The re-communication conceptual framework was synergised by means of a thematic textual analysis and was guided by a number of assumptions and postulations arising from a strong theoretical foundation and a comprehensive literature review, which were supported by the findings.
In this study, it was found that a reality-altering event is complex and multiple elements influence the way in which gay individuals’ sexual identity are disclosed or not disclosed within the organisational context. However, it has been discovered that communication is the vehicle for self-preservation and for disclosing information that will lead to a reality-altering event. Regardless of how small the influence or how limited the time, post the reality-altering event, the disclosure influences interaction behaviour (communication) and alters the co-constructed social reality between gay individuals and their colleagues.
The colleagues go from a position of not knowing an individual was gay to knowing. It is noted that disclosure of a sexual identity and/or any other reality-altering event is not a once off reality-altering event, but rather a continuous process for gay individuals, because each time a new colleague enters the organisational contexts of gay individuals, they need to consider if – and if so, how – they want to disclose. In some cases, disclosure take places by others and the gay individual needs to decide how to deal with colleagues now knowing s/he is gay.
The most significant contribution of the study is the identification, explanation and labelling of a previously unexplored communication phenomenon – that of re-communication – and the development of a re-communication conceptual framework that could contribute to the organisational reality in a two-fold manner. Firstly, such a framework will provide insights into and possible sense making of the disclosure experiences of gay individuals in the organisational context. Secondly, the outcome illustrates the importance of inclusive and positive organisational climates and/or cultures and the concomitant impact of positive engagements on organisational practices such as inclusive climates and cultures for sharing, employee loyalty, better team cooperation, trust among employees, increased employee wellbeing and more effective communication processes within organisations. / Communication Science / D. Phil. (Communication)
|
534 |
Přečteno 12:45 : Vliv potvrzení o přečtení na transformaci mezilidské komunikace / Read 12:45 : Read receipts and their effect on the transformation of interpersonal communicationŠlahař, Daniel January 2019 (has links)
The aim of this thesis is to describe, by means of compounding disciplines of Computer Mediated Communication and Human-Computer Interaction, how interpersonal communication is transformed by the read recepit function which occurs in contemporary Instant Messaging applications. Besides the impact of the function itself on interpersonal communication, this thesis also explores the effect of other Awareness Cues on its acceptance and interpretation.
|
535 |
Challenges of using English as a medium of science instruction in a South African context : a view from FET learners and educatorsZisanhi, Daniel 11 1900 (has links)
This study explores the challenges faced by high school science learners when they use English language as a medium of instruction in a South African context. Questionnaires were administered and focus group interviews were conducted with both science learners and science educators. Results indicated that learners are challenged in a number of ways when English is used to teach science especially if English is not their home language. Both learners and educators prefer to be taught and teach science respectively in English though ideally learners would like to be taught in their home languages. To overcome these challenges a home language scientific register should be drawn to cater for all learners’ home language, learners should also be proficient in English or language of science instruction. / Science and Technology Education / M. Ed. (Natural Science Education)
|
536 |
The Management of Privacy Boundaries for People with Visible DisabilitiesMcAloon, Erin P. January 2014 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / People who have disabilities that are visible often manage the boundaries around private information regarding their disability (Braithwaite, 1991) because the choice becomes how much should be revealed. The purpose of this study is to use Communication Privacy Management (CPM) theory to explore the way people who have a visible disability manage privacy boundaries in communicative interactions and also the way the boundaries around private information are managed over time. The study was conducted through in-depth interviews with seven individuals who have a visible disability about their experiences in managing private information. The individuals described experiences both among other people with a visible disability and with people do not have a disability. Results from a thematic analysis revealed the presence of five main themes and several sub-themes.
|
537 |
Emotional communication in instant messagingPirzadeh, Afarin 29 October 2015 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / Emotional communication is fundamental to everyday interaction. How well emotions are communicated is crucial to interpersonal relationships and individual well-being. Emotional communication in instant messaging (IM), however, can be challenging because of the absence of visual and aural nonverbal behaviors. Despite the growing number of technologically-focused solutions for supporting emotional communication in IM, limited design research has been done to study the actual users’ behaviors in communicating their emotion in IM and strategies they use to adapt emotional communication in this medium, with the purpose of establishing design solutions to support users' emotional communication. Connecting several bodies of HCI, design, and communication literature in the context of IM, this dissertation critically examines how users communicate emotion in IM and accordingly establishes user-centered multi-touch gesture based design solutions to support emotional communication in this medium. Understanding how users communicate their emotion in IM, the design issues, and corresponding design solutions help researchers and designers to support the user's emotional needs, resulting in the improvement of emotional communication strategies in IM.
|
538 |
Adapted dance- connecting mind, body and soulSwinford, Rachel R. 29 January 2014 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / Using Heideggerian interpretive phenomenology, this study illuminates the lived experience of an adapted dance program for individuals with Down syndrome and their family members. The overall pattern from both dancers and family members was adapted dance: connecting mind, body and soul. The primary theme from dancer interpretations was expressing a mosaic of positive experiences, and the primary theme from family member interpretations was experiencing pride in their loved ones. The dance program provided dancers an opportunity to express their authentic self while experiencing moments of full embodiment in the connection of their mind, body and soul. While dancers experienced the connection of mind-body-soul, family members recognized the importance of this connection in their loved one. This research is instrumental in advocating for opportunities for individuals with Down syndrome to experience dance as a social, physical and intellectual activity that results in learning and increasing social interactions. The research findings from this study can support future initiatives for dance programs that may influence a population that has limited access to physical activity and dance. The study’s teaching strategies, dance activities, class procedures and sequences, and feedback techniques can be used by other professionals who teach individuals with intellectual disabilities.
|
539 |
A theoretical framework for constructive interpersonal leadership relations in knowledge-based organisationsLouw, M. (Marianne) 10 1900 (has links)
Text in English with abstracts in English, Afrikaans and Venda / In this qualitative study, the research objective was to present a theoretical framework for the phenomenon of interpersonal leadership relations (denoting both the dyadic relationship between two leader/followers and the leadership communication taking place in the dyad) in knowledge-based organisational contexts.
It is posited that the interpersonal leader-follower dyad (LFD) may be viewed from a systems theory perspective as a system consisting of two system parts (individuals). These individuals are labelled ‘leader/followers’ to emphasise their mutual interdependence, and to indicate that these roles may be interchangeable, based on the knowledge needs in a particular situation (in line with the tenets of shared leadership). The dyadic system is influenced by its environment, the organisational context. However, the primary focus of this study is on interpersonal leadership communication as symbolic interaction between the leader/followers in the LFD. These three systemic levels are represented as major themes in the model resulting from this study: Theme 1 – an organisational environment that supports constructive interpersonal leadership relations (ILR); Theme 2 – symbolic interaction in the LFD; and Theme 3 – personal attributes that enhance ILR.
The data were collected from two convenience samples. In-depth, semi-structured interviews were conducted with participants in Sample 1, while questionnaires were used to collect data from Sample 2. In both cases, thematic analysis was used to analyse and interpret the data.
The major contribution of the study is the resulting theoretical framework of ILR, which comprises a theoretically based definition of ILR; a generic model of ILR; and current guidelines for fostering constructive ILR in knowledge-based contexts, with reference to the three systemic levels.
The following definition was phrased based on the study: Constructive interpersonal leadership relations (ILR) in a knowledge-based organisational context is a dyadic process of symbolic communication between two expert leader/followers who mutually influence each other and share meaning to strengthen their relationship and to collaboratively transfer and apply knowledge to achieve organisational goals.
In terms of the environment, it was found that organisational leaders should actively model and promote the following: a collaborative leadership concept, workplace spirituality, cultural inclusivity, and adaptation to advancing communication technologies.
Regarding symbolic interaction in the LFD, the following communication practices were found to be central to constructive ILR: active listening, supporting followers as unique individuals, respectful communication, considering followers’ input, facilitating constructive redefinition of the other leader/follower’s self, role-taking (taking the perspective of the other leader/follower’s role), awareness of attribution, conflict management through non-threatening, respectful and preferably face-to-face discussion, facilitating a sense of meaning or purpose at work for the other leader/follower, and fostering constructive relationship properties such as trust. It was found that ILR may produce system outputs into the organisation that contribute to the organisational culture and climate, job performance, employee morale and engagement, and staff retention.
Personal attributes were organised into personal values and competencies that support ILR. The most important personal values were identified as honesty, love or supportiveness, respect, relationships or engagement, trust, and professional excellence. Essential competencies were identified as listening skills, emotional communication competencies (particularly self-awareness, self-reflection and attending to others’ emotions), engagement skills, conflict management skills, and multicultural competency (including generational skills). / In hierdie kwalitatiewe studie word ’n teoretiese raamwerk voorgelê vir die verskynsel ‘interpersoonlike leierskapsverhoudings‘ (verwysende na beide die diadiese verhouding tussen twee leier/volgelinge en die leierskapskommunikasie wat in die diade plaasvind) in kennisgebaseerde organisatoriese kontekste.
Die uitgangspunt is dat die interpersoonlike leier-volgeling-diade (LVD) vanuit ‘n sisteemteoretiese perspektief beskou kan word as ‘n sisteem wat uit twee sisteemdele (individue) bestaan. Hierdie individue word ‘leier/volgelinge‘ genoem om hulle wedersydse interafhanklikheid te beklemtoon; en om aan te toon dat hierdie rolle uitruilbaar mag wees, afhangende van die kennisbehoeftes in ’n gegewe situasie (met verwysing na die teorie van gedeelde leierskap). As ’n sisteem word die LVD ook deur die omringende omgewing of organisatoriese konteks beïnvloed. Die primêre fokus van hierdie studie is egter op interpersoonlike leierskapskommunikasie as simboliese interaksie tussen die leier/volgelinge in die LVD. Hierdie drie sistemiese vlakke word in hierdie studie deur die hooftemas in die studie verteenwoordig en ook as sulks in die voortvloeiende model uitgebeeld: Tema 1 – ’n organisatoriese omgewing wat konstruktiewe interpersoonlike leierskapsverhoudings (ILV) ondersteun; Tema 2 – simboliese interaksie in die LVD; en Tema 3 – persoonlike eienskappe wat ILV bevorder.
Die teoretiese raamwerk van ILV bestaan uit die volgende: ’n teoreties gefundeerde definisie van ILV; ’n generiese model van ILV; en ’n raamwerk van huidige riglyne vir die kweek van konstruktiewe ILV in kennisgebaseerde kontekste, met verwysing na die drie sistemiese vlakke van omgewing, diade en individuele leier/volgelinge.
Die volgende definisie is op grond van die navorsingsresultate geformuleer: Konstruktiewe interpersoonlike leierskapsverhoudings (ILV) in ’n kennisgebaseerde organisatoriese konteks is ’n diadiese proses van simboliese kommunikasie tussen twee kundige leier/volgelinge wat mekaar wedersyds beïnvloed en betekenis deel om hulle verhouding te versterk en kennis samewerkend oor te dra en aan te wend om organisatoriese doelwitte te bereik.
In terme van die organisatoriese omgewing is bevind dat organisatoriese leiers, veral senior leiers, die volgende aktief moet modelleer en bevorder in die organisasie: ’n samewerkende leierskapskonsep, spiritualiteit in die werkplek, kulturele insluiting, en aanpassing by vooruitgang in kommunikasietegnologie.
Met verwysing na simboliese interaksie in die LVD is die volgende praktyke bevind as sentraal tot konstruktiewe ILV: aktiewe luistergedrag, die ondersteuning van volgelinge as unieke individue, respekvolle kommunikasie, die inagneming van volgelinge se insette, die fasilitering van die konstruktiewe herdefiniëring van die ander leier/volgeling se self, rol-inneming (die inneem van die rolperspektief van die ander leier/volgeling), bewustheid van attribusie, die bestuur van konflik deur nie-bedreigende, respekvolle en – waar moontlik – aangesig-tot-aangesig bespreking, die fasilitering van ’n sin van doel of betekenis by die werk vir die ander leier/volgeling, en die kweek van konstruktiewe verhoudingseienskappe (vertroue, uitruilbare leier/volgeling-rolle en wedersydse invloed is geïdentifiseer as belangrik). Dit is ook bevind dat ILV sisteemuitsette in die organisasie mag genereer wat bydra tot die organisatoriese kultuur en klimaat, werkprestasie, werknemers se moreel en betrokkenheid, en personeelbehoud.
Persoonlike eienskappe is verdeel in waardes en vaardighede wat ILV ondersteun. Die belangrikste waardes is geïdentifiseer as eerlikheid, liefde, respek, verhoudings, vertroue, en professionele uitnemendheid. Die volgende vaardighede is geïdentifiseer as noodsaaklik: luistervaardighede, emosionele kommunikasievaardighede (met spesifieke verwysing na selfbewussyn, selfrefleksie en aandag aan ander se emosies), betrekkingsvaardighede, konflikbestuursvaardighede, en multi-kulturele vaardighede (wat generasievaardighede insluit).
Die date is ingesamel uit twee gerieflikheidsteekproewe. Indiepte-, semi-gestruktureerde onderhoude is gevoer met Steekproef 1 (kundiges op gebiede verwant aan ILV in kennisgebaseerde kontekste), terwyl vraelyste gebruik is om data te verkry by Steekproef 2 (leier/volgelinge in kennisgebaseerde kontekste). Tematiese ontleding is in beide gevalle gebruik om die data te ontleed en te interpreteer. / Kha iyi ngudo ya u tandula ‘qualitative’, ndivho ya ṱhoḓisio yo vha u ṋetshedza mutheo wa thiyori kha sia ḽa vhushaka ha vhurangaphanḓa vhukati ha vhathu (zwine zwa amba vhushaka ha tshumisano vhukati ha vharangaphanḓa/vhatevheli vhavhili na vhudavhidzani kha vhurangaphanḓa vhune ha khou bvelela nga kha tshumisano yeneyo) kha nyimele ya tshiimiswa yo ḓitikaho nga nḓivho.
Zwo sumbedziswa uri tshumisano ya murangaphanḓa-mutevheli vhukati ha vhathu (leader-follower dyad (LFD)) i nga lavheleswa u bva kha sia ḽa sisiṱeme ya thyori sa sisiṱeme ine ya vha na zwipiḓa zwivhili (vhathu). Vhathu avha vha vhidzwa ‘vharangaphanḓa/vhatevheli’ hu u itela u khwaṱhisedza u ḓitika havho nga muṅwe, na u sumbedza uri mishumo iyi i nga imelelana, zwo ḓitika nga ṱhoḓea dza nyimele yeneyo. (zwi tshi tevhedza vhatevheli vha vhurangaphanḓa uvho). Sisiṱeme ya tshumisano i ṱuṱuwedzwa nga nyimele yayo, nyimele ya tshiimiswa. Fhedziha zwa ndeme kha ngudo iyi ndi nga vhudavhidzani ha vhurangaphanḓa vhukati ha vhathu sa tshiga tsha tshumisano vhukati ha vharangaphanḓa/vhatevheli kha LFD. Maga aya mararu a sisisṱeme a imelelwa nga ṱhoho khulwane kha nḓila yo livhisaho kha ngudo iyi: Ṱhoho 1 – mupo/nyimele ya tshiimiswa i ṱuṱuwedzaho vhushaka ha vhurangaphanḓa vhu vhuedzaho vhukati ha vhathu (interpersonal leadership relations (ILR)); Ṱhoho 2 – Tshiga tsha tshumisano kha LFD; na Ṱhoho 3 – Vhuvha ha muthu vhune ha konisa ILR.
Data yo kuvhanganywa u bva kha sambula dzine dza vha dza tsinisa. Mbudziso dzo ṱanḓavhuwaho, dzi sa langiho kufhindulele kha vhavhudziswa dzo itwa hu na vhadzheneli kha Sambula ya u thoma (1), ngeno khwesheya dzo shumiswa u kuvhanganya data kha Sambula 2. Kha nyimele dzoṱhe ho shumiswa ṱhaṱhuvho i re na vhushaka na ṱhoho u itela u ṱhaṱhuvha na u ṱalutshedza data.
Zwine ngudo iyi ya vhuedza khazwo ndi mvelelo ya mutheo wa thyori wa ILR, ine ya vha na ṱhalutshedzo yo ḓitikaho nga thyori ya ILR, nḓila ya u angaredza ya ILR; na tsumbanḓila dza zwino u itela mbuelo ya ILR kha nyimele yo ḓitikaho nga nḓivho, zwo lavhelesa kha maga a sisiṱeme.
Ṱhalutshedzo i tevhelaho yo vhekanywa zwi ḓitika nga ngudo: Vhushaka ha vhurangaphanḓa Vhuvhedzaho vhukati ha vhathu (ILR) kha nyimele ya tshiimiswa yo ḓitikaho nga nḓivho ndi maitele a tshumisano ya tshiga tsha vhudavhidzani vhukati ha vharangaphanḓa/vhatevheli vha re na nḓivho vhane vha ṱuṱuwedzana na u kovhekana zwine zwa amba u itela u khwaṱhisa vhushaka havho khathihi na u fhirisa na u shumisa nḓivho u itela u zwikelela zwipikwa zwa tshiimiswa.
Zwi tshi ya nga nyimele, zwo wanala uri vharangaphanḓa vha tshiimiswa vha tea u vhumba na u ṱuṱuwedza zwi tevhelaho: muhumbulo wa tshumisano kha vhurangaphanḓa, zwa tshimuya mushumoni, u katela zwa mvelele, na u ṱanganedza u shumiswa ha thekhinoḽodzhi ya vhudavhidzani.
Maelana na tshumisano nga tshiga kha LFD, maitele a vhudavhidzani a tevhelaho a wanala a one a ndeme kha ILR ire na mbuelo: u thetshelesa nga vhuronwane, u tikedza vhatevheli hu na kupfesesele kwa uri vhathu vho fhambana, vhudavhidzani ha ṱhonifho, u dzhiela nṱha mihumbulo ya vhatevheli, u ṱuṱuwedza u ṱhalutshedza nga nḓila yo fhambanaho i vhuedzaho ya vhaṅwe vharangaphanḓa/vhatevheli vha shumaho u ya nga vhone vhaṋe, u dzhia dzhenelela (u vhona nga nḓila ine vhaṅwe vharangaphanḓa/vhatevheli vha vona ngayo), u tangnedza nḓivho, ndaulo ya phambano nga kha nyambedzano i sa shushedziho, ya ṱhonifho, nga maanḓa nga nyambedzano vhathu vho livhana zwifhaṱuwo, u ṱuṱuwedza nḓivho ya ṱhalutshedzo kana ndivho ya mushumo kha vhaṅwe vharangaphanḓa/vhatevheli, u ṱuṱuwedza zwithu zwi fhaṱaho vhushaka vhu vhuedzaho u fana na u fulufhedzana. Zwo tumbulwa uri ILR i bveledza sisiṱeme ya mvelelo u vha tshiimiswa tshine tsha dzhenelela kha mvelele na vhuḓipfi, kushumele kwa mushumo, u ṱuṱuwedzea na u dzhenelela ha vhashumi, nauri vhashumi vha sa ṱuwe.
U ṱanganedzea ha muthu zwo vheekanywa zwi tshi ya nga mikhwa ya muthu ene muṋe na vhukoni zwine zwa tikedza ILR. Mikhwa ya muthu ya ndemesa yo topolwa sa u fulufhedzea, lufuno, ṱhonifho kana u dzhenelela, fulufhelo, na vhukoni kha zwa phurofeshinaḽa. Vhukoni ha ndeme ho sumbedzwa sa vhukoni ha u thetshelesa, vhukoni ha vhudavhidzani ha muhumbulo (nga maanḓa u ḓiḓivha, u ḓilingulula/sedzulusa na u dzhiela nzhele vhuḓipfi ha vhaṅwe vhathu), vhukoni ha u dzhenelela, vhukoni ha ndaulo ya phambano, na vhukoni ha u dzhenelela kha mvelele nnzhi (zwi tshi katela vhukoni ha zwa murafho). / Communication Science / D. Litt. et Phil. (Communication)
|
540 |
Gespreksontleding in die Maatskaplikewerkonderhoud: 'n kwalitatiewe studieRauch, Barend Venter 30 June 2007 (has links)
The purpose of the research is to explore social workers' listening skills pertaining to
listening as communication skill during an experimental social work interview.
The research methodology comprised unique application of a social work interview. A
sample of five participating social workers was invited to listen to a video recording of
a social work interview requesting them to identify information presented by the client
through observation and listening by applying a set of predetermined theoretical
conversation elements.
The participation and involvement of participating social workers during the listening
experiment was video recorded for subsequent evaluation.
The conclusion reached from research findings indicates that the unique approach
adopted by participating social workers' achieved mixed results towards hypothetic
assistance offered to the experimental client. The researcher recommends that social
workers be developed and trained in the art of maintaining effective listening skills
during social work interviews to improve assistance to clients. / Social Work / M. A. (Social Work)
|
Page generated in 0.0626 seconds